Monthly Archives: December 2019

Pacific junction daycare: Pacific Junction School

Опубликовано: December 31, 2019 в 10:12 am

Автор:

Категории: Miscellaneous

Daycare Centers in Pacific Junction IA

Daycares and Preschools

>

Center

>

Pacific Junction, IA

Loving Hands Child Care Center

Loving Hands Child Care Center is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of Public…

Vyhlidal, Marla

Vyhlidal, Marla is a licensed child care center in Prague, NE. At Vyhlidal, Marla, we enroll children as young as 6 weeks through 12 years old. We…

Betty Bryant

Betty Bryant is a licensed child care center in Plattsmouth, NE. At Betty Bryant, we enroll children as young as 6 weeks through 13 years old. We are…

Stjb After School Care

Stjb After School Care is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of Public Health -. ..

Pops Place

Pops Place is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of Public Health – Child Care…

Plattsmouth Middle School After School

Plattsmouth Middle School After School is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of…

Happy Hearts DC/Preschool

Happy Hearts DC/Preschool is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of Public Health…

Kids World

Kids World is a licensed child care center in Plattsmouth, NE with the license issued by the Nebraska Dhhs – Division of Public Health – Child Care…

See More Results

Other Daycare Centers near Pacific Junction IA

Glenwood Head Start Pres

Glenwood Head Start Pres is a licensed child care center in Glenwood, IA. We are a medium-sized center. We participate in a subsidized child care…

Kids Place

Kids Place is a licensed child care center in Glenwood, IA with the license issued by the Iowa Department of Human Services – Child Care Assistance…

Northeast Early Childhood Center

Northeast Early Childhood Center is a child care center in Glenwood, IA. Contact us to schedule a tour and discover for yourself all Northeast Early…

See More Results

People Also Searched For

Emergency Child Care

Infant Daycare

Home Daycare

Preschools

Montessori Daycares

Cities Near Pacific Junction IA

Council Bluffs Daycare and Preschools

Glenwood Daycare and Preschools

Papillion Daycare and Preschools

Plattsmouth Daycare and Preschools

Cedar Creek Daycare and Preschools

Frequently Asked Questions

How much does daycare cost in Pacific Junction?

The cost of daycare in Pacific Junction is $676 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.

Top Resources Related to Daycares

Child Care During Coronavirus (COVID-19): The Definitive Guide

Is daycare safe? How to find child care during COVID-19? Get answers in this guide.

Is daycare safe right now? Do parents still pay if daycares close? How to find daycare during closures? Here’s your guide to child care during coronavirus.

See More

10 Tips for Finding Quality Child Care

Here are 10 tips to help you find affordable and quality child care.

When I needed a daycare and a preschool for my girls, I spent days on Google, phone, and visiting in person. I toured 16 centers before settling for the one that felt right for us. Here are 10 tips to help you find quality child care more easily.

See More

Child Care Center vs. Home-Daycare: Pros & Cons

Which environment is better, a child care center or a home-based daycare? The answer is simple…

During a child care seminar for parents and parents-to-be, I realized the differences between child care centers and home-based daycares were unclear to a lot of families. I was asked which environment was the best, center or home. My answer was simple…

See More

Is Daycare Bad for Kids?

For years, parents have debated what seems like a simple enough question: is daycare bad for kids?

For years, parents have debated what seems like a simple enough question: is daycare bad for kids? There is still no definitive on the long-term effects of daycare, but there are steps parents can take to give their children the best daycare experience.

See More

What High Quality Child Care Looks Like

Entrusting your child to someone else is a big deal. So, how do you know if the center is actually good?

Entrusting your child to someone else is a big deal. In fact, is there a bigger deal? So, how do you choose the right people to care for your child? How do you know if a child care center is actually good? How can you tell, when your child is so young?

See More

How To Be Involved Now That My Child Is In Preschool/Daycare

How can you know what your little one has been up to in daycare?

For many full-time working parents, whose children are in day care for long stretches of the day, your child’s activities are somewhat of a mystery. How can you know what your little one has been up to? Here’s how to know…

See More

Find Daycare Cost Near You: Use the Daycare Tuition Calculator

How much does full time daycare near me cost? Is home daycare more affordable than a center?

How much does full time daycare cost? Is home daycare near me more affordable than a center? Use our Daycare Tuition Calculator to find out average daycare tuition rates in your zip code.

See More

How To Get Your Child Care Tax Credit

Here are 10 things you need to know to claim your Child and Dependent Care Credit…

For most families, child care is the highest single household expense. But, there’s good news! Uncle Sam is here to help and can offset some of your daycare costs. Here are 10 things you need to know to claim your Child and Dependent Care Credit…

See More

FOR PARENTS

Parent ResourcesHow It WorksTestimonialsTerms of UsePrivacy Policy

FOR PROVIDERS

Provider ResourcesHow It WorksTestimonialsTerms and ConditionsList Your Program

MORE

About UsPressJobsContact Us

About UsHow It WorksContact Us

Parent ResourcesProvider Resources

Help Center

Pacific Junction School (715 Cathcart Street, Winnipeg)

gif” alt=”Manitoba Historical Society”>

Manitoba Historical Society
     Keeping history alive for over 143 years

Link to:
Principals | Vice-Principals | Teachers | Photos & Coordinates | Sources

Located on Cathcart Street in the Charleswood suburb of Winnipeg, this elementary school was built in 1987 and named after the former Pacific Junction Railway Station, which previously stood at the eastern corner of Elmhurst Road and Wilkes Avenue. There, in the early 1900s, the Canadian Northern Railway line merged with the Grand Trunk Pacific Railway line, forming a single track towards Winnipeg. The first trains arrived around 1905, with the Loudoun School built nearby in 1910, and a post office following two years later. A bronze plaque commemorating the pioneers of the early Pacific Junction was presented to the school by the Charleswood Historical Society.

The 32,000-square-foot Pacific Junction School was built on designs of the Winnipeg architectural firm MCM Architects at a cost of about $2.5 million. It opened to students in September 1987 and was officially opened at a ribbon-cutting event on 30 November 1987 attended by Assiniboine South School Division Board Chairman Ron Statham, Assistant Deputy Minister (Administration and Finance) Tim Sale on behalf of Education Minister Roland Penner, Community Services Minister Maureen Hemphill, Charleswood MLA Jim Ernst, Vice-President of the Charleswood Historical Society Len Van Roon, Principal Paul Gluck, John G. Taubensee of Taubensee Construction, and Glen Cockburn of MCM Architects. The K-6 school features an independent daycare facility and a 750-square-foot community room, cost-shared between the Assiniboine South (now Pembina Trails School Division) and the City’s Parks and Recreation Division.

Principals

Period

Principal

1987-1996

Paul Gluck

1996-1998

Xavier Abrioux

1998-2006

Cindy Tinsley

2006-2008

Elaine MacDougall

2008-2011

Janet Gray

2011-?

?

2018-?

Caterina Romeo-Mzakar

?-?

Kathy Bru

2019-2022

Troy Calder

Vice-Principals

Period

Vice-Principal

1989-1991

Robert “Rob” Williams

1991-1996

Pat Bottrell

1996-1998

Cindy Tinsley

1998-2001

Laura Zimmerman

2001-2005

Elaine MacDougall

Teachers

Among the teachers of Pacific Junction School was Pat Bottrell (1988-2007).

Photos & Coordinates

Pacific Junction School (June 2020)
Source: Gordon Goldsborough

Site Coordinates (lat/long): N49.85071, W97.25401
denoted by symbol on the map above

Sources:

“Pacific Junction officially opens,” Winnipeg Free Press Weekly Southwest Edition, 6 December 1987, page 1.

“School named after rail station,” Winnipeg Free Press Weekly Southwest Edition, 6 December 1987, page 4.

“Kids craft empty bowls to fill empty bellies,” Winnipeg Free Press, 8 November 2004, page B8.

“It’s a playground again,” Winnipeg Free Press, 10 October 2007, page A6.

We thank Pat Bottrell, Steven Christianson, Margaret Stimson, and David Beer for providing additional information used here.

This page was prepared by Nathan Kramer.

Page revised: 14 December 2021

This is a collection of historic sites in Manitoba compiled by the Manitoba Historical Society.

SEARCH the collection

Browse lists of:
Museums/Archives | Buildings | Monuments | Cemeteries | Locations | Other

Please note that inclusion in this collection does not mean that a particular site has special status or protection. Some sites are on private property and permission must be secured from the owner prior to visiting.

Site information is provided by the Manitoba Historical Society as a free public service only for non-commercial purposes.


Send corrections and additions to this page
to the MHS Webmaster at webmaster@mhs. mb.ca.

Search Tips | Suggest an Historic Site | FAQ

Help us keep history alive!

Back to top of page

For queries on the above page, please contact the MHS Webmaster.

Home  |  Terms & Conditions  |  FAQ  |  Contact Us  |  Privacy Policy  |  Donations

© 1998-2022 Manitoba Historical Society. All rights reserved.

Pacific Junction Day Care Incorporated · 715 Cathcart St, Winnipeg, MB R3R 3M7, CA

Pacific Junction Day Care Incorporated

(204)831-7328 · 715 Cathcart St, Winnipeg, MB R3R 3M7, CA      

Pacific Junction Day Care Incorporated is a charity registered with Canada Revenue Agency (CRA). The business address is 715 Cathcart St, Winnipeg, MB R3R 3M7, CA. The registration date is 1987-10-01.

Charity Information

Business Number 107810442RR0001
Legal Name PACIFIC JUNCTION DAY CARE INCORPORATED
Account Name PACIFIC JUNCTION DAY CARE INCORPORATED
Address 715 Cathcart St
Winnipeg
MB R3R 3M7
CA
Telephone (204)831-7328
Email pjdaycre(a)mts.net
Registration Date 1987-10-01
Designation C – Charitable Organization / Organisme de bienfaisance
Category 0001 – Organizations Relieving Poverty / Organismes qui soulagent la pauvreté
Sub Category 0099 – Other / Autre
Fiscal Year 2021

Charitable Programs

Fiscal Period End Program Type Program Description
2021-09-30 OP THE ORGANIZATION PROVIDES CHILDCARE SERVICES.
2019-09-30 OP THE ORGANIZATION PROVIDEDS CHILDCARE SERVICES.
2016-09-30 OP Infant and pre-school child care.
2015-09-30 OP Infant and pre-school child care
2013-09-30 OP Infant and pre-school child care on a non-profit basis.
2010-09-30 OP Infant and preschool child care
2008-09-30 OP Non profit infant and preschool child care
2007-09-30 OP NON-PROFIT INFANT AND PRE-SCHOOL CHILD CARE
2006-09-30 OP NON PROFIT INFANT AND PRE-SCHOOL CHILD CARE
2005-09-30 OP NON-PROFIT PRE-SCHOOL AND INFANT CHILD CARE
2003-09-30 OP PROVIDES NON PROFIT INFANT AND PRE-SCHOOL CHILD CARE
2002-09-30 OP NON PROFIT INFANT AND PRE-SCHOOL CHILD CARE.
2001-09-30 OP NON-PROFIT PRE-SCHOOL AND INFANT CHILDCARE
2000-09-30 OP NON PROFIT CHILD CARE
1999-09-30 OP NON PROFIT INFANT AND PRE SCHOOL CHILD CARE
1998-09-30 OP NON-PROFIT INFANT AND PRE-SCHOOL CHILD CARE PROGRAM.
1997-09-30 OP INFANT AND PRE-SCHOOL CHILD CARE ON A NON-PROFIT BASIS

Directors, Trustees and Like Officials

Fiscal Period End Full Name Position Appointed Date Ceased Date
2021-09-30 JOEL DEELEY SECRETARY 2019-11-28
2021-09-30 GORD LANGRILL MEMBER 2020-11-30
2021-09-30 KRISTEL ARNOLD MEMBER 2019-11-28
2021-09-30 ANDY TANG MEMBER 2019-11-28
2021-09-30 AMBER JOHNSON CHAIRPERSON 2016-11-29
2021-09-30 JILL ROBERTSON TREASURER 2019-11-28
2020-09-30 EVAN DUNCAN MEMBER 2016-11-29 2019-11-28
2020-09-30 RYAN LEGGETT MEMBER 2017-11-29 2019-11-28
2020-09-30 SAM CALHOUN TREASURER 2017-11-29 2019-11-28
2020-09-30 MICHELLE SZCZERBA MEMBER 2014-11-18 2019-11-28
2020-09-30 BRONWYN BRETT SECRETARY 2017-11-29 2019-11-28
2019-09-30 CHRISTINE REID MEMBER 2015-11-24 2018-11-28
2019-09-30 KARA-LYNN KEHLER MEMBER 2017-11-29 2018-11-28
2019-09-30 JENNIFER ROBERTS SECRETARY 2016-11-29 2018-01-28
2019-09-30 MEGHAN DUNCAN MEMBER 2016-11-29 2018-11-28
2019-09-30 MARCIA HENSON MEMBER 2016-11-29 2019-06-11
2018-09-30 Brownwyn Brett Member 2017-11-29
2018-09-30 Allison Chuchmuch Member 2013-11-14 2017-11-29
2018-09-30 Samantha Calhoun Treasurer 2017-11-29
2017-09-30 Meghan D Duncan Member
2016-09-30 Cindy Clinch Member/Treasurer
2016-09-30 Tali Kor Member
2016-09-30 Kourtenay Clarkson Member
2016-09-30 Laura Norman Member
2016-09-30 Amara Pushka Chair
2015-09-30 Amara Leamann Chair
2015-09-30 Alison Filuk Member
2015-09-30 Laura Norma Member
2015-09-30 Courtney McInnes Member 2015-11-18
2015-09-30 Jennifer Ioannou Secretary

Charities with similar names

Charity Name Address Registration Date
J & F Home Day Care Services Incorporated 85 Murrie St, Etobicoke, ON M8V 1X6 2015-10-09
Pacific Rim Care Counselling Centre Society 202-520 Foster St, Victoria, BC V9A 7P5
St. Germain Day Care Center Incorporated · St Germain Day Care Centre Inc 79 John Forsyth Road, Winnipeg, MB R2N 1R3 1987-07-01
Junction J. Community 1223 Clearwater Pl, Victoria, BC V9B 0J2 2008-07-28
Brooklands Day Care Centre Incorporated 1950 Pacific Ave, Winnipeg, MB R2R 0G4 1976-06-18
Ridge K.i.d.s. (kids Incorporated Day Care Service) 20473 Victoria Rd, Rr 3, Ridgetown, ON N0P 2C0 1988-04-01
Hope Centre Health Care Incorporated 240 Powers St., Winnipeg, MB R2W 5L1 1983-01-01
Generations Day Care Incorporated Rr #4, Petrolia, ON N0N 1R0 1987-08-12
Wawanesa Wee Care Incorporated 518 Commercial Street, Box 3, Wawanesa, MB R0K 2G0 2001-05-22
Pro-Care Palliative Nursing Service Incorporated 366 Main Street East, Hamilton, ON L8N 1J5

Daycare Assistant Jobs in Iowa (Hiring Now!)

  • 4. 8

    Amazon DSP Non-DOT Delivery Driver – at least $17.25/hour, Dubuque, IA, Station: WWI2

    Amazon Delivery Service Partners

    Direct Support Professional Job in Dubuque, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner Pandologic. Category:Transportation, Keywords:Pick Up and Delivery Driver, Location:Dubuque, IA-52002 Amazon Delivery Service Partners (DSPs) are looking for delivery associates (non-DOT drivers) to help deliver packages to customers. As a delivery associate, you will drive a non-DOT regulated delivery van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. Location: WWI2 – 7200 Chavenelle Rd, Dubuque, IA 52002, USA Compensation: DSPs are independent businesses that partner with Amazon to deliver packages.

    Part Time

    Entry Level

    $35k-64k yearly est.

    2d ago

    New

    2d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Waukee, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.

    25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Kelley, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Waukee, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Mingo, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Clive, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Carlisle, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Clive, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.

    25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Collins, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Johnston, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Mitchellville, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Urbandale, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Package Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Johnston, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Huxley, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.

    25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Sheldahl, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Package Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Slater, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Maxwell, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Windsor Heights, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Package Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Glenwood, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $16.5 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Package Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Pacific Junction, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $16.5 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Sheldahl, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Norwalk, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Madrid, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Granger, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Norwalk, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.

    25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Cumming, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Maxwell, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Runnells, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Colfax, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – Starting at $17.25/hr

    Amazon DSP Driver

    Direct Support Professional Job in Runnells, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Grimes, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Package Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Maxwell, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Waukee, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Waukee, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Huxley, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP Driver – at least $17.25/hr, Ankeny, IA, DIA5

    Amazon DSP Driver

    Direct Support Professional Job in Pleasant Hill, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Pacific Junction, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $16.5 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Driver – Training Provided

    Amazon DSP Driver

    Direct Support Professional Job in Carter Lake, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $16.5 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Delivery Driver – Amazon DSP – No Experience Needed

    Amazon DSP Driver

    Direct Support Professional Job in Elkhart, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17.3 hourly

    6d ago

    New

    6d ago

    Opens new tab

  • Amazon DSP – Delivery Driver

    Amazon DSP Driver

    Direct Support Professional Job in Altoona, IA

    Opens new tab

    Interact with Amazon customers and the public in a professional and positive manner As a delivery associate, you’ll drive an Amazon-branded van, stay active, work independently, and be part of a motivated team that safely delivers Amazon packages to customers in your community every day. Amazon Delivery Service Partners (DSPs) are looking for delivery associates (drivers) to help deliver packages to customers. Drive an Amazon-branded vehicle delivering packages to your community Delivery Service Partners (DSPs) provide contracted delivery services to Amazon and are independent employers. DSPs are independent businesses that partner with Amazon to deliver packages.

    Entry Level

    $17. 3 hourly

    6d ago

    New

    6d ago

    Opens new tab

Do you work as a Daycare Provider Assistant?

What are the top employers for Daycare Provider Assistant in IA?

Natural Grocers

UnityPoint Health

Avera McKennan Fitness Center

Avera Health

Wells Enterprises

Top 5 Daycare Provider Assistant companies in IA

  1. Natural Grocers

  2. UnityPoint Health

  3. Avera McKennan Fitness Center

  4. Avera Health

  5. Wells Enterprises

Job type you want

Full Time

Part Time

Internship

Temporary

Browse Daycare Provider Assistant Jobs In Iowa By City

Waverly, IAFairfield, IAPella, IAKeokuk, IANorwalk, IAFort Madison, IAStorm Lake, IASpencer, IAOskaloosa, IAGrimes, IABoone, IANewton, IAIndianola, IAClive, IAAltoona, IANorth Liberty, IAWaukee, IACoralville, IAJohnston, IAMuscatine, IAFort Dodge, IAOttumwa, IABurlington, IAClinton, IAMarshalltown, IAMason City, IABettendorf, IAMarion, IACedar Falls, IAUrbandale, IADubuque, IAAnkeny, IACouncil Bluffs, IAWest Des Moines, IAAmes, IAWaterloo, IAIowa City, IASioux City, IADavenport, IACedar Rapids, IADes Moines, IA

All Daycare Provider Assistant Jobs

Jobs In Iowa

Career Advice

These Are The 10 Best Colleges For Jobs In Iowa

These Are The 10 Smartest Cities In Iowa

All daycare jobs in winnipeg manitoba

YMCA-YWCA of Winnipeg

 — 

Winnipeg, MB

Capable of maintaining a clean and safe daycare environment? To provide proof that you are fully immunized against COVID-19 or have a valid exemption.

$0 – $16 an hour

4667710 Manitoba Ltd o/a Paradise Montessori Preschool

 — 

Winnipeg, MB

Maintain daycare equipment and assist in housekeeping and cooking duties. Emergency child care first aid and CPR. Supervise staff, trainees or volunteers.

$17 an hour

Career Pathfinders

 — 

Winnipeg, MB

Support early childhood educators in carrying out programs that promote the physical, cognitive, emotional and social development of children.

$12 – $13 an hour

Ecole Centrale School Age Centre

 — 

Winnipeg, MB

Maintain daycare equipment and assist in housekeeping and cooking duties. Emergency child care first aid and CPR. Before and after school programs.

$13 an hour

YMCA-YWCA of Winnipeg

 — 

Winnipeg, MB

Capable of maintaining a clean and safe daycare environment? Applicants will be thoroughly screened through a review process including Police Record Checks with…

$0 – $16 an hour

Inkster Community Child Care Inc

 — 

Winnipeg, MB

Maintain daycare equipment and assist in housekeeping and cooking duties. Emergency child care first aid and CPR. Before and after school programs.

$18 – $20 an hour

Dasmesh School Winnipeg Inc.

 — 

West St Paul, MB

Maintain daycare equipment and assist in housekeeping and cooking duties. Develop and implement child-care programs that support and promote the physical,…

$14 – $19 an hour

RICHMOND MONTESSORI SCHOOL INC.

 — 

Winnipeg, MB

Maintain daycare equipment and assist in housekeeping and cooking duties. Day care centre or nursery school. Supervise staff, trainees or volunteers.

$17 an hour

On The Move Inc

 — 

Winnipeg, MB

This person will be covering for staff on holidays or away and the shifts will vary depending upon the daycares needs.

$15 – $16 an hour

Valley Gardens N.A.S.P. Inc.

 — 

Winnipeg, MB

We are a school age center, caring for 20 preschool and 50 school age children. Part-time hours: 17.5-20.0 per week.

Brock Corydon Daycare

 — 

Winnipeg, MB

Brock Corydon Daycare is seeking a keen and energetic Child Care Assistant to work with children ranging from 4-12 years of age in a before and after school…

$17 an hour

Woofs ‘n Wags

 — 

Winnipeg, MB

The openings we have are flexible from part time to full time. Job Types: Full-time, Part-time, Casual. Part-time hours: 20 – 40 per week.

$13 – $15 an hour

Woofs ‘n Wags Donald

 — 

Winnipeg, MB

Must be capable of thinking on their feet and moving through a fast paced environment. Skills in communication, cleaning, and organization are a requirement.

$13 – $15 an hour

Pacific Junction Daycare Inc.

 — 

Winnipeg, MB

Child Care Assistant Full Time Position*. Pacific Junction Daycare Incorporated (est. 1987), located in the heart of Charleswood, is looking to hire a Full Time…

Estimated:

$30,000 – $37,000 a year

Dugald Daycare Inc

 — 

Dugald, MB

Current first aid/CPR required as well as obtaining a clear criminal check and child abuse check. Dugald Daycare located 10 minutes East of Winnipeg (Transcona)…

$25,350 – $31,297 a year

The Pawsh Dog Inc

 — 

Winnipeg, MB

Checking in and checking out clients. Taking payments and keeping records. Managing dog group play (formal training provided). 18 years of age or older.

$13 – $16 an hour

Woofs ‘n Wags

 — 

Winnipeg, MB

This position may be part or full time. Professional experience is an asset but not necessary. Cleaning experience and/or love to clean is also an asset.

Tache Community Daycare

 — 

Lorette, MB

The eligible candidate must be 18 years old +, have valid first aid and CPR, clear criminal record check and clear child abuse check.

Estimated:

$23,000 – $31,000 a year

Paws Unleashed

 — 

Winnipeg, MB

No prior dog behaviour experience is required, just a willingness to work hard and learn through experience. Walking, feeding, and putting dogs to bed.

Bright Tikes Preschool and DayCare

 — 

Winnipeg, MB

Desired: Knowledge of Reggio Emilio approach and experience with children age 1-2 in a daycare setting. We have spots reserved for children of qualified staff…

$17 – $19 an hour

Child Care Client Portal





Search By Name




Provider Business Name:  
First Name:  
Last Name:  

Search By Location







County:  
Select CountyAdairAdamsAllamakeeAppanooseAudubonBentonBlack HawkBooneBremerBuchananBuena VistaButlerCalhounCarrollCassCedarCerro GordoCherokeeChickasawClarkeClayClaytonClintonCrawfordDallasDavisDecaturDelawareDes MoinesDickinsonDubuqueEmmetFayetteFloydFranklinFremontGreeneGrundyGuthrieHamiltonHancockHardinHarrisonHenryHowardHumboldtIdaIowaJacksonJasperJeffersonJohnsonJonesKeokukKossuthLeeLinnLouisaLucasLyonMadisonMahaskaMarionMarshallMillsMitchellMononaMonroeMontgomeryMuscatineObrienOsceolaPagePalo AltoPlymouthPocahontasPolkPottawattamiePoweshiekRinggoldSacScottShelbySiouxStoryTamaTaylorUnionVan BurenWapelloWarrenWashingtonWayneWebsterWinnebagoWinneshiekWoodburyWorthWright
City:  
Select CityAbingdonAckleyAckworthAdairAdavilleAdelAdelphiAdventureland EstatesAftonAgencyAinsworthAkronAlbanyAlbert CityAlbiaAlbionAlburnettAldenAlexanderAlgonaAllemanAllendorfAllertonAllisonAlphaAltaAlta VistaAltonAltoonaAlvordAmanaAmberAmboyAmesAnamosaAndoverAndrewAnitaAnkenyAnthonAplingtonArbor HillArcadiaArcherAredaleArgyleArionArispeArlingtonArmstrongArnolds ParkArtesianArthurAsburyAshtonAspinwallAtalissaAthlestanAtkinsAtlanticAuburnAudubonAugustaAureliaAureolaAuroraAustinvilleAveryAvocaAvonAvon LakeAyrshireBadgerBagleyBaldwinBancroftBankstonBarnes CityBarneyBarnumBartlettBassettBataviaBattle CreekBaxterBayardBeaconBeaconsfieldBeamanBeaverBeaverdale HeightsBeckwithBedfordBeechBel Air BeachBelknapBelle PlaineBellevueBelmondBennettBentonBentonsportBereaBerkleyBernardBerneBerwickBethlehemBettendorfBevingtonBig RockBirminghamBlackhawk VillageBladensburgBlairsburgBlairstownBlakesburgBlanchardBlencoeBlocktonBloomfieldBlue GrassBluff ParkBlufftonBlvd StationBodeBolanBonairBonaparteBondurantBooneBoonevilleBotnaBoutonBoxholmBoydBoydenBoyerBraddyvilleBradfordBradgateBrainardBrandonBraytonBrazilBredaBremerBridge PortBridgewaterBrightonBristowBrittBronsonBrooklynBrooksBrooksideBrunsvilleBrushyBryantBuchananBuckcreekBuckeyeBuckinghamBuffaloBuffalo CenterBurchinalBurlingtonBurnsideBurr OakBurtBusseyCairoCalamusCallenderCalmarCalumetCamancheCambriaCambridgeCamp DodgeCanbyCantonCantrilCapitol HeightsCarbonCarbondaleCarlCarlisleCarmelCarnarvonCarnesCarneyCarnforthCarpenterCarrollCarsonCarter LakeCartersvilleCascadeCaseyCasino BeachCastaliaCastanaCedarCedar BluffCedar CityCedar FallsCedar RapidsCedar ValleyCedarfallsCenter GroveCenter JctCenter JunctionCenter PointCenterdaleCentervilleCentral CityCentral HeightsCentraliaChapinCharitonCharles CityCharlestonCharlotteCharter OakChatsworthChelseaCherokeeChesterChickasawChillicotheChurchChurchvilleChurdanCincinnatiClareClarenceClarindaClarionClarksvilleClaytonClayton CenterClayworksClear CreekClear LakeClearfieldCleghornClemonsClermontClevesClifflandClimbing HillClintonClioCLIVECloverdaleClutierClydeCo BluffsCoal CreekCoalvilleCoggonCoinColesburgColfaxCollege SpringsCollege SquareCollinsColoColumbiaColumbus CityColumbus JctColumbus JunctionColwellCommuniaCOMMUNICATIONS DATA SERVICEConesvilleCongerConoverConradConroyConwayCoolCoon RapidsCooperCoppockCoralvilleCorneliaCornellCorningCorrectionvilleCorwithCorydonCosgroveCotterCou FallsCoulterCouncil BlfsCouncil BluffsCovingtonCraigCrandalls LodgeCranstonCrawfordsvilleCrescentCrescoCrestonCrockerCromwellCrossroads CenterCrotonCrystal LakeCumberlandCummingCurlewCushingCylinderDahlonegaDakota CityDalbyDaleDallasDallas CenterDanaDanburyDanvilleDavenportDavis CityDawsonDaytonDaytonvilleDe SotoDe WittDeanDecaturDecorahDedhamDeep RiverDefianceDelawareDelhiDelmarDeloitDelphosDeltaDenhartDenisonDenmarkDenverDerbyDes MoinesDewarDewittDexterDiagonalDiamond CenterDickensDikeDinsdaleDixonDodgevilleDolliverDonahueDonnanDonnellsonDoonDorchesterDorisDoudsDoughertyDouglasDow CityDowneyDowsDrakesvilleDublinDubuqueDudleyDumontDuncanDuncombeDundeeDunkertonDunlapDurangoDurantDurhamDutchtownDyersvilleDysartEagle CenterEagle GroveEagle PointEarlhamEarlingEarlvilleEarlyEast AmanaEast Des MoinesEast FourteenthEast Pleasant PlainEddyvilleEdgewoodEdnaEganEgralharveElberonEldonEldoraEldoradoEldridgeElginElk HornElk Run HeightsElkaderElkhartElkportElliottEllstonEllsworthElmaElonElrickElviraElwoodElyEmelineEmersonEmeryEmmetsburgEnterpriseEpworthEssexEsthervilleEvansEvans JunctionEvansdaleEvanstonEverlyEwartExiraExlineFairbankFairfaxFairfieldFairviewFarleyFarmersburgFarmingtonFarnhamvilleFarragutFarrarFarsonFaulknerFayetteFentonFergusonFernFernaldFertileFestinaFillmoreFinchfordFiscusFlorencevilleFlorisFloydFollettsFondaFontanelleForest CityFort AtkinsonFort DodgeFort MadisonFostoriaFour CornersFranklinFrankvilleFraserFredericksburgFrederikaFredoniaFreemanFreeportFremontFroelichFruitlandFultonGalbraithGalesburgGallandGaltGalvaGambrillGarberGarden CityGarden GroveGardinerGarfieldGarnavilloGarnerGarrisonGarwinGazaGenevaGenoa BluffGeorgeGeorgetownGerman ValleyGermantownGermanvilleGiardGibsonGiffordGilbertGilbertvilleGillett GroveGilmanGilmore CityGladbrookGladwinGlasgowGlendonGlenwoodGliddenGoddardGoldfieldGoodellGoose LakeGooselakeGowrieGrace HillGraettingerGraftonGrand JunctionGrand MoundGrand RiverGrandviewGrangerGraniteGrantGrant CityGranvilleGravityGrayGreeleyGreen CastleGreen IslandGreen MountainGreeneGreenfieldGreenvilleGrimesGrinnellGriswoldGrundy CenterGruverGuernseyGunderGussGuthrie CenterGuttenbergHalburHaleHamburgHamiltonHamlinHamptonHancockHanfordHanleyHanlontownHannaHanoverHansellHarcourtHardinHardyHarlanHarperHarpers FerryHarrisHartfordHartleyHartwickHarvardHarvesterHarveyHaskinsHastingsHauntownHavelockHavenHaverhillHawardenHawkeyeHayesvilleHayfieldHazel GreenHazletonHebronHedrickHendersonHerbert Hoover National HistHerroldHesperHiawathaHighHigh AmanaHigh PointHighland ParkHighlandvilleHillsHillsboroHintonHitemanHobartonHolbrookHoliday LakeHollandHolmesHolsteinHoly CrossHomesteadHoney CreekHopevilleHopkintonHornickHortonHospersHoughtonHoweHubbardHudsonHullHumboldtHumestonHuntingtonHuronHurstvilleHutchinsHuxleyIconiumIda GroveImogeneIndependenceIndian CreekIndianapolisIndianolaIndustryInwoodIoniaIowa CenterIowa CityIowa FallsIowa State UniversityIraIretonIronhillsIrvingtonIrwinIvyJackson JunctionJamaicaJamesJamisonJanesvilleJeffersonJericoJesupJewellJoetownJohnstonJoiceJolleyJulienJuniataKaloKalonaKamrarKanawhaKellertonKelleyKelloggKendallvilleKensettKentKeokukKeomahKeosauquaKeotaKesleyKeswickKey WestKeystoneKilbournKillduffKimballtonKingsleyKingstonKinrossKirkmanKirkvilleKironKlemmeKlingerKnierimKnittelKnokeKnoxvilleKossuthKosztaLa MotteLa Porte CityLacelleLaceyLaconaLadoraLake CityLake MillsLake PanoramaLake ParkLake ViewLakesideLakewoodLakotaLambs GroveLamoniLamontLancasterLanedaleLanesboroLangworthyLansingLanyonLaporte CityLarchwoodLarrabeeLast ChanceLatimerLaurelLaurensLaviniaLawlerLawn HillLawtonLe ClaireLe GrandLe MarsLe RoyLeandoLebanonLedyardLehighLeightonLelandLenoxLeonLesterLettsLewisLibertyLiberty CenterLibertyvilleLidderdaleLimaLimbyLime CityLime SpringsLincolnLindenLinevilleLinn GroveLisbonLiscombLittle CedarLittle RockLittle SiouxLittle TurkeyLittletonLivermoreLivingstonLockridgeLocustLoganLohrvilleLone RockLone TreeLong GroveLorahLorimorLost Island LakeLost NationLotts CreekLourdesLoviliaLovingtonLow MoorLowdenLowellLu VerneLuanaLucasLudlowLundstrom HeightsLutherLutonLuxemburgLuzerneLynnvilleLyttonMacedoniaMacksburgMacyMadridMagnoliaMalcomMallardMaloneMaloyMalvernManawaManchesterManillaManlyManningMansonMaple HeightsMaple HillMaple RiverMapletonMaquoketaMarathonMarble RockMarcusMarengoMarionMarkMarneMarquetteMarquisvilleMarshalltownMartelleMartensdaleMartinsburgMarysvilleMaryvilleMason CityMasonvilleMassenaMasseyMassillonMatlockMauriceMaxwellMay CityMaynardMaysvilleMc CallsburgMc CauslandMc ClellandMc GregorMc IntireMcClellandMcNallyMechanicsvilleMedervilleMediapolisMedoraMelbourneMELCHERMelcher DallasMelcher-DallasMelroseMeltonvilleMelvinMenloMeridenMeroaMerrillMeserveyMethodist CampMeyerMiddleMiddle AmanaMiddleburgMiddletownMidvaleMidwayMilesMilfordMillerMillersburgMillertonMillnervilleMillvilleMiloMiltonMinburnMindenMineolaMinervaMingoMissouri ValleyMitchellMitchellvilleMo ValleyModaleMondaminMonetaMonmouthMononaMonroeMontereyMontezumaMontgomeryMonticelloMontourMontpelierMontroseMooarMoorheadMoorlandMoranMoraviaMorleyMorning SunMorrisonMorton MillsMoscowMoultonMount AuburnMount AyrMount CarmelMount PleasantMount SterlingMount UnionMount VernonMount ZionMovilleMt HamillMuntervilleMurphyMurrayMuscatineMysticN Buena VistaNapierNashuaNashvilleNationalNeilsNemahaNeolaNeptuneNevadaNew AlbinNew BostonNew HamptonNew HartfordNew HavenNew LibertyNew LondonNew MarketNew ProvidenceNew SharonNew ViennaNew VirginiaNew YorkNewbernNewburgNewellNewhallNewkirkNewtonNicholsNodawayNora SpringsNordnessNorth BranchNorth Buena VistaNorth CedarNorth EnglishNorth GrandNorth LibertyNorth WashingtonNorth WeltonNorthboroNorthfieldNorthwoodNorwalkNorwayNorwoodNorwoodvilleNumaOakdaleOaklandOakland AcresOakleyOakvilleOakwoodOasisOcheyedanOdeboltOelweinOgdenOkobojiOld TownOldsOlinOlivetOllieOnawaOneidaOnslowOntarioOralaborOranOrangeOrange CityOrchardOrientOrilliaOsageOsborneOsceolaOsgoodOskaloosaOssianOsterdockOthoOtleyOtoOtrantoOtter CreekOttervilleOttosenOttumwaOttumwa JunctionOwasaOwegoOxfordOxford JctOxford JunctionOxford MillsOyensPacific JunctionPackardPackwoodPainted RocksPalm GrovePalmerPalmyraPaloPanamaPanarama ParkPanoraParisPark HillsPark ViewParkersburgParnellPatonPattersonPaullinaPekinPellaPeostaPercivalPerkinsPerleePerryPershingPersiaPeruPetersburgPetersonPetersvillePiersonPilot GrovePilot MoundPioneerPiperPisgahPittsburgPitzerPlain ViewPlainfieldPlanoPlattevillePleasant HillPleasant PlainPleasant ValleyPleasantonPleasantvillePloverPlymouthPocahontasPolk CityPomeroyPopejoyPortlandPortsmouthPostvillePowersvillePrairie CityPrairie GrovePrairieburgPrescottPrestonPrimgharPrimrosePrincetonProlePromise CityProtivinPulaskiQuandahlQuasquetonQuimbyRadcliffeRakeRalstonRandaliaRandallRandolphRandsRathbunRaymarRaymondReadlynReasnorRed LineRed OakReddingRedfieldReinbeckRembrandtRemsenRenwickRhodesRicevilleRichardsRichlandRichmondRickettsRidgewayRinardRingstedRippeyRisingsunRitterRiver JunctionRiverdaleRiversideRivertonRobertsRobertsonRobinsRobinsonRochesterRock CreekRock FallsRock RapidsRock ValleyRockdaleRockfordRockwellRockwell CityRodneyRoelynRolandRolfeRomeRose HillRoselleRossRossieRossvilleRowanRowleyRoyalRubioRubleRuddRunnellsRussellRuthvenRutlandRutledgeRyanSabulaSac CitySagevilleSaint AnsgarSaint AnthonySaint BenedictSaint CharlesSaint DonatusSaint JosephSaint LucasSaint MarysSaint OlafSaint PaulSalemSalinaSalixSanbornSand PrairieSand SpringSanduskySandyvilleSantiagoSaratogaSattreSaudeSavannahSawyerSaydelSaylorvilleScarvilleSchallerSchleswigSchleyScotch GroveScotch RidgeScrantonSearsboroSelmaSenecaSergeant BluffSewalSextonSeymourSgt BluffShady GroveShafftonShambaughShannon CitySharonSharpsburgShawondasseSheffieldShelbySheldahlSheldonShell RockShellsburgShenandoahSheridanSherrillSherwoodShipleySiamSibleySidneySigourneySilver CitySilver LakeSinclairSioux CenterSioux CitySioux RapidsSix MileSlaterSliferSloanSmithlandSoldierSolonSomersSouth AmanaSouth Des MoinesSouth EnglishSouth OttumwaSpencerSperrySpillvilleSpirit LakeSpraguevilleSpring HillSpringbrookSpringdaleSpringvilleStacyvilleStanhopeStanleyStantonStanwoodStanzelState CenterSteamboat RockStilesStilsonStockportStocktonStorm LakeStory CityStoutStratfordStrawberry PointStringtownStrubleStuartSugar CreekSullySulphur SpringsSummersetSummitvilleSumnerSuperiorSutherlandSutliffSwaledaleSwanSwea CitySwedesburgSwisherTaborTaintorTalleyrandTalmageTamaTaraTeeds GroveTemplar ParkTempletonTen MileTennantTenville JunctionTerrilThayerThe MeadowsThompsonThorThornburgThorntonThorpeThurmanTiconicTiffinTimberland HeightsTingleyTiptonTitonkaToddvilleToetervilleToledoToolesboroTorontoTracyTraerTrentonTreynorTriboji BeachTripoliTroyTroy MillsTruaxTruesdaleTruroTurkey RiverTuskeegoTwin View HeightsUdellUnderwoodUnionUnion MillsUnionvilleUniv ParkUniversity HeightsUniversity ParkUrbanaUrbandaleUteVailValeriaVan CleveVan HorneVan MeterVan WertVandaliaVarinaVedic CityVenturaVeoVernonVernon SpringsVictorVillage CreekVilliscaVincentViningVintonViolaVolgaVolneyVoorhiesW BurlingtonW Des MoinesW OkobojiWadenaWahpetonWalcottWalfordWalkerWall LakeWallingfordWalnutWalnut CityWapelloWareWashburnWashingtonWashtaWaterlooWatervilleWatkinsWatsonWaubeekWaucomaWaukeeWaukonWaukon JunctionWaverlyWaylandWebbWebsterWebster CityWeldonWellerWellmanWellsburgWeltonWesleyWest AmanaWest BendWest BranchWest BurlingtonWest ChesterWest Des MoinesWest Fort DodgeWest GroveWest LibertyWest OkobojiWest PointWest Storm LakeWest UnionWestervilleWestfieldWestgateWestphaliaWestsideWeverWhat CheerWheatlandWhite ElmWhite OakWhite PigeonWhitingWhittemoreWhittenWhittierWickWickham SpurWiestonWildwood CampWilleyWilliamsWilliamsburgWilliamsonWilliamstownWiltonWindhamWindsor HeightsWINDSOR HTSWinfieldWinnebago HeightsWintersetWinthropWiotaWiscottaWodenWoodWoodbineWoodburnWoodlandWoodwardWoolstockWorthingtonWrightWymanWyomingYaleYarmouthYetterYorktownZanetaZearingZionZook SpurZwingle
Zip Code:  
Near This Address:  
Near This City:  
Select CityAbingdonAckleyAckworthAdairAdavilleAdelAdelphiAdventureland EstatesAftonAgencyAinsworthAkronAlbanyAlbert CityAlbiaAlbionAlburnettAldenAlexanderAlgonaAllemanAllendorfAllertonAllisonAlphaAltaAlta VistaAltonAltoonaAlvordAmanaAmberAmboyAmesAnamosaAndoverAndrewAnitaAnkenyAnthonAplingtonArbor HillArcadiaArcherAredaleArgyleArionArispeArlingtonArmstrongArnolds ParkArtesianArthurAsburyAshtonAspinwallAtalissaAthlestanAtkinsAtlanticAuburnAudubonAugustaAureliaAureolaAuroraAustinvilleAveryAvocaAvonAvon LakeAyrshireBadgerBagleyBaldwinBancroftBankstonBarnes CityBarneyBarnumBartlettBassettBataviaBattle CreekBaxterBayardBeaconBeaconsfieldBeamanBeaverBeaverdale HeightsBeckwithBedfordBeechBel Air BeachBelknapBelle PlaineBellevueBelmondBennettBentonBentonsportBereaBerkleyBernardBerneBerwickBethlehemBettendorfBevingtonBig RockBirminghamBlackhawk VillageBladensburgBlairsburgBlairstownBlakesburgBlanchardBlencoeBlocktonBloomfieldBlue GrassBluff ParkBlufftonBlvd StationBodeBolanBonairBonaparteBondurantBooneBoonevilleBotnaBoutonBoxholmBoydBoydenBoyerBraddyvilleBradfordBradgateBrainardBrandonBraytonBrazilBredaBremerBridge PortBridgewaterBrightonBristowBrittBronsonBrooklynBrooksBrooksideBrunsvilleBrushyBryantBuchananBuckcreekBuckeyeBuckinghamBuffaloBuffalo CenterBurchinalBurlingtonBurnsideBurr OakBurtBusseyCairoCalamusCallenderCalmarCalumetCamancheCambriaCambridgeCamp DodgeCanbyCantonCantrilCapitol HeightsCarbonCarbondaleCarlCarlisleCarmelCarnarvonCarnesCarneyCarnforthCarpenterCarrollCarsonCarter LakeCartersvilleCascadeCaseyCasino BeachCastaliaCastanaCedarCedar BluffCedar CityCedar FallsCedar RapidsCedar ValleyCedarfallsCenter GroveCenter JctCenter JunctionCenter PointCenterdaleCentervilleCentral CityCentral HeightsCentraliaChapinCharitonCharles CityCharlestonCharlotteCharter OakChatsworthChelseaCherokeeChesterChickasawChillicotheChurchChurchvilleChurdanCincinnatiClareClarenceClarindaClarionClarksvilleClaytonClayton CenterClayworksClear CreekClear LakeClearfieldCleghornClemonsClermontClevesClifflandClimbing HillClintonClioCLIVECloverdaleClutierClydeCo BluffsCoal CreekCoalvilleCoggonCoinColesburgColfaxCollege SpringsCollege SquareCollinsColoColumbiaColumbus CityColumbus JctColumbus JunctionColwellCommuniaCOMMUNICATIONS DATA SERVICEConesvilleCongerConoverConradConroyConwayCoolCoon RapidsCooperCoppockCoralvilleCorneliaCornellCorningCorrectionvilleCorwithCorydonCosgroveCotterCou FallsCoulterCouncil BlfsCouncil BluffsCovingtonCraigCrandalls LodgeCranstonCrawfordsvilleCrescentCrescoCrestonCrockerCromwellCrossroads CenterCrotonCrystal LakeCumberlandCummingCurlewCushingCylinderDahlonegaDakota CityDalbyDaleDallasDallas CenterDanaDanburyDanvilleDavenportDavis CityDawsonDaytonDaytonvilleDe SotoDe WittDeanDecaturDecorahDedhamDeep RiverDefianceDelawareDelhiDelmarDeloitDelphosDeltaDenhartDenisonDenmarkDenverDerbyDes MoinesDewarDewittDexterDiagonalDiamond CenterDickensDikeDinsdaleDixonDodgevilleDolliverDonahueDonnanDonnellsonDoonDorchesterDorisDoudsDoughertyDouglasDow CityDowneyDowsDrakesvilleDublinDubuqueDudleyDumontDuncanDuncombeDundeeDunkertonDunlapDurangoDurantDurhamDutchtownDyersvilleDysartEagle CenterEagle GroveEagle PointEarlhamEarlingEarlvilleEarlyEast AmanaEast Des MoinesEast FourteenthEast Pleasant PlainEddyvilleEdgewoodEdnaEganEgralharveElberonEldonEldoraEldoradoEldridgeElginElk HornElk Run HeightsElkaderElkhartElkportElliottEllstonEllsworthElmaElonElrickElviraElwoodElyEmelineEmersonEmeryEmmetsburgEnterpriseEpworthEssexEsthervilleEvansEvans JunctionEvansdaleEvanstonEverlyEwartExiraExlineFairbankFairfaxFairfieldFairviewFarleyFarmersburgFarmingtonFarnhamvilleFarragutFarrarFarsonFaulknerFayetteFentonFergusonFernFernaldFertileFestinaFillmoreFinchfordFiscusFlorencevilleFlorisFloydFollettsFondaFontanelleForest CityFort AtkinsonFort DodgeFort MadisonFostoriaFour CornersFranklinFrankvilleFraserFredericksburgFrederikaFredoniaFreemanFreeportFremontFroelichFruitlandFultonGalbraithGalesburgGallandGaltGalvaGambrillGarberGarden CityGarden GroveGardinerGarfieldGarnavilloGarnerGarrisonGarwinGazaGenevaGenoa BluffGeorgeGeorgetownGerman ValleyGermantownGermanvilleGiardGibsonGiffordGilbertGilbertvilleGillett GroveGilmanGilmore CityGladbrookGladwinGlasgowGlendonGlenwoodGliddenGoddardGoldfieldGoodellGoose LakeGooselakeGowrieGrace HillGraettingerGraftonGrand JunctionGrand MoundGrand RiverGrandviewGrangerGraniteGrantGrant CityGranvilleGravityGrayGreeleyGreen CastleGreen IslandGreen MountainGreeneGreenfieldGreenvilleGrimesGrinnellGriswoldGrundy CenterGruverGuernseyGunderGussGuthrie CenterGuttenbergHalburHaleHamburgHamiltonHamlinHamptonHancockHanfordHanleyHanlontownHannaHanoverHansellHarcourtHardinHardyHarlanHarperHarpers FerryHarrisHartfordHartleyHartwickHarvardHarvesterHarveyHaskinsHastingsHauntownHavelockHavenHaverhillHawardenHawkeyeHayesvilleHayfieldHazel GreenHazletonHebronHedrickHendersonHerbert Hoover National HistHerroldHesperHiawathaHighHigh AmanaHigh PointHighland ParkHighlandvilleHillsHillsboroHintonHitemanHobartonHolbrookHoliday LakeHollandHolmesHolsteinHoly CrossHomesteadHoney CreekHopevilleHopkintonHornickHortonHospersHoughtonHoweHubbardHudsonHullHumboldtHumestonHuntingtonHuronHurstvilleHutchinsHuxleyIconiumIda GroveImogeneIndependenceIndian CreekIndianapolisIndianolaIndustryInwoodIoniaIowa CenterIowa CityIowa FallsIowa State UniversityIraIretonIronhillsIrvingtonIrwinIvyJackson JunctionJamaicaJamesJamisonJanesvilleJeffersonJericoJesupJewellJoetownJohnstonJoiceJolleyJulienJuniataKaloKalonaKamrarKanawhaKellertonKelleyKelloggKendallvilleKensettKentKeokukKeomahKeosauquaKeotaKesleyKeswickKey WestKeystoneKilbournKillduffKimballtonKingsleyKingstonKinrossKirkmanKirkvilleKironKlemmeKlingerKnierimKnittelKnokeKnoxvilleKossuthKosztaLa MotteLa Porte CityLacelleLaceyLaconaLadoraLake CityLake MillsLake PanoramaLake ParkLake ViewLakesideLakewoodLakotaLambs GroveLamoniLamontLancasterLanedaleLanesboroLangworthyLansingLanyonLaporte CityLarchwoodLarrabeeLast ChanceLatimerLaurelLaurensLaviniaLawlerLawn HillLawtonLe ClaireLe GrandLe MarsLe RoyLeandoLebanonLedyardLehighLeightonLelandLenoxLeonLesterLettsLewisLibertyLiberty CenterLibertyvilleLidderdaleLimaLimbyLime CityLime SpringsLincolnLindenLinevilleLinn GroveLisbonLiscombLittle CedarLittle RockLittle SiouxLittle TurkeyLittletonLivermoreLivingstonLockridgeLocustLoganLohrvilleLone RockLone TreeLong GroveLorahLorimorLost Island LakeLost NationLotts CreekLourdesLoviliaLovingtonLow MoorLowdenLowellLu VerneLuanaLucasLudlowLundstrom HeightsLutherLutonLuxemburgLuzerneLynnvilleLyttonMacedoniaMacksburgMacyMadridMagnoliaMalcomMallardMaloneMaloyMalvernManawaManchesterManillaManlyManningMansonMaple HeightsMaple HillMaple RiverMapletonMaquoketaMarathonMarble RockMarcusMarengoMarionMarkMarneMarquetteMarquisvilleMarshalltownMartelleMartensdaleMartinsburgMarysvilleMaryvilleMason CityMasonvilleMassenaMasseyMassillonMatlockMauriceMaxwellMay CityMaynardMaysvilleMc CallsburgMc CauslandMc ClellandMc GregorMc IntireMcClellandMcNallyMechanicsvilleMedervilleMediapolisMedoraMelbourneMELCHERMelcher DallasMelcher-DallasMelroseMeltonvilleMelvinMenloMeridenMeroaMerrillMeserveyMethodist CampMeyerMiddleMiddle AmanaMiddleburgMiddletownMidvaleMidwayMilesMilfordMillerMillersburgMillertonMillnervilleMillvilleMiloMiltonMinburnMindenMineolaMinervaMingoMissouri ValleyMitchellMitchellvilleMo ValleyModaleMondaminMonetaMonmouthMononaMonroeMontereyMontezumaMontgomeryMonticelloMontourMontpelierMontroseMooarMoorheadMoorlandMoranMoraviaMorleyMorning SunMorrisonMorton MillsMoscowMoultonMount AuburnMount AyrMount CarmelMount PleasantMount SterlingMount UnionMount VernonMount ZionMovilleMt HamillMuntervilleMurphyMurrayMuscatineMysticN Buena VistaNapierNashuaNashvilleNationalNeilsNemahaNeolaNeptuneNevadaNew AlbinNew BostonNew HamptonNew HartfordNew HavenNew LibertyNew LondonNew MarketNew ProvidenceNew SharonNew ViennaNew VirginiaNew YorkNewbernNewburgNewellNewhallNewkirkNewtonNicholsNodawayNora SpringsNordnessNorth BranchNorth Buena VistaNorth CedarNorth EnglishNorth GrandNorth LibertyNorth WashingtonNorth WeltonNorthboroNorthfieldNorthwoodNorwalkNorwayNorwoodNorwoodvilleNumaOakdaleOaklandOakland AcresOakleyOakvilleOakwoodOasisOcheyedanOdeboltOelweinOgdenOkobojiOld TownOldsOlinOlivetOllieOnawaOneidaOnslowOntarioOralaborOranOrangeOrange CityOrchardOrientOrilliaOsageOsborneOsceolaOsgoodOskaloosaOssianOsterdockOthoOtleyOtoOtrantoOtter CreekOttervilleOttosenOttumwaOttumwa JunctionOwasaOwegoOxfordOxford JctOxford JunctionOxford MillsOyensPacific JunctionPackardPackwoodPainted RocksPalm GrovePalmerPalmyraPaloPanamaPanarama ParkPanoraParisPark HillsPark ViewParkersburgParnellPatonPattersonPaullinaPekinPellaPeostaPercivalPerkinsPerleePerryPershingPersiaPeruPetersburgPetersonPetersvillePiersonPilot GrovePilot MoundPioneerPiperPisgahPittsburgPitzerPlain ViewPlainfieldPlanoPlattevillePleasant HillPleasant PlainPleasant ValleyPleasantonPleasantvillePloverPlymouthPocahontasPolk CityPomeroyPopejoyPortlandPortsmouthPostvillePowersvillePrairie CityPrairie GrovePrairieburgPrescottPrestonPrimgharPrimrosePrincetonProlePromise CityProtivinPulaskiQuandahlQuasquetonQuimbyRadcliffeRakeRalstonRandaliaRandallRandolphRandsRathbunRaymarRaymondReadlynReasnorRed LineRed OakReddingRedfieldReinbeckRembrandtRemsenRenwickRhodesRicevilleRichardsRichlandRichmondRickettsRidgewayRinardRingstedRippeyRisingsunRitterRiver JunctionRiverdaleRiversideRivertonRobertsRobertsonRobinsRobinsonRochesterRock CreekRock FallsRock RapidsRock ValleyRockdaleRockfordRockwellRockwell CityRodneyRoelynRolandRolfeRomeRose HillRoselleRossRossieRossvilleRowanRowleyRoyalRubioRubleRuddRunnellsRussellRuthvenRutlandRutledgeRyanSabulaSac CitySagevilleSaint AnsgarSaint AnthonySaint BenedictSaint CharlesSaint DonatusSaint JosephSaint LucasSaint MarysSaint OlafSaint PaulSalemSalinaSalixSanbornSand PrairieSand SpringSanduskySandyvilleSantiagoSaratogaSattreSaudeSavannahSawyerSaydelSaylorvilleScarvilleSchallerSchleswigSchleyScotch GroveScotch RidgeScrantonSearsboroSelmaSenecaSergeant BluffSewalSextonSeymourSgt BluffShady GroveShafftonShambaughShannon CitySharonSharpsburgShawondasseSheffieldShelbySheldahlSheldonShell RockShellsburgShenandoahSheridanSherrillSherwoodShipleySiamSibleySidneySigourneySilver CitySilver LakeSinclairSioux CenterSioux CitySioux RapidsSix MileSlaterSliferSloanSmithlandSoldierSolonSomersSouth AmanaSouth Des MoinesSouth EnglishSouth OttumwaSpencerSperrySpillvilleSpirit LakeSpraguevilleSpring HillSpringbrookSpringdaleSpringvilleStacyvilleStanhopeStanleyStantonStanwoodStanzelState CenterSteamboat RockStilesStilsonStockportStocktonStorm LakeStory CityStoutStratfordStrawberry PointStringtownStrubleStuartSugar CreekSullySulphur SpringsSummersetSummitvilleSumnerSuperiorSutherlandSutliffSwaledaleSwanSwea CitySwedesburgSwisherTaborTaintorTalleyrandTalmageTamaTaraTeeds GroveTemplar ParkTempletonTen MileTennantTenville JunctionTerrilThayerThe MeadowsThompsonThorThornburgThorntonThorpeThurmanTiconicTiffinTimberland HeightsTingleyTiptonTitonkaToddvilleToetervilleToledoToolesboroTorontoTracyTraerTrentonTreynorTriboji BeachTripoliTroyTroy MillsTruaxTruesdaleTruroTurkey RiverTuskeegoTwin View HeightsUdellUnderwoodUnionUnion MillsUnionvilleUniv ParkUniversity HeightsUniversity ParkUrbanaUrbandaleUteVailValeriaVan CleveVan HorneVan MeterVan WertVandaliaVarinaVedic CityVenturaVeoVernonVernon SpringsVictorVillage CreekVilliscaVincentViningVintonViolaVolgaVolneyVoorhiesW BurlingtonW Des MoinesW OkobojiWadenaWahpetonWalcottWalfordWalkerWall LakeWallingfordWalnutWalnut CityWapelloWareWashburnWashingtonWashtaWaterlooWatervilleWatkinsWatsonWaubeekWaucomaWaukeeWaukonWaukon JunctionWaverlyWaylandWebbWebsterWebster CityWeldonWellerWellmanWellsburgWeltonWesleyWest AmanaWest BendWest BranchWest BurlingtonWest ChesterWest Des MoinesWest Fort DodgeWest GroveWest LibertyWest OkobojiWest PointWest Storm LakeWest UnionWestervilleWestfieldWestgateWestphaliaWestsideWeverWhat CheerWheatlandWhite ElmWhite OakWhite PigeonWhitingWhittemoreWhittenWhittierWickWickham SpurWiestonWildwood CampWilleyWilliamsWilliamsburgWilliamsonWilliamstownWiltonWindhamWindsor HeightsWINDSOR HTSWinfieldWinnebago HeightsWintersetWinthropWiotaWiscottaWodenWoodWoodbineWoodburnWoodlandWoodwardWoolstockWorthingtonWrightWymanWyomingYaleYarmouthYetterYorktownZanetaZearingZionZook SpurZwingle
Distance:  
0. 01.05.010.025.050.0

Search by Type of Provider









Any
Exempt from Licensing
Licensed Center
Non-Registered Child Care Home
Registered Child Development Home A
Registered Child Development Home B
Registered Child Development Home C

Search by Special Services










Any
Accepts CCA Children
Accepts Children With Special Needs
Provides Weekend Care
Provides Evening/Overnight Care
Provides Transportation
Language Spoken:   
Select LanguageAmerican Sign LanguageArabicBosnian/Croatian/SerbianChineseEnglishFrenchJapaneseOtherRussianSpanish
Quality Rating:   
Any12345


How to Find a Child Care Provider to Meet Your Needs

For the search to work you must at least enter something in the “Search by Name” or “Search by Location” box. Then you may narrow your search by adding as many other conditions as you like to locate a child care provider that will meet your needs.

If you enter a ZIP code or an address and city the search will locate providers within a certain distance of that ZIP code or address. You can specify the distance in the “Select Distance” dropdown.

When you are through, click the Search button at the bottom of the screen to locate child care providers that meet your requirements.

To erase all your requirements and start over, click the Clear button.

——————————————————————————————————–

This website is NOT intended to be used as a referral source.  For further assistance in finding a child care provider who can meet the unique needs of your family, please contact the Child Care Resource & Referral Agency (CCR&R) serving the county you live in by using either their state website at http://www. iowaccrr.org/ or call (toll free) 855-244-5301.

If you have questions about any of these providers, you can also contact the DHS Centralized Child Care Assistance Unit in Des Moines by email at [email protected] or call (toll free) 866-448-4605.

For more information about Quality Ratings, click this link https://dhs.iowa.gov/quality-rating-system.

For information about the different types of child care providers operating in Iowa, click here https://ccmis.dhs.state.ia.us/providerportal/ChildCareRequirements.aspx.

For information about whether a child care provider has had a complaint or compliance report filed with DHS, click this link: https://secureapp.dhs.state.ia.us/dhs_titan_public/ChildCare/ComplianceReport.

Pacific Junction, Iowa

Looking north at the Pacific Knot.

Pacific Junction is a city in Mills County, Iowa, United States. The population was 471 people. Census 20100014

History

Pacific Junction was founded by the railroad in 1871. [4] serve as the western terminus of the Burlington and Missouri River Railroad, the eastern terminus of the Nebraska Burlington and Missouri Railroad, and a station on the Kansas City, Council Bluffs, and St. Joseph Railroad. All three were merged under the Chicago, Burlington and Quincy Railroad, today BNSF. After several difficult years of growth, Pacific Junction was incorporated in 1882. Burlington railroad strike of 1888 PJ’s population peaked in the early 20th century at just over 700. Rail traffic through the city remains almost constant, although the city’s connection to the railroad has been greatly reduced from 1971 years old. Historic structures include the 1914 Pacific Junction Public School, which graduated from its last year of high school in 1961 and closed permanently in 1986.

Pacific Junction was affected by the 2019 Midwest Floods. Buyout funding has been secured for local residents. [5]

This was a public school in the Pacific Junction area and was later home to the Sitel telemarketing branch.

Geography

Pacific Junction is located at 41°01′06″ N 95°48′00″W / 41.018319°N 95.799883°W / 41.018319; -95.799883Coordinates: 41°01′06″N 95°48′00″W / 41.018319°N 95.799883°W / 41.018319; -95.799883 (41.018319, -95.799883). [6]

According to the US Census Bureau, the city has a total area of ​​0.76 square miles (1.97 km2). 2 ), the whole earth. [7]

Demographics

900EA0062

Historical population
Year Pop. ±%
1880 123 —    
1890 744 +504.9%
1900 732 −1. 6%
1910 501 −31.6%
1920 666 +32.9%
1930 594 —10.8%
1940 558 −6.1%
1950 550 −1.4%
1960 560 +1.8%
1970 505 − 9.8%
1980 511 +1.2%
1990 548 +7.2%
471 -7.1%
2019 342 -27.4%
US Census Bureau. Retrieved 2020-03-29. and Iowa Data Center
Source:
US Decennial Census [8]

2010 Census

6 households and 138 families. The population density was 619.7 inhabitants per square mile (239.3/km 2). There were 208 housing units at an average density of 273.7 per square mile (105.7/km). 2 ). The racial makeup of the city was 96.0%. White, 0.6% Native American, 0.4% Pacific Islander, 1.3% from other races, and 1.7% from two or more races. Hispanic or Latino of any race were 2.1% of the population.

There were 196 households out of which 24.0% had children under the age of 18 living with them, 54.6% were married couples living together, 9.7% of families with a woman lived without a husband, 6.1% of families lived with a man without a wife, and 29.6% were non-families. 22.4% of all households were made up of individuals and 10.7% had someone living alone who was 65 years of age or older. The average household size is 2.40 and the average family size is 2.75.

The median age in the city was 45.1 years. 18.3% of residents were under the age of 18; 7.8% were between the ages of 18 and 24; 23. 8% were between 25 and 44 years old; 36.5% were between 45 and 64 years old; and 13.6% were 65 years of age or older. The gender composition of the city was 48.2% male and 51.8% female.

Census 2000

During the census [9] As of 2000, 507 people, 196 households and 148 families lived in the city. The population density was 665.0 people per square mile (257.6/km 2). There were 210 housing units at an average density of 275.4 per square mile (106.7/km). 2 ). The racial makeup of the city was 96.84%. White, 0.20% Native American, 0.59% Asian, 0.39% Pacific Islander, 0.20% from other races, and 1.78% from two or more races. Hispanic or Latino of any race were 0.99% of the population.

There were 196 households out of which 33.2% had children under the age of 18 living with them, 56.6% were married couples, 14.8% had a female householder with no husband present, and 24.0% were non-families . 18.9% of all households were made up of individuals and 10. 2% had someone living alone who was 65 years of age or older. The average household size is 2.59, and the average family size is 2.91.

24.9% under 18 years old, 9.5% from 18 to 24 years old, 27.2% from 25 to 44 years old, 26.4% from 45 to 64 years old and 12.0% from age 65 and over. The median age was 39years. For every 100 women, there were 92.0 men. For every 100 women aged 18 and over, there were 86.8 men.

The median income for a household in the city was $36,563, and the median income for a family was $40,333. Men had a median income of $28,750 compared to $25,089 for women. The per capita income for the city was $15,103. About 5.6% of families and 7.6% of the population were below the poverty line, including 12.9% of those under the age of 18 and 2.3% of those aged 65 and over. 9 “US Census Website”. US Census Bureau. Retrieved 2008-01-31.

External links

90,000 PASIFIC Dzhankshen, United States on the map – Exactly time, time zone, Airports near

Australia

Austria

Azerbaijan

ANBIRIER

Algeria

Algeria

Algeria Angola

Andorra

Antigua and Barbuda

Brunes-Daroussals

Burkina-Faso

Burundi

Butan

Vanuatu

Great Britain

Venezuela

Virgin Islands

East (American) Samoi 9000 9000 9000 9000 9000 9000 9000

Haiti

Guyana

Gambia

Ghana

Guadeloupe

Guatemala

Guinea

Guinea-Bissau

Indonesia

Jordan

Iraq

Iran

Ireland

Iceland

Spain

Italy

Yemen

Cabo-Vecade

Kazakhstan

Cambodia

9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000

Cyprus

Kyrgyzstan

Kiribati

China

Cocos Islands

Colombia

Comoros

Congo

Korean People’s Democratic Republic

Costa-Rika

Cot-D’Ivoir

Cuba

Kuwait

Curasao

Laos

Latvia

9000 9000 Liberia

Liberia 9000

Lithuania

Liechtenstein

Luxembourg

Mauritania

Madagascar

Mayotte

Macao

Macedonia (FYROM)

003

Malaysia

Mali

Maldives

Malta

Morocco

Martiniki

Marshallovs is

Mexy

Mozambique

Monaco

Montserrat

) Namibia

Nauru

Nepal

Niger

Nigeria

Netherlands

Nicaragua

Niue

New Zealand

New Caledonia

Norway

Norfolk

Isle of Man

Pitcairn Islands

Wallis and Futuna Islands

Mauritius

St. Elena

United Arab Emirates

Oman

Buva Island

Islands of Christmas

Herd Island and McDonald Island

Kaiman

Islands CUK

TERKS

Pakistan

Pakistani Pakistani Pakistan0002 Palestine

Panama

Papal throne (state-city Vatican)

Papua-New Guinea

Paraguay

Polish

Portugal

Puerto-rhicon

El Salvador

Samoa

San Marino

Sao Tome and Principe

Saudi Arabia

Swaziland

Northern Mariana Islands

Seychelles

Saint-Barteli

Saint-Marten

Saint-Pierre and Michelon

Senegal

Saint-Vincent and Grenadines

Saint-Chits and Nevis 9000 Sint Maarten

Syria

Slovakia

Slovenia

United States of America

Solomon Islands

Somalia

Sudan

Suriname

Suriname

0003

France

French Guiana

French Polynesia

French Southern and Antarctic territories

Croatia

Central African Republic

Chad

Montenegro

Czechs 9000 Lanka

Ecuador

Equatorial Guinea

Eritrea

Estonia

Ethiopia

South Africa

South Georgia and the South Sandwich Islands

South Korea

South Sudan

Jamaica

Japan

World time
Antalya Turkey 13:53 12
September
Berlin Germany 12:53 12
September
Dubai United Arab Emirates 14:53 12
September
London UK 11:53 12
September
Los Angeles United States of America 03:53 12
September
Moscow Russia 13:53 12
September
Mumbai India 16:23 12
September
Nishitokyo Japan 19:53 12
September
New York United States of America 06:53 12
September
Paris France 12:53 12
September
Beijing China 18:53 12
September

Exact time and date — Pacific Junction, Mills, Iowa, United States of America.

05:53
Today Monday, 12.09.2022
Dawn 07:04
Sunset 19:33
Daylength 12 h 30 min.
Pacific Junction is located in the Central America time zone, daylight saving time. Data is in UTC, Coordinated Universal Time. UTC-5
America/Chicago
Official currency that can be used. USD
American dollar
Geographic coordinates of latitude and longitude. -95.8010851
41.0187126
Pacific Junction, airports near
OMA Epley Airfield United States of America 32 km
LNK Lincoln United States of America 83 km
SUX Sioux Gateway AirportUnited States of America 161 km
OFK Norfolk Regional AirportUnited States of America 174 km
DSM Des Moines International AirportUnited States 188 km
Other cities
Cedar Rapids
Des Moines
Waterloo
Dubek
Iowa City
Center Point
Venus
Ashton
Brandenberg
Vendor
San Antonio
Jacksonville
Houston
Indianapolis
Los Angeles
Ottawa
Mexico

90,000 weather forecast for the week PASHIKSHEN, the United States of America

9116

is 12th on September, today: 07: 02: 40: 40th day: 12h 37min02: 41
temperature, ° C
19 atmospheric occurrence

9
UV-index precipitation, mm Dav. , mm moisture, % wind, m/s
Night +12 +14
on September 18, Sunday freight: 07: 08: 19: 29: 12h 21min02: 42
Pensor, ° C

+21

+21

+21

+21

Yuuz

accurate weather forecast for 3 days, long-term forecast for 10 days, as well as a detailed hourly weather forecast. The accuracy of the weather forecast for 3 days is 80-90%. Data provided by NOAA, ECMWF, OpenWeatherMap. Any use of data from this site constitutes your full acceptance of the terms of the user agreement.

Hawaii Pacific University, USA | SVT-Center

Hawaii Pacific University is a non-state, non-profit educational institution located in downtown Honolulu. Today, the university, founded in 1965, is the largest non-state educational institution in the entire Pacific region. The university consists of two main campuses – one in downtown Honolulu and the other in Hawaii Loa, near the Junction Castle in Kaneohe. The university also has separate campuses at US military bases, including Pearl Harbor, Hickam Air Force Base, Camp Smith, Schoolfield Barracks, Tripler Army Medical Center, and the Hawaiian base at Kaneohe Marine. Moreover, the Ocean Institute actively cooperates with the university, so students can participate in research programs related to marine and ocean disciplines. The university is accredited by the Western Association of Schools and Colleges Certification Board and the National League of Nursing. The University of Hawaii Pacific is a member of recognized organizations such as the WHA Executive Board and the National League of Nurses. The university trains junior specialists, bachelors and masters.

GTU is notable for its students, with over 9,000 students from 50 US states and over 100 countries who can choose from over 50 undergraduate and 11 postgraduate academic courses. The main educational areas of the university are nursing and management.

  • University Preparation Programs with Kings College
  • Higher Education (Bachelor and Master)
  • Summer programs
  • Language courses ELS – English language Center
  • University Transfer Program for International Students International Bridge Program

BACHELOR AND MASTER STUDIES

Main specialties:

  • International Business
  • Marketing
  • Tourism Administration
  • International Relations
  • Journalism
  • Healthcare
  • Marine biology
  • Psychology
  • and others.

University Transfer Program for International Students

Hawaii Pacific University has opened a new innovative academic program for qualified international students. The International Bridge provides a foundation of courses and cultural knowledge to facilitate transition into American academia and life in the United States. Students immerse themselves in the diversity of life at HPU and connect with the local community through unique learning experiences and exciting opportunities to share information and ideas.

International Bridge Program

  • Enables students to earn academic credits
  • Prepares college students for expected language and academic achievement
  • Highlights current opportunities for adaptation and transition to life in the USA
  • Lays the foundation for common academic and content terminology
  • Enable students to develop and practice the necessary skills for successful university research in the US
  • Develops library and research skills specific to the American way of life

Suggested courses:

International Education (3-credit) – Develops students’ awareness of the traditions and philosophies that influence the modern educational system around the world.

Global Issues (3-credit) – Increase student awareness of a chosen concept that highlights contemporary global issues.

Cultural Studies (3-credit) – The study of cultural traditions in the context of change in an ever-globalizing world as a means to reflect on values ​​and customs.

Local Issues (3-credit) – Develops students’ awareness of specific issues that have an impact on modernity, necessary for movement away and sustainable development.

Conditions for admission to study:

Language requirements: TOEFL: 550 points; TOEIC: 690-750; IELTS: 6

LANGUAGE CLASSES

The Hawaiian Pacific University (HPU) is also delighted to welcome students to a course at ELS – Language Centers (ELS) this summer. ELS is an international leader in English language teaching, providing Intensive English, Semi-Intensive English and American Explorer programs from HPU’s central Honolulu campus. These programs can replace the HPU Preparatory Program (EFP), Proficiency in English Program (PEP), and Group English Program (GEP). ELS Language Centers operates more than 45 intensive English centers throughout the United States ELS offers intensive (30 lessons/week), semi-intensive (20 lessons/week), and American Explorer (15 lessons/week) courses, with four weeks to complete each level at 12 ELS at the curriculum level HPU will accept certificates of completion at ELS level 112 (intensive program) in lieu of taking the TOEFL, and will offer “conditional acceptance letters” to all students who meet HPU’s academic requirements but do not yet meet the minimum requirements English Please note that students who are at level 110, 111 or 112 can enroll at the same time. specifically for HPU credit, which can be used towards a degree. ELS will help students navigate HPU student life by providing the opportunity to make friends with U.S. and international students from the moment you arrive, so that by the time you are ready to enter higher education for full-time study at HPU, you will be fully oriented and prepared for your education. in HPU.

FREE selection of College or University for Higher education!

Details from our specialists 8(914)556-00-65

Additional materials

  • How to choose a university abroad and country of study?
  • US higher education system

Pacific Junction (Iowa) – Kirghiz Wikipedia

Pacific Junction (Iowa) Shaardyn ayanty – 2.0 km². FIPS Code – 19-60825.

Masmun

  • Kalki
  • Shilteruler
  • Shilterueri

Kalks

2010th [1] KALKY 507 Chisha Bulgon.

Schiltemeler

  1. ↑ American FactFinder. AKSh kalk sanoo bureausu. Teksherilgen kunu January 31 (Ychtun ayy) 2008. Tup bulaktan archivdelgen kuny February 26 (Birdin ayy) 2012.

Tyshky shiltemeler

  • AKSHnyn bardyk shaarlaryn statistics
  • U. S. census bureau. (English)
Dav., mm moisture., % wind, m/s
Night +28 +21 +21

+21

+21

+21

+21

+21

+21

+21

+21

+21

+21

+210076

+32 +34 Clear +30 ND 0 752 36

Serbian

Arabic
Egyptian Arabic باسفيك_جنكشن
South Azerbaijani
catalancho Pacific_Junction
Chechen Pacific Junction_(Iowa)
cebuancha Pacific_Junction
better Pacific_Junction,_Iowa
English Pacific_Junction,_Iowa
Spanish Pacific_Junction_(Iowa)
Basque Pacific_Junction_(Iowa)
minced meat
French Pacific_Junction
Haiti Pacific_Junction,_Iowa
idocho Pacific_Junction,_Iowa
Italian Pacific_Junction
Cossacks Pacific_Junktion_(Iowa)
Lady Pacific_Junction_(Iowa)
Malagasy Pacific_Junction,_Iowa
Dutch Pacific_Junction
Polish Pacific_Junction_(Iowa)
Portuguese Pacific_Junction
Serb-Croat Pacific_Junction,_Iowa
Simple English Pacific_Junction,_Iowa
Pacific_Punkshon_(Aјova)
Tatar Pacific Junction_(Iowa)
Ukrainian Pacific Junction_(Iowa)
urducha
uzbekche Pacific_Junction_(Iowa)
Vietnamese Pacific_Junction,_Iowa
kytaycha
Chinese (Min Nan) Pacific_Junction_(Iowa)

This page is based on a Wikipedia article written by contributors (read/edit).
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.
Cover photo is available under CC BY 2.0 license.

  • Modern
  • classic

Hawaiian Universities

The University of Hawaii is a public educational institution that prepares bachelors, masters and doctors. The largest university in Hawaii consists of three campuses, seven community colleges, four educational centers, a staff training center and various research centers scattered throughout the state. The state university is accredited by the Western Association of Schools and Colleges (WASC).

Research centers

Eastern Western Center
Institute of Astronomy
Botanical Garden Lyon
Observatory Mauna-Kaa
Aquarium in Vaikiki

Educational center

Molokai
Educational Center Lanai Waianae

The University of Hawaii at Manoa is without a doubt the largest university and the face of all universities in Hawaii. It is located in the Manoa district of Honolulu on the island of Oahu (4 km northwest of downtown Honolulu). It is governed by the Hawaii State Legislature and a 12-member board of trustees. This Council is empowered to elect the President of the University.

The State University, founded in 1907 under the auspices of the Morrill Act, was originally an educational institution that taught science related to agriculture and technology. Today, it is possible to obtain a bachelor’s degree in 87 disciplines, a master’s degree in 87 disciplines and 63 directions for obtaining a doctorate degree. Currently, the university has over 20,400 students. Of these, about 65% are in training, 57% are Asian or Pacific Islander, and 56% are women.

Hawaii Pacific University is a non-government, non-profit educational institution located in downtown Honolulu. Today, the university, founded in 1965, is the largest non-state educational institution in the entire Pacific region.

The university has two main campuses – one in downtown Honolulu and one in Hawaii Loa, near the Junction Castle in Kaneohe. The university also has separate campuses at US military bases, including Pearl Harbor, Hickam Air Force Base, Camp Smith, Schoolfield Barracks, Tripler Army Medical Center, and the Hawaiian base at Kaneohe Marine. Moreover, the Ocean Institute actively cooperates with the university, so students can participate in research programs related to marine and ocean disciplines.

The university is accredited by the Western Association of Schools and Colleges Certification Board and the National League of Nursing. The University of Hawaii Pacific is a member of recognized organizations such as the MDA Executive Board and the National League of Nurses. The university trains junior specialists, bachelors and masters.

GTU is notable for its students: over 9,000 students from 50 US states and over 100 countries can choose from over 50 undergraduate and 11 postgraduate academic courses. The main educational areas of the university are nursing and management.

University Brigham Young University Hawaii is a non-state, educational institution located in Laia, 56 kilometers from Honolulu. The university cooperates with The Church of Jesus Christ of Latter-day Saints (Mormons) and is named after Brigham Young, a religious leader, colonist, the first governor of Utah and the founder of Salt Lake City.

More than 2,400 students from Asia, the Pacific Rim, the USA and 70 other countries study at the university. About 50% of students are foreigners.

The University’s headquarters is the Polynesian Cultural Center, Hawaii’s largest museum of living Polynesian culture and traditions. Moreover, the Center is the most visited tourist destination in Hawaii. More than 30% of university students pay for their education by working at the Center as performers, guides and holding other positions.

University. Brigham Young offers programs in business, education, computers, technology, science and the visual arts, in total 24 areas. The university is accredited by the Western Association of Schools and Colleges Colleges and Universities Certification Board.

Chaminade University in Honolulu is a non-government, non-profit educational institution founded in 1955 by the Society of Saint Mary (a Roman Catholic order, also known as the Marianists). The university is named after the French priest and founder of the Marianist family, Father William Joseph Haminada.

The university is located in the Kaimuki area. It prepares junior specialists, bachelors and masters in the field of art and science. The university specializes in business, public relations, pedagogy, space design, law, and religious studies. Accredited by the Western Association of Schools and Colleges. The total number of students is more than 2750 people.

Argosy University is a non-state educational institution with branches in 18 US states. In Hawaii, a branch was opened in 1994. Prepares bachelors, masters and doctors.

The university campus is located in downtown Honolulu. There are also distance learning courses on Maui (Hilo) and on the Big Island. The university is accredited by the Higher Education Commission and is a member of the North Central Association of Schools and Colleges.

Hawaii Tokai International College is a two-year liberal arts college. It is located in Honolulu and is accredited by the Western Association of Schools and Colleges Community and Vocational Colleges Certification Board. Tokai College is the only US college affiliated with the Japanese education system and Tokai University (Japan).

At the present time the college has three directions of study: preparatory course for college, liberal arts course, international courses.

Honolulu University is a non-government, non-profit educational institution that offers both students and graduates distance learning. The university, which was originally called Golden State University, was founded in California by Warren Walker, and in Hawaii it began to exist in the early 90s.

The university is accredited by the Akademie fuer Internationale Kultur- und Wissenschaftsfoerderung (Academy for International Cultural and Scientific Promotion) based in Switzerland. The University of Honolulu is also a member of the International Council for Free and Distance Education. But the university is not accredited by a certification board recognized in the United States.

The curriculum is similar to Excelsior College in New York or the Free University in England, but these two institutions are accredited. The university’s approach to learning is based on the belief that knowledge can be obtained in many ways, and a good college reputation can be earned based on previous achievements, and not on the presence / absence of accreditation.

The University of Honolulu graduates bachelors, masters and doctors and guarantees employment in the chosen field. The curriculum of the university is designed primarily for postgraduate and distance learning.

The International College and Graduate School is a non-state Christian college and seminary located in Honolulu. Founded by James R. Cook and J. William Cook in 1971 as an international school affiliated with the Honolulu Baptist Church and Western Seminary (a theological institute in Portland, Oregon). This college is accredited by the Transnational Association of Christian Colleges and Schools.

In 2006 the college changed its name to Hawaiian Theological Seminary , which trains Bachelors of Arts in Biblical Science, Masters of Arts in Religion, Masters of Divinity, and Doctors of Priesthood.

Remington College, located in Honolulu, is a non-public undergraduate and graduate institution. The college is accredited by the Independent Colleges and Schools Certification Board. Currently, 538 people are studying here in areas of business, computer science, electronics and medicine. There are 21 more Remington colleges in the United States.

Heald College in Honolulu is a non-state, non-profit educational institution. It was founded in 1993 and is located in the Ala Moana area. The college offers education in business, technology and healthcare. The average number of students per semester is 900. You can also find 10 more colleges in this network on the continental United States. The college has regional accreditation.

Founded in 1973 Mitsuru Omori Hawaii Business College is a non-public educational institution located in Honolulu. Offers training in the fields of business, computer technology and healthcare. Currently, 350 people are studying here. The college is accredited by the Certification Board of Independent Colleges and Schools.

Transatlantic Hawaiian College (TransPacific Hawaii College) – non-state educational institution, part of the ESL training centers. International student education begins with an intensive English course, which usually lasts about half a year, and then students move on to regular education, which results in the issuance of an Associate of Arts diploma in 18 months. Further, students can transfer to a regular college or university with a 4-year study period.

Kindercare payroll: Corporate Contact Information | KinderCare

Опубликовано: December 30, 2019 в 10:12 am

Автор:

Категории: Miscellaneous

Working At KinderCare Education: Employee Reviews and Culture

The Culture At KinderCare Education

Information provided by the company

Hardworking and professional, yet relaxed and fun, our Corporate Accounting and Payroll team unite to positively impact the lives of our employees and our KinderCare Education families. When you join our team as a Sr.

At KinderCare Education, we make it our passion to nurture a sense of discovery, joy, and wonder in every child, every day, at every one of our centers.

Do you have a passion for working with children

Leverage your business, sales and marketing savvy to grow KinderCare Education’s presence in the community, leading to the growth of new families and children in our centers.

Whether you’re in one of our centers or providing support from our headquarters in Portland, Oregon, being a part of the KinderCare family means that you care deeply about positively impacting the lives of children and families through the power of education.

Show More

KinderCare Education Overview

Website

www.kindercare.com

Organization Type

Education

The Team At KinderCare Education

KinderCare Education Company Rankings

KinderCare Education is ranked #97 on the Best Companies to Work For in Oregon list. Zippia’s Best Places to Work lists provide unbiased, data-based evaluations of companies. Rankings are based on government and proprietary data on salaries, company financial health, and employee diversity.

  • #97 in Best Companies to Work For in Oregon
  • #5 in Best Education Companies to Work For in Oregon
  • #2 in Best Education Companies to Work For in Portland, OR
  • #2 in Biggest Companies in Oregon
  • #1 in Biggest Companies in Portland, OR

Read more about how we rank companies.

KinderCare Education Salaries

Highest Paying Jobs At KinderCare Education

Rank   Job Title   Avg. Salary   Hourly Rate  
1 Center Director $45,926 $22
2 Teacher $36,140 $17
3 Assistant Director $35,560 $17
4 Programming Specialist $31,432 $15
5 Teaching Assistant $30,420 $15
6 Bus Driver $29,257 $14
7 Floater $28,101 $14
8 Child Care Worker $27,597 $13
9 In-Home Childcare Provider $27,480 $13
10 Cook $27,351 $13

9.5

Diversity Score

We calculated the diversity score of companies by measuring multiple factors, including the ethnic background, gender identity, and language skills of their workforce.

KinderCare Education Gender Distribution

Female

Research Summary. Using a database of 30 million profiles, Zippia estimates demographics and statistics for KinderCare Education. Our estimates are verified against BLS, Census, and current job openings data for accuracy. After extensive research and analysis, Zippia’s data science team found that:

  • KinderCare Education has 36,000 employees.

  • 87% of KinderCare Education employees are women, while 13% are men.

  • The most common ethnicity at KinderCare Education is White (66%), followed by Hispanic or Latino (14%) and Black or African American (11%).

  • KinderCare Education employees are most likely to be members of the democratic party.

  • On average, employees at KinderCare Education stay with the company for 3.8 years.

  • The average employee at KinderCare Education makes $31,241 per year.

Biggest KinderCare Education Locations

Rank   City   Job Count  
1 Phoenix, AZ 32
2 San Diego, CA 27
3 New York, NY 25
4 Houston, TX 19
5 Austin, TX 16
6 San Jose, CA 15
7 Chicago, IL 14
8 Philadelphia, PA 14
9 Dallas, TX 11
10 Los Angeles, CA 6

Jobs from companies you might like

Do you Work At KinderCare Education?

Help us make this company more transparent.

KinderCare Education Employee Political Affiliation

KinderCare Education employees are most likely to be members of the Democratic Party.
The largest donation made to a political party by a KinderCare Education employee was
by Keith Lundquist. Keith Lundquist donated
$1,555 to the Republican Party.

Parties

Democratic Party

77.3 %

Republican Party

22.7 %

Employee Political Donations

Name   Job Title   Party   Donation  
Keith Lundquist Teacher Republican Party $1,555
Celia Sims Vice President Republican Party $1,500
Stacey Iverson Teacher Democratic Party $1,009
Ray Nelson Teacher Democratic Party $800
Sharon Russell Child Care Director Republican Party $518
Barb Otterness Teacher Republican Party $505
Cheryl Shelton Center Director Republican Party $450
Joshua Hornick Finance Professional Democratic Party $450
Mary Maloney Finance Professional Democratic Party $350
Randall Zeller Finance Professional Democratic Party $300

Show More

KinderCare Education Employment Videos

Our Educators Are Our Heroes! Become a Part of the KinderCare Education Story. (It’s a Great One!)

How Would You Rate The Company Culture Of KinderCare Education?

Have you worked at KinderCare Education? Help other job seekers by rating KinderCare Education.

KinderCare Education Subsidiaries

Subsidiaries to KinderCare Education include Children’s Creative Learning Center, Inc.. Employees at the parent organization, KinderCare Education, earn $31,241 whereas employees at Children’s Creative Learning Center, Inc. earn $38,378, on average.

Children’s Creative Learning Center, Inc.

Salary Range27k – 53k$38k$38,378

$27k

$53k

Frequently Asked Questions about KinderCare Education

When was KinderCare Education founded?

KinderCare Education was founded in 1969.

How many Employees does KinderCare Education have?

KinderCare Education has 36,000 employees.

How much money does KinderCare Education make?

KinderCare Education generates $7. 8B in revenue.

What industry is KinderCare Education in?

KinderCare Education is in the education management industry.

What is KinderCare Education’s mission?

KinderCare Education’s mission statement is “KinderCare Education is rooted in a profound respect for children, and providing them with the very best start in life is our purpose and our mission.”

What type of company is KinderCare Education?

KinderCare Education is a education company.

Who are KinderCare Education’s competitors?

KinderCare Education competitors include Bright Horizons, Childtime, Goddard School, Childcare Network, Kids ‘R’ Kids, The Learning Experience, Tutor Time, Children of America, Children’s Learning Center, The Children’s Courtyard, Minnieland Academy, Brightside Academy, Rainbow Child Development Center, Child Development Center, Sunrise Preschools, Headstart, New Horizon Academy, Creative Kids Learning Center, Preschool Of The Arts, Discovery Point.

Who works at KinderCare Education?

Tom Wyatt (Chief Executive Officer)

Perry Mendel (Founder)

Are You An Executive, HR Leader, Or Brand Manager At KinderCare Education?

Claiming and updating your company profile on Zippia is free and easy.

Zippia gives an in-depth look into the details of KinderCare Education, including salaries, political affiliations, employee data, and more, in order to inform job seekers about KinderCare Education. The employee data is based on information from people who have self-reported their past or current employments at KinderCare Education. The data on this page is also based on data sources collected from public and open data sources on the Internet and other locations, as well as proprietary data we licensed from other companies. Sources of data may include, but are not limited to, the BLS, company filings, estimates based on those filings, h2B filings, and other public and private datasets. While we have made attempts to ensure that the information displayed are correct, Zippia is not responsible for any errors or omissions or for the results obtained from the use of this information. None of the information on this page has been provided or approved by KinderCare Education. The data presented on this page does not represent the view of KinderCare Education and its employees or that of Zippia.

KinderCare Education may also be known as or be related to KinderCare Education, KinderCare Learning Companies Inc, KinderCare Education LLC, Kindercare, KinderCare Learning Centers, KinderCare Learning Centers LLC and Kindercare Education LLC.

Day-care centers struggle to rehire, worry many have left the industry

A sign sits in front of the KinderCare Learning Center on February 5, 2015 in Palatine, Illinois.

Scott Olson | Getty Images News | Getty Images

Angela Garcia has about a dozen open positions at her two child-care centers in New Mexico. She’s tried job fairs, sign-on bonuses, retention incentives and working with recruiters to fill the openings, but nothing has worked.

By her count, between five and eight of those jobs have been open for more than six months. One week, Garcia had 12 job interviews scheduled, but only three of the applicants showed up. When she offered positions to two of them, they both turned her down.

“I’ll be completely honest, we are at a loss,” said Garcia. “We are not having any luck finding anyone that wants to return to the workforce at this point. If we don’t begin to get staff into our centers, I’m potentially looking at closing classrooms, which is only going to decrease access to my families, and I’m not really sure how that’s going to help our community recover.”

Garcia’s child-care center isn’t alone in facing this problem. Around the country, day-care centers and summer camps are struggling to operate at full capacity due to widespread worker shortages. The problem has resulted in waiting lists for parents looking for child care. With many companies aiming to bring staff who worked from home during the Covid pandemic back into the office this fall, the problem could worsen because the demand for care will grow. And without child care, other parents may have to step out of the workforce, slowing the economic recovery.

A camp in New Hampshire was forced to close its doors because of staff and food shortages. According to a report by The Boston Globe last week, as training was set to begin, the camp’s owners were still looking to hire as many as 20 counselors after earlier hires disappeared.

Employers in the child-care industry have long struggled to find, hire and retain skilled workers, but this is a problem that was made worse by the pandemic. The industry lost about 350,000 child-care workers — about a third of its workforce — during the health crisis due to layoffs and it hasn’t yet been able to recoup these losses, said Cindy Lehnhoff, director of the National Child Care Association. Even centers that kept their doors open last year have lost staff as many were unwilling or unable to work through the pandemic.

Annual turnover in the industry pre-pandemic has been estimated to be as high as 30%, according to Katie Hamm, associate deputy assistant secretary for early childhood development at the Administration for Children and Families, part of the Department of Health and Human Services. Churn can hurt the quality of care children receive, she said.

‘A quiet crisis’ worsens

“At the height of the pandemic, we lost a lot of early childhood educators. Since President Biden took office in 2020, we’ve added about 65,000 child-care jobs. That puts us at 89% of the pre-pandemic level, but definitely not enough,” Hamm said.

“Across the board, there is difficulty in hiring folks in the early childhood sector,” Hamm said. “We had kind of a quiet crisis before the pandemic in the sector. And now that’s … really coming to the forefront.”

National child-care provider KinderCare has hired 11,500 teachers this year, according to CEO Tom Wyatt. The company has about 3,300 open teaching positions and plans to hire 5,200 more when schools open in the fall.

KinderCare has been able to attract workers because of its culture and the benefits it offers employees, which include health insurance, a 401(k) plan, child-care discounts, and reimbursements for degrees and certifications, Wyatt said. As a national company, KinderCare has the benefit of scale that many smaller providers don’t, he said. But even with these advantages, the company isn’t operating at full capacity.

“We are at least 25% to 30% higher than minimum wage in every market, and really much higher than that in most markets,” Wyatt said. “We raise our teacher salaries every year. … But to think that we would be able to raise tuition rates to a point to get teachers to even a further livable wage is hard for me to see right now.”

The vast majority of child-care providers in the U.S., 93%, are small businesses, and many lack the budget to raise salaries because the businesses are already operating on small profit margins, said Lehnhoff, who has worked in the industry for years.

“If we want to get America back to work, we’re going to have to recognize that child care and early education at a higher quality level is a business that is essential,” said Lehnhoff. “Child care is at a point they can’t charge anymore to middle America, which means they can’t raise their wages.”

She said she has seen many workers struggle to survive on low wages, even if benefits are available to them.

“They could not afford the benefits, even though we had a variety of packages, even wellness, because they needed the money they earned to live on. So benefits is not the biggest concern in the industry. It’s just there’s not a living wage,” said Lehnhoff.

Experts and employers agree that the industry’s staffing crisis is driven by poor compensation for its workers. According to Hamm, the national average wage is $12 an hour.

Parents wait for classrooms to open

Salaries at Garcia’s center range from $10.50 per hour up to $25 per hour depending on experience and if the worker has a college degree. Her centers stayed open during the pandemic and none of her workers were laid off. However, 12 staffers quit within the first three months of the crisis. Garcia reached out to those workers whenever the centers had more demand, but they either did not respond or said they didn’t want to work through the pandemic.

At full capacity, Garcia needs 60 to 70 employees to care for around 300 children. Now she only has 40 workers and is forced to leave a classroom closed since she can’t staff it.

In order to service all the families on her waitlist, Garcia needs to hire 12 workers as soon as possible. But 20 hires, who fall under every level of qualification, would get her business open at full capacity, offering care seven days a week.

High turnover was not a problem for Garcia before the pandemic because of the 20-year relationship she had built with the staff at one of her centers. This was not the case at her second location, which she opened in October 2019, because she was still building a team when the pandemic hit. Now, Garcia is having a hard time at both locations.

Garcia, who is the president of a child-care association in New Mexico, said she is hearing from providers all over the state who are having similar employment issues, especially those in rural areas. Around 200 centers, which represented 20% of those in the state, closed in the last year, Garcia said. About 900 people are claiming unemployment in the early childhood education industry in the state, she said.

“It is impossible to provide quality care, safe programs, without a full staff, and we are the key to recovery. Our economy does not survive if families can’t go back to work, and families can’t go back to work if they don’t have access,” Garcia said. “We can’t provide access if we don’t have a full staff.”

To Garcia, the pandemic has caused an employment crisis in the child-care industry. She said she understands the fears people have about the risks of working through the pandemic.

Last year, KinderCare put around 31,000 employees, most of whom were teachers, on furlough after temporarily closing the majority of its centers except those that serviced essential workers, Wyatt said. He estimates the company lost 20% to 30% of those teachers.

“That can be for many reasons, they could be that they chose to go into another field, it could be that they have preexisting conditions, and they don’t want to come back to the classroom,” Wyatt said. “I think it’s more reluctance to come back to a classroom, a closed environment.”

KinderCare said it has been especially hard to find highly skilled workers. Currently, 5% to 8% of its classrooms are closed due to a lack of teachers.

“The demand for teachers is much higher than the number of teachers that are actually applying for work,” Wyatt said. “We have had challenges prior to Covid and we will continue to have challenges with turnover and the need for more teachers.”

Since candidates with the right skills and experience are scarce, KinderCare has been hiring workers with various levels of experience and training them.

Bright Horizons, which also owns and manages centers around the country, has been struggling to hire and hold on to staff as well. Demand for its services has been rising as Bright Horizon’s corporate clients sweeten child-care benefits for their workers.

“We are really doing everything we can to attract employees,” said Maribeth Bearfield, chief human resources officer at Bright Horizons.

Delta variant fans safety fears

While wages and training help, workers also need to feel safe. Industry insiders said health precautions are being taken to protect workers from the virus, but many remain concerned it will spread in classrooms filled with children not yet eligible for vaccines. The delta variant, and reports of breakthrough infections, have fanned these fears. It also could pose a higher risk for vulnerable people or those who care for high-risk individuals.

Despite a lot being done to provide aid to the sector, Hamm said there is still systemic concerns that need to be addressed including lack of reliable wages and benefits to create working conditions that compare with other industries that require the same amount of training.

“We don’t necessarily have the working conditions that a lot of workers are looking for,” Hamm said. “We’re going to need major reform to make this better. The conditions that existed before the pandemic in the workforce have not been addressed.”

Supporting the industry

Industry insiders and the Biden administration have said the government needs to play a bigger role when it comes to child care, which has gotten expensive for parents and providers alike. Parents cannot afford the tuition that would make a worker’s wages and benefits attractive enough.

The Biden administration has said that employment issues and lack of access to child care stem from years of underinvestment, which the president plans to reverse with $450 billion in proposed spending as part of his American Families Plan. Of that, $225 billion will be dedicated to child-care cost subsidies. The plan aims to make sure families are paying no more than 7% of their income for child-care costs while workers get payed a minimum wage of $15 per hour.

Last week, the Biden administration unveiled a separate 10-year, $755 billion investment plan that includes funding that would expand child care for children up to 5 years old and improve pay and prospects for people who work in the caregiving industry, which includes child and elder care.

“You don’t want to increase costs for parents and you don’t want to undercut wages for providers, so that means you really need robust public funding to make sure you can do both of those things,” Hamm said.

The American Rescue Plan, which became law in March, included $39 billion for child care — the largest ever investments made in the sector, according to Hamm. People in the industry say that even though many centers closed, others were able to keep their doors open largely due to government aid.

Garcia said government aid is the reason why her business survived, but she worries about the future.

“Right now, I’m very thankful to say that I’m not on the brink of closure in the sense of finances. But what I do worry about is that as I began to possibly close classrooms, I will no longer be able to support the payroll that I currently have,” Garcia said.

watch now

KinderCare Customer Service Phone Number (888) 525-2780, Email, Help Center

KinderCare Phone Numbers and Emails

Toll-Free Number:


  • (888) 525-2780

Customer Service:


  • (503) 872-1300


  • (800) 214-1607


  • (844) 889-4478

Accounting/ Billing:


  • (877) 778-2090

Headquarters:


  • (800) 633-1488

Legal:


  • (833) 523-7748

    Privacy Inquiries

KinderCare Emails:


Customer Service

General Info

Acquisitions team

Legal

Privacy Inquiries


Media

Sales/ Reservations

Procurement Department

More phone numbers and emails
Less phone numbers and emails

KinderCare Contact Information

KinderCare Website:


  • www. kindercare.com

KinderCare Help Center:


  • Visit contact page

Corporate Office Address:

KinderCare Learning Centers LLC

650 Holladay Street, Suite 1400

Portland,
Oregon
97232

United States

Other Info (opening hours):

Inquiring Families Hours:

Monday – Friday: 5:00 am- 8:00 pm (PST)

Saturday – Sunday: 9:00 am- 6:00 pm (PST)

Enrolled Families Hours:

Monday – Friday: 8:00 am-3:00 pm (PST)

Edit Business Info

KinderCare Rating Based on 144 Reviews

Rating details

1. 8

more details

Product or Service Quality

Customer service

Price Affordability

Website

Rating Details

Product or Service Quality

Customer service

Price Affordability

Website

Location

Diversity of Products or Services

Quality of Food

Value for money

Close

All 410 KinderCare reviews

Summary of KinderCare Customer Service Calls

Top Reasons of Customers Calls

Why Do People Call KinderCare Customer Service?

Employment Question:

  • “Trying to get my job back”

  • “Need a copy of my check stub”

  • “401k question”

Request for Information Question:

  • “I would like to know if my direct deposit is set up in the system”

  • “Questions about payroll my school is sick with Covid”

  • “I have a question on a personal matter”

Payments and Charges Question:

  • “Billing not submitted to state title 20 assistance program & kindercare attempting to bill parent for kindercare being negligent with not billing state for payment.

  • “Billing”

  • “Direct deposit”

Product/ Service Question:

  • “Workmans comp department”

  • “Hey my Name DarleneDixon I used to work at kindercare . I need to know when I was hied and the last day I work there.”

  • “Insurance”

Account Question:

  • “Having problelm login in adp”

  • “My login portal is not working”

  • “My account has been lock need to reset , because I don’t have my old cellphone number anymore”

Refund Question:

  • “Need refund”

  • “Refund”

Shipping and Delivery Question:

  • “Did not recieve a last paycheck”

Staff Question:

  • “Understaffed/ out of ratio”

Website/ Application Question:

  • “App”

Other Question:

  • “Bereavement Policy”

  • “I got a check in the mail from kindercare Education is this a real check”

  • “HR”

About

Edit Description

Compare KinderCare To

Companies are selected automatically by the algorithm. A company’s rating is calculated using a mathematical algorithm that evaluates the information in your profile. The algorithm parameters are: user’s rating, number of resolved issues, number of company’s responses etc. The algorithm is subject to change in future.

KinderCare

Overview
Reviews
Q&A
Contacts

KinderCare Learning Center Salaries | How Much Does KinderCare Learning Center Pay in the USA

  • Home
  • KinderCare Learning Center
  • Employee Salaries

Filter by Job Title

Filter by Location

Nationwide

$38K

(119 salaries)

-$2K (5%) less than national average Teacher salary ($40K)

+$14K (45%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$27K (72%) more than average KinderCare Learning Center salary ($24K)

-$4K (18%) less than average KinderCare Learning Center salary ($24K)

See 116 More KinderCare Learning Center Teacher Salaries

$38K

(1 salaries)

-$2K (5%) less than national average Coordinator salary ($40K)

+$14K (45%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$14K (45%) more than average KinderCare Learning Center salary ($24K)

“My salary compared to other bookkeeping/accounting positions is low.

$25K

(46 salaries)

-$1K (3%) less than national average Lead Teacher salary ($26K)

+$1K (4%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$4K (15%) more than average KinderCare Learning Center salary ($24K)

Equal to average KinderCare Learning Center salary ($24K)

See 43 More KinderCare Learning Center Lead Teacher Salaries

$28K

(40 salaries)

-$22K (56%) less than national average Assistant Director salary ($50K)

+$4K (15%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$11K (37%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$1K (4%) more than average KinderCare Learning Center salary ($24K)

See 37 More KinderCare Learning Center Assistant Director Salaries

$27K

(30 salaries)

+$1K (3%) more than national average Preschool Teacher salary ($26K)

+$3K (11%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$17K (52%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

See 27 More KinderCare Learning Center Preschool Teacher Salaries

$47K

(21 salaries)

+$2K (4%) more than national average Center Director salary ($45K)

+$23K (64%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$17K (52%) more than average KinderCare Learning Center salary ($24K)

+$24K (66%) more than average KinderCare Learning Center salary ($24K)

+$10K (34%) more than average KinderCare Learning Center salary ($24K)

See 18 More KinderCare Learning Center Center Director Salaries

$30K

(21 salaries)

Equal to national average Teaching Assistant salary ($30K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

-$6K (28%) less than average KinderCare Learning Center salary ($24K)

See 18 More KinderCare Learning Center Teaching Assistant Salaries

$22K

(18 salaries)

-$1K (4%) less than national average Toddler Teacher salary ($23K)

-$2K (8%) less than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

Equal to average KinderCare Learning Center salary ($24K)

Equal to average KinderCare Learning Center salary ($24K)

-$4K (18%) less than average KinderCare Learning Center salary ($24K)

See 15 More KinderCare Learning Center Toddler Teacher Salaries

$35K

(13 salaries)

-$5K (13%) less than national average Program Specialist salary ($40K)

+$11K (37%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

+$17K (52%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

See 10 More KinderCare Learning Center Program Specialist Salaries

$28K

(13 salaries)

+$2K (7%) more than national average Teacher Assistant salary ($26K)

+$4K (15%) more than average KinderCare Learning Center salary ($24K)

$50K

$100K

$150K

-$4K (18%) less than average KinderCare Learning Center salary ($24K)

+$12K (40%) more than average KinderCare Learning Center salary ($24K)

+$6K (22%) more than average KinderCare Learning Center salary ($24K)

See 10 More KinderCare Learning Center Teacher Assistant Salaries

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • >

District Manager
is the highest paying job at KinderCare Learning Center at $77,000 annually.

Group Leader
is the lowest paying job at KinderCare Learning Center at $14,000 annually.

KinderCare Learning Center employees earn $24,000 annually on average, or $12 per hour.

  • Smithtown, NY – 1
  • Spring, TX – 1
  • Suffern, NY – 1
  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • 1 salaries

  • See more KinderCare Learning Center salaries by Location

Advertisement

  • Sila Inc. – Portland, OR

  • Braintrust – San Francisco, CA

  • Infinity Consulting Solutions – Brackettville, TX

  • Meta – Sunnyvale, CA

Inclusion Services Developer II – Remote Opportunity job at KinderCare Education in Portland, OR

Inclusion Services Developer II – Remote Opportunity

KinderCare Education

Full Time

Portland, OR

Posted Today

Apply This Job

Job description

About KinderCare Education®

KinderCare Education operates more than 1,380 early learning centers, and more than 560 Champions sites, supported by a corporate team of nearly 600 headquarters employees in Portland, Oregon. In 2019, KinderCare Education earned their third Gallup Great Workplace Award – one of only 39 companies worldwide to win this award.

  • In neighborhoods with our KinderCare® Learning Centers that offer early childhood education and child care for children six weeks to 12 years old
  • At work through KinderCare Education at Work™, family benefits for employers including on-site and near-site early learning centers and back-up care for last-minute child care
  • In local schools with our Champions® before and after-school programs.

Job Summary:

The person filling this position will join the Education team in assisting Center Directors, other field leaders and teachers in creating inclusive environments for children of all abilities and backgrounds, supporting KinderCare Education’s mission of educating children throughout the United States. This position involves an interesting and unique combination of educational consulting, program material development, and legal compliance work, and is an outstanding opportunity for an early childhood education professional to make a meaningful difference for the children and families throughout the 2,000 + center and sites we operate in the United States.

Job Responsibilities:

This role is a part of the Education Programs team, responsible for developing tools that empower teachers to shape and change children’s lives, such as our curriculum, professional development experiences, and individualized consultation in best practices of inclusion. The Inclusion Services Advisor (ISA II) will be responsible for managing the Inclusion Services Hotline, which provides support to the field on a daily basis by responding to calls and emails regarding enrolling and retaining children of all abilities and backgrounds in our centers. Under the supervision of the Inclusion Services Manager, the ISA II will further develop, update, and deliver resources aimed at promoting inclusive practices in our centers, and works closely with the entire Education Programs team in the creative development, writing, and delivery of educational resources and trainings for KCE’s teachers across all brands.

Essential Functions:

  • Generate innovative ideas, concepts, and solutions in response to field needs and requests related to supporting the inclusion and education of all children
  • Advise field management on enrollment and retention issues for children and families with unique needs
  • Develop, implement, and administer program material and processes related to differentiation in the early childhood classroom.
  • Lead projects and initiatives at the direction of the Manager of Inclusion Services
  • Develop and sometimes draft high-quality, culturally responsive educational resources and trainings according to project needs, timelines, and specifications
  • Create, modify, and report on timelines and deliverables to Manager on a regular basis
  • Represent KCE positively within ECE field and at professional gatherings, as needed
  • Bachelor’s degree in Education or a related field strongly preferred; Master’s degree in Education, Special Education, or Teaching preferred
  • 4 years of experience working with children in inclusive environments and direct childcare center or related experience strongly preferred
  • At least 4 years of direct experience addressing behavior and mental health among elementary school-age children preferred
  • Ability to use creative problem-solving skills to identify ways to meet children’s individual care needs and possible solutions to challenging behaviors
  • Excellent interpersonal skills and ability to show empathy and to respond to the concerns of staff and parents in a caring manner with patience and active listening
  • Ability to persuade outcomes in a collaborative manner, inspiring others to see challenging situations as opportunities for positive change
  • Skilled at handling urgent situations with thoughtful analysis and judgment and calm temperament
  • Excellent organizational skills, including consistent documentation of support provided to the field on specific issues
  • Ability to work independently as well as collaborate with others
  • Ability to meet deadlines, even under a heavy workload and to accept feedback and constructive evaluation of work
  • Strong writing, presentation and verbal communication skills, including the ability to discuss technical information orally and in writing in easy-to-understand language
  • A candidate with a strong combination of relevant work experience and education may be considered

Our highest priority has always been to keep our employees, children, families, and communities as safe and healthy as possible. Starting October 18, 2021, we began requiring COVID vaccinations or weekly COVID testing for all unvaccinated employees who are required to be in a KinderCare Education community space or workspace to perform their work (center, National Support Center, and offsite meeting environments). We are also subject to state law, local ordinances, and Health Department requirements for employees working in child care and school facilities.

KinderCare Education employs more than 32,000 team members across 1,700 locations nationwide. Our devoted family of education providers leads the nation in accreditation and includes KinderCare® Learning Centers, KinderCare Education at Work®, Champions® Before- and After-School Programs, Cambridge Schools™, Knowledge Beginnings® and The Grove School®.

KinderCare Education is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, national origin, age, sex, religion, disability, sexual orientation, marital status, military or veteran status, gender identity or expression, or any other basis protected by local, state, or federal law.

Primary Location : Portland, Oregon, United States

Job : Corporate


Save This Job
Apply Job

Related Jobs

All Related Listed jobs

[2022-23] High School Social Worker


Harlem Village Academies
New York, NY 10027

Today

The Opportunity Harlem Village Academies is a community of educators working to build an urban school district based on the ideals and tenets of progressive education. HVA is the lab school for

Caregiver – All Shifts


Visiting Angels
Owings Mills, MD 21117

Today

Get paid to interview – $20 CASH at new hire Orientation! Transportation Allowance – get paid to drive to work! PPE and Ongoing Training are provided to support your safety at work! Apply to

Banquet Server


Napa Valley Marriott
Napa, CA

Today

Why us? Sage Hospitality Group is set to hire a Banquet Server to join our award-winning team at the Napa Valley Marriott Hotel & Spa, home to modern and sophisticated charm and right amidst

Server


TG Administration LLC
Seaside, CA 93955

Today

Bayonet Black Horse Grill is hiring wait staff for this very busy summer season and beyond! We are looking for awesome, charming and hardworking personalities who have a strong passion

Supervisor, Meter Services


Bermex, Inc.


Today

We empower the best people to help sustain our world. 100% employee-owned. Independence guaranteed. Company: Bermex, Inc. Bermex is currently seeking energetic experienced professionals. Our

Administrative Specialist


RISE Services, Inc.
Salem, OR 97302

Today

This is a temporary position that is expected to last 6 months.This position is in-office; all COVID safety measures in place must be followed.The set pay rate for this position is $16.50 to

Clerical Professional


Eastchester Chrysler Jeep Dodge Ram
Bronx, NY 10466

30+ days ago

Seeking customer service oriented professionals for various roles throughout the dealership such as Greeters, Receptionists, Cashiers and File Clerks.

Director


Stanislaus Regional Transit Authority
Modesto, CA 95354

30+ days ago

Ensures the development and continuous improvement of transit. Agencies to coordinate regional issues and represent the Authority.

Login


User Name



Password



Remember Me


Lost Your Password?





Child Care job at KinderCare Learning Companies in Owings Mills, MD 21117

Apply This Job

Job description

Our mission will inspire you! Be a part of the Preschool Teacher team at city name KinderCare and share your compassionate spirit with us! We are looking to grow and develop our team with individuals who love educating young minds, all while creating lasting memories!

We are the ONLY national Child Care Provider to have earned the WELL Health/Safety Rating for our COMMITMENT to industry-leading health and safety standards!

We offer COMPETITIVE benefits and pay!

At KinderCare Learning Companies, we’re using our expertise in early childhood education to:

· Inspire lifelong learners by creating unique experiences for all children through our powerful curriculum

· Provide growth opportunities through enriching teacher development

· Live by core values that focus on strengthening relationships between everyone in our centers

We are committed to making our spaces inclusive for everyone – diversity and equality are essential to what we do. Help us develop warm and strong connections with each of our families and teachers to broaden our experiences and share different cultures!

“It is our responsibility to challenge ourselves to do the work and nurture a diverse and inclusive environment, one where our employees and the children and families we serve are seen, heard, and valued.” – KLC Chairman and CEO Tom Wyatt

BENEFITS:

· Discounted childcare & perks

· Health and Wellness

· Financial and retirement

· Professional and Educational development

REQUIREMENTS:

  • A commitment to nurturing and inspiring the children in your care
  • A desire to partner with parents in their child’s education
  • A willingness to create a positive team environment
  • High school diploma minimum
  • 90 clock hours (or course equivalent) in a specific age group preferred

How will YOU inspire Brilliance in one of our classrooms? Take this opportunity to start or continue your career in Early Childhood Education! Apply today and recruiter name will reach out to you in the next few days to set up a phone interview!

Job Types: Full-time, Part-time

Schedule:

  • 8 hour shift
  • Monday to Friday

Application Question(s):

  • Tell me more about your childcare experience.

Education:

  • High school or equivalent (Required)

Work Location: One location


Save This Job
Apply Job

Related Jobs

All Related Listed jobs

CNAI – ACUTE


UNC Health Blue Ridge


Today

JOB SUMMARY: Assists the nurse in planning/implementing basic care as delegated. Demonstrates knowledge/skills necessary to provide care appropriate to the age and culture of the residents/patients

Customer Service – Work From Home


Staffmark
Grapevine, TX 76051

Today

Do you love helping and providing quality customer service? This could be the perfect fit for you! Virtual Call Center Representative needed for a temp to hire opportunity!! MUST HAVE 6 MONTHS

Benefit Analyst


ZimVie
Westminster, CO

23 days ago

We currently have an opportunity for a Benefits Analyst that offers exposure to a wide range of programs in a fast-paced environment.

Server


Hillstone Restaurant Group
Denver, CO 80206

Today

Hillstone in Denver currently seeking exceptional candidates to join our service team. We are searching for friendly, energetic, highly motivated individuals who will thrive in a fast-paced,

Pet Retail Team Member


My Pet Market


Today

My Pet Market Overview: We are a multi-store company that is truly dedicated to our customers and their animals by helping them find the best natural and holistic products for their pet. We pride

Dental Office Front Desk Administrator


Orthodent Management LLC
Luling, TX 78648

Today

An upbeat general dental office in Luling is looking for a front desk administrator. Experience preferred but will train the right candidate. A full job description is as follows:

Login


User Name



Password



Remember Me


Lost Your Password?





Payroll for the issuance of wages in the form No. T-53

Payroll for the issuance of wages – you can download it on our website – an important accounting document used within the company. Our material will help to study the procedure for filling it out and learn about the requirements.

Unified form or arbitrary

Payroll is one of the accounting documents used within the company that confirm the procedure associated with the issuance of cash from the cash desk.

Given the right of companies to independently develop primary accounting documents, the question arises: is it possible to invent, approve and apply the payroll on our own, or will we have to be content with the unified T-53 form that is familiar to everyone?

The answer to this question is contained in the information of the Ministry of Finance dated 04. 12.2012 No. ПЗ-10/2012, from which it is clear that since 2013 it is not necessary to apply unified forms of documents.

However, this does not apply to all primary organizations – the forms established by the authorized bodies on the basis of federal laws remained mandatory. Payroll can be classified as such papers.

IMPORTANT! The use of the payroll is regulated by the Instruction of the Central Bank dated March 11, 2014 No. 3210-U on the conduct of cash transactions.

In order not to violate the procedure for conducting cash transactions, you should use payroll 0301011 (paragraph 2, clause 6 of Instruction No. 3210-U). Payroll index corresponding to OKUD 0301011: T-53. This form is approved as unified by the Decree of the State Statistics Committee of Russia dated 01/05/2004 No. 1.

You can find a step-by-step algorithm for issuing salaries from the cash desk in ConsultantPlus. Get a trial access to the system for free and go to the Ready solution.

You can download the payroll form in the T-53 form on our website:

Download the T-53 form

funds to the person entitled to it. Registration of this procedure can be carried out with the help of other documents – they are provided for by the same Instruction No. 3210-U.

For example, you can pay a salary to one person using an account cash warrant (form No. KO-2), and arrange a group payment using a payroll statement (form T-49).

The materials of our website will help to document the issuance of wages:

  • “Unified form No. T-49 – form and sample” ;
  • “Unified Form No. KO-2 – Cash Debit Order” .

Mandatory sections of the payroll sheet

The payroll form begins with the name of the company and its structural unit.

Separately, in the T-53 form, a field is filled in to reflect the corresponding account – when paying salaries, account 70 “Settlements with personnel for wages” is indicated.

Then the information is entered into the cells according to the timing of the payment of money. Then the total amount issued according to the statement is filled in (in numbers and in words).

IMPORTANT! The duration of the time period during which it is permissible to issue salaries from the cash desk and make other payments is established by paragraph 6.5 of Directive No. 3210-U and is 5 working days (including the day the cash is received from the bank).

This information is followed by the signatures of the responsible persons of the company: the head and the chief accountant.

You must also indicate the number of the payroll and the date it was compiled.

Payrolls for the issuance of wages (a form for which you can download on our website) contain one more additional field – to reflect the billing period. This information is important for the correct registration of the payroll transaction in accounting registers.

In addition to the signatures of the director and the chief accountant, the payroll contains the signatures of several more responsible persons: the accountant who checked the execution of payments; the specialist who carried out the payroll operation (cashier or other authorized person). The indicated signatures with full name decoding complete the payroll.

We will tell you about filling in the tabular part of the payroll in the next section.

Important! Hint from ConsultantPlus
You can correct your payroll if you find an error. It can be fixed…
See K+ for more details, having received a free trial access.

Accruals payable: filling out the tabular part of the statement

Filling in the tabular part of the T-53 form is based on the payroll sheet. Accruals are made by the company’s specialists on the basis of salaries, tariffs, piece rates – depending on the forms of remuneration used in the company.

Before entering information about earned funds in the tabular part of the payroll, the necessary deductions (alimony, compensation for damage, etc.) are made from the accrued amounts, personal income tax is deducted. The result of the calculations is entered in column 4 of the payroll.

Each amount of the calculated salary is entered in a separate line of the tabular part of the payroll sheet (you can download the form on our website).

To personify the accrued amounts in the statement, columns 2–3 are intended, which contain information about the payroll number and full name of the recipient.

Column 5 of the payroll table is intended to confirm the fact that funds have been issued from the cash desk or to mark the deposit of unpaid amounts. Note that from November 30, 2020, the requirement to put a note on the payroll about the deposit of wages not received by employees has been canceled.

Column 6 “Note” deserves special attention. In a normal situation, when employees of the company personally receive money, it is not filled out. Information appears in it, for example, when issuing salaries by proxy. In this case, in the indicated line, the cashier makes an entry “by proxy”, and the power of attorney itself is attached to the payroll (clause 6.1 of Directive No. 3210-U).

Where to see a sample payroll

You can download a sample payroll from our website:

Download a sample payroll

Summary

Payrolls include many mandatory fields: payments of funds up to a detailed indication of the amounts of salaries paid.

Such a statement is signed by several people: the head of the company, the responsible person who made the payment, the chief accountant and the accountant who performs control functions.

$92,736,310
$0
$0 (-$10,236,310 )
11.09.22 TAMPA BAY LIGHTNING
$89,695,833
$0
$0 (-$7,195,833 )
$ 89,695,833
$ 0
$ 0 (-$ 7,195,833)

11.09.22

9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000

$89,281,333
$0
$0 (-$6,781,333 )
$89,281,333
$0
$0 (-$6,781,333 )
11. 09.22 WASHINGTON CAPITALS
$88,821,666
$ 0
$ 0 (-$ 6,321,666)
$ 88,821,666
$ 0
$ 0 (-$ 6,321,666)

9 110119 FLORIDA PANTHERS

$85,875,834
$0
$0 (-$3,375,834 )
$85,875,834
$0
$0 (-$3,375,834 )
11.09.22 Vancouver Canucks
$ 85,251,667
$ 0
$ 0 (-$ 2.751.667)
124

$0 (-$2,751,667 )
11.09.22 CAROLINA HURRICANES
$85,116,917
$0
$0 (-$2,616,917 )
$85,116,917
$0
$0 (-$2,616,917 )
11. 09.22 PHILADELPHIA FLYERS
$84,873,107
$0
$0 (-$2,373,107 )
$84,873,107
$0
$0 (-$2,373,107 )
11.09.22 BOSTON BRUINS
$84,741,667
$0
$0 (-$2,241,667 )
$ 84.741.667
$ 0
$ 0 (-$ 2,241,667)

11.09.22

2

9000 9000 9000

6 ToronTO Toronto Toronon LEAPLE TORPLE0116

$83,993,116
$0
$0 (-$1,493,116 )
$83,993,116
$0
$0 (-$1,493,116 )
11.09.22 PITTSBURGH PENGUINS
$83,980,175
$ 0
$ 0 (-$ 1,480,175)
$ 83,980,175
$ 0
$ 0 ($ 1.

480.175)

9 9019 2 NEW JERSEY DEVILS

$82,426,625
$0
$73,375
$82,426,625
$0
$73,375
11.09.22 SAN JOSE SHARKS
$82,270,001
$0
$229.999
$82,270,001
$0

4 $22

11.09.22 COLUMBUS BLUE JACKETS
$82,083,333
$0
$416,667
$82,083,333
$0
$416,667
11.09.22 ST. LOUIS BLUES
$81,875,000
$0
$625,000
$81,875,000
$0
$625,000
11.09.22 NEW YORK RANGERS
$81,491,469
$0
$1,008,531
$81,491,469
$0
$1,008,531
11. 09.22 SEATTLE KRAKEN0116

$81,489,166
$0
$1,010,834
11.09.22 LOS ANGELES KINGS
$81,123,334
$0
$1,376,666
$81,123,334
$0
$1,376,666
9/11/22 CALGARY FLAMES0124

$2,136,667
$80,363,333
$0
$2,136,667
11.09.22 NEW YORK ISLANDERS
$80,139,963
$0
$2,360,037
$80,139,963
$0
$2,360,037
9/11/22 NASHVILLE PREDATORS
$80,105,309
$0
$2,394,691
$80,105,309
$0
$2,394,691
11. 09.22 COLORADO AVALANCHE
$78,590,000
$0
$3,910,000
$78,590,000
$0
$3,910,000
9/11/22 WINNIPEG JETS
$76,970,357
$0
$5,529,643
$76,970,357
$0
$5,529,643
11.09.22 MINNESOTA WILD
$76,761,921
$0
$5,738,079
$76,761,921
$0
$5,738,079
11.015.22
DALLAS STARS
$76,164,166
$0
$6,335,834
$76,164,166
$0
$6,335,834
11.09.22 OTTAWA SENATORS
$75,459,881
$0
$7,040.

119

$75,459,881
$0
11.09.22 CHICAGO BLACKHAWKS
$74,959,296
$0
$7,540,704
$74,959,296
$0
$7,540,704
11.09.22 DETROIT RED WINGS
$74.328.889
$0.
$0
$8,171,111
11.09.22 ANAHEIM DUCKS
$65,901,667
$0
$16,598,333
$65,901,667
$0
$16,598,333
11.09 .22 BUFFALO SABRES
$62,895,834
$0
$19.6060124
$62,895,834
$0
$19,604,166
11. 09.22 ARIZONA COYOTES
$62,136,709
$0
$20,363,291
$62,136,709
$0
$20,363,291
09/11/22

Unified form N T-49.
Payroll • Handbook of legislation “Science, legislation and law”

Science, education and law


Payroll

Unified form N T-49
Approved by resolution
State Statistics Committee of the Russian Federation
dated January 5, 2004 N 1

(see Instructions for use and
filling out forms of primary accounting documentation)

                                                            ------------+
                                                            ¦ Code ¦
                                                            +-----------+
                                               Form according to OKUD¦ 0301009¦
                                                            +-----------+
                                                     according to OKPO¦¦
-------------------------------------------------- - +-----------+
                  name of the organization
                                                            ¦ ¦
-------------------------------------------------- -+--------------------
                  structural subdivision
To the cashier for payment on time from " "____________ 20 to "" ____________ 20
Sum _________________________________________________________________________
                                    in words
      ________________________________ rub _______ kop (__________ rub ____kop)
                                                         figures
Head of the organization _________ ______________ ______________________
                         position personal signature signature transcript
Chief Accountant  ______________  ___________________
                   personal signature signature transcript
                                                          ------------T-------------+ ------------------+
                                                          ¦ Number ¦ Date ¦ ¦ Reporting period ¦
                                                          ¦ document ¦ drafting ¦ ¦ ¦
                                                          +-----------+-------------+ +--------T--------+
                                                          ¦ ¦ ¦ ¦ from ¦ to ¦
                                                          L-----------+-------------- +--------+--------+
"" ___________ 20.  Payroll ¦ ¦ ¦
                                                                                       L--------+---------
--------T--------T---------T------------T--------- ---------------T---------------------------------- ---------+
¦ Number ¦ Timesheet- ¦ Position ¦ Tariff ¦ Days worked (hours) ¦ Accrued, rub ¦
¦ to ¦ ny ¦ (special ¦ rate ¦ +-----------------------------------T-- -----+
¦order¦ number ¦fullness, ¦ (hourly, ¦ ¦ for the current month (by type of payment) ¦ total ¦
¦ ¦ ¦profession¦ daytime) +------T--------T--------+---T---T----T---- T---T-------------+ ¦
¦ ¦ ¦) ¦ (salary), rub ¦ work- ¦ weekends ¦ holidays-¦ ¦ ¦ ¦ ¦ ¦ other income¦ ¦
¦ ¦ ¦ ¦ ¦ sneeze ¦ ¦ full ¦ ¦ ¦ ¦ ¦ ¦ in the form of ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ various ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ social and ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ material ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ good ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ 1 ¦ 2 ¦ 3 ¦ 4 ¦ 5 ¦ 6 ¦ 7 ¦ 8 ¦ 9¦ 10 ¦ 11 ¦12 ¦ 13 ¦ 14 ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
L-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+--------
-----------------T---------------------- ----T--------------------------+
¦ Withheld and set off, rub ¦ Amount, rub ¦ Received money ¦
+-----------T----T---T----+-----------------T---- ----+-------------T------------+
¦ tax on ¦ ¦ ¦ ¦ debt ¦ to ¦ surname, ¦ signature ¦
¦ income ¦ ¦ ¦ +---------T--------+ payment ¦ initials ¦ (record about ¦
¦ ¦ ¦ ¦ ¦ for ¦ for ¦ ¦ ¦deposit- ¦
¦ ¦ ¦ ¦ ¦ organization-¦employee-¦ ¦ ¦ nii sum) ¦
¦ ¦ ¦ ¦ ¦ sion ¦ com ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ 15 ¦ 16 ¦17 ¦ 18 ¦ 19¦ 20 ¦ 21 ¦ 22 ¦ 23 ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
L-----------+----+---+----+---------+--------+---- ----+-------------+-------------
                                                                              2nd page of form N T-49---------T----------T----------T----------T------- ---------------T---------------------------------- --------+
¦Personnel number ¦Position ¦Tariff ¦Worked out ¦Acrued, rub ¦
¦order ¦ number ¦(special-¦ rate +----------------------+---------------- -------------------T------+
¦ ¦ ¦ availability, ¦ (hourly, ¦ days (hours) ¦ for the current month (by type of payment) ¦ total ¦
¦ ¦ ¦ profession) ¦ daytime), ¦ ¦ ¦ ¦
¦ ¦ ¦ ¦ salary, rub ¦ ¦ ¦ ¦
¦ ¦ ¦ ¦ +------T-------T-------+---T---T---T----T----- T------------+ ¦
¦ ¦ ¦ ¦ ¦work- ¦exit- ¦holiday- ¦ ¦ ¦ ¦ ¦ ¦ other ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ personal ¦ ¦ ¦ ¦ ¦ ¦ income in ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ form ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ various ¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦social and¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦material¦ ¦
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ good ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ 1 ¦ 2 ¦ 3 ¦ 4 ¦ 5 ¦ 6 ¦ 7 ¦ 8 ¦ 9¦10 ¦ 11 ¦ 12 ¦ 13 ¦ 14 ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
L--------+----------+----------+----------+------+ -------+-------+---+---+---+----+-----+----------- -+-------
-----------------------T-----------------------T-- ----------------------+
¦ Withheld and credited, ¦ Amount, rub ¦ Money received ¦
¦ rub ¦ ¦ ¦
+----------T---T---T---+----------------T------+-- ------------T---------+
¦ tax on ¦ ¦ ¦ ¦ debt ¦ to ¦ surname, ¦ signature ¦
¦ income ¦ ¦ ¦ +--------T-------+ pay-¦ initials ¦ (record o¦
¦ ¦ ¦ ¦ ¦ for ¦ for ¦ those ¦ ¦deposit-¦
¦ ¦ ¦ ¦ ¦ organization- ¦ work- ¦ ¦ ¦ ¦
¦ ¦ ¦ ¦ ¦ name ¦ nickname ¦ ¦ ¦ amount) ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ 15 ¦16 ¦17 ¦18 ¦ 19¦ 20 ¦ 21 ¦ 22 ¦ 23 ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+----------+---+---+---+--------+-------+------+-- ------------+---------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
L----------+---+---+---+--------+-------+------+-- ------------+----------
According to this payroll
amount paid ________________________________________________________
                                      in words
_________________________________ rub ______ kop (________ rub _____ kop)
                                                   figures
and deposited amount _________________________________________________
                                       in words
_________________________________ rub ______ kop (________ rub _____ kop)
                                                   figures
Payments were made by _________ ________________ _______________________
                 position personal signature signature transcript
Expenditure cash order N __________ dated "" _______________ 20
Accountant ______________ ___________________ "" ___________ 20
          personal signature signature transcript
                         Follow the pattern on page 2 to print additional
                                      sheets of the sheet in the form N T-49Signatures should be printed on the last page.  

Partition update discontinued in 2014. Versions of laws may not be up to date.


Why doesn’t a magnet attract organic matter?

Igor Ivanov, Albert


How does an ant hear?

Sergey Glagolev


What knots does a spider use when weaving a web?

Alexey Opaev


Why is it so nice to stretch in the morning?

Fargone


All questions


Azores finch

12.09 • Julia Mikhnevich


The target is a neuromorph

Sergey Komarov


Mysterious spots on the ring around a black hole

Boris Stern


We are all hybrids

Alexander Markov, Elena Naimark, Olga Orlova


The origin of life. The next billion years

Boris Stern’s interview with Mikhail Nikitin


All articles

Do I need a payroll when issuing salaries

The following documents and legal acts were used to answer the question:

  • Constitution of the Russian Federation.
  • Labor Code of the Russian Federation.
  • Federal Law No. 402-FZ dated 06.12.2011 “On Accounting”.
  • Federal Law No. 209-FZ dated July 24, 2007 “On the development of small and medium-sized businesses in the Russian Federation”.
  • Decree of the State Statistics Committee of Russia dated 05.01.2004 No. 1 “On the use of unified forms of primary accounting documentation for accounting for labor and its payment.”
  • “Regulations on the procedure for conducting cash transactions with banknotes and coins of the Bank of Russia on the territory of the Russian Federation”, approved by the Bank of Russia on October 12, 2011 No. 373-P.
  • Resolution of the Plenum of the Supreme Court of the Russian Federation No. 2 dated March 17, 2004 “On the application by the courts of the Russian Federation of the Labor Code of the Russian Federation”.
  • Ruling of the Leningrad Regional Court dated February 8, 2012 No. 33-575/2012.
  • Based on the information provided by you, we consider it necessary to report the following.

    Rationale.

    According to Art. 56 of the Labor Code of the Russian Federation, the employer undertakes to provide the employee with work according to the stipulated labor function, ensure the working conditions provided for by labor legislation, pay the employee wages in a timely manner and in full, and the employee undertakes to personally perform the labor function defined by this agreement and comply with the internal labor regulations. In addition, the right to remuneration for work without any discrimination and not lower than the minimum wage established by federal law is guaranteed by the Constitution of the Russian Federation (Part 3, Article 37 of the Constitution of the Russian Federation).

    Thus, the payment of wages to an employee is one of the main obligations of the employer and, accordingly, the procedure for paying wages must be formalized with strictly defined documents.

    In addition, for the purposes of taxation, any costs must comply with the requirements of tax legislation, including the company that pays wages to employees must have primary supporting documents for labor accounting and payment of wages. These include an order (instruction) on hiring an employee (form No. T-1), an employee’s personal card (form No. T-2), a personal account (form No. T-54), a payroll sheet (form No. T-51 ) and payroll (form No. T-53) (Resolution of the State Statistics Committee of Russia dated January 5, 2004 No. 1 “On the use of unified forms of primary accounting documentation for accounting for labor and its payment”). These documents reflect the admission of an employee to work in an organization, the accrual and payment of wages to him and comply with the general requirements set forth in the Federal Law of December 6, 2011 No. 402-FZ “On Accounting”.

    From the foregoing, it follows that the approved primary accounting documents at the enterprise that process the issuance of wages are the payroll or payroll, as well as the payroll. The same position is confirmed by the Plenum of the Supreme Court of the Russian Federation dated March 17, 2004 No. 2 in its Resolution “On the application by the courts of the Russian Federation of the Labor Code of the Russian Federation”, which states that accrued wages are those that are reflected by the employer in the payroll or settlement statements.

    If there are no such documents in the organization, it is difficult to prove the fact of payment of wages to employees.

    Pay slips, as primary accounting documents, containing the signatures of employees who have received wages, are attached to cash documents – expense orders as supporting documents. This requirement is established by the Regulations on the procedure for conducting cash transactions with banknotes and coins of the Bank of Russia on the territory of the Russian Federation. In this regard, an enterprise that calculates and pays wages to employees must have both payroll statements and expense orders.

    In relation to the issue raised by the author, it can be said that if there are a small number of employees in the state (1-2 people), the execution of a payroll or payroll statement is allowed, but not mandatory. Usually, the registration of the issuance of wages for such a small number of employees is carried out according to cash receipts. As for the staffing of five people, it can be recommended to draw up, in addition to the expenditure order, a payroll sheet, although there is no specific requirement for the number of employees in the legislation in this regard. With regard to the number of employees, it can be noted that from the point of view of the law, an enterprise with a staff of 5 people is classified as a micro-enterprise (Federal Law of July 24, 2007 No. 209-FZ “On the development of small and medium-sized businesses in the Russian Federation”).

    The attention of the author of the question should be drawn to the fact that the absence of payrolls is fraught with another possible “unpleasant” consequence for the employer. Thus, an employee dismissed from an enterprise where payroll was not documented by payroll can claim with impunity that he was not paid any wages at all. At the same time, the transfer by the employer of taxes on personal income in full in the absence of primary accounting documents has no legal significance. Of course, the employer has the right to prove the fact of payment of wages in other ways, but, unfortunately, in such cases, the courts often take the side of the employee and satisfy the demands for the recovery of wage arrears (Determination of the Leningrad Regional Court dated 08. 02.2012 No. 33-575 / 2012).

    The lack of a unified approach to resolving this issue may also, finally, result in liability in accordance with the Code of Administrative Offenses of the Russian Federation under Art. 5.27 – violation of labor legislation and labor protection (penalties).

    Based on the foregoing, in order to avoid possible adverse consequences, both on the part of regulatory authorities and dissatisfied employees, we recommend that the author of the question still draw up payroll statements when calculating and paying wages.

    Resume.

    Registration of the accrual and payment of wages is one of the main obligations of the employer in accordance with applicable law and, accordingly, is drawn up by strictly defined documents. The established primary accounting documents at the enterprise that process the accrual and payment of wages are the payroll or payroll, as well as the payroll. At the same time, it is also necessary to draw up cash documents when calculating wages – an enterprise that calculates and pays wages to employees must have not only payroll statements, but also expense orders. If there are no such documents in the organization, it is difficult to prove the fact of issuing wages to employees.

    The number of employees at the enterprise, of course, plays a role in deciding whether it is necessary to draw up a payroll. If, for example, 1-2 people work in an organization, as practice shows, the legislation does not directly prohibit issuing only an expense order. But, because there is no clear norm in this relationship regarding the number of employees, if the enterprise employs 5 or more people, we still recommend that you draw up the entire set of primary accounting documents provided for by the Decree of the State Statistics Committee of Russia. Otherwise, the employer’s organization may be subject to both an administrative fine and a possible legal claim on the employee’s claim for the recovery of wage arrears in the absence of primary accounting documents.

    Would you like legal advice on your issue? Call now!

    Payroll – Kontur.Accounting

    To pay employees from the cash desk, you need to issue a payroll in the T-53 form or a settlement and payment in the T-49 form. We will figure out when the payroll needs to be drawn up, how to fill it out and whether adjustments can be made.

    What is payroll

    Payroll is a document on the basis of which the cashier issues wages, bonuses, material assistance and other money to the employees listed in it. This applies only to cash payments: for employees receiving wages on cards, statements are not needed (Instructions on the use of PUD forms for accounting for labor and its payment, approved by Decree of the State Statistics Committee of the Russian Federation of 01/05/2004 No. 1).

    Important! If money is issued to one employee, you can only draw up an expense cash order (hereinafter referred to as RKO) without a statement. This is relevant when the terms for receiving income are different, for example, an employee quits, goes on vacation, or takes a deposited salary.

    How to draw up a statement

    The payroll must be prepared by the accounting department, which preliminarily calculates the amount of remuneration for each employee. This duty can be entrusted to another structural unit at the discretion of the head.

    The payroll is compiled according to one of the forms:

    • No. T-49 “Settlement and payroll”;
    • No. T-53 “Payroll”.

    Standard forms were approved by the Decree of the State Statistics Committee of 01/05/2004 No. 1. Form No. T-49 differs in that it contains a detailed calculation of the amount to be issued: the employee’s wage rate, the number of days or hours worked, accruals by type, the amount of deductions and debts . The payroll indicates only the amount that should be given to the employee.

    Statement No. T-53

    The procedure for filling out the payroll is given in the Instructions. It is compiled in a single copy, but in addition to it, payroll sheets are required in the form No. T-51, in which the salary will be calculated.

    Statement No. T-53 consists of a title page, a section with signatures and a tabular part.

    On the title page, indicate the name of the organization, the name of the structural unit that compiled the document. Write down the period for issuance – according to the standards, it does not exceed five business days. Then indicate the total amount to be paid and affix the signatures of the head and chief accountant.

    In the tabular section, you need to list all employees who should receive money according to the statement. Indicate the personnel number, full name and the amount due. In column 5, each employee must sign opposite his last name when he collects the money.

    If the employee does not come for the money on time, the cashier must independently put the inscription “deposited” in column 5.

    In the “Note” column, you can specify passport data or other information by which the cashier identified the employee. This is especially important in large companies where some colleagues do not know each other.

    At the end, you must specify the total amount issued according to the statement and the deposited part. Additionally, the number and date of cash settlement for issuing money from the cash desk are indicated.

    The closed statement is registered in the journal in the form No. T-53a.

    Statement No. T-49

    The rules for filling out the payroll are given in the same Instructions. It is compiled in one copy and, unlike statement No. T-53, is not supplemented by a pay slip, since it initially contains information on the calculation of the amount to be issued.

    The title page is filled out in the same way as the T-53 form, but the tabular part is much more voluminous. Consider filling it out using the example of April 2022 for two employees.

    In column 4, indicate the tariff rate or salary of the employee. In columns 5-7 we indicate the number of days worked. In April, there were 21 of them, but senior engineer Anisimov worked 18 days, and technologist Petrov only 10, as he was on vacation. Then, in column 8, you should indicate the salary calculated in proportion to the hours worked. If employees received bonuses or other payments, they are indicated in columns 9-13. In our case, both employees received bonuses, and technologist Petrov also received vacation pay. The total amount of income is indicated in column 14.

    In columns 15-18 indicate deductions from wages and offset amounts. This is mainly personal income tax and an advance payment for the first half of the month, as well as vacation pay. In column 21, indicate the amount to be paid. Upon receipt, each employee must sign. The cashier can also deposit undisbursed amounts if they do not appear on time.

    On the last page, the total amount of the statement and the cash register details for the payment of salaries should be indicated.

    How long is the payroll

    The deadline for issuing money from the cash desk must be indicated on the title page of the payroll. The maximum period is five working days from the date of receipt of cash from the bank.

    The manager can set any term in the organization within the maximum. In this case, it is necessary to take into account the date of payment of wages, which is indicated in the internal labor regulations, labor or collective agreement. For example, if the salary is usually issued on the 10th, then the statement will need to be closed on the 15th.

    Since the salary is issued at least twice a month, the payroll must also be drawn up regularly. This is due to the fact that the advance payment is not fixed – it must also be calculated taking into account the hours worked.

    Payroll storage period

    Pay slips need to be stored for a very long time if your organization does not maintain personal accounts. In this case, the mandatory period is 50 years. It cannot be shortened.

    If there are personal accounts, the retention period is reduced to six years after the end of the year in which they were closed.

    How to correct errors in payroll

    An error in the payroll can be corrected. To do this, incorrect information is crossed out and the correct information is indicated. The correction must be certified by the signatures with the transcript of the cashier, accountant and manager. Additionally, you need to specify the date the edit was made.

    What should the cashier do when paying wages according to statement

    Before issuing money according to the statement, the cashier is obliged to check it:

    • whether it has the signatures of the chief accountant and the head;
    • whether the signatures match the samples;
    • whether the amount in words matches the amount in figures;
    • whether the total amount on the statement coincides with the amount of payments for employees.

    The cashier prepares money for withdrawal in advance, checks and counts all banknotes. When issuing, it is recommended to do this again. When an employee comes to collect his salary, the cashier gives him a statement in which he must sign opposite his last name.

    If the employee did not come for the money within the time specified in the statement, the cashier puts the “Deposited” mark opposite his name.

    For the entire amount actually issued according to the statement, cash settlement is compiled. This must be done on the closing day of the statement, that is, on the last day when employees could come for a salary. In the “Debit” section, the account “70” is indicated, in the “Credit” section – “50-1”. The number and date of the payroll is written in the “Appendix” line.

    The cash register number is indicated on the last page of the statement, then on its basis the cashier makes an entry in the cash book.

    Calculate the salary of employees, generate statements, cash settlements and payment orders in Kontur.Accounting. It will eliminate the need to fill out paper forms and collect information from various sources – everything will be in one place. The system will remind you when it’s time to pay your earnings and help you calculate taxes and contributions. All new users get 14 days of work in the service as a gift.

    (RUS) Paying employees | Microsoft Docs

    • Article
    • Reading takes 11 minutes

    Applies to: Microsoft Dynamics AX 2012 R3, Microsoft Dynamics AX 2012 R2

    This section describes how to create payrolls for workers, issue cash and bank transfer payrolls, and deposit lost wages for workers.

    Prerequisites

    The following table shows the prerequisites that must be prepared before starting work.

    Version

    Payroll Feature Pack in Microsoft Dynamics AX 2012 R2 for Russia

    Country/Region

    The legal entity’s primary address must be in the following countries/regions: Russia

    Related setup tasks

    • Set up HR information for workers. For more information, see (RUS) Set up HR information for workers.

    • Set up organization information. For more information, see (RUS) Set up organizational information.

    • Create a worker. For more information, see (RUS) Create a worker.

    • Creation of payrolls, calculation of average incomes, calculation of salaries, calculation of funds and creation of a payroll. For more information, see (RUS) Create pay statements.

    • Set up leave types and leave calculation methods. For more information, see (RUS) Set up vacations, business trips, and payroll incentives.

    • Set up payroll settings. For more information, see “Setting payroll options” in (RUS) Set up payroll payments, journals, and deductions.

    1. Create payrolls for advances, vacations, milestones, aggregate payments, taxes, and wages

    Use Form Payrolls to create payrolls for employees. You can create payrolls for advances. vacation, tax, intermediate, aggregate payments and salaries.

    Create a down payment payroll

    You can create a down payment payroll to determine which down payment is to be paid to certain employees in the middle of a pay period. You must set up an advance calculation procedure to calculate the amount to be paid in advance. For more information, see (RUS) Set up payroll procedures.

    Follow the steps below to create an advance payroll.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. In field Statement type , select Advance to select additional transactions generated by the payroll procedure during a particular payroll period. For more information, see “Payroll using payroll procedures” in (RUS) Create pay statements.

    4. Click Create to open form Create payroll to create an advance payroll.

    5. In field Payroll detail , select By enterprise to create a company payroll, or By department to create a payroll for each department.

    6. Click OK to open the form Create payrolls , and then specify the criteria for creating an advance payroll.

    7. Click OK button to return to form Payroll . Down payment values ​​are retrieved from a list of payroll transactions created for a specific payroll period.

    8. Click Payable to open form Cashier for payment on time .

    9. In fields Start date and End date enter the period, then press OK to update the payroll status to Due in the form Payroll Payment .

    10. Press Print for payroll report and total payroll report. For more information, see (RUS) Payroll reports.

    Create a vacation payroll

    You can create a vacation payroll for employees who are registered for paid vacations. For more information about registering and calculating vacation pay, see (RUS) Registering and calculating compensation for vacations and business trips. Calculated vacation payments are displayed in form Pay slips for holidays .

    Follow the steps below to create a holiday pay slip.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. In field Statement type , select Holidays and then click Create to create a holiday pay slip.

    4. On tab Miscellaneous , select the check box Income tax to indicate that the holiday payment amount is taxable income.

    5. On the tab Worksheet composition , click Add to open the Leave form to add to payroll and add an employee who has registered for a paid vacation.

    6. Select an employee and then press Add to create a vacation payroll for the selected employee.

    7. Click Payable to open form Cashier for payment on time .

    8. In fields Start date and End date enter the period, then press OK to update the payroll status to Due in the form Payroll Payment .

    9. Press Print for salary report and total salary report. For more information, see (RUS) Payroll reports.

    If necessary: ​​correct the holiday pay slip.

    You can update a holiday pay slip that was created with incorrect information before making a payment to an employee.

    Follow the steps below to correct the holiday pay slip.

    1. Click Payroll > Calculation Procedures > Holidays > Enter Holidays .

    2. On tab Overview , select the employee for whom you want to correct the payroll.

    3. Clear the checkbox Include in salary to exclude the holiday payment for the selected employee from the salary.

    4. On tab Calculation , in field Amount , enter the amount to be updated.

    5. On tab Overview , select the check box Include in salary to include the holiday payment in the salary list.

    6. Repeat steps 1 through 7 starting with “Creating a holiday pay slip”.

    Create a tax payroll

    You can create a tax payroll for employees. to determine the amount of tax refund to employees. The payroll only applies to employees with an excess tax deduction. The excess tax will be refunded to the employee by bank transfer. You must select 9 before creating a tax payroll0027 Tax refund for separate sheet in field Reimbursement method in form Tax calculation settings . For more information, see “Set up tax calculation options” in the article (RUS) Set up payroll taxes and funds.

    Follow these steps to create a tax payroll.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. In field Statement type , select Tax to display all transactions generated by the predefined payroll procedure for tax refund in the specified payroll period.

    4. Click Create . The tax refund amount values ​​are retrieved from a list of payroll transactions created for a specific payroll period. Salary status – In progress .

    5. Click Payable to open form Cashier for payment on time .

    6. In the fields Start date and End date enter the period, then press OK to update the status to Due in the form Payroll payment .

    7. Press Print for payroll report and total payroll report. For more information, see (RUS) Payroll reports.

    Create an interim payroll

    You can create an interim payroll to pay an employee in the middle of the month before the organization calculates the regular monthly salary. Interim payrolls are created automatically or manually for employees who leave or for temporary employees employed in accordance with the provisions of the Civil Code. Before creating an interim payroll, you must specify an interim period in Form Salary module parameters . For more information, see (RUS) Set up payroll options.

    Create an interim payroll manually

    To create an interim payroll manually, follow these steps.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. In field Statement type , select Intercalculation and then click Create to create an interim payroll.

    4. On the tab Miscellaneous , select the check box Income tax to indicate that the amount of the milestone payment to the employee is taxable.

      Note

      This field is only editable for manually created interim payrolls.

    5. On the tab List contents , click Create to add employee details.

    6. In field Amount enter the amount of intermediate salary and in field Tax amount enter the amount of income tax that was due to the tax authority.

    7. Optional: Click Amount and enter an amount to update the same amount for a group of employees.

    8. Click Payable to open form Cashier for payment on time .

    9. In fields Start date and End date enter the period, then press OK to update the payroll status to Due in the form Payroll Payment .

    10. Press Print for payroll report and total payroll report. For more information, see (RUS) Payroll reports.

    Create an interim payroll automatically

    Follow these steps to create an interim payroll automatically.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period, and in field Statement type , select Intercalculation .

    3. Repeat steps 4 to 10 starting with “Create a payroll for a down payment”.

    Create an aggregate payroll

    An aggregate payroll is a collection of payrolls and interim payrolls. You can create an aggregate payroll to reduce the number of payrolls generated separately for progress payments and payroll.

    Create an aggregate payroll manually

    To create an aggregate payroll manually, complete the following steps.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. Click Query to define the necessary criteria to generate payroll content automatically.

    4. On tab List contents , in field Type of sheet , select General and click Create to create an aggregate payroll.

    5. Repeat steps 4 through 10, starting with “Creating an Interim Payroll Manually”.

    Create an aggregate payroll automatically

    To create an aggregate payroll automatically, complete the following steps.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period, and in field Statement type , select General .

    3. Repeat steps 4 to 10 starting with “Create a payroll for a down payment”.

    Create payroll

    You can create a payroll at the end of a month or at the end of a billing period to pay salaries to employees.

    Follow the steps below to create a payroll.

    1. Click Payroll > Payroll > Payroll .

    2. In field Reporting period , select the salary period.

    3. In field Statement type select Payroll to select the transactions generated by the predefined payroll procedure for a specific payroll period. For more information, see the “Create and post a pay journal” section in (RUS) Create pay statements.

    2. Making payments to employees in cash or bank transfer

    Payroll payments are made in cash or bank transfer.

    Making cash payments on a created payroll

    To make cash payments on a created payroll, follow these steps.

    1. Click Payroll > Payroll > Payroll .

    2. In the View field group, click Payable to view payroll records with status Payable .

    3. On tab List contents , check the employees included in the cash salary payment.

    4. In the form Payroll Payment , click Payment and enter the due date.

    5. Press button OK . A cash journal is automatically created with cash receipts. The cash receipt shows the amount of the cash payment given to the employee.

      On tab Miscellaneous you can view the number of cash receipts and the date of the payment receipt created.

    Making payments by bank transfer against a generated payroll

    Use Form Bank Payments to pay wages to employees by money order.

    Follow the steps below to submit payment details to the bank.

    1. Click Payroll > Salary payment > Payroll payment .

    2. In the View field group, click Payable to view payroll records with status Payable .

    3. On tab Composition of statement , view the employees included in the payroll.

    4. On tab Payment via bank , check the box Payment via bank for those employees who can receive their salary by bank transfer.

    5. Click Submit to bank to provide payment information for the employee that is selected on the tab Bank payment . The employee’s bank account information is displayed.

    To pay an employee’s salary through a bank, follow these steps.

    1. Click Payroll > Payroll > Bank Pay .

    2. Select salary and click Functions > Create journal to open form Bank payout .

    3. In the form Payment via bank , enter the payment date in the field Payment date and click the button OK . The journal is generated automatically and the amount is paid via bank transfer.

      Note

      The log data is available on the tab Miscellaneous .

    4. Optional: click Functions > Delete log to remove the log before posting.

    5. Optional: Click Inquiries > Payroll to request the appropriate payroll.

    6. Click Functions > Post to post the payroll journal. On tab Bank payment , the checkbox Posted is selected automatically after the journal is posted.

    3. Optional: registration and closing of deposits

    Salaries are recorded as deposits if, for any reason, they are not paid to employees. For example, if a legal entity has insufficient funds in its bank account or the employee’s bank account code is unknown.

    These deposits are recorded in the profit of the legal entity, if they are not requested by the employee within a certain time.

    Registration and payment of deposits for employee’s salary

    Follow the steps below to register and pay salary deposits.

    1. Click Payroll > Payroll > Payroll .

    2. In the View field group, click Payable to view payroll records with status Payable .

    3. On the tab List contents , select the employee, and then check the box Depositor for employees for whom salary amounts are to be deposited.

    4. Click Transfer to depositor to transfer the employee’s records to tab Depositor .

    5. On the Deposit tab, select the employee records and click Deposit .

    To pay deposits using the deposit form, follow these steps.

    1. Click Accounts payable > Salary payment > Depositor > Depositor journal .

    2. Select the deposit line and then press Deposit to make payment on the selected deposit.

    3. Optionally: press Pay out > Via cashier to create a payment for the selected deposit using cash payments.

      – or –

      Press Pay > Payroll to add the payment amount to the employee’s current payroll.

    Closing profit deposits

    Use form Depositors to close employee deposits if deposits have not been paid within a specified period. On form Closing depositor for profit , enter a date to close deposits that were not received by the employee or paid by the employer before the specified date.

    To close deposits using form Closing a depositor for profit , follow these steps.

    1. Click Accounts payable > Payroll > Depositor > Closing the depositor for profit .

    2. Enter a date to close deposits that were not received by the employee or paid by the employer before the specified date.

    To close deposits using form Depositors do the following.

    1. Click Payroll > Payroll > Depositor > Depositor journal .

    2. Select the deposit lines, and then click Pay out > To profit to write off the deposit lines to the profit of the legal entity.

    Next

    After making payments to employees, you can manage tax settlements for each department, including information about taxpayers. For more information, see (RUS) Settlement of tax liabilities.

    Related tasks

    (RUS) Create and post a vacation order

    (RUS) Create and post a business trip order

    (RUS) Create and post an incentive order

    (RUS) Register and calculate compensation for vacations and business trips

    Technical information for system administrators

    If you do not have access to the pages required to complete this task, contact your system administrator and provide the information in the following table.

    Step into learning childcare: Step Into Learning Childcare LLC

    Опубликовано: December 29, 2019 в 10:12 am

    Автор:

    Категории: Child

    Step Into Learning Childcare LLC

    Write a Review

    About the Provider

    Description: Step Into Learning Childcare LLC is a Child Care Center in MUSTANG OK, with a maximum capacity of 60 children. This child care center helps with children in the age range of 0 – 11 Months, 12 – 23 Months, 2 Years, 3 Years, 4 Years, 5 Years, 6 Years and Older. The provider also participates in a subsidized child care program.

    Additional Information: Rated 2 Stars.

    Program and Licensing Details

    • License Number:
      K830053935
    • Capacity:
      60
    • Age Range:
      0 – 11 Months, 12 – 23 Months, 2 Years, 3 Years, 4 Years, 5 Years, 6 Years and Older
    • State Rating:
      2
    • Enrolled in Subsidized Child Care Program:
      Yes
    • Type of Care:
      Daytime Hours
    • Transportation:
      Children’s Schools, Field Trips
    • District Office:
      Oklahoma Dept of Human Services – Child Care Services
    • District Office Phone:
      (405) 550-3764 (Note: This is not the facility phone number. )
    • Licensor:
      Brooke Horn

    Location Map

    Inspection/Report History

    Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
    but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
    as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

    Date Type/Purpose Corrections
    2021-05-19 Periodic
    Full Inspection
    Plan: Director stated credentials has been submitted on March 17, 2021. Director stated in the future credentials will be submitted 3 months ahead of time to be sure it doesn’t expire.
    Correction Date: 2021-05-19
    Description:
    340:110-3-284.1(b)(C) – has a current bronze or higher level certificate per OAC 340 Appendix EE – Oklahoma Director’s Credential;

    Licensing observed director credentials expired 4/9/21

    2020-10-16 Periodic
    Full Inspection
    Plan: Director stated soap has already been refilled in both bathroom and will remain full to maintain licensing requirements.
    Correction Date: 2020-10-16
    Description:
    340:110-3-294(a)(2) – Hand hygiene. Personnel and children wash their hands with soap and warm, running water or use hand sanitizer as required per Oklahoma Administrative Code (OAC) 340 Appendix HH Hand Hygiene.

    Licensing observed no hand soap in blue room and school age room for children to wash hands.

    2020-07-21 Follow Up
    Partial Inspection
    Description:
    No non-compliances observed
    2020-07-17 Complaint
    Full Inspection
    Plan: Director stated extra staff will be required to come in the mornings. Director stated person in charge will be observing ratios in the morning to direct the children to the right class rooms. Owner, Jana Westberry stated during visit that a new director will start in a couple week.
    Correction Date: 2020-07-17
    Description:
    340:110-3-286(a) – Ratios. Ratios mean the number of teaching personnel required to be physically present with a child or group of children per Oklahoma Administrative Code (OAC) 340 Appendix GG – Ratios and Group Sizes. Only teaching personnel count in ratios, unless the requirements specifically state otherwise. The program is required to maintain ratios at all times.

    Licensing observed class room out of ratio. 18:2 with 4 one year old’s.

    2020-07-17 Complaint
    Full Inspection
    Plan: Director stated there will be double the paper towels ordered next time due to running out so fast. If paper towels get lower and order has not arrived paper towels will be bought asap.
    Correction Date: 2020-07-17
    Description:
    340:110-3-300(n) – Hand washing facilities. The hand washing facilities requirements listed in (1) through (3) of this subsection are met.

    Licensing observed no paper towels in all of the bathrooms.

    2020-07-15 340:110-3-286(a)
    Substantiated Complaints
    Description:
    Ratio- Complaintant states center is out of ratio every morning.
    2020-07-15 340:110-3-300(n)(3)(B)
    Substantiated Complaints
    Description:
    Facility- Complaintaint stated the center will go days without paper towles while children are drying their hands on their clothes.
    2020-01-29 Periodic
    Full Inspection
    Correction Date: 2020-02-14
    Description:
    No non-compliances observed
    2020-01-29 Periodic
    Full Inspection
    Plan: Director stated she will call them today and get them to the center asap to get it up to date and keep it updated to maintain requirements.
    Correction Date: 2020-02-14
    Description:
    340:110-3-279(f)(2)(C) – inspected and tagged at least every 12 months by a state licensed authority.

    Licensing observed Central alarm system tagged March of 2018

    2020-01-29 Periodic
    Full Inspection
    Plan: Director stated Staff will have ELCCT completed by Friday and will have staff complete ELLCT within the 90 days of employment to maintain requirements.
    Correction Date: 2020-02-14
    Description:
    340:110-3-284(d)(5) – Entry Level Child Care Training (ELCCT) or equivalent. Prior to, or within 90 calendar days of employment, teaching personnel hired after August 1, 2003, complete an approved entry-level training listed on the Oklahoma Professional Development Registry (OPDR) website, such as ELCCT. However, this training is not required when previously received, unless the individual has not been employed at a licensed program within the last five years.

    Licensing observed staff had no ELCCT within the 90 days of employment.

    2020-01-29 Periodic
    Full Inspection
    Plan: Director stated Staff will have CPR by Friday and will keep staff up to date on CPR to maintain requirements
    Correction Date: 2020-02-14
    Description:
    340:110-3-284(d)(6) – CPR and first aid. Cardio-pulmonary resuscitation (CPR) and first aid certifications are age-appropriate for the ages of children accepted into care and are from approved sources listed on the OPDR website. In addition to CPR and first aid certification requirements for individuals listed in (A) through (B) of this subsection, other position specific CPR and first aid certification requirements are also met per OAC 340:110-3-284.1 through 340:110-3-284.4.

    Licensing observed staff had no CPR/First Aid within 90 days of employment.

    2019-10-14 STARS
    Partial Inspection
    Description:
    No non-compliances observed
    2019-09-10 Periodic
    Full Inspection
    Description:
    No non-compliances observed
    2019-06-26 Complaint
    Partial Inspection
    Description:
    No non-compliances observed
    2019-05-24 Periodic
    Full Inspection
    Description:
    No non-compliances observed

    If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

    Advertisement

    Reviews

    Write a review about Step Into Learning Childcare LLC. Let other families know what’s great, or what could be improved.
    Please read our brief review guidelines to make your review as helpful as possible.

    Email address (will not be published):

    Display name:

    Which best describes your experience?:

    Select from belowI have used this provider for more than 6 monthsI have used this provider for less than 6 monthsI have toured this provider’s facility, but have not used its servicesI am the ownerI am an employeeOther

    Rating (1=poor, 5=excellent):

    Select your Rating1 star2 star3 star4 star5 star

    Review Policy:

    ChildcareCenter.us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
    only the opinion of the writer. We ask that users follow our
    review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
    the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
    negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
    the provider.

    Write a Review


    Providers in ZIP Code 73064

    BRIDGE KIDS LEARNING CENTER

    LITTLE BRONCOS KIDS CLUB

    MUSTANG CHILD DEVELOPMENT CN

    North Mustang Road KinderCare

    OPEN HEARTS DAYSCHOOL

    BUILDING BLOCKS LEARNING CENTER EAST

    Step Into Learning Childcare LLC

    BUILDING BLOCKS

    Building Blocks E.D.C.

    Children’s Universe

    Here We Grow Yukon

    The Learning Tree Child Development Center Inc

    Blessed Childcare, LLC

    MUSTANG HEAD START

    Step Into Learning Child Care LLC

    Write a Review

    About the Provider

    Description: Step Into Learning Child Care LLC is a Child Care Center in OKLAHOMA CITY OK, with a maximum capacity of 89 children. This child care center helps with children in the age range of 0 – 11 Months, 12 – 23 Months, 2 Years, 3 Years, 4 Years, 5 Years, 6 Years and Older. The provider also participates in a subsidized child care program.

    Additional Information: Rated 1 Stars.

    Program and Licensing Details

    • License Number:
      K830055410
    • Capacity:
      89
    • Age Range:
      0 – 11 Months, 12 – 23 Months, 2 Years, 3 Years, 4 Years, 5 Years, 6 Years and Older
    • State Rating:
      2
    • Enrolled in Subsidized Child Care Program:
      Yes
    • Transportation:
      Children’s Schools, Field Trips
    • District Office:
      Oklahoma Dept of Human Services – Child Care Services
    • District Office Phone:
      (405) 550-3764 (Note: This is not the facility phone number.)
    • Licensor:
      Brooke Horn

    Location Map

    Inspection/Report History

    Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
    but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
    as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

    Date Type/Purpose Corrections
    2021-06-16 Complaint
    Partial Inspection
    Description:
    No non-compliances observed
    2021-06-10 Complaint
    Full Inspection
    Plan: Director stated credentials has already been submitted. Director stated in the future credentials will be submitted months in advance for avoid non-compliance.
    Correction Date: 2021-06-10
    Description:
    340:110-3-284.1(b)(C) – has a current bronze or higher level certificate per OAC 340 Appendix EE – Oklahoma Director’s Credential;

    Licensing observed directors credentials not met.

    2021-02-23 Permit
    Full Inspection
    Plan: Owner Jana Westberry stated Directors credentials has already been submitted on Jan.20 2021. Jana states in the future she will submit directors credentials the first week it allows and not to wait the week it expires.
    Correction Date: 2021-02-23
    Description:
    340:110-3-284.1(b)(C) – has a current bronze or higher level certificate per OAC 340 Appendix EE – Oklahoma Director’s Credential;

    Licensing observed directors credentials expired 1/21/2021.

    2020-09-10 Application
    Full Inspection
    Description:
    No non-compliances observed

    If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

    Advertisement

    Reviews

    Write a review about Step Into Learning Child Care LLC. Let other families know what’s great, or what could be improved.
    Please read our brief review guidelines to make your review as helpful as possible.

    Email address (will not be published):

    Display name:

    Which best describes your experience?:

    Select from belowI have used this provider for more than 6 monthsI have used this provider for less than 6 monthsI have toured this provider’s facility, but have not used its servicesI am the ownerI am an employeeOther

    Rating (1=poor, 5=excellent):

    Select your Rating1 star2 star3 star4 star5 star

    Review Policy:

    ChildcareCenter.us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
    only the opinion of the writer. We ask that users follow our
    review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
    the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
    negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
    the provider.

    Write a Review


    Nearby Providers

    Westbury Child Development
    Oklahoma City, OK | (405) 495-3031 | 0.2 mile away

    Pennock-james Nursery And Preschool
    Oklahoma City, OK | (405) 261-6711 | 2.3 miles away

    Children’s Lighthouse I
    Oklahoma City, OK | (405) 789-0661 | 2.4 miles away

    Reaching Our City, Inc
    Oklahoma City, OK | (405) 440-9994 | 2.8 miles away

    New Heights Head Start Dc
    Bethany, OK | (405) 440-0230 | 3.5 miles away

    First Class Academy Llc
    Oklahoma City, OK | (405) 440-0312 | 3.5 miles away

    Smart Start Academy Llc
    Oklahoma City, OK | (405) 440-0312 | 3.5 miles away

    Morning Star Childcare
    Bethany, OK | (405) 473-7909 | 3.5 miles away

    Rockwell Academy, Inc.
    Oklahoma City, OK | (405) 789-1997 | 3.7 miles away

    Kelly’s Kastle
    Oklahoma City, OK | (405) 730-6140 | 3.7 miles away

    Passion Kids Club
    Bethany, OK | (405) 669-0997 | 4. 1 miles away

    Just Like Home Too
    Bethany, OK | (405) 789-3779 | 4.8 miles away

    Bethany Ymca
    Bethany, OK | (405) 789-0231 | 4.8 miles away

    Valerie’s Legacy Of Learn Ac
    Bethany, OK | (405) 470-2106 | 4.9 miles away

    Mimis Garden Child Development Center
    Oklahoma City, OK | (405) 685-2122 | 5.1 miles away

    Peggy’s Lil Darlins Childcare
    Oklahoma City, OK | (405) 495-5437 | 5.1 miles away

    Peggy’s Lil Darlin’s
    Oklahoma City, OK | (405) 495-5437 | 5.1 miles away

    Children’s Journey
    Oklahoma City, OK | (405) 782-0212 | 5.2 miles away

    Jump & Play Childcare & Learning Center
    Oklahoma City, OK | (405) 491-0299 | 5.2 miles away

    The Launching Pad
    Oklahoma City, OK | (405) 954-4901 | 5.4 miles away

    Become a Child Care Center-Based Provider

    The survey link below directs you to a voluntary questionnaire that will help determine whether a location is safe from potential environmental contamination. Based on the answers provided, the Texas Department of State Health Services will provide technical assistance and suggestions to help make sure child care centers are safe from environmental contamination.

    Take the Questionnaire

    The process for getting a permit to operate a child care operation in Texas is designed to protect children by building a cooperative relationship between the Texas Health and Human Services Commission and the applicant. Please become familiar with general requirements, rules and resources before you apply

    Step 1 – Attend a Licensed Center Pre-Application Class

    Contact your local Child Care Licensing office to get dates for pre-application classes in your area.

    To attend the training online, select the Licensed Child Care Center Pre-Application Training on the Provider Training webpage. Once you complete all four training modules you will receive a certificate. You will be required to include this certificate with your application.

    Step 2 – Become Familiar with Required Materials and Helpful Resources

    You will receive an information packet during your pre-application class. The contents of information packets vary by location but will include supplemental forms to complete the application process, as well as contact information for local Child Care Licensing staff.

    Please review the following links to learn more about some of the things you will need to consider when applying to become a child care provider

    Licensing Requirements

    Licensing regulates child-care offered in center-based and home-based operations. Child care includes the care, supervision, training, or education of an unrelated child or children (13 or younger) for less than 24 hours per day in a place other than the child’s own home. There are three types of center-based operations: licensed child-care centers, before or after-school programs and school-age programs.

    Background Checks

    Certain persons at child-care operations are required to complete a background check, which may include a Central Registry (child abuse and neglect registry), FBI, and a sex offender registry check. Background checks must be completed before a person provides direct care or has direct access to children in care and on a recurring basis thereafter. If a person has a history of abuse or neglect or has a criminal history, then the person may be prohibited from being at a child-care operation.

    Minimum Standards

    Child Care Licensing develops rules for child-care in Texas. Each set of minimum standards is based on a particular chapter of the Texas Administrative Code and the corresponding child-care operation permit type. Minimum standards are designed to reduce risk for children by providing basic requirements to protect the health, safety, and well-being of children in out-of-home care.

    Liability Insurance

    Insurance coverage is an important protection for your business. Child Care Licensing requires applicants for a licensed child-care center, before or after-school program, or school-age program to obtain proof of coverage before Licensing issues a permit. Learn more in the Texas Administrative Code.

    Application Materials

    Your complete application packet includes the application form, application fee, and other supplemental forms and documents. For example, a Plan of Operation, including policies and procedures, is a document that is a key part of the application for some licensed operations. It requires your time and attention. It is your written plan showing how you plan to comply with minimum standards. For example, it needs to include information about who is responsible for ensuring minimum standards are met at all times, the physical facility, activities, child to caregiver ratios, safety, and sanitation.

    Application Inspection

    After you submit a completed application, Child Care Licensing staff will conduct an inspection to ensure you and your operation comply with the applicable law and minimum standards. Licensing staff periodically inspects your operation to make sure it continues to meet minimum standards. After you operation demonstrates compliance with minimum standards, Licensing staff will issue you an initial or full license.

    Technical Assistance

    Child Care Licensing staff will assist you every time you need it. We will support you at your pre-application class, at every inspection, over the phone, and on-line. We encourage you to use the forms and documents created for you. Visit the on-line Technical Assistance Library.

    Fees

    Licensing is required to charge fees for processing applications, issuing permits, and conducting background checks. Licensing also collects an annual fee that is due each year on the anniversary date of the issuance of your license. The money from fees is deposited in the state’s general revenue fund.

    Compliance History

    Information about your operation and its compliance history will be available on our public web site at www.dfps.state.tx.us/Child_Care/Search_Texas_Child_Care/default.asp. It is available to anyone.

    Zoning, Building Codes and other Legal Requirements

    In some areas, you may need to meet zoning, building code, home owner association, and other requirements concerning the location and construction of a child-care operation. These are not licensing requirements, but you may have to meet them before local authorities will perform fire and sanitation inspections.

    FAQs

    The Frequently Asked Questions page will help you find general topics and specific information on many topics. It helps providers and applicants review policies and learn about recent changes too.

    Contact

    Contact your local Child Care Licensing Office .

    Step 3 – Submit an Application

    Complete the application form and send it along with other required forms/documentation to your local Child Care Licensing office.

    • Form 2910, Child Day Care Licensing Application
    • Form 2948, Plan of Operation for Licensed Center Operations
    • Form 2911, Child Care Licensing Governing Body/Director Designation
    • Form 2760, Controlling Person – Child Care Licensing
    • Form 2985, Affidavit for Applicants for Employment with a Licensed Operation or Registered Child-Care Home

    Step 4 – Create a Child Care Licensing Account

    Complete Online Registration to create your provider account once Child Care Licensing has accepted your application and has provided you an operation number.

    Choosing Quality Child Care | Early Childhood Development

    Be sure to print out the guide below and bring it with you.

    en Español

    While no two childcare programs are the same, it may be helpful to identify what values, elements, and standards are important and relevant to you and your family regarding the care and education for your young children.

    Download the Childcare Guide and Checklist

    We define childcare as the care and early education of young children by childcare professionals.

    What are my first steps?

    In Nebraska, anyone who provides child care to four or more children from different families must be licensed as a child care provider. View a roster listing all Licensed Home, Child Care, and Preschool Programs in the State of Nebraska.

    Whether in a home, child care, or a preschool program, you can begin by exploring what arrangements will be best for you, your children, and your family and what options are available in your area. Some programs have a waitlist, so it’s a good idea to select a few options and call to schedule a visit.  

    What does good quality care look like?

    Good quality childcare is based in five sections. Click the links below learn more about what, how, and why each of these areas play an important role in the overall quality of a childcare program.

    Relationships

    Health & Safety

    Curriculum and Approaches to Learning

    Learning Environment

    Policies & Administration

    How do I know my child is safe, healthy and learning?

    • You feel welcome as soon as you walk into a child care program. Providers assist your child with the transition of a new environment and new faces.
    • The program’s curriculum should be developmentally appropriate for the various ages represented. Children are learning through safe exploration and play using interesting and stimulating materials.
    • Childcare professionals are knowledgeable about child development, assessment, developmentally appropriate practices and first aid.
    • Families are viewed as important members of the childcare program community. They are provided with updates on their child regularly. Communication between the program and the family is received in a variety of ways and the program is culturally responsive.
    • The childcare program is community oriented and utilizes local resources.
    • The program has appropriately sized furnishings and equipment which are kept clean and in good repair.
    • The program is licensed by the appropriate state agencies and administrators/owners follow all state policies and laws regarding childcare.

    Resources: Is This the Right Place for My Child? 38 Research-Based Indicators of Quality Child Care, The Essentials: Providing High-Quality Family Child Care, What Does a High-Quality Preschool Program Look Like?

    Why does it matter?

    The early years in your child’s life are some of the most important years, so why not nurture them with high-quality care.

    • High-quality care has been linked to progress in school, higher career earnings as well as a decrease in negative behavior such as getting in trouble with the law.
    • Approximately 90% of a child’s brain development occurs within the first five years of life. This foundation is vital for success in future learning, behavior and health.
    • Programs can support and nurture a child’s early care and education experience by supporting professional development and making a commitment to program improvement. If you are interested in learning more about Step Up to Quality, a Nebraska resource that helps both families and child care providers learn more about implementing and selecting quality care please visit the Step Up to Quality website.

    Resources: http://buffettinstitute.nebraska.edu/about-the-early-years, https://stepuptoquality.ne.gov/

    What is DAP?

    Each early childhood teacher makes many decisions throughout the day to best support children’s learning and development. Intentionality or being intentional when interacting with children is the core of developmentally appropriate practice (DAP). Teachers should create goals for children on an individual basis and ensure that the activity is both challenging and manageable for the child. In order for early childhood teachers to set these important goals they must have knowledge about child development, meeting the individual needs of each child, and respecting the cultural contexts of a child’s home and community. Learning needs should be relevant and respectful for the child and in partnership with families.

    Resource: Copple, C. & Bredekamp, S. eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 3d ed. Washington, DC: National Association for the Education of Young Children.

    How to Start a Day Care: A Step-by-Step Guide

    You’re our first priority.

    Every time.

    We believe everyone should be able to make financial decisions with confidence. And while our site doesn’t feature every company or financial product available on the market, we’re proud that the guidance we offer, the information we provide and the tools we create are objective, independent, straightforward — and free.

    So how do we make money? Our partners compensate us. This may influence which products we review and write about (and where those products appear on the site), but it in no way affects our recommendations or advice, which are grounded in thousands of hours of research. Our partners cannot pay us to guarantee favorable reviews of their products or services. Here is a list of our partners.

    If you’re a pro at educating and training small children, you may want to know how to start a day care business.

    Many or all of the products featured here are from our partners who compensate us. This may influence which products we write about and where and how the product appears on a page. However, this does not influence our evaluations. Our opinions are our own. Here is a list of our partners and here’s how we make money.

    If you’re a teacher, former teacher, or simply have years of experience caring for children — and an entrepreneurial streak — you might have considered starting your own day care center, either from home or in a dedicated facility. And at an expected job growth of 7% over the next decade, working in child care is a stable career choice. So, if you’re seriously wondering how to start a day care center, you’ve come to the right place.

    As is the case starting a business in any industry, however, your passion for your craft alone — or, in this case, your students — isn’t quite enough to ensure that your day care business is copacetic, either financially or legally. You’ll need to do a good amount of due diligence when looking into how to start a day care business, paying special attention to licensing requirements, and ensuring that your facility and program aligns with your state’s health and safety codes.

    If you’re a pro at educating, training, supporting and generally corralling large groups of small children, you should be pretty unperturbed by the work it takes to start a day care business. Here’s what you need to know.

    How to start a day care business

    Although every path toward starting a business looks different for every business owner, there are a few steps that every aspiring day care owner needs to think about when it comes to how to best start a day care.

    1. Decide what kind of day care business you want to start

    Before you can even get to writing a business plan for your day care business, you need to decide what kind you want to open. Look into whether you want to start a day care business at home, or whether you want a more commercial facility — there might be different permits required in your municipality depending on which you choose. You also need to decide what age groups you want to focus on.

    Next up, you’ll have to decide on a business entity, which will have huge effects on the way you’re taxed and how you operate your day care business. Will you have partners or open your business on your own? Additionally, you’ll want to consider whether you want a business entity that offers you some protection. Making your day care center a limited liability company might be a good move, since the business will take on liability should anything go wrong.

    Bluevine Business Checking

    NerdWallet rating 

    NerdWallet’s ratings are determined by our editorial team. The scoring formulas take into account multiple data points for each financial product and service.

    at Bluevine, Deposits are FDIC Insured

    You might also decide to buy into a day care franchise opportunity. This option will significantly streamline the steps you need to take in opening your day care.

    Once you narrow down these details about your business, you can move on to the next step in starting a day care business: writing a business plan.

    2. Write a day care business plan

    This is a step you have to take when starting any business and it can be quite a bit of work, especially for anyone looking to get moving quickly on their business. When you start writing a business plan, start with an outline of all the things you want to include.

    Your plan should include a summary, an overview of the company, a market analysis that includes an assessment of the need for a business like yours, a marketing and sales plan, and a financial plan along with financial projections. Don’t worry, though, you can always add to it as your business grows.

    One thing you should include, though, is market research. The last thing you want to do is go through all of these “how to start a day care business” steps, only to find that there isn’t a market for one or that there are already too many day cares in that area to make it a viable business.

    Your business plan should also include a budget. The costs associated with opening and running your day care center can never be accurately totaled, but nailing down a budget will give you some parameters to work within (and some peace of mind).

    In your budget plan, don’t forget to factor in:

    • Your startup costs, including day care equipment, food, toys and educational tools, wages, insurance and licensing.

    • How much tuition you’ll charge.

    • Your predicted revenue over the next two to three years.

    • When you’ll break even.

    Also know that day care centers can claim certain tax deductions, which can ease your annual financial burden.

    You’ll also want to include a marketing plan. If you’re seriously researching how to start a day care business, it’s likely that you’ve already been caring for children in your area for some time and have built up a network of local parents. That’s one valuable method of attracting customers (aka word of mouth) covered. Still, implementing even a basic marketing plan can help define and legitimize your business — and if you need to implement a waitlist as a result, that’s great too!

    Your marketing efforts can be relatively simple and low-cost. You can start by creating a Facebook page for your day care center and building a business website, making sure to include your contact information and a little bit about your business. If possible, plan to include pictures of your facilities and testimonials from happy customers.

    If you’re a fan of social media, it also can’t hurt to create an Instagram, LinkedIn and/or Twitter account to keep both current and prospective customers updated on your business. Just be sure that once you do, you receive permission from parents or guardians before posting pictures of their children, of course.

    Analog marketing techniques would work well here, too. If possible, consider distributing flyers or brochures to nearby libraries, schools, places of worship or any other local gathering spots.

    3. Obtain the necessary certification and licenses

    You may not need a master’s degree in education to become a day care teacher, but each state does require some combination of licensing and certification when it comes to how to start a day care. Visit your state’s Division of Child Care Services (or its equivalent) to find out the training, experience and credentials you need to legally operate a day care facility.

    In New York State, for instance, the head of the day care facility must have one of the following:

    • An associate degree in early childhood education or an equivalent.

    • A CDA credential (child development associate) and at least two years of experience caring for children.

    • A high school diploma and at least three years’ experience caring for children.

    You’ll probably find that there are some other requirements that usually come up when you’re looking up how to start a day care business at home or in another facility. Your state may require that you and any staff you hire are CPR-certified, for one. Another point of safety to remember is that you should be trained in at least basic first aid for children. You and your staff might also need to be fingerprinted and undergo background checks before being cleared for work.

    Even if your state doesn’t require that you obtain a license, you should consider doing so, as your licensing course will go over all the boxes you need to check to operate your day care in your state — including health and safety regulations, proper food preparation and the required child-to-adult ratio.

    4. Find a (safe) day care facility

    In certain states, in order to obtain the proper licenses or registration to start your day care business, you’ll first need to show that your day care facility meets your state’s health and safety requirements.

    So whether you choose to open your day care facility in your own home, or buy or lease a new property, you’ll need to make sure your facility meets zoning, fire, and health and safety laws. When it comes to how to start a day care at home, you may need to make alterations to your house to comply with day care requirements in your state, so be sure to factor them into your budget.

    5. Get insured

    Another requirement for obtaining your license? Getting insured. In certain states, you’ll need to be licensed by the Department of Health and Human Services to run your day care center, but to do so, you’ll first need liability insurance.

    The exception is home-based day care centers, which don’t need insurance to be licensed by the DHHS. Still, those opening day care centers at home should seriously consider obtaining small business insurance. You always run the risk of a lawsuit when you’re running your own business, but that risk increases when caring for other people’s children — so protect yourself whenever possible.

    There are several types of insurance that cover day care businesses — general liability insurance, workers’ compensation, property insurance, abuse and molestation insurance and others — so contact an insurance broker to help you decide which coverage is best for your business.

    What’s the best fit for your business?

    Answer a few questions and we’ll match you with an insurance partner who can help you secure quotes.

    GET STARTED

    6. Get a business checking account and credit card

    It’s crucial to separate your personal and business expenses for many reasons, not the least of which is to reduce your (or your accountant’s) burden come tax season. It’s simply the most professional way to conduct your business, too. Set yourself up for success now by signing up for a business credit card and opening a business bank account, and be diligent about using both solely for your day care’s finances.

    Having a business credit card can help you increase your business credit score, too. By paying the card off on time — or early if you can — you can boost your score, which will help you late on when you need a loan or other financing for your day care business.

    7. Get financing

    Most entrepreneurs bootstrap their businesses at the beginning, as it’s difficult for brand-new businesses with limited credit history to secure a business loan, either from a bank or from an alternative lender.

    Your financing options aren’t limited to your own purse strings (or your friends’ and family’s). Here are a few other ways to get funding and loans for a child care business:

    SBA microloan

    Although most SBA loans are available only to businesses with a few years of experience under their belts, SBA microloans are actually designed to help startups get off the ground. They’re especially accessible to women, veterans, minorities and business owners in low-income areas. And unlike most other SBA loan programs, SBA microloans are disbursed by nonprofit lenders, rather than banks.

    As the name suggests, SBA microloans tend to be on the smaller side, with amounts capped at $50,000, but they may be as low as $500. (For more context, the average microloan amount was $14,000 in 2017.) And because microloans are designed for new businesses, business owners with average or even challenged credit may still be accepted, as long as other aspects of their SBA loan applications are in good shape.

    SBA community advantage

    These loans from the SBA have all of the advantages that come with SBA microloans but the community advantage loans are specifically for businesses that are serving traditionally underserved communities. These loans are generally for a higher dollar amount than the microloans and can go a bit further for your business.

    Government grants

    You might be able to obtain financial assistance to start and run your day care through state or federal funding programs for early childhood education providers. For instance, you can contact your state’s Child Care and Development Fund Plan to look into startup funds, or your state’s school meal contacts to seek funding for your day care center’s meals.

    Take a look at the Administration for Children and Families Office of Child Care’s list for a more comprehensive overview of federal and state financing programs for child care centers.

    Business credit card

    It’s important to use a business credit card to keep your day care’s expenses separate from your own. Of course, using a credit card is also the most convenient way to pay for your daily expenses. And since credit limits for business credit cards tend to exceed those of consumer cards, you can spend more liberally without worrying about maxing out your card.

    Another bonus? Using your business card responsibly (by which we mostly mean paying off your balance in full and on time, every month) can help you build business credit. And with a healthy business credit score, you’re in a better position to secure business loans with great terms down the line.

    If you opt for a card with a long 0% intro APR period, you can essentially use that introductory grace period as an interest-free loan. Look into the American Express Blue Business Plus card, which, at 12 months, carries one of the longest interest-free introductory periods in a business credit card right now.

    After your 12 interest-free months are up, though, a variable APR kicks in at a rate depending on your creditworthiness and the market. Check the issuer’s terms and conditions for the latest APR information.

    8. Hire staff

    You may be planning on running your day care facility solo, but depending on your state and the number of children you’re looking after, that might not be an option — every state sets a required ratio of staff to children to ensure that every child receives adequate care. They also dictate the maximum number of children permitted in a group.

    Adult-to-child ratios and class sizes depend on the age of the children, but they might also depend on the size of the day care facility, or face further restrictions based on municipality. For a day care center in New York state, for example, the state requires one adult for six children under school age. However, in New York City, there must be two teachers or one teacher and one assistant to every six children aged 2 to 3, with a maximum of 12 students allowed in a single group. Your own children may or may not be included in that count, too.

    So, while hiring really depends upon your state’s requirements, it makes sense to leave room for hiring staff in your business budget. That way, you’ll be prepared for growth, without worrying about your operation shutting down because you’re not properly prepared for it. (Just keep in mind that any staff you hire needs to be appropriately licensed or trained for it, and potentially undergo a background check. )

    9. Write your day care contract and policies

    To further legally protect your business, it’s crucial that you draw up a contract, write out your day care policies, and require that potential clients (or, more likely, the parents of potential clients) review and sign both documents before accepting their patronage.

    If you’re just starting to read up on how to start a day care business, you might not be clear on the distinction between these two documents. To clarify, your contract is the document stating that you’ll provide child care, be compensated for providing care according to the payment terms you specify, and have the right to terminate providing care.

    Your policies, on the other hand, provide parents with important logistical information regarding how you’ll run your day care center. There, you can outline protocol regarding vacation, illness, inclement weather, drop-off and pickup times, curriculum, field trips, and anything else you believe is important for your clients to understand and agree to about your day care center.

    About the author: Caroline Goldstein is a freelance writer, specializing in small
    business. Read more

    On a similar note…

    Child Care Quality Ratings | Childcare.gov

    In addition to child care licensing regulations, which set basic health and safety requirements to protect the well-being of children in care, many states and territories also have child care quality ratings. These ratings help measure additional program features that go beyond minimum child care licensing requirements to support higher quality care.

    In general, high-quality programs support and nurture children’s overall growth and development, including their social, emotional, intellectual, and physical development. These programs support development by letting children learn through play, providing positive, nurturing environments, and offering a wide range of artistic, cultural, intellectual, social, and physical activities.

    Moreover, child care quality ratings are how states measure and improve child care program quality. State and territories use these ratings to share information with you about program quality in a way that is helpful and understandable.

    What Can Child Care Ratings Tell You

    A child care quality rating helps you easily recognize program quality. Most states use symbols, such as stars, to easily indicate levels of quality. Providers earn higher ratings as the state determines they have met more quality standards.

    Like rating systems for public schools, hotels, or restaurants, states award child care quality ratings to early learning or child care programs when they meet a set of defined program quality standards.

    The following are ways you can use quality rating information:

    • Identify those programs in your search that meet higher quality standards.
    • Compare the quality of different programs.
    • Consider quality ratings when selecting a program.

    How Child Care Quality Ratings Work

    Here are some important things to know about how they work:

    Each state sets their own quality rating standards.

    Although the specific quality standards used to rate child care providers are different in each state, they usually evaluate some of the same program features, such as the following:

    • Provider and staff education and training
    • Curriculum and learning activities
    • Health and safety
    • Number of staff and children present
    • The program’s business practices

    Quality ratings use child care licensing as a starting point.

    All states that have quality rating systems consider child care licensing as a key component for participation. However, this looks different in each system.

    • In most states, the first quality level simply requires programs to be in compliance with state licensing requirements.
    • Some states specify that the license be “in good standing,” which often means that the program has no (or very few and not serious) violations on record.
    • Some states require programs to meet licensing requirements and additional quality standards to achieve the first rating level.

    Participation requirements vary across states.

    Some states require all licensed child care providers to participate in the quality rating system. In other states, participation is voluntary or only required for programs receiving government funding.

    Checking a program’s licensing status is still important.

    Because states have different licensing requirements and child care rating systems, it’s important to confirm a child care provider’s licensing status and review their child care licensing inspection reports even if the provider participates in the quality rating system. To learn more about child care licensing and child care inspections see the “How is Child Care Regulated to Ensure Health and Safety?” section.

    How To Find More About Your State or Territory’s Child Care Quality Rating System

    States and territories use different names for their child care quality rating systems. Some states have specific, unique program names for their quality rating programs, such as Reach for the Stars. It’s important to learn about how your child care quality rating system works so you can use it to choose a child care program.

    To see if your state or territory has a child care rating system and learn more about it, select your state or territory on the “See Your State’s Resources” page and review the “Understanding and Finding Child Care” tab.

    What if my state doesn’t have a child care quality rating system?

    Although most states and some territories do have child care quality rating systems, some do not. Some states and territories are still planning or testing their systems. If there is no quality rating system listed on your state of territory’s ChildCare.gov “Understanding and Finding Child Care” tab, you can consider other quality indicators, such as accreditations, to identify higher quality care. In some areas, there may be regional or local quality improvement initiatives.

    Child care centers, family child care homes, school-age programs, and summer programs can also receive accreditation as a mark of quality. Accreditation occurs when programs are reviewed by an outside agency to demonstrate higher quality. Programs typically submit documentation, and someone may come in to observe program practices. Accreditation can occur through local, state, and national organizations.

    Remember: You Decide What Is Best

    Child Care quality ratings are just one tool to help you compare the quality of child care programs and make a child care choice. There are other tools to help you.

    • Understand your child care options and how they may be regulated in your state.
    • Review the Simple Steps for Finding and Choosing Child Care page for simple steps to guide you in your search and make sure you have all the information you need to make the best child care choice for your child.
    • Check out the Look, Listen, and Ask: Choosing Quality Child Care tip sheets for the type of program you are looking at and take it on your visit. Use the tip sheet during your visit to help make sure you look at, listen to, and ask about key features of the program to help you choose the right program for you and your child.

    You decide what child care program may be the best fit for your child’s needs. Be sure to use the tools that are available to understand your options, learn about what makes child care safe, and ask the right questions to make the best choice for your family.

    Step by step transition to family education

    Basic concepts

    To prepare for the transition to family education, learn the basic terms. This will help to correctly fill out applications and negotiate with schools.

    Family education is a form of education outside of school (Article 17 of the Law “On Education in the Russian Federation”). It implies independent development of the main educational program. Parents are responsible for the quality of education.

    Self-education – same as homeschooling, only for children over 15 years of age or those who have completed a nine-grade certificate.

    Externship is a form of attestation for family education and self-education. When a child is attached to a school to pass intermediate and final examinations, he acquires the status of an external student and equal academic rights with other students.

    Step 1. Notify the education authorities

    When switching to family education, first of all inform the department or department of education at the place of residence about the change in the form of education. It is not possible to leave school for homeschooling without notice. This can be regarded as improper performance of parental duties and brought to administrative responsibility.

    When to apply

    You can send a notification at any time: before the start of the school year or in the middle of it. Just consider the response time (on average, the procedure takes from a week to a month), as well as regional requirements. In some subjects of the Russian Federation there are clear dates for informing about changing the form of education.

    <>

    How to fill out

    A notice of transition to family education can be made in free form or a template can be requested from local authorities.

    Sample Application →

    To whom to send

    A notice of transfer to homeschooling is sent to the department or department of education at your physical address, not at the place of registration.

    How to send

    Choose a method convenient for you:

    • In person. Fill out an application for family education in two copies. Be sure to mark your notification as registered.
    • By mail. Sending by certified mail with a list of attachments and acknowledgment of receipt will help confirm that the obligation to notify the authorities of the choice of family education has been fulfilled.
    • Remote. If the education authority has an “electronic reception”, you can send a notice of transfer to family education electronically. It is recommended to take a screenshot when submitting.

    <

    >

    Step 2. Drop out of school

    The second, no less important stage in the transition to family education. If the child has already studied, take his personal file and other documents from the educational organization. It is necessary to be expelled from the contingent of the school, even if you do not plan to change schools and want to take assessments in the same place where you studied.

    When to apply

    It usually takes about a month to be attached to the school as an external student and sign a contract.

    How to fill out

    Ask for the template at the administration of the educational organization.

    ‍Sample Application →

    To whom to send

    Write an application to the principal of the school.

    How to send

    Complete the application in duplicate, one for yourself and one for the school, and hand it in in person or send it by certified mail. Specify the possibility of remote submission in the administration of the educational organization.

    What’s next

    If your “old” school is homeschooling children, go to the next step. If not, and it is important for you to pass certifications there, get a written refusal from her to transfer the child to the family form of education. In this case, you can file a complaint with the regional department of education. But it’s easier to just find another school and arrange family education without any hassle.

    <>

    Step 3. Choose a school for certification

    The next important step in transferring a child to family education is choosing a school and attaching to it. To confirm knowledge, a homeschooler needs to enroll in an accredited school that has a license for educational activities. Having chosen a school with a comfortable certification schedule, send an application there.

    When to apply

    Anytime, but better before the start of the school year, when the school forms the curriculum. Then you will be able to transfer the child to family education in time.

    How to complete

    Free form or request a form from the school.

    Example →

    To send to

    To the principal of the school.

    How to send

    In person or by mail as described above.

    Step 4. Sign the agreement when transferring to family education

    This is an optional step, but highly recommended when transferring a child to family education. The agreement on the procedure for conducting attestations will determine the rights and obligations of the parties, the frequency and form of examinations.

    When to apply

    May be brought along with the application for admission as an external student.

    <>

    How to fill out

    An attestation agreement usually consists of an introductory part, main sections and annexes. The latter indicate the procedure, form and period of intermediate certification, laboratory, practical work, consultations. Questions for preparation in subjects, tickets for oral exams, samples of tests and tests are also introduced.

    An example of an attestation agreement →

    To whom to send

    The agreement is signed by the parents and the director of the educational organization.

    Step 5. Organize the educational process

    Family education implies freedom in choosing the format of education. Someone teaches children himself, others prefer to entrust it to professionals.

    Foxford External and Home School can help you organize family education from grades 1 to 11. This is a virtual school that almost completely replaces the usual one. Classes are held in real time, you can ask questions to teachers from Moscow State University, Moscow Institute of Physics and Technology, Higher School of Economics. The program includes basic courses, which is the minimum required to pass certifications, as well as advanced and olympiad courses to develop the strengths of the child. Student progress and motivation are monitored by personal mentors.

    Step 6. Enjoy the results after transferring your child to family education

    The formalities for the transfer and organization of family education have been completed, and now a new page in the life of your family begins. Now you and your child prioritize learning and make plans on your own.

    Good luck!

    Advanced training: One step ahead of dismissal

    Komsomolskaya Pravda

    SocietyEducation

    September 15, 2011 19:56

    Why do Tatarstan mothers strive to get a new education, while women do not want to leave hazardous industries?

    Specialists of the National Personnel Training Fund have repeatedly called Tatarstan one of the best subjects of the Volga Federal District, where advanced vocational training activities are actively carried out. According to the forecasts of the Deputy Minister of Labor, Employment and Social Protection of the Republic of Tatarstan, Klara Tazetdinova, these programs will help improve skills and not “fall out” of the professional market during maternity leave for three thousand women and change jobs for one and a half thousand workers employed in hazardous industries.

    Sitting is not allowed to work.

    Motherhood in Russia is a feat. Especially for those who value their workplace. Because where maternity leave begins, career very often ends. And the longer a woman sits at home with a child, the less value she represents to her superiors. Everyone knows that we often advocate for an increase in the birth rate in our country only in words, but in fact we know very well how employers actually treat subordinate mothers, especially those who have small children. With a new employment, they will be called “your big disadvantage”, and when they return to their previous place of work, they will do everything possible to get rid of the “inferior” employee soon. Employers frankly explain their position: professional skills are lost over a long period of maternity leave, and frequent sick leave leads to low labor productivity.

    – This year, for the first time in Tatarstan, a professional retraining program for women who are on parental leave up to 3 years old was launched, – says Klara Alekseevna. whose rules today are quite demanding and strict. Women can attend training courses free of charge. To do this, you need to contact the regional employment center. This will help you quickly acquire the necessary knowledge and confidently resume work. By the way, 1700 mothers from Tatarstan have already been sent to study. But it should be understood that mothers who were in an employment relationship before going on maternity leave can use this program. Those who did not have a job can also get a profession, but already through vocational training through employment centers. There is a fairly extensive list of professions that can be mastered.

    Work finds those who are looking for it…

    – So a woman has the opportunity to improve her qualifications only within her basic profession?

    – One of the main principles of the project is advanced training or obtaining a new profession for a specific job related to her work activity. The program is designed, first of all, to reduce the period of adaptation to work, to increase professional competitiveness. But it is not excluded and obtaining a related profession with such a desire. For example, learn how to drive a car if the work involves traveling, or master the electronic document management system if a woman worked in the public service.

    – Among those who start training, there are many who want to open their own business. Someone is going to open a hairdressing salon , someone is thinking about creating home kindergartens and their own flower shop.

    – This option is also possible. But if a woman intends to change her occupation and become an individual entrepreneur, she needs to declare her intention. More information about this will be told directly at the employment center.

    – Today it is very difficult for young mothers to find a job. Although there is an opinion that working mothers have a very high level of responsibility to their children, and this is the most important incentive for fruitful work. That is, with such a frame, the employer only wins.

    – However, the fact remains that women with small children lose their competitiveness in the labor market. That is why we are doing everything to change this situation. Moms shouldn’t be afraid to go to work. But for this you need to make efforts and improve your professional level. The more knowledge, the better. And an important question: “Is mom ready to build a career and go to work?” If she hesitates when answering, then it is better to wait a bit.

    Lady, it’s dangerous for you to work here!

    The second program, implemented as part of advanced training, concerns those employed in hazardous industries. In order to preserve the health of the maximum number of women, a decision was made in the republic to retrain them and transfer them to other types of work. Today, more than 45,000 women work in conditions that adversely affect health in Tatarstan, and many of them work with heavy physical labor.

    – The implementation of this program is more difficult than planned, explains Klara Tazetdinova. – The trouble is that neither employers nor women themselves are interested in this. Each of them, apparently, has their own reasons to cherish “harmful” work. Benefits, early retirement, habit, unwillingness to change something. Perhaps that is why out of the planned one and a half thousand women from hazardous production, only 9 were retrained.1.

    – It is clear that it is necessary to take women away from hazardous industries so that others do not take their place. But, as a rule, even men do not agree to such work.

    – Employers tell us this: only women can do such work, because they are more accurate, methodical and disciplined. Be that as it may, we have lists of the Center for Occupational Pathology, whose specialists conduct annual medical examinations. According to the results of the latest survey, 500 women were recommended to leave hazardous industries. However, we did not find understanding among them in this matter. Most of all, women who have just started working show interest in the program. They understand that they still have the opportunity to leave, learn a new profession and maintain their health.

    – Do you offer women to learn new professions?

    – Sometimes yes. But you don’t have to leave your business. After all, you can learn a new profession and just continue working in another workshop. For example, in the sewing An illustrative example is the “Production Association “Plant named after Sergo”, where they launched a line for painting refrigerators. Women from hazardous production workshops were transferred there.

    When looking for a new job, you need to measure your desires and opportunities

    – And who is more unemployed today – men or women?

    – If earlier it was customary to say that unemployment in Tatarstan had a female face (there were about 80 percent of them), then with the onset of the crisis, the structure changed. There are equal numbers of women and men. True, it is impossible to say that people willingly take up any work. In Tatarstan, 29,000 unemployed people are registered, and there are 37,000 active vacancies. In Kazan, this difference is especially noticeable, because here the level of salaries is the highest. Kazan citizens are more picky in choosing a place of work. There is a stratum of the population that is ready to receive unemployment benefits and continue to look for a better job.

    For professional training, please contact employment centers

    Working hours of employment centers.

    Monday 9.00 – 17.00

    Tuesday 12.00 – 20.00

    Wednesday 9.00 – 17.00

    Thour

    Accountant, computer design, personnel manager, computer operator, hairdresser, cook, category B driver, real estate agent, budgeting, assistant secretary, interior design, tour guide, plasterer-painter, manicurist, landscape design, 1C: Company.

    Age category of the site 18+

    The online publication (website) is registered by Roskomnadzor, certificate El No. FS77-80505 dated March 15, 2021. Editor-in-chief – Sungorkin Vladimir Nikolaevich. The chief editor of the site is Nosova Olesya Vyacheslavovna.

    Messages and comments from site readers are posted without
    preliminary editing. The editors reserve
    the right to remove them from the site or edit them if the specified
    messages and comments are an abuse of freedom
    mass media or violation of other requirements of the law.

    Editorial address: Kazan, st. Yamasheva, 10, 3rd floor. Postal code: 420080 Kazan, PO box 268 Contact phone: + 7 (843) 528 21 00, + 7 (843) 528 20 30

    Exclusive rights to materials posted on the website
    www.kp.ru, in accordance with the legislation of the Russian
    Federation for the Protection of the Results of Intellectual Activity
    belong to JSC Publishing House Komsomolskaya Pravda, and do not
    be used by others in any way
    form without the written permission of the copyright holder.

    Acquisition of copyright and contact with the editors: [email protected]

    News – Official website of the Volgograd Administration

    08/19/2021

    » provides free advanced training in accounting, public procurement, anti-corruption policy, English, personal finance management, psychology and personnel policy.
    Training is carried out both in full-time and remotely (without leaving the place of work / residence).
    Residents of the Volgograd region of one of several categories can use this opportunity:

    – citizens who are looking for work and have applied to the employment service;

    – unemployed citizens;

    – persons aged 50 and over;

    – persons of pre-retirement age;

    – women on leave to care for a child under the age of three;

    – women who are not in an employment relationship and have children of preschool age.

    Training is provided by the Volgograd Institute of Management – a branch of the RANEPA under the following advanced training programs:

    9021-20 .2021

    0274

    09/21/2021 – 10.10.2021

    9.11.2021 – 11.11.2021

    and marketing”

    provision of state and municipal needs”

    07. 09.2021-09/20/2021

    09.11.2021-11.11.2021

    Remote

    (in the ONLINE-EXECTION mode from 8.00 to 17.00 for two weeks)

    “State Political Anti-Corruption 21.09.2021 – 4.10.2021
    “Accountant of a commercial enterprise” (the program includes studying the processes of automating accounting and personnel management using the 1C Enterprise software product) 19.10.2021 – 16.11.2021 Full -time (auditorial work in groups from 8.00 to 17.00 for four weeks)
    “Foreign language” (English) 5.10.2021 – 29.10.2021
    “Start-up: how to create a business from scratch” 08/31/2021 – 09/24/2021
    “Project management system for the implementation of national projects and priority projects of the Volgograd Region” 7.09.2021-20.09.2021

    Remote

    (in the ONLINE-EXECTION mode from 8. 00 to 17.00 for two weeks)

    “Business literacy”
    “Accounting and analysis”

    7.09.2021 – 09/20/2021

    9.11.2021 – 11.11.2021

    “Organization of the arbitration manager (assistant arbitration manager)” 21.09.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.10.2021 – 4.1021 – 4.10.20 (classroom work in groups from 8.00 to 17.00 for two weeks)
    “Psychologist in the organization: psychological support of work” 09/28/2021 – 10/11/2021 0273

    “Legal support of contractual work in civilian circulation” 09/28/2021-22.10.2021

    Remote

    (in the ONLINE-EXECTION mode from 8.00 to 17.00 for four weeks)

    “Management of personal finance »

    5. 10.2021-10.10.2021

    19.10.2021-1.11.2021

    Remote

    (in the ONLINE-EXECTION mode from 8.00 to 17.00 for two weeks)

    “The use of modern information and communication technologies (ICT) in professional activities” 12.10.2021 – 25.10.2021 Face-to-face (classroom work in groups from 8.00 to 17.00 for two weeks) 9024 “5
    10/12/2021 – 10/25/2021
    “HR policy in the organization” 10/19/2021 – 11/1/2021 904 9027 50004 (online lectures from 8.00 to 17.00 for two weeks)

    Gagarina, 8.

    These programs are implemented at the expense of the federal budget (free of charge for the employer and for the student).

    How do I enroll in a continuing education program?

    No later than for 10 days before the start of the implementation of the selected program, you must follow the link: https://trudvsem. ru/information/pages/support-employment and fill out an application for training according to the following algorithm (for authorization and application, use the account of the Unified portal “PUBLIC SERVICES”):

    Step 1. Click the button “Sign up for training”

    Step 2. Choose one of the categories that best suits you.

    Step 3. Select the project implementation region – Volgograd Region

    Step 4. Select the competence you are interested in – the training program from the list.

    Step 5. The entry “RANEPA” will appear in the “Federal operator” field. The place of study will be determined automatically in the field below: “Volgograd Institute of Management – a branch of the RANEPA”.

    Step 6. Next, select the region and city of residence, check the box “I agree to the transfer and processing of personal data by operators and organizations providing training within the framework of Decree of the Government of the Russian Federation dated 13.03.2021 No. 369and submit your application.

    Step 7. Contact a specialist Center for Additional Education of the Volgograd Institute of Management – a branch of the RANEPA by phone: 8 (8442) 24-17-40;

    8 (8442) 97-90-26, ext. 1742 or 1743

    /trudvsem.ru/auth/candidate/applications.

    Call us, we will help you!

    Center for Additional Education of the Volgograd Institute of Management – a branch of the RANEPA:

    8 (8442) 24-17-40

    8 (8442) 97-90-26, ext. 1742 or 1743

    …back

    How to teach your child to drink from a cup

    search support icon

    Search Keywords

    • Video, Audio, Communication
    • Personal Care
    • Home Care
        9

      • Lighting
      • Health
      • Automotive
      • Accessories
      • Promotions

      When learning a new skill, break it into several steps – this will greatly simplify the process. That’s exactly what we did when we developed a solution that will help your baby move from a bottle to a non-spill cup. Use this guide to learn about the four stages of learning to drink from a cup and which cup is best for a child at a given developmental stage.

      At what age should you start teaching your child to drink from a cup?

      On average, it takes about 15 months for babies from 4 months of age to go from a bottle to a cup. We have labeled our non-spill cups by age, but remember that every child is different and develops at their own pace.

      Take it slow

      To learn how to drink like adults, your baby needs to learn more complex oral motor skills and be able to coordinate movements.

      We’ve broken down the process into steps to help you learn.

      Step 1. Learn to drink by holding the handles

      First of all, teach your baby to hold a non-spill cup. You can make the process easier by starting training while your baby is bottle-feeding with our training set: your baby will hold the bottle by the soft, comfortable handles and drink through the familiar nipple.

      Matching non-spill cup: Bottle to Cup Training Set

      Perfect solution for babies aged 4+ who have learned to sit upright with support

      Step 2: Learn to drink through the special spout

      As your baby transitions to solid foods, you can teach him the new skill of drinking through the special spout. Here the baby will need a little more skill than when feeding from a pacifier. This skill will also help your baby develop the suction needed to drink from a cup, which a baby usually starts learning around 6 months of age. To help you at this stage, we have created a soft and flexible spout that does not damage the gums. When the child begins to chew food with his teeth, you can switch to a denser, bite-resistant nose.

      Matching non-spill cup: cup with spout

      Ideal solution for babies from 6 months old who have learned to sit on a high chair

      Step 3. Learn to drink through a straw

      When the next baby learns to drink through a natural spout step is to learn to drink through a straw. This is a more complex oral motility, which will help develop a full-fledged skill, like an adult.

      Suitable non-spill cup: cup with straw

      Ideal solution for babies from 9 months old who have learned to crawl

      Step 4. Learn to drink from a cup

      Finally you can move on to the main thing – drinking from a cup over the edge, like real adults do. Don’t worry, this step won’t cause you much inconvenience: our “adult” cup is equipped with a leak-proof valve that only opens when it comes into contact with a child’s lips.

      Suitable non-spill cup: “Adult” cup

      Ideal solution for babies aged 9 months who have learned to crawl

      Choosing the best non-spill cup to help your baby develop properly

      First look at age markings to find the right cup for your baby at this stage of development. However, remember that there are no clear and hard rules here: perhaps the baby has not yet learned how to sit on his own or he needs a little more time to figure out how to hold the cup. It is important to choose a cup that will help the child develop correctly and move on to the next stage of learning.

      Convenient solution

      But don’t rush to think: “How many cups do you need to have with you!”. Most Philips Avent non-spill cups, spouts and lids are interchangeable. This means that you can use the same spout with different cups or put it on a bottle. Convenient, right?

      We recommend changing the spouts and caps of baby bottles and non-spill cups every three months.

      Would you like to know more about our children’s non-spill cups? Click here to view the range.

      Learn more about this topic

      • Baby cups

        Learn to drink on your own

        Learn more

      You are leaving the official Philips Health website. Any links to third party websites that may be included on this site are provided solely as a convenience to you. Philips makes no warranties regarding any third party websites or the information they contain.

      I understand

      You are about to visit a Philips global content page

      You are about to visit the Philips USA website.

      MFC

      Cookies

      This site uses cookies. The information collected by a cookie cannot identify you, but it can help us improve our site. By continuing to use the site, you consent to the processing of cookies.

      Good

      Read more

      Life at RUDN University

      MFC

      Stylish:
      pop-art design

      Comfortable:
      1300 m2 with waiting areas

      Convenient: 65 services in one place

      Professional: Fast response:9 41 specialists

      400 – 900 minutes

      RUDN MFC is not

      • Public Services Center “My Documents”

      • Services in the field of housing and communal services, traffic police
        and the Federal Tax Service

      • Employment center

      • The place where the passport is issued

      How to order and receive documents

      • For employees
      • For students
      • Change student data
      • Consulting on migration, registration and visa accounting
      • Tuition fee counseling
      • Counseling on payment of accommodation
      • Advising on the restoration of a migration card
      • Advice on the use of campus cards
      • Advice on the removal of disciplinary sanctions
      • Issuance of electronic badges

      Archival certificate of education Archival certificate of education

      Archival certificate of education confirms the fact of studying at the University until 2012 information about the diploma issued, the qualifications awarded, as well as the numbers of orders for enrollment and expulsion from the University. 0005

      Important! In the event that the training is not completed (without providing a diploma), this certificate is not available for ordering.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate certified by a digital signature is sent to your personal account within 30 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed electronic certificate has no legal force.

      A paper certificate is needed if the place of requirements does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the RUDN MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk. rudn.ru.

      • Step 2

        Sign up with an Office 365 account (corporate email).

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “References and extracts” section, “Archival certificate of training”.

      • Step 4

        Download the consent to the processing of personal data and fill it out.

      • Step 5

        Attach a scanned copy of your passport (2-3 pages).

      • Step 6

        Attach a scan of the diploma.

      • Step 7

        Attach a scan of the consent to the processing of personal data.

      • Step 8

        Select the type of service (electronic document or hard copy).

      • Step 9

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 30 working days.

        The completed certificate can be picked up personally by the graduate, or by a representative by notarized power of attorney. The applicant must present an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

      Archival certificate of registration Archival certificate of registration

      Archival certificate of registration confirms the fact of temporary registration in the hostel of RUDN University until 2008. If you have been registered since 2009, you must order the Certificate of Registration service.

      The certificate contains personal information about the student, the date and address of the dorm room where you are registered.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account within 30 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 account (corporate email).

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Archival certificate of registration”.

      • Step 4

        Download the consent to the processing of personal data and fill it out.

      • Step 5

        Attach a scanned copy of your passport (2-3 pages).

      • Step 6

        Attach a scan of the consent to the processing of personal data.

      • Step 7

        Select the period (dates must correspond to the time of residence in the hostel of RUDN University).

      • Step 8

        Select the type of service (electronic document or hard copy).

      • Step 9

        Apply for a service.

        In the case of choosing a certificate on paper, you must select the number of copies and the date of admission to the RUDN MFC.

        Production time is 30 business days.

        You can pick up the finished certificate personally to the graduate, or to a representative by notarized power of attorney. The applicant must present an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the “Document with digital signature” receipt type, the scanned image of the document will be attached to the application in your personal account in PDF format.

      Extract from the order on personnel Extract from the order on personnel

      Extract from the order on personnel is a document reflecting information from the order on training (order on enrollment, expulsion, going on academic leave, etc.). An extract from the order is provided only in Russian.

      The statement is provided in two versions – electronic (certified by a digital signature) and paper. An electronic statement certified by a digital signature is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a document is equivalent to a paper document if you send it electronically from your personal account. The printed electronic statement has no legal force.

      A paper extract from the order is needed if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the RUDN MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Extract from the order on personnel”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In the case of choosing a document on paper, you must select the number of copies and the date of acceptance at the RUDN MFC.

        Production time is 1 business day.

        You can pick up the finished document personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the “Document with digital signature” receipt type, the scanned image of the document will be attached to the application in your personal account in PDF format. An electronic statement is provided immediately on the day of application. If a student has several orders, statements will be provided for all orders with a digital signature.

      Completing bypass sheet

      Certificate to the military registration and enlistment office Certificate to the military registration and enlistment office

      Certificate to the military registration and enlistment office confirms the fact that a student, graduate student or intern is studying at RUDN University, in order to provide a deferment from conscription into the army. The certificate contains information about the terms and form of training, the level of training, as well as the military registration and enlistment office where the data is provided.

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      Important! Deferment from the army in connection with training is granted only to full-time students.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk. rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Reference to the military registration and enlistment office”.

      • Step 4

        Attach a scan of the identity card of a citizen subject to conscription for military service (registration certificate), or a military ID (if any).

      • Step 5

        Attach a scan of the passport (2-3 pages, the page with the current registration).

      • Step 6

        Select the type of service (electronic document or hard copy).

      • Step 7

        Apply for a service.

        In the case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document, as well as a certificate of a citizen subject to conscription for military service (registration certificate), or a military ID (if any) (Rector’s Order No. 197 dated March 24, 2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

      Certificate of a one-time allowance in connection with the birth of a child Certificate of a one-time allowance in connection with the birth of a child

      Certificate of accrual of a lump-sum allowance in connection with the birth of a child confirms the fact of accrual or not accrual of the allowance at the birth of a child. Help contains information about the form of study, course and faculty.

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate certified by a digital signature is sent to your personal account within 3 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Certificates and extracts” section, “Information on the calculation of a one-time allowance in connection with the birth of a child”.

      • Step 4

        Attach the child’s birth certificate.

      • Step 5

        Select the type of service (electronic document or hard copy).

      • Step 6

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 3 working days.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

      Certificate of full state support Certificate of full state support

      Certificate of full state support confirms the status of the student and his right to be on full state support until the end of the period of study. The certificate indicates the educational program, course, duration of study and form of financing.

      To whom a certificate of full state support is provided:

      security.

      Important! In case of reaching the age of 23, students from this category retain the right to full state support and additional guarantees for social support until the end of their studies.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Reference on full state support”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

      Certificate of granting (not granting) maternity leave Certificate of granting (not granting) maternity leave

      Certificate of granting (not granting) maternity leave confirms the fact of granting or not granting academic leave on pregnancy and childbirth.

      The certificate contains information about the specialty, terms and form of education, level of training, form of financing, as well as the corresponding order on granting or not granting maternity leave.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a certificate of granting (not granting) maternity leave

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Certificate on granting (not granting) maternity leave”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

      Certificate of granting (not granting) leave to care for a child up to 1. 5 (up to 3) years Certificate of granting (not granting) leave to care for a child up to 1.5 (up to 3) years

      Certificate of granting (not granting) parental leave up to 1.5 (up to 3) years confirms the fact of granting or not granting academic leave to care for a child.

      The certificate contains information about the specialty, terms and form of education, level of training, form of financing, as well as the corresponding order on granting or not granting leave to care for a child up to 1.5 (up to 3) years.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Certificates and extracts” section, “Certificate on granting (not granting) parental leave up to 1.5 (up to 3) years”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

      Certificate of residence in a dormitory Certificate of residence in a dormitory

      Certificate of residence in a dormitory contains information about the address and period of residence in the hostel of the University.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a residence permit

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Certificates and extracts” section, “Information about living in a hostel”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

      Statement of the amount of the scholarship and other accruals (form No. 2) Statement of the amount of the scholarship and other accruals (form No. 2)

      Statement of the amount of the scholarship and other accruals (form No. 2) – confirms the fact of accrual of the scholarship for 6 months. The certificate contains information about the student, faculty, course and form of study. All income is displayed as a total amount (not divided into individual types of scholarships) that the student receives, with the exception of social scholarships. To account for a social scholarship, you must order a certificate of the amount of the scholarship and other accruals in the form of a table.

      If no accruals were made, then the cost of the semester is indicated and the information about the scholarship states that no accruals were made (for students on a contract).

      Certificate is issued to current students and graduates of the University to confirm the amount of scholarship payments and other forms of support.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate certified by a digital signature is sent to your personal account within 3 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a certificate of the scholarship amount and other accruals (form No. 2)

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Information on the amount of the scholarship and other accruals (form No. 2)”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Select an educational program.

      • Step 6

        Select the required period of scholarships (Important! Strictly 6 months).

      • Step 7

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 3 working days.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

      Certificate of the amount of the scholarship and other accruals (table form) Certificate of the amount of the scholarship and other accruals (table form)

      period of study). The certificate contains information on all types of accruals from the University (academic scholarship, increased scholarship, social scholarship, material assistance).

      This certificate is not provided to students under contract, you can order a certificate of absence of a scholarship, or a certificate of the amount of the scholarship and other accruals in form 2.

      The certificate is issued to current students and graduates of the University to confirm the amount of scholarship payments and other forms of support.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate certified by a digital signature is sent to your personal account within 3 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a certificate of the scholarship amount and other accruals (table form)

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Information on the amount of scholarships and other accruals (table form)”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Select an educational program.

      • Step 6

        Select the desired scholarship period.

      • Step 7

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 3 working days.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

      Certificate of registration at the place of stay Certificate of registration at the place of stay

      Certificate of registration at the place of stay confirms the fact of temporary registration in the hostel of PFUR. The certificate contains information about the student, the place from where he arrived, the date of temporary registration in the hostel.

      In what form the certificate is provided:

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a residence registration certificate

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk. rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Certificate of registration at the place of residence”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 business day.

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated March 24, 2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

      Training certificate Training certificate

      Training certificate contains information about the specialty, terms and form of training, level of training, form of financing.

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a certificate of study

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the section “References and extracts”, “Reference about training”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Select an educational program.

      • Step 6

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Production time is 1 working day, not including the order date (for example, you order on 03/14/2022, the certificate will be ready on 03/16/2022).

        You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

        If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

        Students who dropped out before 2014 can order an archival certificate of study.

      Certificate of study in English.

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      How to order and receive a certificate of study in English

      • Step 1

        Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

      • Step 2

        Sign up with an Office 365 (company email) account.

      • Step 3

        Go to the “Services” section, select the RUDN MFC, the section “References and extracts”, “Reference about studying in English”.

      • Step 4

        Select the type of service (electronic document or hard copy).

      • Step 5

        Select an educational program.

      • Step 6

        Write the given name in Latin.

      • Step 7

        Apply for a service.

        In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

        Important! The production time is 1 business day, not including the order date (for example, you order on 03/14/2022, the certificate will be ready on 03/16/2022).

      Tuition payment certificate Tuition payment certificate

      Tuition payment certificate confirms the fact of payment under the training agreement. The certificate reflects all the funds received for educational services under the selected contract.

      The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate, certified by a digital signature, is sent to your personal account on the day of the application and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

      A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

      Certificate of tuition fees, as a rule, is requested when applying for a tax deduction. An electronic document can be attached in the taxpayer’s personal account – https://lkfl2.nalog.ru/lkfl/login

      Step 1

      Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

    • Step 2

      Sign up with an Office 365 (company email) account.

    • Step 3

      Go to the “Services” section, select the RUDN MFC, the “Inquiries and Statements” section, “Tuition Payment Statement”.

    • Step 4

      Select the type of service (electronic document or hard copy).

    • Step 5

      Select a training contract.

    • Step 6

      Apply for a service.

      In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

      Production time is 1 business day.

      You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated March 24, 2021).

      If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format. Electronic certificate is provided immediately on the day of application.

    Certificate of absence of scholarships and other payments Certificate of absence of scholarships and other payments

    Certificate of absence of scholarships and other payments confirms the fact of the absence of scholarships and other payments for an arbitrary period (you can choose any period within the study).

    The certificate contains information about the form of education, the order for enrollment, the form of financing.

    In what form the certificate is provided:

    The certificate is provided in two versions – electronic (certified by a digital signature) and paper. An electronic certificate certified by a digital signature is sent to your personal account within 3 working days and does not require a visit to the RUDN MFC. By law, such a certificate is equivalent to a paper one if you send it electronically from your personal account. The printed e-certificate has no legal force.

    A paper certificate is required if the place of requirement does not accept electronic format. You can order it through your personal account https://lk.rudn.ru/, but you will have to pick it up in person at the PFUR MFC.

    How to order and receive a certificate of absence of scholarships and other payments

    • Step 1

      Install the RUDN University mobile app from the App store/Google play or use your personal account at lk. rudn.ru.

    • Step 2

      Sign up with an Office 365 (company email) account.

    • Step 3

      Go to the “Services” section, select the RUDN MFC, the “Inquiries and extracts” section, “Information about the lack of scholarships and other payments”.

    • Step 4

      Select the type of service (electronic document or hard copy).

    • Step 5

      Select an educational program.

    • Step 6

      Select the desired period.

    • Step 7

      Apply for a service.

      In case of choosing a certificate on paper, you must select the number of copies and the date of admission to the MFC RUDN University.

      Production time is 3 working days.

      You can pick up the finished certificate personally by the student, or by a representative by notarized power of attorney. The student must present a student card or an identity document (Rector’s Order No. 197 dated 03/24/2021).

      If you select the type of receipt “Document with a digital signature”, a scanned image of the document will be attached to the application in your personal account in PDF format.

    Help call

    Restoration of the detachable part of the form of notification of the arrival of a foreign citizen

    Restoration of the lost registration certificate

    Obtaining a multiple entry visa

    Registration for primary migration registration Registration for primary migration registration

    How to register for migration

    • Step 1

      Install the RUDN University mobile app from the App store/Google play or use your personal account at lk.rudn.ru.

    • Step 2

      Sign up with an Office 365 (company email) account.

    • Step 3

      Go to the “Services” section, select the PFUR MFC, the “Registration”, “Migration Registration” section.

    • Step 4

      Make an appointment at the RUDN MFC to submit documents by choosing a convenient date and time.

      Important! Required documents for the provision of this service:

      1. Original passport with entry stamp to the Russian Federation and its copy;
      2. Original visa (for countries with a visa regime) and its copy;
      3. Original migration card and its copy.
    • Step 5

      After receiving a push notification in the RUDN University mobile application, make an appointment for a ready notification of the arrival of a foreign citizen.

    Initial registration

    Extension of the migration registration period

    Extension of registration period

    Application for migration registration

    • Duplicate student card
    • Duplicate certificate of graduate student or resident
    • Copy of payment order
    • Certified copy of the training agreement
    • Certified copy of the training agreement in case the original is lost
    • Certified copy of medical license
    • Certified copy of the license to carry out educational activities
    • Certified copy of the referral letter of the Ministry of Science and Higher Education of the Russian Federation
    • Certified copy of state accreditation certificate

    Lipnitskaya Irina Anatolyevna

    Deputy director for migration registration
    Cabinet No. 3

    [email protected]

    Novruzov Sarkhan Elkhan oglu

    Deputy Director for Organizational Affairs

    [email protected]

    Soroka Dmitry Igorevich

    Deputy Development Director
    Cabinet No. 4

    [email protected]

    Employment

    Visually impaired version

    Visually impaired version

    Federal State Budgetary Professional Educational Institution “Ulyanovsk Pharmaceutical College” of the Ministry of Health of the Russian Federation

    • About the college

      • Information about the educational organization
      • News
      • History
      • Manual
      • Specialties
      • Achievements
      • Open days
      • College Development Program
      • Self examination
      • College Room Review
      • Medical station
      • Canteen
      • Inclusive education
      • Library
      • Video gallery
      • Contacts
      • Vacancies
      • Anti-corruption
      • Anti-terrorism security
      • Helpline of the Ministry of Health of the Russian Federation
      • WorldSkills Russia
      • Guestbook
      • Director’s office
      • Appeals of citizens
      • 80 years of vocational education
      • Self-isolation and us
      • Prevention of coronavirus infection
    • Applicant

      • Admissions office
      • 2022 College Admissions Policy
      • List of specialties and requirements for the level of education
      • Number of places for admission in 2022
      • Conditions for admission to study under contracts for the provision of paid educational services
      • List of entrance examinations and information on the form of their conduct
      • Features of conducting entrance examinations for the disabled and persons with disabilities
      • Information on the need for applicants to undergo a mandatory preliminary medical examination (examination)
      • List of documents. Conditions for submitting documents for admission
      • Deadline for submission of documents for admission
      • Rules for filing and considering appeals based on the results of the entrance test
      • Dormitory
      • Contacts
      • Electronic filing
      • A step towards professional self-determination
      • Quantity
      • Video presentations of our specialties
    • Students

      • Distance learning
      • Class Schedule
      • Exam Schedule
      • Schedule GIA
      • Student Government
      • Volunteering movement
      • Cultural and health center
      • Current events
      • Employment
      • Demonstration Exam
      • Professional Accreditation
      • Professional Navigation
      • Rules for the arrival of foreign students from abroad
      • Electronic Library
      • Instructions
      • Medical station
    • Additional education

      • Continuing Medical Education
      • Non-Medical Training
      • Training of specialists with medical and pharmaceutical education
      • List of paid services
      • Assignment of qualification categories
      • Professional retraining for persons with medical and pharmaceutical education
      • Professional retraining for trainees with a break in experience of more than 5 years
      • Calendar-thematic plan for advanced training
      • Regulations on the department of additional professional education
      • News and announcements of HPRP
    • Education Portal
    • Olympics, competitions

      • All-Russian Olympiad of Professional Excellence
      • Olympics, competitions, conferences
      • Events of the Board of Directors of Secondary Medical and Pharmaceutical Educational Organizations Volga Federal District
    • Contacts
    • Home
    • Students
    • Employment

    One of the main tasks of our college, as well as every educational institution, is not only high-quality professional training of specialists that meets all the requirements of the modern labor market, but also the direct employment of graduates.
    Alumni Employment Assistance Service has been established in the college, the work of which is aimed at providing information and other support to graduates on employment and employment issues.
    Graduates of our college are successfully employed in medical and pharmaceutical organizations in many other regions of Russia. The college administration receives a huge number of letters of thanks about the impeccable preparation and work of our students.

    Agreement on cooperation with OGKU “Personnel Center of the Ulyanovsk Region”

    ACADEMIC YEAR 2020-2021 EMPLOYMENT REPORT


    As of 12/01/2021

    The name of the profession. Specialties. Areas of training

    population

    alumni

    employment

    The ranks of the Armed Forces are called

    Continued education

    Provide child care

    not employed

    Of them left the region

    Total

    of them by specialty

    34. 02.01
    Nursing

    89

    65

    57

    3

    ten

    four

    7

    7

    31.02.03
    Laboratory diagnostics

    39

    31

    29

    one

    5

    0

    2

    2

    33.02.01
    Pharmacy

    140

    110

    106

    5

    ten

    four

    eleven

    ten

    34. 02.02
    Medical massage

    25

    eighteen

    eighteen

    0

    2

    0

    5

    5

    TOTAL

    293

    224

    210

    9

    27

    eight

    25

    24

    In general, in the college, the percentage of employment of graduates in their specialty (excluding those drafted into the ranks of the Armed Forces of the Russian Federation, who are on parental leave, who continued their studies) was 84.3%.


    Among the disabled and people with disabilities – 67%.

    Support for a young specialist (sheet 1, sheet 2)

    Military service under the contract:

    We inform you that on 01.10.2014, 159 FZ “On Amendments to Certain Legislative Acts of the Russian Federation” came into force, in terms of conscription military service for citizens with higher and secondary education.

    Since October 1, 2014, on the basis of Federal Law No. 53 “On military duty and military service”, graduates have the right to choose the option of military service on conscription:

    Conscription service 1 year;
    Contract service 2 years.

    Information material: “Admission -2022: instructions for entering a university”

    Documents

    1 Vacancies in pharmacy and medical organizations [0B]
    2 LNA 2. 20-18 Regulations on the Graduate Employment Assistance Service [1.06 Mb]
    3 Phones and addresses of employment services in Ulyanovsk [175.11 Kb]
    4 Job Search Recommendations [434.31 Kb]
    5 Recommendations for writing a resume [436.

    Pre school nursery near me: Preschools, Child Care, and Enrichment Programs for Preschoolers in Greater Rochester, NY

    Опубликовано: December 28, 2019 в 10:12 am

    Автор:

    Категории: Miscellaneous

    Carol Nursery School – Come Grow With Us



    We foster a nurturing environment that encourages learning through exploration and discovery to support the development of the whole child.

    Carol Nursery School has been awarded a FIVE STAR Step Up to Quality rating. We believe it is our staff, children and their families, and our history that set us apart as a top preschool in northeast Ohio for more than 80 years.

    About Us


    25 – 36
    Months Old
    8
    Class Size


    Parent/Toddler Play Group


    A shared preschool experience for parent and child


    More Info


    36-48
    Months Old
    12
    Class Size


    3-4 Year Olds

    Emphasis is placed on separation, socialization, and enriching activities


    More Info


    56-63
    Months Old
    18
    Class Size


    Young 5s Pre-K

    A specially designed program for the young 5 child. More in-depth curriculum concepts are taught while continuing to focus on the important social and academic skills needed for a successful transition to kindergarten.


    More Info


    25-36
    Months Old
    12
    Class Size


    Moving On Up

    A shared preschool experience for parent and child that works toward a gentle separation. This program is offered in both fall and winter.


    More Info


    48 – 60
    Months Old
    14
    Class Size


    Pre-K

    We offer 4 and 5-day programs with emphasis placed on the important social and academic skills needed to prepare children for a successful transition to kindergarten.


    More Info


    48 – 60
    Months Old
    14
    Class Size


    Mixed Age Groups

    Combining ages offers older children experiences to become models for the classroom, developing leadership skills, while younger children develop more complete language and types of play.


    More Info


    • Learning Garden
    • Lending Library
    • Healthy Routines
    • Community Involvement

    Learning Garden

    The Learning Garden provides students with many hands-on activities in an outdoor classroom environment. Activities include growing vegetables, exploring insects and nature, and harvesting foods that are eaten during snack time.

    At CNS, we believe it is important for children to breath in the fresh air, see the beauty of our four seasons, and get their hands a little dirty!

    Lending Library

    Whether they are being read to by their teachers or exploring pages on their own, Carol Nursery School students are exposed to a wide array of literature each and every day.

    Twice a month, students have access to hundreds of books in our expansive Lending Library. We welcome a parent volunteer who comes to read to the class and then helps the children check out a book of their choosing to take home. This encourages reading away from the classroom as well as responsibility for returning library materials on time.

    Healthy Routines

    We believe it is important to continue to foster the healthy routines that many of our students first learn at home. Whether it’s proper hand-washing, exercise out on the playground and in our muscle room, or yoga practice, we make these healthy choices fun and easy to follow.

    We also provide a nutritious snack during each class session, offering fresh fruits and vegetables, cheese and crackers. All of our prepared snacks are all-natural and made from scratch.

    Need some ideas for healthy snacks at home? Check out our parent recipe cards for easy-to-follow treats.

    CNS has a “nut-free policy” to protect the increasing number of children who have nut allergies.

    Community Involvement

    We teach our students the value of giving back to the community in several ways at Carol Nursery School.

    Each fall, CNS children and their families participate in the Cozy Clothing Line, bringing in brand new mittens, hats, and scarves for donation to children in need in the surrounding community.

    In March, the children bring in coins to add to the Penny Harvest jars in each classroom. The money collected is given to Harvest for Hunger.

    Carol Nursery School is nestled on a large green space in the midst of a quiet Shaker neighborhood. This space provides an extension to classroom learning that allows children opportunities to explore the natural world around them while creating a sense of curiosity and wonder. The expansive campus has two large playgrounds, a Nature Nook , tennis court, baseball field and a Learning Garden.


    Classes

    We offer distinct programs to fit your child’s individualized educational needs.


    More Info


    Curriculum

    We approach learning through exploration and discovery to support developmental needs of the whole child.


    More Info


    Enrichment

    A wide range of activities are offered to enrich and extend learning beyond the classroom.


    More Info

    At Carol Nursery School we pride ourselves on having the most qualified and nurturing professionals around. Our entire staff is dedicated to the growth and development of your children. We serve as a constant support for you and your family as you maneuver through these precious and important years.

    Staff Directory

    Ohio Department of Education Early Learning Info

    A Guide for Families – ODE Early Learning Standards
    This site highlights a select number of skills that will help your child succeed in kindergarten.

    ODE Early Learning & Development Standards
    Discover key concepts and skills that young children develop during the birth-to-five-year period.

    Family Support

    Family Connections
    Family Connections offers educational and family support programs to families with children, birth to 6 years.

    Help Me Grow
    Help Me Grow supports expectant parents and families through home visiting, early intervention services and connections to community resources.

    Mental Health Professionals
    Positive Education Program Lauren Woods, Home Consultant

    Recreation and Learning

    Shaker Nature Center
    With a mission to “enriches people’s lives through education, innovative programs, and community involvement,” the Shaker Nature Center is a wonderful community resource.

    Shaker Recreation
    Thornton Park provides many opportunities for families to swim, ice skate, and participate in recreational classes for all ages.

    Shaker Heights Public Library
    The library has an extensive children’s department with many free programs and events for young families.

    What Are Children Learning When They Play?
    Read this comprehensive article to learn more about the Carol Nursery School philosophy.

    Carol Nursery School is a non-profit, non-discriminatory, non-sectarian preschool for children from 2 ½ to 5 years old. Our governing body is all volunteer. In addition to tuition revenue, we rely on the generous support of current parents, alumni and community partners. CNS is always looking for parents to lend their expertise to our Board of Trustees and office staff. For more information, please contact us at [email protected].

    Grow With Us General Fund
    Funds donated here may be used for general CNS purposes without specific restrictions as to their use.

    Grads Give-Back Fund
    As children graduate from CNS, families have the opportunity to donate to this fund which was established to assist other families in attending CNS. A mural of our Giving Tree graces our stairwell. A wooden leaf will hang on the Tree in honor of the donor with the child’s name printed on it. With new donors every year, the tree continues to “grow” more leaves.


    Thank You For Supporting Us!
    We accept all major credit cards and Paypal transactions for donations submitted online. Simply click on the links to choose your fund of choice. Carol Nursery School is a 501(c)(3) non-profit.

    All donations are tax deductible to the extent allowed by law. A receipt can be provided by contacting the Carol Nursery School office.


    Carol Nursery School Has Been Awarded a FIVE STAR Step Up to Quality Rating.



    The Best Preschools Near By

    Skip to Content

    Looking for the Top Recommended Preschools near by around Plano, McKinney, Allen, Frisco and North Dallas?

    Do you have preschool aged kids or are you going to soon? Plano and the surrounding areas have so many top-notch preschools.

    There is no “one best” Preschool in Plano — or anywhere for that matter. Not every school is right for every child. That is why it is important for parents to look around to find what works for your child — and what works for your family. This guide covers Preschools listed in Allen, Dallas, Frisco, McKinney, Plano and surrounding cities.

    We know that this is a considered and well researched choice that you make when you place your child in the hands of carers, teachers and staff at a Preschool.

    This Guide features schools that:

    Cater to children from 6 weeks and generally through ages 2-5. Some also offer Private Kindergarten as an option. Many (but not all) require children to be potty-trained upon admission. All preschools listed are privately owned which means you do not have to live in the city where they are located for your child to attend.

    We try and list as many Preschools as possible and some have been featured highly because they are Recommended by Moms in our Community of Plano Moms and many have requested to be sponsors of the guide. We’ve gathered some input from Moms around town and made a list of some of the most recommended learning centers to send your kids to in Plano.

    You may also be interested in Mother’s Day Out programs which provide more part-time hours for flexibility.

    Hours

    Many of the options are in session a few hours per day or full working days and many operate on school-year calendars – although some are year-round. The School Year options do offer Summer Camp options for older siblings too. There are some gray areas; some schools may offer optional extended care options and some offer extended calendar years.

    Fees

    Fees vary according to the facilities, programs and extras that are offered. For instance, some Preschools have a Chef offering hot meals every day and include Wipes, Snacks, Drinks and other daily extras.

    If these options don’t work for your needs, you might also consider some Mother’s Day Out options

    Custer Road Christian Day School

    Child Care, Schools and Kids Classes, Preschools

    5.018

    Age Range Served

    1 – 5

    Plano

    Custer Road Christian Day School (CRCDS) is a Children’s Day Out, Preschool and private Kindergarten for young learners providing developmentally appropriate, play and faith-based learning. It is an extension of the ministry of Custer Road United Methodist Church in Plano, Texas.

    Learning Cube Academy

    Child Care, Schools and Kids Classes, Preschools

    Age Range Served

    2 – 6

    Plano

    Learning Cube Academy is a pre-kindergarten facility that offers a loving and safe environment to nurture the overall development of young kids before their journey into elementary school. We offer Half day, Full day, and enrichment programs for children 2-6 years of age.

    Bright Horizons at Legacy-Preschool

    Child Care, Schools and Kids Classes, Preschools

    Plano

    Choosing a child care and early education center is a big decision. At Bright Horizons at Legacy, we want you to walk out the door each day knowing your children are safe in our care, loved and supported by skilled teachers, and motivated to learn everything they need to be ready for the next step.

    Alpha Montessori School

    Child Care, Schools and Kids Classes

    Plano

    Offering Montessori programs for Infant, Toddler, Preschool and Lower elementary with two locations serving Plano, Frisco, Allen, and McKinney.

    Blue Sky Sports Center

    Preschools

    Allen

    Blue Sky Sports Center of Allen, TX is an indoor sports facility that offers soccer leagues and skills programs as well as Yoga and TKD. We are also a great place for birthday parties!

    Castle Montessori School of Plano

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 9

    PLANO

    Castle Montessori is the leader in Montessori-based academic education for children ages 6 weeks to 9 years of age (3rd grade). For more information, visit our website at http://www.CastleMontessori.com

    Children’s Garden Montessori Academy in Plano

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 9

    Plano

    CGMA is a private preschool for Infants, Toddlers, Primary and Kindergarten aged children- 2,3,4 &5 days/wk 1/2 days, 3 pm, 6:30 pm programs.

    FIrst Kids Preschool at First Baptist Richardson

    Child Care, Schools and Kids Classes

    Richardson

    We’re not just a preschool. We’re a place of love, learning, safety, and belonging. We exist to nurture students’ intellectual curiosity, spirit of perseverance and resilient faith in Jesus Christ.

    Frisco Creative Arts Preschool

    Child Care, Schools and Kids Classes

    Age Range Served

    3 – 5

    Frisco

    We provide a private school program for preschool age children (3-4-5 year olds) that targets each child’s emotional, intellectual, social and physical development through high academics and the arts.

    FUMC Plano-Preschool

    Child Care, Schools and Kids Classes

    Plano

    For over 30 years, the Weekday Program has maintained a standard of excellence in education, enrichment, and care. The Weekday Program ministry is proud to serve the children and families of Plano and its neighboring communities.

    Guidepost Montessori at Stonebriar

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 12

    Frisco

    At the heart of our school is our belief that children thrive when given freedom and responsibility in Montessori environments prepared especially for them. Our bright, beautiful classrooms and caring staff members will nurture your child’s joy in learning.

    Kidz Time Mother’s Day Out Program

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 10

    Plano

    Safe, loving, Christian environment for children 6 weeks thru grade school, Tuesdays and Thursdays, 9-2. Located at Prince of Peace Lutheran Church.

    Learn N Grow Stem-Preschool

    Child Care, Schools and Kids Classes

    Frisco

    We, Learn N Grow Stem is a best preschools in Frisco, Day Care Providers in Frisco, Best Preschools Near McKinney, Best Infant Care School, and we provide After School Programs For Kids too. Our best in class infrastructure and expert teaching will help your kid to grow.

    Lindsey’s Littles, LLC

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 5

    Frisco

    I’m a retired Frisco ISD teacher and excited about opening up my own In-Home holistic private school and childcare for Little ages 5 and under. I will be using a bit of Montessori and Theme Based learning with a lot of play and exploration.
    I have started enrolling for the Fall for Ages 5 and under

    Plano West Early Learning Center

    Child Care, Schools and Kids Classes

    Plano

    The Early Learning Center is designed to give children an environment for growth unmatched by traditional preschools in the metroplex. An extraordinary teacher/child ratio ensures the kind of personal attention that encourages achievement and growth.

    Preston Meadow Lutheran Preschool

    Child Care, Schools and Kids Classes

    Plano

    We are a faith based preschool for infants from 6 weeks through 5 years of age. We have served the community, provided a loving and enriching environment, and prepared preschoolers for kindergarten since 1992.

    Preston Meadows Montessori School

    Child Care, Schools and Kids Classes

    Plano

    Offering the authentic Montessori Method for early education with traditional, sensory-based Montessori materials, self-directed learning experiences and teachers trained by MACTE-accredited organizations in the Primary classrooms.

    Primrose School of Frisco West

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 10

    Frisco

    At Primrose, we believe who children become is as important as what they know. Children participate in activities like language & literacy, math, and our character development program, and enjoy healthy breakfast, lunch and two snacks daily, prepared by our in-house chef.

    Primrose School of Plano at Preston Meadow

    Child Care, Schools and Kids Classes

    Age Range Served

    0 – 10

    Plano

    At Primrose, we believe who children become is as important as what they know. Children participate in activities like language & literacy, math, and our character development program, and enjoy healthy breakfast, lunch and two snacks daily, prepared by our in-house chef.

    Primrose School of West Plano

    Child Care, Schools and Kids Classes, Preschools

    Plano

    The Primrose School of West Plano is a family-owned and accredited early education and care school, offering curriculum based learning, exceptional care, and peace of mind for parents.

    Primrose South Plano

    Child Care, Schools and Kids Classes

    Plano

    Our curriculum focuses on Language and Literacy Development, Mathematics, Science and Sensory Development, Creative Arts and Expressions, Music, Physical Development and Character Development Programs. We believe who children become is as important as what they know.

    The Learning Experience-Preschool- Plano

    Child Care, Schools and Kids Classes

    Plano

    The Learning Experience Plano is a Premium Academy of Early Education serving children 6 weeks to 6 year old. They have a proven curriculum with 9 out of 10 children reading before they enter Kindergarten. All-inclusive tuition with lots of activities included (yoga/soccer/dance/music).

    The Montessori School at StarCreek, Allen

    Child Care, Schools and Kids Classes

    Allen

    Our school educates children using the Montessori philosophy along with real world ideals. Our school offers music instruction, a technology lab, science lab, outdoor organic garden, cooking kitchen, Fine Arts Studio and Spanish instruction.

    TLC Schools

    Child Care, Schools and Kids Classes

    Plano

    Our curriculum, well trained staff, dramatic play areas, bi-lingual program, and much much more. Sensory building, High-Reach & Abeka curriculums, Sign language, Spanish, and more.

    You don’t want anyone missing this!

    Be sure to tell your friends and family about this.

    Best Preschools Near Me | Compare Prices

    Description:

    Your child will have positive academic and social experiences at our private preschool in Pitman, New Jersey. At Bright Beginnings West Private Preschool, we offer quality early education and kindergartenlearning at reasonable rates and have been in business for 40 years. Our goal is to provide a curriculum today to meet the challenges of tomorrow….

    Description:

    Primrose Schools is a national system of accredited private preschools that provides a premier early education and child care experience for children and families. Our Franchise Owners, Leadership Teams andSchool Staff partner with parents to help build the right foundation for future learning and in life….

    Description:

    We are an extraordinary European childcare. We are awarded by an Illinois Excellerate Program. It’s because of our warm environment, health and safety of our children, education of our employees (all teachershave Master s degree in ECE). We are not just a licensed daycare.
    We offer the best care you can imagine. Our 3 golden rules are: 1. Happy faces, 2. Full tummies, 3. Safe and warm environment. We do our best so children feel like home, because we know they spend most of their day with us, away from home and parents. We hug! We give and receive kisses! We carry children who need to be carried and comforted!
    We offer 3 full homemade meals. NO JUNK FOOD, NO SNACKS. Our lunch is as follow: Meat, potatoes, rice, barley or pasta, veggies, milk and fruits. Polish food, huge portions. Seconds always available for children. Soups, pierogis, golabki, blintzes, Polish pork chops, breaded chicken breast… everyday something else!!!!
    Education is one of the most important aspects in our day care. We speak Polish, English, Russian, Ukrainian. Our curriculum is aligned with Illinois Early Childhood Standards and based on what children see around them (seasons, weather, holidays, etc). Our daily schedule includes: language, science with ecology, math, art, music and physical education. We offer additional classes of music with piano accompany and art, during daycare hours. We also have a Happy Kids Dance and Music Ensemble.
    There is a field trip every month (Legoland, museums, theatres, splash pads etc.)
    Our children prepare shows for parents and families three times a year.
    We offer annual vision, hearing and development screenings for our children.
    Our classrooms are colorful and equipped in interesting educational toys and materials. Playground is safe, very well equipped, age appropriate.
    We offer a full year childcare to children ages 2 to 6 years old. We also accept children who are not potty trained, with no extra fees. We accept children up to 6 years old just for vacations and other school breaks (even daily).
    We have 2 locations 7622 W Belmont in Chicago and 5815 W Irving Park in Chicago….

    Description:

    We are a nursery and a preschool. We enroll children from 6 weeks old to 5 years old. We have a total of 6 classrooms; Infant, toddler I, toddler II, transition, Pre-k 3 and Pre-k 4. All of our lead teachershave a CDA (child development associate) and/or a teacher certificate….

    A To Z Preschool

    31015 Highway 190, Lacombe, LA 70445

    Costimate: $110/wk

    Description:

    We are a full service center offering child care from 6 weeks to 12 years old. Our center begins teaching at the age of 6 weeks. We presently teach using the creative curriculum. The children learn while theyplay. In addition, our children in the Pre-K class participate in the Kindergarten Readiness program. Our children have flourished and grown with us for over 18 years. They have gone on to attend public and private schools becoming the leaders in their class.
    Our summer program is designed to give all the children from the infants to 12 years additional learning during these months. Programs are designed for their appropriate age group. Some of the themes used are Around the World in a Week, Are you a good cook, Scientific You, and many other learning themes.
    A to Z is licensed thru the Louisiana Department of Education. The center is on the in the St. Tammany Parish School Board Network. We utilize Teaching Strategies Gold for accessing all of our children and have CLASS observers accessing our teachers and children.
    Our center earned a High Proficient rating with the Department of Education
    In addition, our parents with children 5 and under receive the School Readiness Tax Credit on the Louisiana Personal Taxes if they meet the state requirements….

    Description:

    OPEN ENROLLMENT!
    We except children 2. 9 – 5 years
    We are open 7am – 6pm for a full day, 7a – 12:30 half day
    Call to schedule a tour – limited spots remain, our fall program is filling up fast!781-421-6387
    or email us at [email protected]
    It’s that time of the year again and we are now enrolling for Summer and Fall! We have both full and half day programs available.
    In addition to the core academics, we also offer yoga, art, music, sign language, Spanish, hands-on science experiments, cooking, and gardening.
    We are a great balance of academics, social, and just FUN!
    We are approaching another fun filled summer at The Learning Ladder! One of our absolute favorite things to do at the Learning Ladder is combining learning with fun, and the summer months are a prime time to do just that.
    Your child will love our selection of summer adventures and activities, in addition to their regularly scheduled curriculum.
    From mid-June through the start of the new school year, we provide a multitude of in-house field trips! From clowns to ice cream trucks and puppet shows to community helpers and the bubble man!
    On days without visitors, your child is invited to participate in activities such as dress-up days, water games, cooking, picnics, music, and, every once in a while, a cold treat on a hot day.
    Our summer camp is sprinkled with activities filled with fun! We spend most of our time outside with water play, sprinklers, picnic lunches and so much more! We have bi- weekly themes that go alongside fun outdoor activities!
    Gardening
    Water play
    Arts and crafts
    Science experiment
    Nature walks
    Ice cream truck…

    Description:

    Precious Kids Country or PKC as we like to call it is a learning and development center that provides high quality childcare for kids from ages 6 weeks through pre-k. We pride ourselves in providing a familyatmosphere for both parents and students to learn and grow….

    Description:

    At Safari Learning Academy we believe that young learners need access to wonderful open-ended materials and equipment that stimulates thought, play, analysis, evaluation, oral language, cooperative, interaction- and just plain fun. We provide a unique, innovative and integrated curriculum that align with the principles for developmental learning. “Using the Wild to Teach the Child to discover, play, enjoy and learn” with Zoo-phonics curriculum. We provide a fully integrated toddler and preschool program – and Private Transitional Kindergarten, Kindergarten and 1st grade Academy….

    Description:

    Hello Families,
    We are thrilled to announce that Edgewood House Preschool, a beloved Palo Alto preschool has expanded and now has immediate full-time openings!!
    Edgewood House Preschool is arelationship-based community of teachers, parents, and children bringing together all of the best practices for play based and family style learning that the early care and education field has to offer. At Edgewood House, we partner with individual families to provide a rich social program and stimulating environment. Through hands on exploration and play, along with nurturing relationships in a homelike environment, we focus on the child as a whole, providing them a place to grow in all areas of development.
    To learn more about the Edgewood House program, philosophy, environment, teachers, fees, and more, please email Co-Owner/Director Janessa G. at [email protected].
    Thank you! We look forward to learning and growing with you!…

    Description:

    New Hope Christian School in Keller, Texas is state licensed preschool and childcare program for children 18 months to pre-K children. They offer extremely flexible enrollment options to meet the needs oftoday’s young families. They follow Concordia’s One in Christ Chapel Curriculum to stimulate the children’s spiritual, emotional, social, cognitive and physical growth and academic development. New Hope Christian School is open year round, Monday to Friday from 7:00 a.m. – 5:30 p.m. (Earlier closure time due to COVID)…

    Paradise Place

    404 Maroon Ave, Crested Butte, CO 81224

    Starting at $49/day

    Description:

    Why Choose Paradise Place?
    We are a REGGIO EMILIA inspired play-based Preschool. The Reggio Emilia philosophy is an approach to teaching, learning and advocacy for children. In its most basic form, it is a wayof observing what children know, are curious about and what challenges them. Reggio Emilia Inspired. What does it mean?
    Our staff has over 50 years of combined experience. There is no substitute for experience. At Paradise Place, we have invested in fine tuning the formula for success as a preschool and early childhood education provider. Paradise Place itself was established over 25 years ago. We have longevity in our staff and we combine that with programs that have stood the test of time.
    If you are not completely satisfied, we’ll refund your money. Because we are confident of our quality in education, our 50 years of experience, and because we built this school on the premise that the child and our community’s families come first, if you are not completely satisfied after your first two weeks, we will refund your tuition.
    We offer spacious and separate classrooms and have a new state-of-the-art playground. All of our classrooms are separated by age and developmental stages. This allows us to focus on the needs of a particular age group and helps your child bond with their teacher and becomes more comfortable within their space and routine. Our playground was installed in 2014 and offers your child plenty of room to run and play.
    Our Curriculum and learning activities are developed for each child. However, we primarily use creative curriculum in conjunction with the Reggio Emilia inspired approach, that is just a base for the really important stuff: Personalized curriculum for each child enrolled based off their current level of development. Your child will get his or her very own learning plan to help them become ready for elementary school. Kindergarten readiness is very important to us and we utilize an assessment program that goes with them from Paradise Place to their kindergarten teachers.
    We have an Adventure based summer camp! Our summer camp is one of the most popular in the community! Our summer camp is for our preschoolers up to first graders and they absolutely love it. We take the normal preschool experience and change into a summer camp like routine with new experiences for the kids. We venture into the outdoors and engage the child in their surroundings. (We love taking advantage of the beautiful place we live!)…

    Description:

    The Attleboro YMCA’s Academic Support Center is working in conjunction with local school districts to provide academic support to children in grades K-6 in a remote learning setting. Our Pleasant Street Branch,home of the new Scholastic Support Center, has been renovated to accommodate the needs of children on days of remote learning. We have protocols in place to ensure ther health and wellbeing of the children and staff and we adhere to all EEC/CDC COVID guidelines related to group size, social distance, face coverings and sanitizing.
    Our Cause
    At the Y, strengthening community is our cause. Every day we work side-by-side with our neighbors to make sure that everyone, regardless of age, income or background, has the opportunity to learn, grow, and thrive.
    Our Mission
    The Attleboro YMCA is a charitable organization dedicated to the physical, mental and spiritual development of all. It fosters personal growth through quality programs and services provided in a positive environment by committed staff and volunteers. The Attleboro YMCA is a designated 501-C3 non-profit charitable organization….

    Description:

    Open Arms Christian Preschool (OACP) provides a stimulating, Christian learning environment. Each child will be encouraged to develop at a comfortable rate of growth since each child is a unique individual. Ourcurriculum provides guidance to promote five areas of development which includes: Spiritual, Social, Intellectual, Physical and Emotional.
    OACP admits children 2 yrs 9 months to 6 years of age into one of three programs — Preschool 3s, Preschool 4s, and Pre-K. We offer multi-day options for 3s and 4s along with Early Drop Off at 8:00 or 8:30 am and Extended Day Activities until 2:00 pm weekly.
    OACP does not discriminate on the basis of race, color, religion, cultural heritage, political beliefs, national or ethnic origin, disability, marital status, or sexual orientation in the administration of educational policies, admissions policies and other school-administered programs. OACP admits children to all the rights, privileges, programs and activities generally accorded or made available at the school. Toilet training status is not an eligibility requirement for enrollment….

    Description:

    We serve infants, toddlers, preschool, kindergarten and first through third grade students. We offer before and after-school care, as well as a dynamic theme-based Summer Camp! Contact us for a tour [email protected] or call (734)332-9600. Come in and feel the Christian Montessori School difference!…

    Description:

    Middleburg Montessori School is a VAIS fully accredited school as well as an AMI recognized Montessori School that has served children, birth through 15 years of age, for over thirty-five years in theMiddleburg community.
    We help children develop into capable individuals by focusing on their moral, behavioral and emotional development in bilingual Montessori classrooms.
    The Middleburg Montessori School was founded on and operates within the educational philosophy developed by Dr. Maria Montessori, who recognized and respected the natural interests and sensitive periods of learning present in children. The Montessori approach is centered on this respect for the child, on the development of the intrinsic curiosity, and on fostering independence, concentration, coordination, self confidence, and sense of order. The children work in various areas of the total curriculum, which includes practical life, sensorial, mathematics, language, geography, science, culture and movement….

    Crofton Nursery School

    1110 Saint Stephens Church Rd, Crownsville, MD 21032

    Costimate: $289/wk

    Description:

    Crofton Nursery School (CNS) was established in 1967 by a group of parents who wanted the best preschool experience for their children. This feeling has been embraced by each participating family since.
    AtCNS, families and teachers work together in a warm and friendly atmosphere to teach our children cooperation, creativity, and caring for others. Each child benefits through positive reinforcement, rewarding learning activities and the friendly interaction with peers.
    In the spirit of a cooperative, we, the participating families, give of ourselves and of our time, so that our school will be what we want it to be for our children.
    Led by highly-qualified teachers, Mrs. Scott-Kem and Mrs. Johnson, our curriculum involves the entire family. Parents participate in the classroom and are truly a part of their child’s education. We foster social and academic development through a range of fun and educational activities, including art projects, singing and dancing, reading and story time, free play and more.
    Learn more about our preschool at our website, www.croftonnurseryschool.com, or by calling our membership chair at (443) 292-6625….

    Description:

    We are a Christian Nursery School that operates as a form of outreach for The Presbyterian Church in Morristown. The primary goal of our school is to serve children and families within the Morristown area byoffering a nurturing and stimulating atmosphere for young children. We offer the children an opportunity for emotional, physical, intellectual, social and spiritual development in a Christian environment.
    Our non-profit school is licensed by the State of New Jersey for children between the ages of 2 and 5 years and is sponsored by The Presbyterian Church in Morristown. Additional enrichment programs are available for students in the afternoons….

    Description:

    The Joshua Tree Preschool in Darby, Pennsylvania provides childcare and after-school care for infants, toddlers, pre-K, and school-aged children. They provide age-level and developmentally-appropriateactivities to develop the children’s emotional, social, cognitive, and physical development.
    They serve healthy meals and snacks and also provide transportation to and from the children’s that attend the school district in Darby and Sharon Hill. The Joshua Tree Preschool is open Mondays to Fridays, from 6 AM to 6pm….

    Description:

    We are a Dept. of Early Education and Care licensed early childhood program serving toddlers to Pre-Kindergartners (fifteen months old through five year old’s). We have seven separate classrooms on three levelswith two adjacent playgrounds. We offer a school year program that follows the Barnstable Public School schedule although we are open on their half days. We also offer an eight week summer program. Our regular day is from 9-3 with extended care available from 8am and 3-3:30pm. During optional school vacation weeks and summer the extended care is from 8-9am and 3-3:30pm.
    We have teachers that have been with us for many years and understand the needs of young children and their families.
    Easy access just off route 6 allows families easy access from the highway to our lovely location in W. Barnstable. We are an outreach church and therefore say a simple prayer daily before snack and lunch. We also celebrate Christian holidays and when we are not in a pandemic, we have a special event for families before our Christmas break.
    Come see why we’ve been the school of choice for over 40 years! “Education with a difference!”…

    Showing 1 – 20 of 64910

    Daycare, Childcare & Preschool | Daycare Near Me

    Bright Futures Start Here! For more than 45 years, The Sunshine House has been helping children build a solid educational and social foundation — with all the fun of childhood mixed in. And we’d love to do the same for your child!

    Our educational childcare, daycare, preschool and after-school programs focus on school readiness, social, emotional and intellectual development, literacy, problem-solving skills, and what every child needs — love and care.

    At The Sunshine House, everything we do focuses on the development of your child — from literacy, math, science, and social studies to social-emotional, physical development, creativity, and self-esteem. We offer more than a daycare; our early childhood educators implement a nationally-recognized, award-winning curriculum to prepare your child for a lifetime of learning!

    Explore our childcare programs for children 6 weeks – 12 years old, and find The Sunshine House near you today!

    Explore Top-Rated Programs


    Find Location

    Infant Childcare

    In our infant program, your baby will explore and learn in a nurturing, safe environment.

    Learn More

    Toddler Childcare

    We’ll make learning fun for your toddler while introducing structure and a routine.

    Learn More

    Early Preschool

    Provide your child with the support they need during this transition from toddlerhood to preschool.

    Learn More

    Preschool

    Focused on school readiness, our preschool makes science, math, language, social studies & art fun!

    Learn More

    Pre-K

    Prepare your child for success in Kindergarten with our award-winning curriculum.

    Learn More

    Before & After-School

    Start and end the school day in our safe, fun environment. And did we mention homework support?

    Learn More

    Summer Camp

    Dive into imagination and entertainment! Each week is a new adventure in our summer camp.

    Learn More

    Virtual Learning

    With our on-site virtual learning, your child can attend their school virtually at The Sunshine House.

    Learn More

    Rewarding Careers

    Join our team of amazing people!

    Get great benefits, a fun workplace & limitless growth opportunities when you join our team. Bright Futures Start Here doesn’t just apply to our children. It applies to you, too. Join our team of amazing people today! 

    View Open Positions

    Our Commitment to Health & Safety

    Nothing matters more than your child’s health, safety and security. That is why we take every precaution to ensure your child is safe when they spend their day with us.

    Every Sunshine House follows strict health, safety and disinfection practices based on CDC recommendations to ensure a safe and healthy environment. 

    Learn More

    Security Cameras in All Classrooms

    Our schools are equipped with security cameras throughout all classrooms and the lobby. These cameras are closely monitored by management and can be viewed by families at any time in the lobby.

    Learn More

    Daycare & Preschool Benefits

    No matter how much you love your job or your child’s teacher, it’s never easy to say goodbye when dropping your child off at preschool.

    However, take heart, for an array of studies show that high-quality daycare benefits your child in a variety of important ways — into adulthood and beyond. 

    4 Surprising Daycare Benefits

    MySunshineHouse Mobile App ✨

    Always be in the know! Get photo and video updates of your child, daily reports on diapering, naps, meals and activities, view calendars and menus, message your teacher, and more! Get updates via text, email or app!

    Download MySunshineHouse

    Our Curriculum 

    At the Sunshine House, everything we do focuses on your child’s development – from social, emotional, intellectual, and physical development to literacy, math, science and social studies.

    Explore Our Curriculum

    Creative Curriculum®

    Teaching your child to be a confident, creative thinker with this award-winning, nationally recognized curriculum.

    Brain Connect Infant Curriculum

    With a curriculum as unique as your baby, this program is customized to your child’s interests and development.

    Seeds of Literacy

    Using children’s stories, this program helps your child develop literacy skills, while building character and self-esteem.

    Supporting Families for More Than 45 Years

    The Sunshine House has been parent-trusted for more than 45 years. In 1975, our founders – both public school teachers – were dissatisfied with care options for their daughter and opened the first Sunshine House. More than 100 schools have opened since, each built on our mission to provide high-quality care and education – every child, every family, every day. 

    Read Our Story

    Family Testimonials


    “I absolutely love the Sunshine House! They are great with my kids and with all of the kids there. The staff is awesome and they truly care about all of us. By far this is the best place my kids have ever been!”

    -Allison Cianci


    “We have absolutely loved everyone who works at this center! They treat my son as he is their own child. I always feel so at ease leaving him there during the day while I’m at work.”

    -Tiffany Craven


    “The staff at Sunshine House is the most caring, dedicated group of people I could imagine taking care of my son. I feel confident taking my child there every day that he is going to learn, be cared for, and have a great time. I am extremely grateful for this child development center!”

    -Gennie Parkman


    “We feel like everyone here is part of our extended family. They say that it takes a village to raise a child, and I am so lucky to have chosen these amazing people to be a part of ours. I would recommend this center 100 times over.”

    -Laurel Crowe


    “I know that when I drop my children off, they will receive the same loving care and guidance they receive at home. The entire staff is amazing and both of my children have been blessed with awesome teachers. Thank you Sunshine House for a wonderful child care facility and experience that engages and teaches with love, patience and kindness.”

    -Buffy Rackley

    Day Care / Y-care / Pre-schools

    Cetronia

    Active Learning Center 7200B Windsor Dr, Allentown 18106 610-366-8084 Daycare Provided 6:30 a.m. – 7:00 p.m.
    Bright Creations Learning Center 7462 Penn Drive, Allentown 18106 610-841-3522 Daycare Provided 6:00 a.m. – 6:00 p.m.
    Brookside Early Education Center 675 N. Brookside Rd., Wescosville 18106 610-481-9955 Daycare Provided 6:30 a.m. – 6:00 p.m.
    Chesterbrook Academy 6673 Stein Wy, Macungie 18062 610-398-0177 Daycare Provided 6:30 a.m. – 6:00 p.m.
    Jewish Community Center of the Lehigh Valley 702 N 22nd Street, Allentown 18104 610-435-3571 JCC provided 3:30 p.m. to 5:30 p.m.
    KinderCare Learning Center  7575 Penn Drive, Allentown 18106 610-398-1761 Daycare provided 6:30 a.m. – 6:00 p.m.
    Kloss Nursery 409 Beverly Drive, Allentown 18104 484-221-5000 Parkland School Bus  am/pm
    Lehigh Children’s Academy 5910 Hamilton Blvd., Allentown 18106 610-841-5801 Daycare provided 6:30 a.m. – 6:00 p. m.
    Nativity Lutheran Early Childhood Education Center 4004 Tilghman Street, Allentown 18104 610-395-6267 Parkland School Bus 7:00 a.m. – 6:00 pm.

    Spanish Immersion Learning Center

    3900 Hamiliton Blvd. 
    #206 
    Allentown 18103

    610-984-4122 Parkland School Bus 7:00 a.m. – 5:30 p.m.

    Fogelsville

    Active Learning Center 7200B Windsor Dr, Allentown 18106 610-366-8084 Parkland School Bus 6:30 a.m. – 7:00 p.m.
    Active Learning Center 7150 Hamilton Blvd,

    Trexlertown, PA 18087

    484-460-1806 Parkland School Bus 6:30 am.  –  7:00 p.m.
    Bright Creations Learning Center 7462 Penn Drive, Allentown 18106 610-841-3522 Parkland School Bus 6:00 a. m. – 6:00 p.m.
    Brookside Children’s Early Education Center 357 PA Route 100, Allentown
    18106
    610-841-9996 Parkland School Bus 6:30 a.m. – 6:00 p.m
    Chesterbrook Academy 6673 Stein Wy, Macungie 18062 610-398-0177 Daycare Provided 6:30 a.m. – 6:00 p.m.
    KinderCare Learning Center 7575 Penn Drive, Allentown 18106 610-398-1761 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Get Set Learning Center 7621 Hamilton Blvd, Trexlertown 18087 610-351-1410 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Lehigh Valley Sports Turf 7035 Schantz Rd, Suite #200, Allentown 18106 484-273-2518 Parkland School Bus 7:00 a.m. – 6:00 pm.
    Treehouse Childcare and Early Learning Center 7540 Windsor Dr #102, Allentown 18195 610-841-3394 Parkland School Bus 6:00 a. m. – 6:00 p.m.
    Willow Tree Early Learning 6750 Iroquois Trail, Allentown 18104 610-351-1147 Parkland School Bus 6:30 a.m. – 6:00 p.m.

    Ironton

    Ages and Stages Early Learning Center 3124 Levans Road, Coplay 18037 610-440-2800 Parkland School Bus 6:30 a.m. to 6:00 p.m.
    Elaine’s Place 1103 Wellington Cir., Laurys Station 18059 610-261-0890 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Lil Angels Child Care 2627 Old Post Road 610-799-3444 Parkland School Bus 6:00 a.m. – 6:00 p.m.
    World of Imagination 4316 Roosevelt St., Whitehall 18052 610-261-3030 Daycare provided 6:30 a.m. – 6:00 p.m.

    Fred J.

    Jaindl

    A Child’s Future Early Learning Center 8700 Breinigsville Rd,
    Breinigsville 18031
    610-841-9323 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Active Learning Center 7150 Hamilton Blvd,

    Trexlertown, PA 18087

    484-460-1806 Daycare provided 6:30 a.m. – 6:00 p.m.
    Active Learning Center 7200B Windsor Dr, Allentown 18106 610-366-8084 Daycare provided 6:30 a.m. – 7:00 p.m.
    Bright Creations Learning Center 7462 Penn Drive, Allentown 18106 610-841-3522 Daycare provided 6:00 a.m. – 6:00 p.m.
    Brookside Early Education Center 357 PA Route 100 Allentown
    18106
    610-841-9996 Daycare Provided 6:30 a.m. – 6:00 p.m
    Chesterbrook Academy 6673 Stein Wy, Macungie 18062 610-398-0177 Daycare Provided 6:30 a. m. – 6:00 p.m.
    The Goddard School 8230 Hamilton Blvd., Breinigsville 18031 484-408-0010 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Kindercare Learning Center 7575 Penn Drive, Allentown 18106 610-398-1761 Daycare provided 6:30 a.m. – 6:00 p.m.
    Lehigh Children’s Academy 5910 Hamilton Blvd., Allentown 18106 610-841-5801 Daycare provided 6:30 a.m. – 6:00 p.m.
    Get Set Learning Center 7621 Hamilton Blvd, Trexlertown 18087 610-351-1410 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Treehouse Childcare and Early Learning Center 7540 Windsor Dr #102, Allentown 18195 610-841-3394 Daycare Provided 6:00 a.m. – 6:00 p.m.

    Kernsville

    Active Learning Center 7200B Windsor Dr. , Allentown 18106 610-366-8084 Daycare Provided 6:30 a.m. – 7:00 p.m.
    Bright Creations Learning Center 7462 Penn Drive, Allentown 18106 610-841-3522 Daycare provided 6:00 a.m. – 6:00 p.m.
    Kindercare Learning Center 7575 Penn Drive, Allentown 18106 610-398-1761 Daycare provided 6:30 a.m. – 6:00 p.m.
    Treehouse Childcare and Early Learning Center 7540 Windsor Dr #102, Allentown 18195 610-841-3394 Daycare Provided 6:00 a.m. – 6:00 p.m.

    Kratzer

    First Step Too 1525 N. 18th St., Allentown 18104 610-435-9645 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    Jewish Community Center of the Lehigh Valley 702 N 22nd Street, Allentown 18104 610-435-3571 JCC provided 3:30 p. m. to 5:30 p.m.
    Life Span Daycare 1651 N. Cedar Crest Blvd., Allentown 18104 610-435-7833 Parkland School Bus 6:00 a.m. – 6:00 p.m.

    Parkway Manor

    Active Learning Center 7200B Windsor Dr, Allentown 18106 610-366-8084 Daycare Provided 6:30 a.m. – 7:00 p.m.
    Brookside Early Education Center 675 N. Brookside Rd., Wescosville 18106 610-481-9955 Daycare Provided 6:30 a.m. – 6:00 p.m
    Bright Creations Learning Center 7462 Penn Drive, Allentown 18106 610-841-3522 Daycare provided 6:00 a.m. – 6:00 p.m.
    Calvary Temple Early Learning Center 3436 Winchester Rd., Allentown 18104 610-841-7988 Parkland School Bus 6:30 a.m. – 6:30 p.m.
    Jewish Community Center of the Lehigh Valley 702 N 22nd Street, Allentown 18104 610-435-3571 JCC provided 3:30 p.m. to 5:30 p.m.
    KinderCare Learning Center  7575 Penn Drive, Allentown 18106 610-398-1761 Daycare provided 6:30 a.m. – 6:00 p.m.
    Lehigh Children’s Academy 5910 Hamilton Blvd., Allentown 18106 610-841-5801 Daycare provided 6:30 a.m. – 6:00 p.m.
    Lightbridge Academy 249 Cetronia Rd., Allentown, PA 18104 610-395-3936 Parkland School Bus 6:30 a.m. – 6:30 p.m.
    Nativity Lutheran Early Childhood Education Center 4004 Tilghman Street, Allentown 18104 610-395-6267 Parkland School Bus

    7:00 a.m. – 6:00 p.m.

    Schnecksville

    Active Learning Center 7200B Windsor Dr, Allentown 18106 610-366-8084 Daycare
    provided
    6:30 a. m. – 7:00 p.m.
    Ages and Stages Early Learning Center 3124 Levans Road, Coplay 18037 610-440-2800 Daycare provided 6:30 a.m. to 6:00 p.m.
    Lehigh Valley Children’s Center 3880 Park Ave., Neffs 18065 610-760-8661 Parkland School Bus 6:00 a.m. – 6:00 p.m.
    Sand Spring Learning Center 4480 Spring Hill Dr., Schnecksville 18078 610-799-2345 Parkland School Bus 6:30 a.m. – 6:00 p.m.
    World of Imagination 4500 Education Park Dr., Schnecksville 18078 610-799-6700 Parkland School Bus 6:30 a.m. – 6:00 p.m.

    Find a licensed Family, Group or School Age Child Care program

    Skip table of contents

    Table of Contents

    You skipped the table of contents section.

    Find a licensed child care program

    EEC created a geographic search tool to help you find licensed child care programs. You can search by both geographic area and child care program type. 

    You can also contact EEC to find out about a program’s license history including non-compliance findings, and any current restrictions on a license.

    If a program you’re looking for doesn’t appear in your search results, you can call EEC to find out if they are licensed.

    Key Actions
    for Find a licensed child care program

    Search for a licensed child care program 

    Additional Resources
    for Find a licensed child care program

    Overview of Family Child Care

    Family Child Care, sometimes referred to as “home daycare”, is child care provided in someone’s home where the caretaker is not related to the children.  

    Family Child Care programs are small in size and have no more than 10 children.     

    • A Family Child Care provider can care for up to 8 children in their home by themselves depending on the ages of the children.  
    • If a Family Child Care provider works with an EEC-approved assistant, they can care for up to 10 children in their home.

    Overview of Group and School Age Child Care

    Group and School Age Child Care programs provide early education and care for young children in a non-residential setting such as a school or community center.

    These programs include several types of early education and care such as:

    • Out-of-school time programs that operate before/after school or during the summer
    • Center-based care for infants, toddlers, preschool, or Kindergarten age children
    • Early Head Start and Head Start programs

    Choosing a licensed child care program

    Choosing a program for your infant, preschooler, or school age child is a very personal choice for each family. The best program is the one that matches your own child’s temperament, likes and dislikes, health, interests, and behavior. A program should also be compatible with your family’s philosophies, and schedule, and should provide a safe environment that is fun, educational, and nurturing.

    View EEC’s “Choosing Child Care” guide for tips on selecting a licensed child care provider for your child.

    Additional Resources
    for Choosing a licensed child care program

    Feedback

    Thanks, your message has been sent to Department of Early Education and Care!

    Survey

    Tell us more about your experience

    How much do you agree with the following statements in the scale of 1, Strongly Disagree, to 5, Strongly Agree?

    Strongly Disagree

    Strongly Agree

    This page is helpful.

    Strongly Disagree

    Strongly Agree

    1 Strongly Disagree

    2

    3

    4

    5 Strongly Agree

    This page is easy to use.

    Strongly Disagree

    Strongly Agree

    1 Strongly Disagree

    2

    3 3

    4

    5 Strongly Agree

    I am confident that I will find the information that I need.

    Strongly Disagree

    Strongly Agree

    1 Strongly Disagree

    2

    3

    4

    5 Strongly Agree

    What did you come here to do today?

    Are you using Mass. gov for professional or personal reasons? * required

    Personal

    Professional

    What other feedback do you have about Mass.gov? (Optional)

    If we have additional questions about your feedback, can we contact you? If so, enter your email address below. (Optional)
    Email

    Thanks, your survey has been submitted to the Mass.gov team!

    Join user panel 

    Private kindergartens in Nizhny Novgorod with addresses, reviews and photos

    128 seats

    • private kindergartens – we found 128 kindergartens for you in the city of Nizhny Novgorod;
    • up-to-date information about services in Nizhny Novgorod, convenient search;
    • private kindergartens – addresses on the map, reviews with ratings and photos.
    • Institution type

    • metro area

    • Rating

    • There are promotions

    • Online appointment

    • Next to me

    • around the clock

    • Open now

    • Will be open for 2 more hours

    • With reviews

    • With photo

    • Rating 4+

    • Sorting

      DefaultBy price ➚By price ➘Best firstBy distance

    • 0Other filters

    • «

      3D tour

      63

    • aefc” data-ev_label=”premium”>

      L

    • M

      3D tour

      54

    • K

    • S

    • c69b” data-ev_label=”standard”>

      C

    • T

    • 3D tour

      56

    • C

    • 9b70″ data-ev_label=”standard”>

      D

    • A

    • and

    • W

    • W

    • W

    • 930097″ data-lat=”56.3252″ data-id=”556de22740c088447e8c63d5″ data-object_id=”556de22740c088447e8c63d5.bf4b” data-ev_label=”standard”>

      M

    • 7b1c7b” data-object_id=”5c0478c2a24fd
    • 7b1c7b.d85b” data-ev_label=”standard”>

      C

    • D

    • D

    • a6c9″ data-ev_label=”standard”>

      Z

    • E

    • D

    • C

    • 018177″ data-lat=”56.314292″ data-id=”6319b59f7fa70410f308fdad” data-object_id=”6319b59f7fa70410f308fdad.f2dd” data-ev_label=”standard”>

      B

    • D

    • W


    • Which establishments offer private kindergartens in Nizhny Novgorod
      highest rating?


      Zoon.ru users most positively rated Firefly, Leader-KIDS, My Planet.

    • org/Question”>


      Private kindergartens in Nizhny Novgorod – in which
      establishments
      round the clock operation?


      There are 4 kindergartens in Nizhny Novgorod with 24/7 operation.
      These are Bambika-Club, Bambini сlub, Polyanka, Mom’s lifesaver.


    • Can you trust the reviews
      establishments
      on Zoon.ru?


      Yes! Every day we filter up to 20,000 reviews and remove the fakes and spam we find.

    We also recommend

    Iosif Kobzon would have turned 85 years old

    “Snow, snow… Here for many days a blizzard sings outside the windows.” Do you know who sang this song about polar explorers? The answer is the one who sang about everything. People’s Artist of the Soviet Union Iosif Kobzon would have turned 85 today, says MIR 24 correspondent Maxim Krasotkin.

    It was the voice of the era. Although the songs changed, but performed by Joseph Kobzon, they were always on time. Thaw of the 1960s, romance. 1970s – Komsomol construction sites, virgin lands, BAM. Kobzon’s songs inspire accomplishments. Iosif Kobzon knew by heart more than two thousand songs, and his longest concert was 11 hours long. There is even an epigram: “How not to stop a running bison, so not to stop a singing Kobzon.” It is attributed to Valentin Gaft.

    “Kobzon called him somehow. And he says: “Valya, you shouldn’t do this to me. I can do it differently.” Valya got scared, this is not my epigram. I then tried to find out whose epigram. But I think that Valya wrote,” said Nikas Safronov, People’s Artist of the Russian Federation.

    He was born near Donetsk, and how many boys could have been a miner. He even received a diploma as an exploration driller. Talent was seen in the army, sent to serve in the Song and Dance Ensemble of the Transcaucasian District. Then Moscow and Gnesinka.

    The energy of such a march delighted not only the supporters of communism. This song is a real anthem of the Soviet empire. Her rhythm and energy were admired even by those who did not share the views of the majority. Maybe Kobzon’s voice is the reason.

    “There was prestige and respect for artists. Still, there were not as many of them as there are now. Artists of this importance were. All with titles were great,” said Alizhan Tokhtakhunov, a friend of Joseph Kobzon.

    Entrepreneur Alimzhan Tokhtakhunov met Kobzon in Sochi. First, at a concert – a bouquet of flowers, then on the beach – he treated the artist to beer and tapaka chicken.

    “He was going somewhere, I have friends there. They asked me: “Joseph Davydych is coming to us, can we treat him?” I approached: “Joseph Davydych, there are familiar guys, athletes, or someone else, they want to treat you, respect you.” He asked: “Can I?” If I gave consent, I gave it – somehow like this, ”said a friend of the singer.

    Alimzhan Tokhtakhunov is perhaps the most famous Soviet gambler. He lived for this and came to the attention of the police, he was convicted under Article 209. And here Kobzon came to the rescue.

    “I was imprisoned for parasitism, and he went to the minister and asked for me. Then he went to where I was sitting, to the zone. He even gave a concert so that I could be released ahead of schedule. And I was released ahead of schedule,” Tokhtakhunov said.

    Help – in the character of Joseph Davidovich. A colleague-artist does not have enough pension – this is for him. The queue for an apartment is not moving forward or the child is not taken to kindergarten – Kobzon will help.

    “Igor Leonidovich Kirillov, we read with him, hosted the program guide, Russia was already there. He says to me: “Anna Nikolaevna, I’ll ask you, I’m handing you an envelope, call the son of Anna Nikolaevna Shilova, she was sick then, one of the first announcers, meet with Alexei and hand over the envelope. ” I say: “What kind of envelope?” He says: “This is money for her from Joseph Kobzon,” recalls Anna Shatilova, an announcer of the Central Television of the USSR.

    He was also a State Duma deputy. In my office I received everyone who came with a problem. Requests were written down in a notebook. One of them is now kept at the Institute of Theatrical Art in Moscow. In the audience where the people’s artist taught. Now this institute bears the name of the singer. Its rector met Iosif Kobzon at a concert in Kabul at the height of the Afghan war.

    “I performed in a soldier’s brigade and he sang. Naturally, I wanted to take a picture with him. He called me later, I was a soloist, at a table with colonels, with officers. Since then, since 1988, we have known each other,” said the rector of the Institute of Theater Arts. I.D. Kobzon Dmitry Tomilin.

    Kobzon has always been where support is needed. In the fall of 1993, at the time of the confrontation between Yeltsin and Khasbulatov, he went to the White House to persuade the rebellious deputies to negotiate with the president. At 1998th miners’ strike on the Humpback Bridge. Kobzon, as a native of the coal region, finds a common language with the miners and seasons all this with a song.

    October 2002, hostage-taking at Dubrovka. Terrorists broke into the recreation center where the musical was playing. Iosif Kobzon again went to negotiations. He managed to bring out five spectators of Nord-Ost.

    When the Chernobyl disaster happened, Kobzon went to the danger zone to support the liquidators. Perhaps this was the cause of his serious illness.

    “I think if you told Kobzon that this and that would happen, would he go or not? I am sure that even if we explained or tripled this danger, he would still go, ”said Lev Ashrafyan, an oncologist surgeon, a friend of Iosif Kobzon.

    In the early 2000s, Iosif Kobzon was diagnosed with cancer. The disease had already progressed. But thanks to the doctors, he was able to live with him for more than 10 years. Foreign experts did not believe their Russian colleagues: they do not live with such a disease for so long.

    “Chemotherapy is a rather difficult treatment. But he, getting up after chemotherapy, walked and sang in an hour or two. He had early gigs. Chemotherapy ends at one and a half to two, and he is already on stage at four,” said Ashrafyan.

    For many years on the stage, he failed, as they say, to bronze, and in bronze he was cast only now. In Moscow, a monument to the artist was opened opposite the house where he lived and next to the park where Kobzon gave his first solo concerts.

    Author :
    Maxim Krasotkin

    He sang about everything: Iosif Kobzon would have turned 85 years old

    15 hours ago

    “Snow, snow … Here for many days a blizzard sings outside the windows. ” Do you know who sang this song about polar explorers? The answer is the one who sang about everything. People’s Artist of the Soviet Union Iosif Kobzon would have turned 85 today, says MIR 24 correspondent Maxim Krasotkin.

    Photo: Mir24Mir24

    It was the voice of the era. Although the songs changed, but performed by Joseph Kobzon, they were always on time. Thaw of the 1960s, romance. 1970s – Komsomol construction sites, virgin lands, BAM. Kobzon’s songs inspire accomplishments. Iosif Kobzon knew by heart more than two thousand songs, and his longest concert was 11 hours long. There is even an epigram: “How not to stop a running bison, so not to stop a singing Kobzon.” It is attributed to Valentin Gaft.

    Video of the day

    “Kobzon called him somehow. And he says: “Valya, you shouldn’t do this to me. I can do it differently.” Valya got scared, this is not my epigram. I then tried to find out whose epigram. But I think that Valya wrote,” said Nikas Safronov, People’s Artist of the Russian Federation.

    He was born near Donetsk, and like many boys could be a miner. He even received a diploma as an exploration driller. Talent was seen in the army, sent to serve in the Song and Dance Ensemble of the Transcaucasian District. Then Moscow and Gnesinka.

    The energy of such a march delighted not only the supporters of communism. This song is a real anthem of the Soviet empire. Her rhythm and energy were admired even by those who did not share the views of the majority. Maybe Kobzon’s voice is the reason.

    “There was prestige and respect for artists. Still, there were not as many of them as there are now. Artists of this importance were. All with titles were great,” said Alizhan Tokhtakhunov, a friend of Joseph Kobzon.

    Entrepreneur Alimzhan Tokhtakhunov met Kobzon in Sochi. First, at a concert – a bouquet of flowers, then on the beach – he treated the artist to beer and tapaka chicken.

    “He was going somewhere, I have friends there. They asked me: “Joseph Davydych is coming to us, can we treat him?” I approached: “Joseph Davydych, there are familiar guys, athletes, or someone else, they want to treat you, respect you.” He asked: “Can I?” If I gave consent, I gave it – somehow like this, ”said a friend of the singer.

    Alimzhan Tokhtakhunov is perhaps the most famous Soviet gambler. He lived for this and came to the attention of the police, he was convicted under Article 209. And here Kobzon came to the rescue.

    “I was imprisoned for parasitism, and he went to the minister and asked for me. Then he went to where I was sitting, to the zone. He even gave a concert so that I could be released ahead of schedule. And I was released ahead of schedule,” Tokhtakhunov said.

    Help is in the nature of Joseph Davidovich. A colleague-artist does not have enough pension – this is for him. The queue for an apartment is not moving forward or the child is not taken to kindergarten – Kobzon will help.

    “Igor Leonidovich Kirillov, we read with him, hosted a program guide, Russia was already there. He says to me: “Anna Nikolaevna, I’ll ask you, I’m handing you an envelope, call the son of Anna Nikolaevna Shilova, she was sick then, one of the first announcers, meet with Alexei and hand over the envelope.” I say: “What kind of envelope?” He says: “This is money for her from Joseph Kobzon,” recalls Anna Shatilova, an announcer of the Central Television of the USSR.

    He was also a member of the State Duma. In my office I received everyone who came with a problem. Requests were written down in a notebook. One of them is now kept at the Institute of Theatrical Art in Moscow. In the audience where the people’s artist taught. Now this institute bears the name of the singer. Its rector met Iosif Kobzon at a concert in Kabul at the height of the Afghan war.

    “I performed in a soldier’s brigade, and he sang. Naturally, I wanted to take a picture with him. He called me later, I was a soloist, at a table with colonels, with officers. Since then, since 19We have known each other for 88 years,” said the rector of the Institute of Theatrical Art. I.D. Kobzon Dmitry Tomilin.

    Kobzon has always been where support is needed. In the fall of 1993, at the time of the confrontation between Yeltsin and Khasbulatov, he went to the White House to persuade the rebellious deputies to negotiate with the president. In 1998, the miners’ strike on the Humpback Bridge. Kobzon, as a native of the coal region, finds a common language with the miners and seasons all this with a song.

    October 2002, hostage-taking at Dubrovka. Terrorists broke into the recreation center where the musical was playing. Iosif Kobzon again went to negotiations. He managed to bring out five spectators of Nord-Ost.

    When the Chernobyl disaster happened, Kobzon went to the danger zone to support the liquidators. Perhaps this was the cause of his serious illness.

    “I think if you told Kobzon that this and that would happen, would he go or not? I am sure that even if we explained or tripled this danger, he would still go, ”said Lev Ashrafyan, an oncologist surgeon, a friend of Iosif Kobzon.

    In the early 2000s, Iosif Kobzon was diagnosed with cancer. The disease had already progressed. But thanks to the doctors, he was able to live with him for more than 10 years. Foreign experts did not believe their Russian colleagues: they do not live with such a disease for so long.

    “Chemotherapy is a rather difficult treatment. But he, getting up after chemotherapy, walked and sang in an hour or two. He had early gigs. Chemotherapy ends at one and a half to two, and he is already on stage at four,” said Ashrafyan.

    For many years on the stage, he failed, as they say, to bronze, and in bronze he was cast only now. In Moscow, a monument to the artist was opened opposite the house where he lived and next to the park where Kobzon gave his first solo concerts.

    people, Anna Shilova, Alimzhan Tokhtakhunov, Igor Kirillov, Dmitry Tomilin, Anna Shatilova, Valentin Gaft, Nikas Safronov, Iosif Kobzon, State Duma,

    Svetlana Kazakova

    I am not working as not the first generation of first graders

    I work been in school for 20 years. In my experience, children in first grade regularly face the same problems.

    For example, they do not know how to tie shoelaces, have difficulty communicating with peers, and have poor knowledge of geometric shapes. Such trifles prevent the child from adapting to a new environment.

    I will tell you what difficulties first graders face and how they can be avoided if the child improves the necessary skills in advance.

    How to Raise Kids Without Going Broke

    The best resources on how to cope with parenthood and get the most out of the government are in your inbox every Tuesday. Free

    Issue #1

    Little is known about their family

    What can go wrong. In accordance with the federal state standards of preschool education, the “ideal” first grader already has basic knowledge about himself and the world around him.

    For example, he knows his first name, last name and patronymic, age, date of birth. He can list the names of parents and other family members, and also tell about their places of work and name the country and city where he lives.

    But at school, I come across the fact that some children do not know their home address and cannot name their parents by their first and middle names: in response to the question “what is the name of dad”, they say “Uncle Vanya”. The full names of other relatives are also rarely remembered.

    /happy-kid/

    “Evaluate not a child, but an act”: 8 questions for a child psychotherapist gets to know the children, and the children get to know each other.

    I also noticed that every year fewer children can tell about the profession of parents. This can prevent the child from understanding the teacher, because he sometimes explains new material using the example of professions: not just “5 – 3 = 2”, but “one tailor made three patterns, and the other made five, how many more patterns did the second tailor make?” .

    Development for a lesson by one of the teachers at my school: learning some topics goes through a story about a particular profession. In this case, this is a teacher, but it can be any other

    How to fix this. A week or two before the school year, you can learn the names of parents and relatives. The game “Family Album” is suitable for remembering names: in it you need to take a photo of a relative, write the name of this person next to it and say – “grandmother Antonina Semyonovna”.

    It won’t take long to introduce children to the profession of their parents. In my opinion, it is good practice to take the child to work for the day if safety permits. This will help to consolidate the name of the profession and the actions associated with it – “mom is a cook, she cooks food” – and just broaden your horizons.

    Issue #2

    They don’t know how to serve themselves

    What can go wrong. Every year more and more children do not know how to fasten locks and buttons on their clothes, do not know the rules of behavior at the table and hold a spoon incorrectly.

    Sometimes children don’t know how to change and don’t know where their personal belongings are. For example, when going home, they look for a parent in the crowd to collect a briefcase. And preparing for physical education becomes a whole adventure: the child does not know where he has clothes for the lesson, and there is a queue for the teacher to tie his shoelaces.

    /guide/detskaya-odezhda/

    How to choose clothes for your child

    Most boys don’t know how to fasten their trousers, and this is a problem not only for physical education, but also for going to the toilet. Many schools even invite parents to help children change their clothes.

    At first glance, these are trifles, but often the inability to perform such actions ends in psychological trauma. For example, when a child does not have time to undress for the toilet or becomes the object of ridicule because he does not know how to hold a spoon or constantly stains his face with food and does not wipe it.

    Before school, parents often buy practical clothes for their children, such as Velcro shoes. Because of this, the child may not have time to learn how to tie their shoelaces by the first class. Source: wildberries.ru

    How to fix it. Teach your child how to fasten trousers and a belt, small buttons on a shirt, tie shoelaces – then he will be able to change clothes for physical education class and get ready for home on his own. The “repeat after me” method is suitable here: ideally, actions should be worked out on things in which the child will go to school.

    For the first time, you can sew tags with initials on the clothes, which will tell the student where his jacket, pants or some other thing is. Or stick a picture with an animal that the child will choose in the store.

    /guide/backpacks-for-school/

    How to choose a backpack for a first grader

    Check how your child holds a fork and spoon and if he knows how to use napkins. Remind him how and why to wash his hands.

    Children often hold the spoon as shown on the left, which makes them more likely to get dirty. Right is acceptable Children often hold a spoon as shown on the left, which makes them more likely to get dirty. Right – acceptable option

    Issue #3

    Have difficulty speaking

    What can go wrong. There is a speech therapist at the school where I work, and at the beginning of the school year she conducts diagnostics among the children. According to statistics, over the past three years, there have been more first-graders with speech problems: here I include incorrect pronunciation of sounds, clumsiness of speech, difficulties in using prepositions.

    It happens that a schoolchild does not know how to formulate questions like “can I go out?” or “Do you need to capitalize?”. If such a skill is not developed, the child will have difficulty inserting terms that he learned at school into his questions. And there are many of them: for example, in mathematics it is “term”, “sum”, and in Russian it is “root”, “ending”, “lowercase and uppercase letters”.

    The inability to ask a question, especially with new terms, can lead to the fact that the child will not complete the task, but think about how to ask the question, without noticing that other children have already asked it, and the teacher has answered. This distracts the child from the objectives of the lesson and can upset him.

    Speech problems are also reflected in writing lessons. The child swaps letters in words: instead of “but” he writes “he”, instead of “Svetlana” – “Sevtlana”. Skips letters in words: not “snowflakes”, but “snowflakes”. He writes according to the principle “as I speak, so I write”: “hat” turns into “hoe”. Continuously writes prepositions with the words: “in the forest” merges into “forest”.

    /dyslexia-how-to/

    “I learned to accept my difference”: 3 stories about living and learning with dyslexia

    If speech problems are not solved, the child may make mistakes on even the simplest multiple choice tests. And in the fourth grade, he is waiting for the All-Russian test work, where there are a lot of text tasks both for missing letters and words, and for expressing his opinion in writing.

    How to fix it. In a couple of weeks, it is unlikely that it will be possible to improve oral speech. It is better to think about improvements at least a year in advance. If the child was recommended classes with a speech therapist, parents should not refuse these classes.

    The more often parents communicate with their child, the more likely they are to notice language problems, such as changing sounds in words. If in doubt, it is better not to close your eyes to them, but to go to a speech therapist. He will determine the source of the problem and advise what to do next.

    Issue #4

    They do not have all the basic skills that are needed in the lessons

    What can go wrong. Already at the first lesson of mathematics, the teacher will ask the children to count the objects, arrange them from the highest to the lowest and name the object that is between the other two. Therefore, in mathematics, it is more comfortable for a child who knows numbers, knows how to call them in direct and reverse order, determine the number that comes before and after the one called, compare objects by color, size, number within ten.

    In my practice, by the beginning of school, most children can count directly and backward within ten, easily answer questions about the location of numbers relative to each other.

    But the knowledge of geometric figures and, in general, geometric representations are less developed: children confuse figures or do not know their names. This also interferes in mathematics lessons, because already in the first grade they study the sum of the lengths of all sides of a square, rhombus, rectangle.

    Before the first grade, it is useful for a child to distinguish geometric shapes, to know their names: circle, square, rectangle, rhombus, oval Before the first grade, it is useful for a child to distinguish geometric shapes, to know their names: circle, square, rectangle, rhombus, oval

    In the Russian language lessons, many children do not know how to classify objects by gender and select different adjectives for one noun: for example, “what kind of snow?” – it can be white, soft, fluffy, cold. In recent years, children often change “good” and “I agree” to the word “ok”.

    There is a lot of text in textbooks that you need to be able to comprehend: catch the main idea, ask a question about what you read, convey the intonation of an interrogative and exclamatory sentence in reading or in a monologue. Many children do not know how to do this. Also, a lot of guys do not know how to hold a pen correctly and for a long time, so it is difficult for them, for example, to accurately trace letters.

    From year to year there are fewer first-graders to whom parents read fairy tales or just fiction. Such joint activity develops the child’s imagination, his ability to formulate questions and give detailed answers, replenishes vocabulary. At school, such skills are very necessary, but sometimes children lack them – and it is difficult for the teacher to build a lesson and communicate with students.

    In the lesson of the surrounding world, the child’s basic ideas about the world, as well as his communication skills, are clearly visible: for example, he can tell what pets he saw, where he went in the summer. According to my observations, children who travel around the region, around the country, who have animals, and relatives live in another city or village, are more active in the lesson.

    /razvivashki/

    In a year I spent 6587 Р on developmental notebooks for the child

    Often, at the first technology lessons, the teacher shows the children how to keep the workplace in order, how to use scissors. Without these skills, a technology lesson is a big test for a child. According to my calculations, he confidently holds scissors and cuts about a quarter of the class along the contour.

    Some guys don’t know how to use glue: how to spread it, how to fasten parts with your fingers. This also leads to anxiety. For example, using technology, children make a common panel of cut leaves or flowers, which they will then hang in the classroom. Each student will try to cut and paste their element as accurately as possible, but sometimes children get very upset if they fail precisely because they do not know how to hold scissors or glue.

    How to fix this. All the skills discussed above are formed in children during the game and during communication. It is not necessary to make a lot of efforts, it is enough to involve the child in joint activities in everyday life.

    To develop counting, you can count passing cars with your child, write numbers with a stick in the sand or chalk on asphalt, and in the store pay attention to the cost of products. Or invite the child to count the number of fruits in the vase, but not just “one, two, three”, but with the pronunciation of the subject: “one tangerine”, “two tangerines”. Another way is to solve simple problems with a child: “You have three apples, you will give one apple to your mother and one to a friend, how many will you have left?”

    To learn geometric shapes, you can play a game: draw shapes, and then perform some actions like “trace your finger”, “roll the car in a circle”, “show an object that looks like a square”. If you cut out the drawings, you can sort them into groups – by size, by shape.

    I noticed more than once that children like the lessons of the world around them. In order for the child to be an active participant in the process, it does not hurt him to know the names of two or three indoor plants, to distinguish between trees that grow in the yard or in the country, to know wild and domestic animals, to name several migratory birds, to correctly list the days of the week, seasons and their signs .

    In preparation for school, a useful skill is the ability to understand what is read or told by adults, to answer questions from the text. Read fairy tales to your child, talk about animals, nature, other children. Ask questions and listen to the answers to the end, involve the future student in family conversations on various topics. It is better for parents to get rid of the habit of interrupting the child, thinking out and completing answers for him.

    /list/first-books/

    Self-reading books: 13 options for children of all ages

    You can get acquainted with literature not only through reading, but also by listening to audio books with your child, watching films. The main thing is to pay attention to the title of the work, the names of the characters, discuss their actions, and convey to the child the meaning of the story.

    This is how children develop the skill to ask questions and answer them in an extended monologue. The teacher can ask “how was your weekend”, and the student will answer not just “good”, but “we went to grandma’s, saw a big cow there”.

    Play a game like “Cities” by naming words starting with a certain letter, learn and sing children’s songs. Then the child will quickly form the skill of perception and analysis of information.

    It is useful to draw the elements of letters, to hatch shapes: this skill forms fine motor skills of the hands, which will be useful for writing. You can simply find templates on the Internet and print or even draw the shapes yourself. The development of motor skills is facilitated by cutting out figures, appliqués and modeling.

    Problem #5

    They do not follow the rules and follow the commands poorly

    What can go wrong. Rules is not only a game at recess. For example, this is also a “game” on the order of answers in the lesson. Or the rules of conduct in public places and on the street: cross the road at a traffic light and a pedestrian crossing, not communicate with strangers, be able to call for help in a difficult situation, listen and hear the teacher.

    My practice shows that children who went to the garden better understand the rules of games and follow them more willingly. However, most of the guys do not follow the order of answers, interrupt each other, some laugh at the answers of others. And the more such children, the more time the teacher spends on organizing work in the classroom.

    Mostly all students perform the actions according to the model, but few can cope with the execution of commands. Whereas commands like “circle”, “color”, “write”, “fill in”, “move to the left”, “step back three cells to the right” are very common in the lessons. For example, in mathematics, the teacher will ask:

    1. Put a dot in the lower left corner of the cell.
    2. Move to the end of the cell to the right.
    3. Then go up to the top of the cage.
    4. Draw a line to the left.
    5. Diagonally return to the opposite point.

    The picture on the left is what it should be, but a lot of guys draw like the two pictures on the right. This is due to the fact that they inattentively listen to the teacher’s commands or do not know the term “opposite”. The picture on the left is what it should turn out, but many guys draw as shown in the two pictures on the right. This is due to the fact that they inattentively listen to the teacher’s commands or do not know the term “opposite”

    How to fix this. Play with children games with clear rules like checkers and chess, outdoor and word games: such activities encourage the child to concentrate on the task for a long time, to comply with the conditions for achieving goals.

    You can also work out the rules of behavior on the street – for example, when walking with a child, show how to cross the road in the right place. You can learn a safe traffic light route to school, even if you plan to see off and meet your child.

    /guide/doroga-v-shkolu/

    How to teach your child to get to school safely

    Pay attention to landmarks along the way – houses, bushes, monuments, whether you are walking or driving. Or say: “now we are driving along Marx Street, and then we will turn to Lenin.” Such conversations form spatial thinking and replenish vocabulary, which will help you better understand the teacher at school. They also make the journey home safer on your own.

    Problem #6

    Not psychologically ready for school

    What can go wrong. An important condition for a successful start of school life is the ability to take into account the interests of others, because school forms of education are collective in nature. They involve interaction and cooperation, as well as dialogue with the teacher.

    The relationship with the class largely determines how successfully a child can perceive and process learning experience, that is, benefit from it for their own development.

    At first, the guys look at each other, but the children who attended preschool institutions join the school life more boldly: kindergarten, additional development classes. Nevertheless, from the first days you can see brave guys who will help a classmate find the way to the toilet and will not hesitate to visit a friend from a neighboring class. If classmates went to the same kindergarten, they communicate more actively with each other during breaks.

    There are guys who at first do not leave the classroom, hardly accept invitations from their peers and teachers to play. Some children miss their parents. At the same time, teachers notice that mothers call some children every break, preventing them from showing independence. Parents will find out how the child feels, does not worry and whether he is bored, whether they asked him in the lesson or not.

    /life-lessons/

    “This moment changed everything”: 11 life lessons from teachers

    Sometimes children call their parents at recess and complain that they were not asked in the lesson, and the parents begin to write or call the teacher about it. There are guys who confuse the teacher’s emotionality with screaming. For example, the teacher emphasized with his voice “we are looking for the FIRST term”, and the student thought that they were shouting at him. Then the parents also begin to figure out why they raise their voice at the child.

    This happens in families where parents are by default badly disposed towards the teacher and the school. For example, parents in front of a child evaluate the actions of a teacher from their own point of view, which is obviously negative.

    How to fix this. The psychological readiness of a child for school is not specific knowledge, skills and abilities, but rather general maturity. It is mainly formed during communication – from spontaneous play in the yard and a visit to a museum to drawing and talking with parents over dinner.

    Also important is the trust of adults in the child and the development of his independence and responsibility for his actions. At the same time, before the start of the school year, it is not necessary to instill “love for the school”: it is impossible to love something that you have not yet encountered.

    Try to form curiosity, cognitive motivation “I want to know everything”. Tell your child more often that he will learn a lot of interesting things at school, will find new friends. Do not intimidate children with school and at the same time do not promise easy victories.

    /list/science-for-kids/

    School time management and the secrets of the Universe: 10 educational books for children

    Children’s ideas about school life are formed mainly from the statements of others, from conversations about school. Therefore, try not to make critical remarks about the school and teachers in front of the child. If a parent is concerned about some issue, it is better to discuss it with the teacher in person.

    Try not to compare your child’s achievements with your own, or with those of your older brother or sister and classmates. Love and patience will serve as a guarantee of confident progress in your studies. Be a child’s helper and ally: praise for achievements and be a support.

    Materials that will help parents save their budget and sanity are in our telegram channel @t_dety.

    How to write an article about your parenting experience, we tell in our manual: read it and become our author.

    MBDOU “Kindergarten No. 42” – Main

    • home
    • Information about the educational organization
    • For you parents
    • Admission to MBDOU. Information for parents, future pupils
    • Contests. Competition
    • Specialist pages
    • Safety
    • Anti-corruption
    • Our achievements
    • News
    • Reviews
    • The results of an independent assessment of the quality of the provision of educational services
    • Navigator of additional education for children in the Nizhny Novgorod region
    • Jobs
    • Distance kindergarten

    Important: About the dangers of using SNUS!

    Information materials on the prevention of the use of non-smoking nicotine-containing products:

    Materials developed by Rospotrebnadzor for the Nizhny Novgorod region.

    You can send information about the facts of the sale of such products to the e-mail of the Rospotrebnadzor for the Nizhny Novgorod region [email protected] (place of sale with an indication of the address point, labels from the products).

    Portal “Raising children.rf”

    Road safety!

    Light-cutting elements for pedestrians

    Recommendations for the prevention of children’s road traffic trauma

    BATTOROFOSITIA:

    0003

    Actual Information:

    Results of an independent assessment of the quality of educational activities

    Unified register of sites containing prohibited information

    Safe children’s sites:

    • Home

    Municipal budgetary preschool educational institution

    “Kindergarten No. 42″

    Good afternoon!

    In order to improve the quality of the educational activities of our organization, we ask you to take part in an anonymous survey.

    Your opinion is very important to us and will be taken into account in further work.


    To take part in the survey, please follow the link
    http://nsok.su/poll_noko

    For any questions, please contact
    by e-mail [email protected]

    visits”, in accordance with the decision of the operational headquarters for the prevention of the spread of a new coronavirus infection

    from 08/19/2020, preschool educational organization
    operates in the mode of free attendance.

    The activities of the preschool educational institution are organized in accordance with the Sanitary and Epidemiological Rules SP 3. 1 / 2.4.3598 – 20 “Sanitary and Epidemiological Requirements for the Arrangement, Maintenance and Organization of the Work of Educational Organizations and Other Social Infrastructure Facilities for Children and Youth in the Conditions of the Spread of a New Coronavirus Infection (COVID-19)”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated June 30, 2020 No. 16.

    RESOLUTION of June 30, 2020 N 16 On the approval of the sanitary and epidemiological rules SP 3.1 / 2.4.3598-20 “Sanitary and epidemiological requirements for the device, maintenance and organization of the work of educational organizations and other social infrastructure facilities for children and youth in the context of the spread of a new Coronavirus Infection (COVID-19)” (as amended March 24, 2021)


    _____________________________________________________________

    Dear parents , due to restrictive measures, it is possible to send a ticket to the preschool educational institution via electronic communication channels. If the status of your application for granting a child a place in a preschool educational institution is “A decision has been made to issue a permit” and you agree with this decision and with the No. of the preschool institution where you are sent, then you must send your consent to e-mail [email protected] with indicating F.I.O. child, date of birth and a voucher will be sent from the Department of Education to the preschool educational institution via electronic communication channels, and your application will have the status “sent to the educational institution”. After the removal of restrictive measures for self-isolation, you will not need to come to the department of education, but immediately with a passport, birth certificate of the child and a document confirming the registration of the child at the place of residence, go to the preschool educational institution for a referral to the clinic for issuing a medical card

    __________________________

    in accordance with the Decree of the Governor of the Nizhny Novgorod Region dated March 30, 2020 No. 43 “On Amendments to the Decree of the Governor of the Nizhny Novgorod Region No. 27” – It is forbidden to walk for children on playgrounds!

    Dear parents!

    in order to ensure the sanitary and epidemiological well-being of the population of the city of Nizhny Novgorod and prevent the spread of coronavirus infection

    we ask you to send all questions and appeals to:

    1. by e-mail [email protected]

    2. through the Internet reception on the website of the kindergarten http://42.dou-nn.ru/webreception.html

    3. by phone 8(831)436-79-62

    Special section: information about the educational organization

    bus

    /pub/independentRating/main


    Publication of personal data, including photographs, is carried out in accordance with the Federal Law of the Russian Federation No. 152-FZ “On Personal Data” dated July 27, 2006.

    theaters, reviews and reviews – Afisha

    Poster of Moscow theaters – Schedule of performances, theater repertoire, reviews and reviews – Poster

    September

    October

    November

    December

    January

    February

    April

    Theaters Moskvykli Theaters – Choice “Posters”

    of 1700 ₽

    Styffelio

    Unknown Verdi – Russian premiere in the new operating room

    9,0003 From 1700 ₽

    First date

    On stage: MDM

    From 1400 ₽

    Boheme

    On stage: Helikon-Opera

    From 400 ₽

    Lubol

    Going on stage: Lenkom

    0003 From 600 ₽

    Eugene Onegin

    Enchanting game based on Pushkin’s programmatic novel

    On stage: Theatre. Vakhtangov

    From 2700 ₽

    The Man from Podolsk

    An absurd comedy about what the police should be like in an ideal world

    On stage: Theatre. doc

    From 1000 ₽

    Master and Margarita

    Master Id02

    Master Id02 – Master Id02 – Master Id02 – Master Id02 – Master Id02 – Master Id02 – Master Id02 – Master Id02 – Master Id02 stage: Moscow Art Theater. Chekhov

    Classic drama

    From 800 ₽

    Richard III

    Theatre. Vakhtangova

    Dramatic

    Outstanding role of the artist Sevrinovsky

    of 500 ₽

    Cherry Garden

    GUBER theater

    Classical drama

    Immortal classics in the production of Sergey Bezrukova 9000 9 ₽

    904, fifth cinema

    Dramatic

    Hemingway’s drama about love and civic duty

    From 500 ₽

    Egyptian Nights

    Everyday absurdity

    From 1000 ₽

    School

    Branch of the Theater. Pushkina

    Dramatic

    Philosophy professor fell in love with petushnitsa

    From 500 ₽

    XX century. Ball

    Moscow Art Theater. Chekhov Theater

    Dramatic

    Alla Sigalova recalls the 20th century

    From 12000 ₽

    The Queen of Spades

    Troyka Multispace

    Musical

    0003 From 3000 ₽

    Radio Day

    DK im. Zueva

    Dramatic

    The funniest cabbage of the last seasons

    from 1000 ₽

    reverse

    Musical Theater

    Industrial Circus

    of 3000 ₽

    letters of middle -aged Karaoke and high prices of oil for oil. , or 40+

    DK im. Zueva

    Dramatic

    Quartet I in the epistolary genre

    Ballet and modern dance

    From 1000 ₽

    Reverse

    Moscow Musical Theater

    Industrial circus

    From 800 ₽

    Life everywhere!

    House of Music

    Dance

    Egor Druzhinin Dance Theater

    From 1000 ₽

    All paths lead to the North

    School of Dramatic Art. Stage on Novoslobodskaya

    Modern dance

    Seven men dance whatever they want

    From 500 ₽

    Alice in the Looking Glass

    Pyotr Fomenko’s workshop. New Stage

    Children’s

    “Fomenko Workshop” for children

    From 1500 ₽

    Players

    Theatre. Ermolova

    Dramatic

    Gogol in the production of Oleg Menshikov

    musicals and operetta

    dated 900 ₽

    chess

    musicals

    Speed ​​musical from the creators of Jesus Khristos0003 from 1200 ₽

    Bitlomania

    Music and drama n/r Stas Namin

    musical

    musical for fans of the Liverpool four

    of 800 ₽

    Circus

    Moscow Theater

  • 55555555555555,

  • , Moscow
  • , Moscow
  • , Moscow

    From 1200 ₽

    Anna Karenina

    Moscow Operetta Theater

    Musical

    Variety musical based on the novel by Leo Tolstoy

    Experimental Theater

    dated 2000 ₽

    28 days

    Theater.doc

    Experimental

    Women want blood and do not want to

    of 4300 ₽

    Performance, lost 9000

    DROMEN Country Vasya

    Doc Industrial

    Reading plays

    0475

    Moscow Art Theater Chekhov

    Premieres

    Egor Peregudov’s heroic comedy

    From 800 ₽

    Don Quixote.

    Sancho Panza. Russian Diary

    Taganka Theater

    Premieres

    Windmill Wrestler in Modern Russia

    Poster Choice

    From 600 ₽

    Evgeniy Onegin

    Theatre. Vakhtangov

    Dramatic

    Enchanting game based on Pushkin’s programmatic novel

    From 2700 ₽

    Man from Podolsk

    Theatre.doc

    Dramatic

    An absurd comedy about what the police should be like in an ideal world

    From 1000 ₽

    Master and Margarita im

    МХ

    Chekhov

    Dramatic

    Anatoly Bely – Master

    From 3000 ₽

    Middle-aged men talk about women, cinema and aluminum forks

    DK im. Zueva

    Dramatic

    Performance by the authors of Election Day and Radio Day

    Full schedule of events: films, exhibitions, performances, concerts

    Afisha selections

    Guide to the Tolstoy festival in Yasnaya Polyana

    To the theater with a discount: sale of tickets for Afisha

    Moscow operas see

    performances in May

    Events

    Create a unique page for your event on Afisha

    This is an opportunity to tell a multi-million audience about it and increase attendance

    • Abakan,
    • Azov,
    • Almetyevsk,
    • Angarsk,
    • Arzamas,
    • Armavir,
    • Artem,
    • Arkhangelsk,
    • Astrakhan,
    • Balachi,
    • Balashikha,
    • Balashikha Balashikha,
    • Balashikha,
    • Balashikha,
    • Balashikha,
    • Balachi.
    • Balashov,
    • Barnaul,
    • Bataysk,
    • Belgorod,
    • Beloretsk,
    • Belorechensk,
    • Berdsk,
    • 9005 Berezniki0006

    • Blagoveshchensk,
    • Bratsk,
    • Bryansk,
    • Bugulma,
    • Buguruslan,
    • Buzuluk,
    • Veliky Novgorod,
    • Verkhnyaya Lypshama,
    • Vidnoye,
    • Vladivostok,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • Vladikavkaz,
    • ,
    • ,

      ,

      Vladikavkaz,

      ,

    • Volgograd,
    • Volgodonsk,
    • Volzhsky,
    • Vologda,
    • Volsk,
    • Voronezh,
    • Voskresensk,
    • All

      06

    • Zarechny,
    • Zvenigorod,
    • Zelenogorsk,
    • Zelenograd,
    • Zlatoust,
    • Ivanovo,
    • Ivantheevka,
    • Izhevsk,
    • Kazan,
    • Kaliningrad,
    • Kaluga,
    • Kamensk-Uralsky,
    • Kamyshin,
    • Kaspiysk,
    • Kemerovo,
    • Kingisepp,
    • Kirishi,
    • Kirishi,
    • 0006
    • Kirov,
    • Kislovodsk,
    • wedge,
    • Klintsy,
    • carpets,
    • Kolomna,
    • Kolpino,
    • Komsomolsk-on-Amur,
    • Kopeisk,
    • Korolev,
    • Koryazhma,
    • ,0005,0005,0005,0005 Kostroma,
    • Krasnogorsk,
    • Krasnodar,
    • Krasnoznamensk,
    • Krasnoyarsk,
    • Kronstadt,
    • Kstovo,
    • Kubinka,
    • Kuznetsk,
    • Kurgan,
    • Kurgan,
    • 0006
    • Kursk,
    • Forest,
    • Forest Town,
    • Lipetsk,
    • Lobnya,
    • Lodeynoye Field,
    • Lomonosov,
    • Luhovitsa,
    • Lysva,
    • Lytkarino,
    • Lyubertsy,
    • Magadan, 9000
    • Magadan, 9000
    • Magadan, 9000
    • Magadan
    • Magnitogorsk,
    • Maykop,
    • Makhachkala,
    • Miass,
    • Mozhaisk,
    • Moscow,
    • Murmansk,
    • Murom,
    • Mtsensk,
    • 9 9000 9,000

    • Mytishchi,
    • Naberezhnye Chelny,
    • Nazran,
    • Nalchik,
    • Naro-Fominsk,
    • Nakhodka,
    • Nevinnomyssk,
    • Neftekhamsk,
    • Nefteyugansk, Nizhnevartovsk,
    • Nizhnekamsk, 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 ,
    • Nizhny Tagil,
    • Novoaltaysk,
    • Novokuznetsk,
    • Novokuibyshevsk,
    • Novomoskovsk,
    • Novorossiysk,
    • Novosibirsk,
    • Novouralsk,
    • Novocheboksarsk,
    • Novoshakhtinsk,
    • Novo Urengoy,
    • Noginsk,
    • Norilsk,
    • Noyabrsk,
    • Nyagan,
    • Obninsk,
    • Odzerov,
    • Ozersk,
    • Ozersk,
    • Ozersk,
    • Ozersk,
    • Ozersk
    • Oktyabrsky,
    • Omsk,
    • Orel,
    • Orenburg,
    • Orekhovo-Zuevo,
    • Orsk,
    • Pavlovo,
    • Pavlovsky Posad,
    • 0006
    • Pervouralsk,
    • Perm,
    • Peterhof,
    • Petrozavodsk,
    • Petropavlovsk-Kamchatsky,
    • Podolsk,
    • Prokopyevsk,
    • Pskov,
    • Pushkin,
    • Pushkino,
    • Pyatigorsk, Pyatigorsk, Pyatigorsk, Pyatigorsk.
  • Montessori vs piaget: Similarities and Differences Between Montessori and Piaget – Montessori for Today

    Опубликовано: December 27, 2019 в 10:12 am

    Автор:

    Категории: Miscellaneous

    Similarities and Differences Between Montessori and Piaget – Montessori for Today

    In this article, we will look at the similarities and differences between the theories of Maria Montessori and Jean Piaget, two landmark thinkers who revolutionized the way we view education and child development. We will also visit a theorist named Lev Vygotsky. Vygotsky differed from Montessori and Piaget on some basic, structural issues, but they also had a lot of important ideas in common. 

    Montessori and Piaget’s theories diverge on the specific stages of development and the importance of social and cultural aspects of learning, but they have much in common. Both share an emphasis on child-centered classrooms, repeating lessons as needed, and allowing children to learn at their own pace. More importantly, they share a belief in the importance of sequential, discreet stages of development. 

    We will also see that Vygotsky plays a vital role. His views of the structural, sequential aspects of development diverge greatly from Montessori and Piaget. His views on the social and cultural aspects of development, however, help us understand the Montessori method.

    Piaget and Pyschological Constructivism

    Jean Piaget was a Swiss psychologist who lived between 1896 and 1980. He conducted his early studies at the Las Maison de Petit school in Geneva. This was an experimental nursery school based on Maria Montessori’s ideas. He also served as the head of the Swiss Montessori Society for many years. While it may be a common misconception that Maria Montessori’s method is based on the ideas of Piaget (or perhaps Vygotsky), it’s actually it’s the reverse that is true. Both were influenced by Montessori.

    Piaget’s Four Stages of Cognitive Development

    Piaget’s stages of development are called ‘discreet’ which means they adhere to a certain order that should not, and cannot be rearranged or reordered. These periods are flexible guidelines that may vary from child to child.  Some periods may overlap, and some children may learn faster or slower. The stages, however, cannot be skipped. This is why they are more commonly referred to as ‘hierarchical’.

       1. Sensor-motor Stage- This occurs during 0-2 years of age.At this stage, the child demonstrates and develops ‘Intelligence in action’.They do this by interacting with their environment through manipulating physical objects.At this point, children are using their senses to learn about the world. 

       2. Pre-operational Stage– This stage divides into two substages: the pre-conceptual stage (0-2 years) and the intuitive stage (4-7 years).  At this point, children are still predominately self-centered. Although the child’s thinking is dominated by sensory perception, they become more and more capable of symbolic functioning; language development occurs.
    During the intuitive stage, the child will begin to go beyond sensory perceptions, but they are still overtly influenced by their perception of the environment. Children only acquire the basic skills of symbolic functioning; they can’t quite understand abstract reasoning or logic.

       3. Concrete Operational Stage

    This stage occurs during age 7-11, sometimes age 12.  Logical reasoning and critical thinking are developed at this time. Children can organize knowledge, classify objects and work on rudimentary thought problems, but logical reasoning can only be applied to objects that are “real” or can be seen (i.e physical objects, not metaphysical objects, such as “contradictions” or “justice”).

       4. Formal Operational Stage

    This occurs during ages 11-12 and up. Now the child can think realistically about their future. The individual can now think logically about things beyond physical or real objects. Thinking about potential events and abstract ideas begin. Here one gains the ability to solve abstract, complex problems.

    These are the stages that all humans must pass through, according to Piaget,  to achieve full intellectual and psychological maturity. Reaching the next stage and developing properly is not a given, however. For example, studies have shown that one-third of adults have not reached the Formal Operational Stage (Theories of Development– William Crane 2005).

    When a child’s development is not addressed according to these stages, or they do not succeed in moving on to the next stage, this causes boredom in students. This, in turn, leads to teachers moving from topic to topic, subject to subject, and in a traditional classroom environment, some kids get left behind in the process.

    One thing to note is that Piaget’s theory is generally devoid of any social or cultural context when he lays out these stages. It is a purely psychological theory. It takes place in a typical classroom setting; Lessons are structured and predetermined, and students do not choose their activities.

    See Also: What are Play Schemas?

    Vygostsky and Social Constructivism

    Lev Vygotsky was a Russian psychologist from Belarus, in the former soviet union. He died, tragically, at the age of thirty-seven, in 1934.   His theory is known as the sociocultural theory of development. Unfortunately, we have no idea what his theory might have been, had his life not been cut short by Tuberculosis. 

    The first, most important aspect to note about Vygotsky’s theory, for purposes of our comparison, is that community and language are essential aspects of learning. Also, he does NOT believe that children necessarily develop in stages. He believes that children develop independently, according to their own process, as the result of social interaction.

    This development occurs via what he calls the Four Elementary Functions:

    1. Attention
    2. Sensation
    3. Perception
    4. Memory

    These are the abilities that all humans have from birth.  He begins with the earliest possible explanation because he is laying down not just an education or development theory, but a full epistemology that explains how learning and knowledge are possible (we will explain this further in a moment). By using these four abilities in society, we gain higher, more complicated mental abilities. 

    These are also abilities that we can use independently, without the aid of a parent, teacher, or mentor. These people are what Vygotsky would call “More Knowledgable Others”. He emphasizes the role of these others in development, over and above any hierarchical system. Instead of sequential models, his notion is based on modeling and guided practice. 

    He also notes that this ‘more knowledgable other’ could be a technological tool, such as a book or an electronic device, not necessarily a present human being. You might think of this as a “Knowledgable Other, by Proxy”.

    This all occurs in what Vygotsky calls the zone of proximal development. This is the category of things that we can do with the help of a More Knowledgable Other. Beyond this zone are things that are beyond the scope of our current ability. For example, you can’t teach a baby to play the piano and you can’t teach a toddler to diagram a sentence. It is simply beyond their zone of proximal development, according to Vygotsky. This is why he might say it’s not a good idea to teach philosophy to children who are too young. The concepts may be beyond their reach.  

    Note, that while there is a clear path of progression here (left to right), making this a “constructivist” theory, this is different than passing through hierarchical stages, as we see with Montessori and Piaget.

    An interesting result of this is that we might find situations where a child’s learning precedes their development. This explains how a child might develop a skill that goes beyond their natural maturity. For example, children who are prodigies at chess, mathematics, or music. This is not something to be ordinarily expected in the normal course of development, according to this theory, however.

    Another important result of this theory regards the internalization of language. Children who have not completed this aspect of development are limited to “thinking out loud” when they use language. A child must develop in such a way that ‘internal language’ and spoken language are independent. This internalization of language is what produces higher thought.

    Montessori Solutions: A Cognitive Approach

    So, how does the Montessori method relate to these two? Let’s look closely now at the similarities and differences:
    The Montessori method incorporates the best aspects of both of these constructivist approaches, but without the rigid structures that tend to hinder development. It incorporates the social and cultural aspects of Vygotsky’s approach, and it also incorporates the “sequential” approach of Piaget. However, unlike Piaget’s method, it does not focus on purely intellectual issues. And unlike Vygotsky’s method, it does not assume that a child is too young to engage in certain learning activities. 

    The Montessori method and Piaget’s constructivism are both similar to a degree. Constructivism as we mentioned, is an epistemology, which is philosophical jargon for “how someone knows what they know”. Typical examples are rationalism (the view that knowledge is a direct result of reason) and empiricism (the view that knowledge comes from our senses or experience). Constructivists believe that knowledge is acquired as a result of the interaction of thoughts and experiences. This is also in line with Montessori’s views.

    Montessori and Piaget both believe children develop in sequential order, which necessarily builds on the development that came before. As one acquires experience, this is processed by the rational mind, which leads to further experience, which leads to development and learning. This mirrors the Montessori views expressed in the five great Montesorri lessons. As the universe develops, so does the human mind.

    Despite these similarities, Montessori is not, technically, a constructivist. Her method has many traits in common with cognitivism. This is the view that knowledge cannot be acquired or understood purely in terms of observable behavior or the purely physical aspects of the universe. One must refer to the inner mind and internal mental processes. This is apparent when we look at the Montessori method’s focus on what is referred to as “Planes” of development (as opposed to Piaget’s “Stages”).

    Montessori Planes of Development

    Birth-3 years: Focuses on the absorbency of the mind and learning from the senses.

    18 months: 3years: Muscle development and physical coordination begin. Children focus on smaller objects.

    2-4 years: Physical movement becomes more refined. Time and space perception develop; sequences in time and space are realized. The child becomes aware of notions of truth and reality.

    2.5-6 years: The senses are developed. The processing of sensory information is refined.

    3 -6 years: Children become susceptible to adult influence. Good and bad examples begin to set in.

    3.5-4.5 years: The focus is on writing and written language skills.

    4-4.4 years: The tactile senses begin to mature. Sense of taste and touch develop. 

    4.5-5.5 years: The focus is on reading. Acquiring information using the language skills that have been developed. 

    As you can see, these planes are quite different in focus and organization than Piaget’s stages. One result is that the Montesorri method does not get hung up on the concrete operation stage, or any particular stage. It acknowledges “sensitive periods” where it’s best for a certain kind of learning to occur but realizes that it’s never too early to begin developing the senses and laying foundations for higher learning. 

    Comparing Practical Methods: Montessori vs Vygotsky

    In many ways, the Montessori method also differs from Vygotsky’s. Whereas Vygotsky might say teaching philosophy is beyond the reach of the zone of proximal development, Montessori would at least begin introducing some very basic philosophical notions as soon as possible.  

    You might not teach a toddler to play piano, but not only can you let them get familiar with one. They’ll learn more just touching it than they would from a toy instrument! You can also begin playing music for them in the womb, to use a common example.  This also means children are assumed to be capable of learning reading, writing, and arithmetic much earlier than under Piaget’s theory.

    The Piaget and Montessori methods are similar for children under the age of three. After this, they diverge. The Montessori method is “child-directed”, where The Piaget system assigns activities. The Piaget classroom resembles a traditional school setup, while in a Montessori classroom, children of more diverse ages (usually three groups within 3-4 years) may be learning together at the same time.

    Piaget focuses on the individual child, one child at a time. Conversely, Vygotsky focuses on groups of children and social learning. We learn social skills through language. This is the primary focus of learning and teaching. Using these skills, we develop the complete child as a total package. We go beyond academic learning and problem-solving. 

    In this way, Montessori and Vygotsky both encourage a less rigid learning environment. In particular, they de-emphasize the importance of groups and organized activity. This is mainly because Piaget’s theory, unlike the other two, does not address the social and cultural aspects and impacts of learning. 

    It is important to keep in mind that many of these differences become clear when we note that Piaget and Vygotsky are clearly constructivists, whereas there is some debate as to how Montessori fits into that category. If we define ‘constructivist’ as any theory of development that uses previous knowledge as a foundation for new ideas, then the shoe would seem to fit. Here are some notable differences, however:
    Montessori and Constructivism

    Montessori initially focuses on the senses and sensory processing.

    -Constructivists initially focus on meaning and organization.

    The Montessori method uses self-correcting materials for teaching.

    -Constructivism relies on input from teachers for correction.

    Montessori encourages “error-filled experimentation”. Self-correcting materials act as a control.

    -Constructivism avoids discouraging wrong answers.

    Montessori emphasizes individual works and the importance of personal choice.

    -Constructivism emphasizes cooperative group projects and group discussions.

    Montessori emphasizes proper social dynamics in the classroom. Courtesy, respect, and love are expected. 

    -Constructivists believe suppressing conflict can hinder a child’s development by causing them not to consider opposing points of view. 

    Montessori believes children’s proper behavior and discipline come from “joyful obedience”, based on a fundamental worldview, and that teachers are there to guide, not to discipline. 

    -Constructivists believe the teacher is a knowledgable companion who forms a personal, equal peer relationship with the children.

    Some Basic Advantages

    An important question to ask when comparing these theories is which comes first, social learning, or development? This was a point of contention between Piaget and Vygotsky. For Piaget, whose views were primarily psychological, a child must first develop to a certain intellectual degree, even if only a little, before they could acquire the ability to interact socially. But for Vygotsky, whose views were primarily social, the only way a child could develop any intellectual ideas was through socializing with others! So which comes first, the chicken or the egg?

    The Montessori method provides a clear way out of this conundrum. Social learning and development are interrelated, symbiotic, and happen simultaneously. From the moment of birth, a newborn human is already socially interacting with the first person it sees, and in that very process, is already learning something. This relationship and how it works should be the focus, rather than neglecting one process for the other. Here we see a familiar pattern! One might think of a feedback loop. They are two things that are caused and created by each other. 

    While the Montessori method encourages play activities and imagination and certainly allows “kids to be kids”, it might be misleading to view it as “play-based”. Technically speaking, play-based activities tend to be those that are generally not grounded at all in any kind of reality. They are things a child might do simply for the sake of doing it. These activities are “pretending”. Often they involve role-playing various stereotypes. This is not the kind of “play” the method encourages.

    One of Maria Montessori’s observations was that children who are given the choice of “real” things to do usually prefer this over “pretend” activities. For example, a child would almost always prefer to learn how to use a tool, instead of playing with a toy version of a tool. They would always prefer to bake a cake instead of pretending to bake a cake. This is true, even at an extremely early age. Montessori methods encourage children to take part in these “real” activities sooner than other educational methods would, including those based on Piaget and Vygotsky.

    Unlike Piaget’s or Vygotsky’s method, the Montessori method helps show children where they fit into the stages of development. It gives them identity and shows how we are all interconnected. It shows how their decisions affect other people and how other people affect them. In this way, it gives them ownership and responsibility for their learning.

    The focus of the Montessori method is allowing children to “grow their intelligence”. This means that interrupting a child with admonishments, praise, punishments, etc. is nothing more than adult interference. It just distracts the child from learning. The Montessori method avoids this approach. Because of this, a child learns self-esteem, confidence, and the true value of the work they’ve done, as opposed to being conditioned by praise and disapproval of the adult. This issue is not addressed by either Piaget or Vygotsky.

    The Montessori method also allows children to learn critical thinking and problem solving much earlier than the other theories. This is a key aspect of Piaget’s fourth development stage. This means a Montessori student will acquire problem-solving skills for life, not just for school. Examples are the scientific method or Design Thinking (a seven-step process for problem-solving). 


    Conclusions

    So, now that we have a lot of complicated information, let’s wrap this all up in a nice, simple package! 
    Piaget and Vygotsky have fundamental disagreements. Some they have in common with Montessori. Others, they agree with Montessori but disagree with each other. But both theorists were highly influenced by Maria Montessori. She pioneered the discreet, sequential model of development that inspired Piaget. She also pioneered the kind of social and cultural insights in education and development that inspired thinkers like Vygotsky. It should come as no surprise that the Montessori gives a method that comprises the best of both worlds.

     Traditional classrooms are not adequate for developing children to the formal reasoning of Piaget. Piaget’s method is inadequate for explaining the social and cultural aspects of learning or preparing children for it. Vygotsky’s method is inadequate in providing a structure that clearly explains how development happens, and thus, any guide for navigating through it. This is why the Montessori method provides the best solutions to the problems left unsolved by other development theories.

    “Children are better prepared to be independent and responsible individuals through cosmic education and Montessori method.”

    -Maria Montessori


    Click The Image Above For Recommendations!

    Comparison of Piaget, Vygotsky, Montessori on Early Childhood Education Theories

    Piaget’s Theory of Development

    Jean Piaget, a Swiss psychologist, developed several key concepts. First, “schemas” involve the physical and mental actions in learning, understanding, and knowing. Schemas involve anything a child is learning about. If the child’s family has a cat, they develop a schema about felines: small, fluffy, cute, makes purring sounds.

    If the child goes to the zoo with their family and they see the tigers’ cage, they may be surprised at the size of those cats. This forces them to modify an existing schema about cats. Now, they need to add new information about the large size of tigers and lions. Mentally, they will modify that previous schema so they can easily include the new information.

    Next, Piaget said that children who are adding new information to a schema are assimilating that information. Children try to modify information or their experiences so that they fit into beliefs they already hold.

    Next, they attempt to create a comfortable balance between assimilation and accommodation, using a process called equilibration. As children move through each stage of cognitive development, they work at keeping that balance between using new knowledge and changing their behavior/schema to account for new knowledge they have learned (assimilation and accommodation). By using equilibration, children can progress more easily from one developmental stage of thought and into the next one.

    Read More on Piaget

    Vygotsky’s Theory of Social Development

    Vygotsky’s theory differs a little because he says that social interaction has a strong influence on how children develop cognitively. Children rely on people or devices with knowledge they don’t yet have.

    The adult, more experienced peer, or (in today’s world) an electronic learning device is referred to as the More Knowledgeable Other or MKO. A teen or adult child can be an MKO to an adult who wants to learn something new about teen culture or a new electronic device.

    Learners work within a Zone of Proximal Development or ZPD. This zone consists of three circles, with 2 inside the outermost circle. Within the smallest, interior circle, is what the child already knows. The next, larger circle contains information that the child still doesn’t know but is capable of learning with assistance from an MKO. The largest, exterior circle consists of information, skills, or knowledge that the child can’t yet learn, even with help.

    Vygotsky believed that the MKO should teach the learner only what is within reach, in the zone of proximal development, with guidance and encouragement. The MKO demonstrates the new skill, then begins to guide the child through each step, and then the student can progress to more complicated skills that were previously out of range for them.

    Read More on Vygotsky

    Montessori Theory

    After Montessori was able to successfully treat mentally disabled children who were thought to be impossible to educate, she decided she wanted to determine the potential of regular children who had no problems learning.

    Working with children living in the San Lorenz slum, she developed her own theory, which is based on Periods of Development. She proposed the idea of Conducive Learning, where children were grouped based on periods of development. Children are grouped in three-year or six-year spans and work with the same teacher during this period.

    The youngest group (Nido) is aged 0 to 1, or until the child is walking. The second group is the Infant Community, aged 1 to about 2 and a half or three. Group three is the “Casa dei Bambini,” aged 2.5 or 3 to 6.

    Group four covers a wider age range, from 6 to 12. The children in this group have the same learning habits and tendencies. Their emotional and physical growth tends to be steadier, and their intellectual work is strong. In this group, the younger children are inspired by and learn from the older children. Finally, the next grouping is 12 to 15-year-olds. Montessori proposed a farm school for this age group, giving the children real farm work to do.

    Read More on Montessori

    Stages vs. Planes of Development

    Piaget based his theory on what he saw as a child’s stages of development. These included:

    • Sensorimotor, from birth to 2 years. They use their senses to learn about the world.
    • Preoperational Period, from 2 to 7 years. They learn and develop language and learning skills, but are self-centered, and can’t understand abstract reasoning or logic.
    • Concrete Operational Period, from 7 to 11 years. Now they think logically and organize their knowledge. They classify objects and work on thought problems.
    • Formal Operations Period, 11 to 15. The child starts reasoning more realistically about their future and deals better with abstractions.

    Montessori worked using her own Planes of Development. These included:

    • Birth to 3 years: An absorbent mind, learning from the sensory
    • 18 months to 3 years: Begins muscle development and working on coordination – Likes smaller objects
    • 2 to 4 years: Refines movements – Focuses on truth and reality – Develops awareness of order sequences in time and space
    • 2. 5 to 6 years: Sensory refinement
    • 3 to 6 years: Becoming susceptible to adult influence
    • 3.5 to 4.5 years: Works on writing
    • 4 to 4.4 years: Tactile senses begin to mature
    • 4.5 to 5.5 years: Works on reading

    Piaget vs. Vygotsky

    Piaget didn’t spend much time thinking about a child’s social context. Instead, he believed that their cognitive development revolves around changes in the cognitive process and the child’s abilities. Early cognitive development uses processes based on actions, then progresses to changes in mental operations.

    He used schemas or categorization to explain how children learn, using both the physical and mental in learning. Within schemas, assimilation and accommodation also take place. Children also place already-known information with newly learned information in a process called equilibration. In his theory of child and human development babies, toddlers, preschoolers, children, teens, and young adults progress through four stages of learning and development. He said that the early cognitive development of a child involves processes that are based on actions. This development then progresses into changes in mental operations.

    Vygotsky believed that social interactions have a big influence on the development of cognition. He also felt that the community surrounding a child holds a role in how children make meaning out of everything they see, learn, feel, and hear.

    He introduced the More Knowledgeable Other as a source of experience and learning for a child. This MKO can be a parent, teacher, or relative of the child. This person can also be a younger child or teen who teaches an older adult or family friend about using electronics or learning a new dance, for instance.

    Next, he introduced the Zone of Proximal Development (ZPD) in where the most sensitive guidance should be provided, allowing the child to learn by practicing.

    What Do They have in Common?

    Between Piaget and Montessori, both psychologists believe that young children begin to work on the refinement of their movements early. At 3.5 to 7 years (covering the developmental periods for both professionals), children begin to develop drawing and writing skills.

    While Vygotsky didn’t divide child development into age groups, he did believe that a child could progress to this stage if that was what was culturally expected of him. If the majority of children in a certain age group know a certain skill, then one of them, or a teacher-figure, will act as the MKO for that child and he will inevitably also learn that skill.

    In all three theories, the psychologists say that every child begins to learn about their world by using their senses. Vygotsky calls it “making meaning.” Piaget says that children obtain knowledge or their environment through the five senses.

    Vygotsky’s Zone of Proximal Development (ZPD) is similar to Montessori’s Planes of Development and Piaget gives each developmental stage a name (sensorimotor, preoperational, formal operations).

    Likewise, Vygotsky’s ZPD has an outer ring that denotes all the information that a child is not yet ready to learn. Montessori’s planes of development show that some learning may be out of reach of children at various stages. Piaget does the same thing, noting that there are things children can’t learn until they reach a certain cognitive level.

    Image from http://steppingstonesoflearning.blogspot.com

    How These Theories Manifest in the Classroom

    Children are social creatures. When they start school, they are one of 20 or more other students who are ready to begin formal learning.

    Montessori created a model for learning that is known the world over. Montessori-based schools exist in most communities around the world. Individual classrooms and teachers in a Montessori school don’t teach traditionally. Instead, they are based on conducive learning, with multi-aged groups. The teacher doesn’t actively teach the entire classroom. Instead, they have a more generalized lesson plan. They introduce children to a concept using a book, lesson, or lecture. As the children learn, individually and with older children, they process the information, then “know” the knowledge and demonstrate this by passing a test, completing a project, expressing what they have learned, or by teaching another student.

    Montessori said that children are always learning something new, which prepares them to learn another new thing. This is indirect learning. The entire class isn’t learning the same thing as classmates; they are working at their own pace, using the environment, and working with other classmates. The teacher teaches one child at a time. All areas of study link together and students can work on them in the order they choose.

    In Piaget’s theory, assimilation, accommodation, and equilibration all work in a classroom setting. Children learn something new in the primary grades; as they progress grade by grade, they encounter the same information at a higher level of difficulty.

    Vygotsky’s theory relies much more on the social interactions between children, adults, and society in general. Because of the social networks between children and their families, children can go to someone they know to ask for help in learning something new.

    Constructivism Explained

    “Constructivism” is a learning theory that says humans construct their knowledge using hands-on experience rather than being taught abstract concepts from books. The teacher who uses constructivism in teaching students does everything they can to give students hands-on experiences, using people and objects. The teacher also asks students to use any skills they have already learned.

    It’s a constructivist learning process to use materials to learn about assembly lines and what working conditions were like when assembly lines were most in use.

    When the teacher has students use wrapping paper to determine whether it’s sufficient to wrap two cans, students put together a mathematical formula to determine a cylinder’s area.

    It’s also constructivist to have students read persuasive articles, decide which of the articles have features that make them the most effective, and then create a rubric that includes all of those qualities for their own persuasive papers. Once they have written their reports out, they will be assigned to read more persuasive papers so they can fine-tune their criteria even more.

    Maria Montessori was a constructivist. She wrote, “Education is not something which the teacher does, but a natural process which develops spontaneously in the human being. It is not acquired by listening to words but in virtue of experiences in which the child acts on his environment.”

    Lev Vygotsky was another constructivist. He wrote, “A child’s play is not simply a reproduction of what he has experienced, but a creative reworking of the impressions he has acquired. He combines them and uses them to construct a new reality.”

    Jean Piaget was also a constructivist and said, “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

    Find Elementary School Teacher and Early Childhood Education Jobs

    Sources:

    Theories of developmental stages – The Montessorian

    Several educational theorists believe that there are different stages of development over the course of a human’s life. Some of these theorists include Maria Montessori, Erik Erikson, Jean Piaget, and Rudolf Steiner. In this section, Montessori’s theory about the developmental stages will be compared to those of the other three theorists mentioned above.

    Erik Erikson

    Erikson’s theory focuses on the psychosocial development of humanity (Mooney, 2013). He believed that there are eight ‘ages’ of humanity that cover the whole life span (Mooney, 2013). The age brackets seen in Erikson’s theory (refer to Table 1) are similar to those seen in Montessori’s planes and sub-planes, with some comparable terminology as well. Just as with Montessori’s planes of development, as the person passes through each of Erikson’s ages they adopt certain characteristics before passing on to the next age (Mooney, 2013). For each age of Erikson’s theory, Mooney (2013) specified a developmental stage and strength, similar to Montessori’s sensitive periods. However, Erikson also identified ‘weaknesses’ of each stage (Mooney, 2013).

    Erikson believed that patterns were developed in the earliest years of life from the strengths and weaknesses acquired during that time (Mooney, 2013). These patterns would “… regulate, or at least influence, a person’s actions and interactions for the rest of his or her life” (Mooney, 2013, p. 55). This is comparable to the significance of Montessori’s ‘sensitive periods’ for a human’s development in the early years. Similarly, Erikson and Montessori both understood the importance of the early years for children’s development. However, Erikson thought that it was possible for a person to go back and ‘renegotiate’ any difficulties encountered in the first three stages.

    Erik Erikson (https://commons.wikimedia.org/wiki/File:Erik_Erikson_Photo2.jpg)

    Erikson’s Stages of Psychosocial Development
    Age Stage Strength Developed
    Birth to 12 months Trust vs. Mistrust Hope
    1-3 years Autonomy vs. Shame and Doubt Willpower
    3-6 years Initiative vs. Guilt Purpose
    6-11 years Industry vs. Inferiority Competence
    Adolescence Identity vs. Role Confusion Fidelity
    Young adulthood Intimacy vs. Isolation Love
    Middle age Generativity vs. Self-Absorption Care
    Old age Integrity vs. Despair Wisdom

    Source: Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd ed.). Minnesota: Redleaf Press.

    Jean Piaget

    Piaget followed Montessori’s work, using it as the foundation for his own educational theories (Mooney, 2013). He too believed that children need to do meaningful work for themselves and identified stages of cognitive development linked to age brackets (Mooney, 2013) (see Table 2). Contrary to Erikson’s ‘psychosocial’ stages, Piaget described his developmental theory as ‘stages of cognitive development’ (Mooney, 2013). He focused more on behaviours learned through these times, rather than ‘strengths’ or the broader characteristics identified by Montessori in her planes of development.

    Piaget’s sensorimotor stage has strong correlations with Montessori’s first plane of development. They both believed that children first learn through absorbing information with unconscious thought, dubbed reflexive by Piaget (M. Montessori, 2012; Mooney, 2013). Both Montessori and Piaget understood that children process their environment through their senses in the first plane and the sensorimotor stage, and that this is where intelligence formed and cognitive development is started (M. Montessori, 2012; Mooney, 2013). Montessori and Piaget had differing views on the ages of the next developmental stage, with Piaget’s preoperational stage two to seven years of age, whilst Montessori considered this part of the sub-plane of the first plane, and considered the age bracket to be three to six years of age (M. Montessori, 2012; Mooney, 2013). They both viewed learning during these times as forming ideas from life experiences. Furthermore, Piaget recognised the importance of large blocks of time for ‘free play,’ based on Montessori’s theories about the uninterrupted work cycle (Mooney, 2013). Real life experiences were also considered vital by both theorists in children’s learning, providing opportunities for deeper construction of knowledge (Mooney, 2013).

    Jean Piaget (https://commons.wikimedia.org/wiki/File:Jean_Piaget_in_Ann_Arbor.png)

     For the final two stages of Piaget’s developmental theory, similarities are evident with Montessori’s works in that the child moves from concrete thought to abstract thought. Mooney (2013) describes a flexibility of thought, where the child moves towards logical and hypothetical thought, where richer questions can be considered, and several qualities can be held in the brain at one time (Grazzini, 1979; Haines et al. , 2000). While Montessori described young adulthood age brackets in detail as part of her developmental planes, Piaget’s stages of development are much broader and end with “11 or 12 years of age and older” (Mooney, 2013, p. 81). 
    Piaget’s Stages of Cognitive Development
    Age Stage Behaviours
    Birth to 2 years Sensorimotor Learn through the senses; learn through reflexes; manipulate materials.
         
    2-7 years Preoperational Form ideas based on their perceptions; can only focus on one variable at a time; overgeneralize based on limited experience.
         
    7-11 or 12 years Concrete Operational Form ideas based on reasoning; limit thinking to objects and familiar events.
         
    11 or 12 years Formal Operational Think conceptually; think hypothetically. 

    Source: Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd ed.). Minnesota: Redleaf Press.

    Rudolf Steiner

    Steiner believed in three stages of learning, with unique requirements for learning in each (Edwards, 2002). Steiner, like Montessori, viewed the first stage of learning as a time where learning is done through ‘doing’ with hands-on experiences. However, while they both cited this stage as a time for physical, intellectual, and emotional growth, Steiner put a much greater emphasis on the term ‘imaginary play’ (Edwards, 2002).

    While this terminology is not seen as frequently in Montessori’s works (and her views on it created controversy), the descriptions of activities and characteristics are similar to the work and qualities of children in Montessori programs. For example, children will “… become deeply and engaged and develop powers of concentration and motivation” (Edwards, 2002, p. 5) through “bodily exploration, constructive and creative play, and oral … language” (Edwards, 2002, p. 4) in both Steiner and Montessori education. Both theorists recognised the importance of an uninterrupted work cycle and a regular schedule (Edwards, 2002). Furthermore, they both emphasised the significant impacts science, literature, music, and education through nature have on children’s learning.

    Rudolf Steiner (https://commons.wikimedia.org/wiki/File:RudolfSteiner.jpeg)

    However, a noteworthy difference between the two approaches was Steiner’s focus on learning through oral language rather than the concrete to abstract approach that Montessori employed (Edwards, 2002).

    Steiner’s Cycles of Child Development
    Age Stage Characteristics
    Birth to 7 years Imitation Learn through imitation and doing; imaginary play the most important ‘work’; educational focus on bodily exploration, constructive and creative play, and oral language.
         
    7-14 years Imagination Explore the world through conscious imagination; integrated, multisensorial approach to learning and expression.
         
    High school Intellect Rational, abstract power of intellect emerges; focus on ethics, social responsibility, and mastery of complex and rigorous subject matter.

    Source: Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice4(1)

    Summary

    Montessori’s planes of development have clearly delineated age brackets and characteristics, each of which plays its own significant role in the development of the human. A variety of educational theorists believed in these stages, with connections between Montessori’s theories and those of some other theorists evident. There were, however, some differences in their understandings of where the age brackets started and stopped, and differences in terminology or developmental characteristics.

    The sensitive periods of development are evident in brain research as well as educational theory. Educational experiences that are tailored to meet the needs of children in these periods will provide rich learning that will be carried throughout life. Furthermore, these sensitive periods are intrinsically linked to Montessori’s concept of the absorbent mind. The absorbent mind processes and utilises what is learnt during each plane of development so the information can be used appropriately by the person.

    The concepts discussed in this paper are evident in early childhood education today. The way children are observed, curriculum planned, and our understandings of child development owe a lot to the theories and research mentioned here. The work of theorists such as Montessori, Erikson, Piaget, and Steiner paved the way for quality, tailored education in modern society.

    Reference List

    Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4(1).

    Grazzini, C. (1979). Characteristics of the child in the elementary school. AMI Communications, 29–40.

    Haines, A., Baker, K., & Kahn, D. (2000). Optimal Developmental Outcomes: The social, moral, cognitive, and emotional dimensions of a Montessori education.

    Montessori, M. (1966). The Secret of Childhood. (M. J. Costelloe, Ed.). New York: Ballantine Books.

    Montessori, M. (2012). The Absorbent Mind. California: BN Publishing.

    Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd ed.). Minnesota: Redleaf Press.

    A Comparison of Piaget, Vygotsky, and Montessori

    A Comparison of Piaget, Vygotsky, and Montessori

    Image from http://steppingstonesoflearning.blogspot.com

    A Comparison of Piaget, Vygotsky, and Montessori

    Three psychologists of the 19th century developed three different theories of child and cognitive development. Two of these (Montessori and Piaget) said that children learn and develop in sequence. Vygotsky said that children learn using their social environment. He believed that a child’s community holds a major role in how children learn to “make meaning” of the world around them.

    Each psychologist’s theory has had a strong impact on the education of today’s children. Montessori said that children should be allowed to direct their learning to the point that, if they are in an independent work period, they should not be required to interrupt it for a group activity.

    Piaget said that the cognitive development of a child involves changes in their cognitive process and abilities as they age. Early cognitive development influences later progression into how the child adapts their mental operations as they get older.

    • Piaget’s
    • Vygotsky’s
    • Montessori
    • Versus
    • Common
    • Constructivism

    Piaget’s Theory of Development

    Jean Piaget, a Swiss psychologist, developed several key concepts. First, “schemas” involve the physical and mental actions in learning, understanding, and knowing. Schemas involve anything a child is learning about. If the child’s family has a cat, they develop a schema about felines: small, fluffy, cute, makes purring sounds.

    If the child goes to the zoo with their family and they see the tigers’ cage, they may be surprised at the size of those cats. This forces them to modify an existing schema about cats. Now, they need to add new information about the large size of tigers and lions. Mentally, they will modify that previous schema so they can easily include the new information.

    Next, Piaget said that children who are adding new information to a schema are assimilating that information. Children try to modify information or their experiences so that they fit into beliefs they already hold.

    Next, they attempt to create a comfortable balance between assimilation and accommodation, using a process called equilibration. As children move through each stage of cognitive development, they work at keeping that balance between using new knowledge and changing their behavior/schema to account for new knowledge they have learned (assimilation and accommodation). By using equilibration, children can progress more easily from one developmental stage of thought and into the next one.

    Vygotsky’s Theory of Social Development

    Vygotsky’s theory differs a little because he says that social interaction has a strong influence on how children develop cognitively. Children rely on people or devices with knowledge they don’t yet have.

    The adult, more experienced peer, or (in today’s world) an electronic learning device is referred to as the More Knowledgeable Other or MKO. A teen or adult child can be an MKO to an adult who wants to learn something new about teen culture or a new electronic device.

    Learners work within a Zone of Proximal Development or ZPD. This zone consists of three circles, with 2 inside the outermost circle. Within the smallest, interior circle, is what the child already knows. The next, larger circle contains information that the child still doesn’t know but is capable of learning with assistance from an MKO. The largest, exterior circle consists of information, skills, or knowledge that the child can’t yet learn, even with help.

    Vygotsky believed that the MKO should teach the learner only what is within reach, in the zone of proximal development, with guidance and encouragement. The MKO demonstrates the new skill, then begins to guide the child through each step, and then the student can progress to more complicated skills that were previously out of range for them.

    Montessori Theory

    After Montessori was able to successfully treat mentally disabled children who were thought to be impossible to educate, she decided she wanted to determine the potential of regular children who had no problems learning.

    Working with children living in the San Lorenz slum, she developed her own theory, which is based on Periods of Development. She proposed the idea of Conducive Learning, where children were grouped based on periods of development. Children are grouped in three-year or six-year spans and work with the same teacher during this period.

    The youngest group (Nido) is aged 0 to 1, or until the child is walking. The second group is the Infant Community, aged 1 to about 2 and a half or three. Group three is the “Casa dei Bambini,” aged 2.5 or 3 to 6.

    Group four covers a wider age range, from 6 to 12. The children in this group have the same learning habits and tendencies. Their emotional and physical growth tends to be steadier, and their intellectual work is strong. In this group, the younger children are inspired by and learn from the older children. Finally, the next grouping is 12 to 15-year-olds. Montessori proposed a farm school for this age group, giving the children real farm work to do.

    Stages vs. Planes of Development

    Piaget based his theory on what he saw as a child’s stages of development. These included:

    • Sensorimotor, from birth to 2 years. They use their senses to learn about the world.
    • Preoperational Period, from 2 to 7 years. They learn and develop language and learning skills, but are self-centered, and can’t understand abstract reasoning or logic.
    • Concrete Operational Period, from 7 to 11 years. Now they think logically and organize their knowledge. They classify objects and work on thought problems.
    • Formal Operations Period, 11 to 15. The child starts reasoning more realistically about their future and deals better with abstractions.

    Montessori worked using her own Planes of Development. These included:

    • Birth to 3 years: An absorbent mind, learning from the sensory
    • 18 months to 3 years: Begins muscle development and working on coordination – Likes smaller objects
    • 2 to 4 years: Refines movements – Focuses on truth and reality – Develops awareness of order sequences in time and space
    • 2.5 to 6 years: Sensory refinement
    • 3 to 6 years: Becoming susceptible to adult influence
    • 3.5 to 4.5 years: Works on writing
    • 4 to 4.4 years: Tactile senses begin to mature
    • 4.5 to 5.5 years: Works on reading

    Piaget vs. Vygotsky

    Piaget didn’t spend much time thinking about a child’s social context. Instead, he believed that their cognitive development revolves around changes in the cognitive process and the child’s abilities. Early cognitive development uses processes based on actions, then progresses to changes in mental operations.

    He used schemas or categorization to explain how children learn, using both the physical and mental in learning. Within schemas, assimilation and accommodation also take place. Children also place already-known information with newly learned information in a process called equilibration. In his theory of child and human development babies, toddlers, preschoolers, children, teens, and young adults progress through four stages of learning and development. He said that the early cognitive development of a child involves processes that are based on actions. This development then progresses into changes in mental operations.

    Vygotsky believed that social interactions have a big influence on the development of cognition. He also felt that the community surrounding a child holds a role in how children make meaning out of everything they see, learn, feel, and hear.

    He introduced the More Knowledgeable Other as a source of experience and learning for a child. This MKO can be a parent, teacher, or relative of the child. This person can also be a younger child or teen who teaches an older adult or family friend about using electronics or learning a new dance, for instance.

    Next, he introduced the Zone of Proximal Development (ZPD) in where the most sensitive guidance should be provided, allowing the child to learn by practicing.

    What Do They have in Common?

    Between Piaget and Montessori, both psychologists believe that young children begin to work on the refinement of their movements early. At 3.5 to 7 years (covering the developmental periods for both professionals), children begin to develop drawing and writing skills.

    While Vygotsky didn’t divide child development into age groups, he did believe that a child could progress to this stage if that was what was culturally expected of him. If the majority of children in a certain age group know a certain skill, then one of them, or a teacher-figure, will act as the MKO for that child and he will inevitably also learn that skill.

    In all three theories, the psychologists say that every child begins to learn about their world by using their senses. Vygotsky calls it “making meaning.” Piaget says that children obtain knowledge or their environment through the five senses.

    Vygotsky’s Zone of Proximal Development (ZPD) is similar to Montessori’s Planes of Development and Piaget gives each developmental stage a name (sensorimotor, preoperational, formal operations).

    Likewise, Vygotsky’s ZPD has an outer ring that denotes all the information that a child is not yet ready to learn. Montessori’s planes of development show that some learning may be out of reach of children at various stages. Piaget does the same thing, noting that there are things children can’t learn until they reach a certain cognitive level.

    How These Theories Manifest in the Classroom

    Children are social creatures. When they start school, they are one of 20 or more other students who are ready to begin formal learning.

    Montessori created a model for learning that is known the world over. Montessori-based schools exist in most communities around the world. Individual classrooms and teachers in a Montessori school don’t teach traditionally. Instead, they are based on conducive learning, with multi-aged groups. The teacher doesn’t actively teach the entire classroom. Instead, they have a more generalized lesson plan. They introduce children to a concept using a book, lesson, or lecture. As the children learn, individually and with older children, they process the information, then “know” the knowledge and demonstrate this by passing a test, completing a project, expressing what they have learned, or by teaching another student.

    Montessori said that children are always learning something new, which prepares them to learn another new thing. This is indirect learning. The entire class isn’t learning the same thing as classmates; they are working at their own pace, using the environment, and working with other classmates. The teacher teaches one child at a time. All areas of study link together and students can work on them in the order they choose.

    In Piaget’s theory, assimilation, accommodation, and equilibration all work in a classroom setting. Children learn something new in the primary grades; as they progress grade by grade, they encounter the same information at a higher level of difficulty.

    Vygotsky’s theory relies much more on the social interactions between children, adults, and society in general. Because of the social networks between children and their families, children can go to someone they know to ask for help in learning something new.

    Constructivism Explained

    “Constructivism” is a learning theory that says humans construct their knowledge using hands-on experience rather than being taught abstract concepts from books. The teacher who uses constructivism in teaching students does everything they can to give students hands-on experiences, using people and objects. The teacher also asks students to use any skills they have already learned.

    It’s a constructivist learning process to use materials to learn about assembly lines and what working conditions were like when assembly lines were most in use.

    When the teacher has students use wrapping paper to determine whether it’s sufficient to wrap two cans, students put together a mathematical formula to determine a cylinder’s area.

    It’s also constructivist to have students read persuasive articles, decide which of the articles have features that make them the most effective, and then create a rubric that includes all of those qualities for their own persuasive papers. Once they have written their reports out, they will be assigned to read more persuasive papers so they can fine-tune their criteria even more.

    Maria Montessori was a constructivist. She wrote, “Education is not something which the teacher does, but a natural process which develops spontaneously in the human being. It is not acquired by listening to words but in virtue of experiences in which the child acts on his environment.

    Lev Vygotsky was another constructivist. He wrote, “A child’s play is not simply a reproduction of what he has experienced, but a creative reworking of the impressions he has acquired. He combines them and uses them to construct a new reality.”

    Jean Piaget was also a constructivist and said, “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.”

    A Comparison of Piaget, Vygotsky, and Montessori was 1st published to website discoverearlychildhoodedu

    A Comparison of Early Childhood Development Theorists

    Many theorists have influenced our understanding of early childhood and the way humans learn and develop. Some theorists sought to awaken society to the discrepancies in traditional education. They strayed from the historical approach, which viewed children as empty vessels that are to be filled and shaped, and instead, advocated a more progressive approach, which demanded that society look at children as individuals, with their own strengths and drive to learn. Five of these theorists are Friedrich Froebel, John Dewey, Maria Montessori, Jean Piaget and Erik Erikson 23.

    Friedrich Froebel

    Friedrich Froebel, who lived from 1782 to 1852, was best known for his kindergarten system 34. He believed that humans are inherently creative beings and that play helps facilitate creative expression. As written on the website, Froebel Web, Froebel believed that “The kindergarten was to be an environment in which children could reach their full creative potential under the protective and interactive guidance of an adult.” Froebel based his system around play materials, which he called “gifts” and activities, which he called “occupations.” He believed that when play is engaged in a meaningful and developmentally appropriate way, play can be a powerful source of education 3. The teacher’s role is to assist in the child’s discovery. Froebel claimed that effective learning occurs via a child’s regular interaction with the world.

    John Dewey

    John Dewey lived from 1859 to 1952 5. Dewey was a founder of the philosophical movement called pragmatism and a key theorist of the progressive movement in education. Like Froebel, Dewey believed that a child’s daily experience is critical to his learning and that curriculum should relate to children’s lives. According to PBS, “Unlike earlier models of teaching, which relied on authoritarianism and rote learning, progressive education asserted that students must be invested in what they were learning.” Dewey suggested that a child’s mind grows via social participation, which is the primary purpose of school. He felt that children do not need activities to learn because they have their own internal tendencies toward action. Lastly, Dewey argued that education should not be solely about preparing for the future. Education focus on the importance of living in the present.

    Maria Montessori

    Maria Montessori lived from 1870 to 1952. In a manner similar to Froebel, she believed in the importance of the senses in cultivating the independence of the child. She agreed with Dewey that children have a natural aim to learn. In her book, “The Secret of Childhood,” she wrote, “When a new being comes into existence, it contains within itself mysterious guiding principles, which will be the source of its work, character, and adaptation to its surroundings.” In some ways, her ideas strayed from those of other theorists 2. Froebel’s kindergarten engaged children in group learning and provided materials for imaginative use versus practical use. Dewey believed that fostering the imagination and social relationships should precede the expansion of the intellect. Montessori argued that only by developing the intellect can the imagination and social relationships emerge. She emphasized freedom within a structured environment.

    Jean Piaget

    Jean Piaget was born in 1896. His theory of cognitive development focuses on stages of growth and on a child’s ability to acquire knowledge gradually 16. Piaget focused on intellectual development 1. He, too, believed that children develop because of their personal interactions. He believed children use “schemas” to acquire information. WebMD, in the article “Piaget Stages of Development,” calls these stages “a blueprint” for normal intellectual development 1. The stages include sensorimotor (birth through 18 to 24 months), preoperational (18 to 24 months through age 7), concrete operational (7 to 12), and formal operational (adolescence through adulthood). The sensorimotor stage is a time of experimentation and physical interactions with one’s environment. During the preoperational stage, children develop language skills, memory and imagination. During the concrete operational stage, logical reasoning and an awareness of external events are the key markers of this phase. In the formal operational stage, children engage with abstract concepts such as justice.

    Erik Erikson

    Erik Erikson, who lived from 1902 through 1994, argued that the individual develops on three levels at the same time: biological, social and psychological. Learning-Theories.com explains, “Erikson’s psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. ” Erikson named five stages of human development through age 18 but suggested additional stages of growth that continue into adulthood 16. The childhood stages of development focus on identity formation and include the following: trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry (competence) versus inferiority and identity versus confusion 1. He believed that all people pass through these stages as they grow into adults, as they learn about the world and as they form their personalities.

    About New Morning School – New Morning School

    Based on the work of Jean Piaget

    New Morning School’s curriculum and philosophy are influenced by the work of Swiss psychologist and philosopher Jean Piaget. Piaget developed the fields of developmental psychology and cognitive theory and spent countless hours observing children.
     
    Spend time reading more about Piaget’s Stages of Cognitive Development. The assumptions about the mental development of children and the manner in which they build their understanding of the world is at the very heart of our curriculum.

    Head of School Elaine Kennedy outlines how Piaget’s theory translates into practice at New Morning School. You might also explore why Time Magazine named Jean Piaget one of the 100 Most Important People of the 20th Century or learn more about the connection between the work of Jean Piaget and that of his contemporary, Maria Montessori.


    How does Piaget differ from Montessori?

    Parents familiar with a Montessori system of education will notice many similarities in the New Morning School approach, including:

    • Hands-on activities
    • Learning focused on creating mental models, not memorizing facts
    • Multiple means of assessing learning
    • Incorporating students’ prior knowledge into the curriculum

    There are a number of differences between a Piagetian approach to education and a Montessori approach; however, both Jean Piaget and Maria Montessori were constructivists. (Read this article about constructivism for a more complete understanding of constructivism, especially as it relates to learning.)   In his article entitled Jean Piaget’s Genetic Epistemology: Appreciate and Critique, Clemson University Professor Robert L. Campbell points out that:   The experimental nursery school in Geneva, La Maison des Petits, where Piaget carried out his first studies of children in the 1920s, was a modified Montessori institution, and Piaget was for a number of years the head of the Swiss Montessori Society (see Rita Kramer, Maria Montessori: A biography, New York: G. P. Putnam’s Sons, 1976, pp. 311, 321, 326). Piaget seems to have grown dissatisfied with Montessori’s lack of theoretical rigor in psychology, but disgust with her long and ultimately futile collaboration with the Mussolini regime in Italy (1922-1934) may have played a more decisive role…   …In fact, an article by David Elkind, written in 1967 when both thinkers were getting renewed interest in the United States (Piaget and Montessori, Harvard Educational Review, 37,535-546) correctly identifies several points of agreement without showing any awareness of Piaget’s role in the Montessori movement.

    Piaget at New Morning School

    The following is a letter written for the Alumni News by New Morning School Head of School, Elaine Kennedy.


    You have to spill a little milk to grow…

    Dear Parents,

    This fall parents at New Morning have been learning about Jean Piaget, a Swiss psychologist who researched the cognitive growth of children.

    Piaget writes, “The goal of intellectual education is not to know how to repeat or retain ready-made truths. (A truth that is parroted is only a half-truth.) It is learning to master the truth by oneself at the risk of losing a lot of time and going through all the roundabout ways that are inherent in real activity.”

    What’s important about what Piaget said is that true discovery of knowledge is not clean, doesn’t proceed in a straight line, and is not necessarily quiet. It involves trial and error, interfacing with peers, sometimes being extremely focused, while other times not. In sum, real learning is a bit messy. When children discover something of their own by playing with the blocks, they may go through three or four iterations or even days of discovery before beginning to understand that two little blocks are the same size as a bigger block. Remember, in pre-operational children (ages two through seven) conservation of volume/size is not yet in place. We could tell a four-year-old that the two blocks are the same as the big block and they could parrot back that two blocks equal a larger block, but real understanding only comes through student discovery.

    Two children in the elementary room are weighing pumpkins on a balance scale, the goal being to arrange the pumpkins in order of weight. A teacher might enrich this environment by using plastic pumpkins and real pumpkins of different sizes. Then a child couldn’t just surmise that if he put them in order from smallest to largest, that they would also be in order by weight. Within the elementary classroom you would see children use a variety of approaches to this problem, based on their developmental levels. As adults we would weigh pumpkins against each other to put them in order of weight. Older elementary children might use this approach, but younger children, by trial and error, would approach it in different, sometimes incorrect ways.

    What do we do as adults? Do we observe and guide with questions or do we show a child how to do it step by step? If you show a child, you have robbed from her the joy and permanence of her own discovery.

    Piaget writes, “Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.”

    The process is the same at the middle school level. Our science teacher might ask students to construct an experiment. Some will easily make a hypothesis and keep all but one variable constant (formal operational thought, age 11+) while others may need much trial and error and growing time to do this. The teacher can ask questions and make suggestions, but the best thing she could do would be to let a student do his experiment where variables are not held constant. Through the course of the experiment, he might reach that “ah-ha” stage where he understands how he should have done it or may do it the next time.

    Does teaching him how to set up an experiment and holding his hand every step of the way result in powerful learning?

    – No.

    Does trial and error, false starts, and eventual success lead to real, lasting discovery?

    – You know the answer.

    Learning is not neat and clean and efficient as you or I might like it to be. Children need to experiment and figure if out for themselves, though it takes longer and is a bit “messy.”

    Next time you’re feeling uncomfortable about a learning situation and asking yourself things like:

    • “Are the kids playing too long in the block area?”
    • “Are the kids writing the play making too little progress?”
    • “Wouldn’t it be simpler in middle school if they gave up those silly fraction pieces and just had the students learn it with paper and pencil?”

    Think of Piaget. You know the answer to the questions. Let me know what you think.  

    Elaine Kennedy

    Head of School


    Brain Learning

    New Morning School prides itself on remaining current in the implications of the latest research in brain development and learning. When necessary, we use the information to make changes that we can incorporate into our classroom. However, most often we find that the latest brain research confirms that we have been on the right track all along.
     
    The Head of School, Elaine Kennedy, and teachers have attended multiple Brain Expo conferences. Elaine Kennedy is in a graduate program on brain research and education, completing her studies at the Midwest Brain and Learning Institute. She shares the latest information with her staff and the parents. Areas of focus include the five principles for learning (information processing, social, emotional, safety and nourishment) and specific strategies for brain-friendly instruction.
     

    Download these articles written by Head of School Elaine Kennedy on brain-based learning:

    • Brain Compatible Learning
      Find out how we translate brain research into practice at New Morning School.
    • Museum and Brain-Based Learning
      Learn how the student museum projects are connected to the scholarly research on the best practices for putting brain/mind principles in action.
    • The Teen Brain
      Discover the brain research that sheds light on teen behavior and how parents can respond.

     Mission Statement

    New Morning School offers an extraordinary, individualized learning environment where we nurture children to their full potential as critical thinkers, creative problem solvers, and responsible citizens.

    New Morning School is:

    • Nationally recognized Model Parent Cooperative by the National Cooperative Bank,Washington, D.C.
    • Member, Association of Independent Michigan Schools
    • Certified by Michigan State Board of Education
    • Licensed by Michigan Department of Human Services
    • Member, Plymouth and Livonia Chambers of Commerce

    New Morning School is the best Piaget-based school in Michigan for students in preschool, kindergarten, elementary school and middle school. If you are looking for a private school near Plymouth, Northville, Farmington, Farmington Hills, Canton, Livonia, Novi, Ypsilanti, Brighton, Walled Lake, Whitmore Lake or Ann Arbor, Michigan, consider New Morning School, which offers continuous enrollment opportunities. Call 734-420-3331 or email [email protected].

    The development of the child’s intellect according to the system of Maria Montessori

    rationalized goal (harmonious and comprehensive development) and predominantly directive technologies. The achievement of the predicted results of a developed childhood is seen in the enrichment of children’s education with the ideas of socialization and its quality.

    Notes

    1. Abramenkova, VV Methodology and principles of analysis of child relations in the social psychology of childhood [Text] / VV Abramenkova // Psychological science and education. 2001. No. 4.

    2. Abramenkova, V. V. Decree. op.; Buhler-Niederberger, D. Social space of the individual: from socialization studies to the sociology of childhood [Electronic resource] / D. Buhler-Niederberger// Electronic version of the journal Personality Development. Access mode: http://www.rl-online.ru/archives/2003/4/2003_04-69.htm; Kon, I. S. The child and society [Text] / I. S. Kon. M.: Nauka, 1988; Feldstein, D. I. Psychology of personality development in ontogenesis [Text] / D. I. Feldstein. Moscow: Pedagogy, 1989. 208 p.

    3. Mitrofanova, S. Yu. Conceptualization of the main approaches to the study of childhood in sociology [Electronic resource] / S. Yu. Mitrofanova. Access mode: http://bulletin.region.ulsu.ru/ publications/ mitrofanova/ conceptualizationresearchofyouth/

    4. Kudryavtsev, V. T. Cultural and historical status of childhood: a sketch of a new understanding [Text] / V. T. Kudryavtsev / / Psychological journal. 1998. No. 3.

    5. Ikonnikova, S. N. The protective belt of culture and the strategy of attitude towards childhood [Text] / S. N. Ikonnikova // Children and the elderly as risk groups: the mission of social work in a transitional society: collection . Art. and m-fishing intl. conf. Samara, 2001. S. 15.

    6. Kon, I. S. The child and society [Text] / I. S. Kon. M.: Nauka, 1988.

    7. James, A. Preface [Text] / A. James, A. Prout (eds) // Constructing and Reconstructing Childhood. 2nd Edition. L „ 1997. P. IX-XVII, IX.

    8. Mud, M. Culture and the world of childhood [Text] / M.Mid. Moscow, 1988, pp. 322-362.

    9. Ibid.

    10. Vygotsky, AS The problem of cultural development of the child (1928) [Text] / LS Vygotsky // Vestnik Mosk. university Ser. 14, Psychology. 1991. No. 4. S. 5-18.

    IN Sevastyanova

    DEVELOPMENT OF THE CHILD’S INTELLIGENCE ACCORDING TO THE SYSTEM OF MARIA MONTESSORI

    The pedagogical system of Maria Montessori is widely known and has been used in the practice of education all over the world for more than 100 years. This article discusses the process of developing the intellect of a child of 6~7 years old by means of this system, determines the principles, conditions and mechanism of this process, substantiates the relevance of Montessori pedagogy approaches to solving the issues of developing the intellect of children.

    © Sevastyanova I. N 2008

    Montessori’s pedagogical system is widely-spread and has been used in the practice of education all over the world for more then 100 years. The process of the development of the child’s intellect at the age of 6 or 7 years old is under the view in this article. The technique, conditions and principles of this process are based on the urgency of Montessori’s pedagogy. They are necessary for the development of the children’s intellect by this pedagogical system.

    The development of the intellect of a child of 6-7 years old is one of the most important tasks facing the teacher. It acquires particular relevance in modern conditions, when the need to form in students such qualities of mind as independence, independence, speed, flexibility, creative thinking, which is reflected in the concept of education development, comes to the fore. That is, speaking of intelligence in the broadest sense of the word, we will mean not only the ability of a person to remember and reproduce information received from the outside, but also such qualities as the ability to independently set mental tasks, look for ways and means of solving them, navigate in the flow of information, independently extract, produce new knowledge (or subjectively new), make decisions, adjust their actions in an adequately changing situation.

    To date, two main theories of learning have developed in pedagogical science, illustrating in practice different approaches to the problem of intelligence development: associative and active. The associative theory underlies explanatory and illustrative forms of education, which mainly contribute to the development of the reproducing qualities of thinking and the tendency to the mechanical accumulation of knowledge perceived from the outside. Realizing the limitations of explanatory and illustrative teaching, modern pedagogical science orients teachers to the formation of the mental functions of students (studies by L. S. Vygotsky, N. A. Menchinskaya, L. V. Zankov, V. F. Shatalov, etc.).

    Associative theories are opposed by theories based on the activity approach. These include the theory of problem-based learning (A. M. Matyushkin, M. I. Makhmutov), ​​the theory of learning activity (V. V. Davydov, D. B. Elkonin), the theory of the phased formation of mental actions (P. Ya. Galperin , N. F. Talyzina). We have the opportunity to attribute the technology of mental education, implemented in the pedagogical system of M. Montessori, to the theories of the activity approach to learning.

    After analyzing the works of M. Montessori, her students and followers, researchers of her pedagogical and philosophical work, we

    were able to determine her special understanding of the intellectual development of the individual, formulate the principles, conditions and mechanisms of this process, as well as analyze the possibilities of the pedagogical tools she offers.

    First of all, it should be noted that M. Montessori did not divide the upbringing of children into physical, moral, aesthetic and mental. Since the personality is integral and indivisible, upbringing is one thing. The center of the upbringing of children according to its system is the upbringing and development of the intellect. M. Montessori herself interprets the intellect as follows: “. .. it is a set of reflexive and associative, or reproductive, activities that allow consciousness to build itself by interacting with the environment” [1]. After analyzing the definition, we can highlight the main aspects that express the understanding by the author of this theory of the mechanisms of the intellectual development of the individual and, as a result, the possibilities of managing this process.

    First of all, it is necessary to note the intellectual goal, namely, the ability of consciousness to “build itself”, and as a result, the child achieves the maximum level of development of the potential inherent in him by nature. Montessori claims that each child is unique, as he carries within himself an individual, special, unique program. From birth, a person has an impulse – energy for the implementation of this program, just as the seed of an apple tree has the potential to become an apple tree, and the seed of wheat – wheat. Consequently, the first principle of mental education according to the M. Montessori system is the principle of individuality.

    An adult is not able to discern the potential inherent in a child, therefore any active influences during this period may turn out to be useless, and sometimes even harmful for a developing personality, as if we were trying to grow wheat from the seed of an apple tree. M. Montessori believes that, developing independently, the child himself draws from the environment what his internal program requires at the moment, you just need to give him the opportunity to make his choice.

    Montessori noted that children who study frontally within the framework of the class-lesson system using explanatory and illustrative methods are deprived of the opportunity to choose. Their activity is limited by the reproductive form, as well as regulated terms and selection of material, which leads to a leveling of the personality and inhibits the development of arbitrariness, cognitive activity and intelligence. As a result, M. Montessori came to the conclusion:

    The main condition for the normal intellectual development of a child is freedom. Freedom is the second principle of mental education according to M. Montessori’s system.

    Yu. I. Fausek developed the interpretation of this principle of M. Montessori’s pedagogical system: “Not the child who is free who simply moves, but the one who has a reasonable goal in his actions, who has the ability to deploy and form his inner personality in an organized environment , he who himself can choose works for development and indulge in one work for a long time on his own impulse, attracted by an intellectual goal: he who, concentrating on objects, gets the opportunity to achieve choice, reasoning and research, working out by all this a force that pushes him to progress » [2].

    As a direct consequence of the freedom of the child, his activity develops. Passive perception by a student of other people’s words does not form intelligence. Only human activity makes it possible to independently act and make discoveries. The role of an adult is observation and timely creation of conditions for the current and future (proximate) development of the child. Therefore, the third principle of the development of intelligence according to the Montessori system is the student’s own activity.

    Encouraging children’s activity leads to the development in children of the quality of independence. Independence is a direct consequence of the principle of the activity of the child, as well as the first condition necessary for the full development of the intellect. “Exercises that set in motion intellectual mechanisms can only be performed in self-learning mode. It is impossible for another person, studying instead of us, to improve our abilities” [3].

    The consequence of the independence of children is their independence, which we define as the independence of opinions, judgments, ideas, and which is the second necessary condition for the intellectual development of the individual. Thus, manifesting itself as the necessary qualities and conditions for children’s activity, independence and independence gradually pass into the inner plane of the personality and are already formed as integral qualities of the student’s thinking.

    The third important condition for upbringing according to the Montessori system in general and mental upbringing in particular is the availability of means that stimulate the intellectual development of the personality in the immediate environment of the child.

    M. Montessori writes: “The basis of intellectual activity in relation to the outside world is sensations” [4]. It is through

    sensations in the process of the work of the sense organs that we perceive information that serves as the basis of our knowledge about the phenomena and processes of the surrounding world. Yu. I. Fausek, introducing the experience of M. Montessori in Russia, comes to the conclusion that “the beginning of intellectual construction lies in collecting facts and distinguishing them” [5].

    Therefore, we can conclude that the means of developing the intellect are the images of the environment that enter the human mind through perception. Therefore, the development of intelligence depends, firstly, on the quality and completeness of the information entering the consciousness, and secondly, on the capabilities of the organs of perception of a given individual.

    Since a person is able to distinguish things by their qualitative characteristics, such as size, shape, color, texture, weight, temperature, smell, taste, sound – all these characteristics should be presented for the perception of the child as the main material means of influencing his intellect . Acting with objects, the child exercises in identifying, distinguishing, comparing and contrasting these qualities, their gradation, seriation and classification.

    In order for all the above mental actions to become possible, it is necessary to train, develop and refine the sensory apparatus: the organs of perception and pathways, as well as the corresponding parts of the brain. And this is possible through repeated repetitions and exercises. Consequently, the fourth important condition for the implementation of the principles of mental education according to the Montessori system is the possibility of exercises and repetitions of actions and manipulations.

    But exercises and repetitions do more than just train the sensory apparatus. By manipulating an object, a person focuses his attention on one of its sides: gradation of color shades, thermal or kinesthetic sensations, etc. Deep concentration on an object contributes to the understanding of internal connections, dependencies – that is, understanding the nature of this thing. As a result, instead of mechanically memorizing other people’s thoughts, the child gets the opportunity to independently discover the world for himself. Independent discoveries of the child are a characteristic feature of learning according to the M. Montessori system. Therefore, as the fifth condition for intellectual development using the principles of M. Montessori, we note the possibility of deep concentration on the object and independent discoveries.

    M. Montessori notes that the external manifestation of a developed intellect is the speed of reaction. What is important is speed in reaction to a stimulus, in the association of ideas, in the ability to formulate solutions. Speed ​​is achieved, firstly, through exercises that contribute to the training of the sensory apparatus and pathways, as mentioned above; secondly, the presence of a system of order of internal impressions.

    Order is the sixth condition of intellectual development in M. Montessori’s system. The desire for order is the original tendency inherent in every person. Disordered knowledge, scattered facts do not form the intellect, as they do not provide an opportunity for independent conclusions, conclusions, and forecasting. Therefore, a hierarchy of knowledge about the facts of the surrounding world is necessary, which makes it possible to establish connections and dependencies, as well as for their operational use in the process of intellectual activity. M. Montessori writes: “There are reasons to believe that developing the mind means organizing images in the mind” [6].

    An external pattern is needed to form an internal system of order. The hierarchy of the qualities of things in the surrounding world, based on their perception with the help of human senses, is called upon to become such a model, an external standard of internal order. “Distinguishing, classifying, systematizing objects on the basis of an order firmly established in the mind is the mind and at the same time culture” [7].

    M. Montessori revealed that every child has an inner desire to establish order in his environment as a necessary means for him to form an internal order. In a certain time-limited age period, he shows an acute sensitivity to order – the “sensitive period”, which is confirmed by repeated observations of M. Montessori herself, her students and followers (Yu. I. Fausek and V. Taubman wrote about this in studies of the early 20th century .), modern research (Moscow Montessori Center, etc.) as well as our own practice and observations at the Montessori Child Development Center in Kirov.

    The seventh necessary condition for the correct functioning of the child’s intellect is the isolation of a certain feeling, the isolation of a stimulus. By isolating the feeling and stimulus, separating it from everything extraneous, insignificant, we give the child the opportunity to receive clear ideas in his mind. For example, if we aim to acquaint a child with the concept of length, then we use for this purpose objects that differ from each other only in length, all other qualities (material, color, texture, etc. ) must be the same. In order to give the child a clear idea of ​​an object, it is necessary to single out this object and give the developing intellect the opportunity to focus on it.

    The eighth important condition is called isolation of complexities. The principle of isolation of complexities says: in each exercise there should be only one didactic task. It’s bad when a child faces several tasks of equal complexity, but it’s even worse when there is no task at all. After all, joy, pleasure from a correctly solved problem is an integral characteristic of the method. In addition, the isolation of difficulties must be understood as the absence of elements that distract the student’s attention from solving the main problem and prevent the emergence of concentration.

    M. Montessori offers his own system of autodidactic materials as a tool for implementing these principles, which meets all the specified conditions. The term “autodidactic” means the purpose of these subjects for the independent individual work of the child and the heuristic development of his intellect, which do not need adult control. In other words, working with the material of M. Montessori, the student, without realizing it, develops his intellect, precisely those aspects and qualities that he most needs at the moment to implement his internal program.

    Montessori material is a “safe model of the world” containing, in Montessori’s own words, “a series of motivations for cultural activity.” K. E. Sumnitelny, a researcher of the philosophical and pedagogical heritage of M. Montessori, conditionally identifies the following characteristics of autodidactic Montessori materials [8]:

    1. The material is the key to gaining more extensive knowledge and expanding existing ideas. This determines the presence of a creative component in the content of education and the possibility of free creativity as such.

    2. Error control ensures the independence and independence of the subject, which contributes to the emergence of a sense of responsibility for the work done.

    3. Isolation of properties allows the child, with the help of one separate material, to work out only one aspect of the object of study, which allows you to deepen the nature of the study and achieve perfection in the chosen work.

    4. The scientific character implies that, by accumulating knowledge about the individual properties of the object of study, the child classifies these properties and creates a structure that he learns to sequentially schematize, revealing patterns and relationships.

    5. Functionality is defined as the readiness of the material for work and its recovery after work to its original position.

    6. Aesthetics means precise and colorful design and high quality natural materials. This allows you to make the material attractive, not only evoking pleasant emotions in the child, but also increasing the responsibility of the student for its preservation.

    In addition, there are additional characteristics that are a combination of the main ones:

    1. The autonomous nature of the material implies that after its presentation the student is able to build independent work due to the simple structure and the possibility of self-control (a combination of the principles of error control and isolation of complexity), which contributes to the growth of the child’s self-confidence and allows him to fully reveal his creative potential .

    2. The qualitative limitation is that the object of study must be presented to the child through parts in a holistic way and the number of parts in the description of this object must be limited [9].

    All material in the Montessori class is arranged in accordance with the general direction of the development of the human intellect: from understanding concrete things through establishing relationships and interdependencies, to abstract thinking. Each stage of development corresponds to its own special incentive – Montessori-material. The beginning of the development of any object or action occurs with direct external manipulation with it as a material object. In the future, external actions are gradually curtailed, transferred to the internal plane (the process of internalization takes place), the object itself is replaced by a symbol, and the action is replaced by an abstract concept.

    As an example from our own long-term experience of working with children according to the M. Montessori system, we could cite the development of mathematical operations of addition, subtraction, multiplication and division of four-digit numbers, which are easily mastered by children of six and even five years of age on the “golden Montessori material” . This material consists of beads, connected in a special way in tens, hundreds, thousands. A subgroup of children easily and enthusiastically operates with them, performing these mathematical actions: putting them on a common tray, dividing by an arbitrary number of people, etc. In the future, the beads are replaced by numbers, actions by mathematical signs, the children move on to solving problems and examples on cards, with this without memorizing a single rule, simply realizing the inner meaning of the actions performed.

    Thus, we can establish an undoubted, in our opinion, connection between the methodology for the development of intelligence developed by M. Montessori and the theory of the gradual formation of mental actions by P. Ya. Galperin, N. F. Talyzina and others. This connection lies in the direction of the vector the process of cognition-understanding from the concrete to the abstract, in the development of abstract concepts, starting with the objective perception of an object in the process of independent activity.

    The difference is, in our opinion, that the application of the method of P. Ya. as well as the different pace of the internalization process for all students in the class. In the pedagogical system of M. Montessori, learning has an individualized nature of free work, not limited by time frames, where the subject development of activity by one child can be significantly delayed from the formation of internal mental actions, which makes it possible to exercise and improve in activity as much as a given student needs for a natural formation of a conscious internal mode of action.

    K. E. Somnoyatny, exploring M. Montessori’s understanding of the dynamics of the development of thought processes, writes: “Thus, orientation is the initial stage of any study and allows the child to concentrate on the most relevant developmental stimuli for him at the moment and ensures the mental actions of the individual in environment. Research, as the main and most dynamic phase of the process of cognition, provides a transition from the simple to the complex, from the concrete to the abstract. Manipulation becomes an external manifestation of the research process, which makes it possible to understand the differences in qualities and properties and the potential of a particular didactic material” [10].

    Abstraction is defined by K. E. Somnitelny as the highest realization of the need to be independent of real things. Orienting, exploring, manipulating, the child accumulates information about the properties of real objects, and at a certain moment becomes ready to replace these objects with their abstract symbols.

    In accordance with the logic of this process, Maria Montessori has developed a mechanism for familiarizing the child with the objects of the surrounding world and formulates it in the form of a “three-step lesson” for introducing a new concept. First stu-

    stump – acquaintance with the object. Usually the child is offered three objects, this number may vary depending on the intellectual capabilities of the child. In our practice, there were children who were able to simultaneously perceive and memorize up to five concepts, and there was a child whose abilities were limited to just one subject. The teacher shows and names each of the presented objects in turn. The second stage is tentative-by-claim. The teacher names the concept – an abstract symbol of the object – and asks the child to show this object. The third stage is the level of self-abstraction. The teacher points to the object, the child names the concept.

    M. Montessori pedagogically instrumented the idea of ​​J. Piaget, according to which the intellectual development of an individual occurs in the process of the action of the subject on the object, during which the object undergoes transformation (movement, combination, etc.). J. Piaget believes that the source of knowledge lies not in subjects and not in objects, but in their interaction. The number of interactions brings the subject closer to an adequate, objective perception of the object. M. Montessori created an environment that includes materials that motivate children’s intellectual activity, and provided the child with the opportunity to transform and construct them in the course of their work for so long until the internal need for this activity is satisfied.

    Thus, we can conclude that the theoretical provisions of the pedagogical system of M. Montessori in the development of the intellect of a child of 6-7 years old are confirmed by the data of modern psychological and pedagogical research and have their own value for the development of modern methods of pedagogical practice.

    Notes

    1. Montessori, M, My method. Method of scientific pedagogy [Text] / M. Montessori. M.: Astrel, 2006. S. 119.

    2. Chuprikova, N. I. Mental development and learning [Text] / N. I. Chuprikova. M., 1995. S. 30.

    3. Montessori, M. Decree. op. P. 119.

    4. Ibid.

    5. Fausek, Yu. I. Kindergarten Montessori [Text] / Yu. I. Fausek. M.: Karapuz, 2007. S. 31.

    6. Montessori, M. Decree. op. P. 121.

    7. Ibid. P. 122.

    8. Questionable, K. E. Cosmic education (in the pedagogical system of Maria Montessori) [Text] / K. E. Questionable. M., 2000.

    9. Talyzina, N. F. Management of the process of mastering knowledge [Text] / N. F. Talyzina. M 1975. P. 51.

    10. Ibid. P. 27.

    Holistic Pedagogy. Systems by Maria Montessori and Rudolf Steiner

    Concepture continues the story of the projects and schools of the “new pedagogy”. Today we will get acquainted and compare two approaches that have become widespread in the twentieth century. This is the Waldorf school, based on the ideas of Rudolf Steiner, and the pedagogical approach of Maria Montessori. Without becoming the dominant trend in pedagogy, both theories have had a certain impact on modernity.

    The general idea of ​​the beginning of the 20th century was to reformat pedagogy for the changed content and correlation of sciences. First of all, by the end of the 19th century, psychiatry and experimental psychology were formed, then psychoanalysis.

    The humanities justified their autonomy from natural science models, significant changes occurred with social institutions and technologies. Therefore, the idea of ​​“proportionality of pedagogical requirements to the student (and society)” turned out to be very relevant, because the classical Prussian and Anglo-American approaches (established more than three centuries ago) seemed increasingly emasculated and harsh.

    The Steiner system, also called the Waldorf School, as well as the Montessori system, in response to the challenge of modernity, proposed an already familiar idea – to focus on the nature of the child and childhood, not to teach, but to direct its development. However, in order to guide the nature of the child, it must first be conceptually constructed and described.

    Steiner will do this based on the ideas of theosophy and esotericism (and to some extent transcendental philosophy), and Montessori on the basis of neurology, pediatrics and pedagogy (among the important authors for her are Johann Pestalozzi, Edouard Seguin, Jean Itard and Friedrich Froebel). However, subsequently Maria Montessori would move away from science, and starting from the 30s she would cooperate not only with psychologists, but also with the Theosophical Society.

    These and other approaches will declare war on violent methods and the predominance of purely intellectual development in teaching. In establishing their schools, they will try in practice to prove the superiority of their doctrines. By the end of the twentieth century, reformist pedagogy will continue to spread throughout the world.

    Pedocentric pedagogy: to help or to entice?

    Both approaches give great credit to both the child himself and his ability to learn. Learning itself is understood in different ways, as, in fact, the subject of such learning. The Waldorf school for the most part speaks of personality, of a complex combination of thought, feeling and will (Spirit, Soul, Body), while in the Montessori school a living organism is active, endowed with an “absorbent mind”.

    One of the frequent elements of the new pedagogy is its own theory of development: what stages and with what characteristics children go through. Alas, it could not do without free interpretations and biased assessments. The underdevelopment of developmental psychology, together with weak methodology, led to the fact that each such theory (including the theories of Steiner and Montessori) contained both accurate observations and incorrect generalizations.

    Waldorf school (Photo: elfarol-waldorf.org)

    For example, the stages according to Steiner were strictly determined by a seven-year cycle, which was very conditionally supported by actually observed patterns (at 7 years old – loss of milk teeth, 14 years old – hormonal changes). In fact, this is simply a sacred number, which is endowed with a special meaning in any European theosophy, to which Steiner belongs.

    Montessori has a six-year cycle with two periods of three years (fast and slow, conditionally corresponding to the accumulation of experience with the development of abilities and then their processing and comprehension). The cycles are based on the experience of Maria Montessori herself and are not subject to any criticism.

    However, unlike the Waldorf school, the Montessori system assumes individual differences in the speed of development, but in general, both systems poorly or do not explain a whole series of questions at all. Including “why should the periods be equal?” (psychoanalytic observations contradict this assumption), “why are there cycles?”, “what factors influence developmental delay?” etc.

    Another cornerstone is the issue of the teacher’s role. No one at that time seriously considered the idea of ​​abandoning the teacher as such. And in contrast to the pragmatic approach of Dewey, European schools remained in the position of knowledge, which for the most part belongs to the adult (ie, the teacher).

    Steiner dealt with this issue in the traditional way, inspired by the example of spirit guides and gurus. In his opinion, a teacher should be an unconditional authority for a student, a person who not only teaches, but also inspires, is a friend and an example. The most important thing for a Waldorf teacher is the ability to captivate the child with the material, as well as recognize his talents. It is these elements (curiosity and creativity) that will allow you to develop a personality in all its manifestations.

    One teacher leads the entire class from beginning to end: from the first to the eighth grade, then some of the disciplines are taught by other teachers. On the one hand, it is very convenient for children, especially if they have difficulty adapting to new people. On the other hand, this is a huge power and influence, which in fact bind each student to the teacher for life (which complicates his growing up and separation, and in some cases can make him a hostage to other people’s values ​​and ideas).

    Montessori Pedagogy, on the contrary, paying great attention to the preparation of a Montessori teacher, will leave him with purely service, auxiliary functions in the process of teaching a child. Since the system’s central thesis is “ Children are taught by what surrounds them ”, then the teacher turns out to be only a part of a specially designed environment, or rather a guide through it. The activity and creativity of the child, which should not be interfered with, comes to the fore. An adult does not transfer his knowledge about the world, he only helps to obtain it, as well as analyze and systematize it.

    Until the child asks for help, the teacher only observes, but not passively, but trying to see the inclinations and level of the child’s abilities (in order to offer him didactic material of suitable complexity). The ethics of communication with the pupil are spelled out in some detail here: communication at the same level (sitting on the floor or squatting next to him), the obligation to answer a request, respect for an error, mild stimulation to the unmastered, lack of criticism.

    Rejecting the policy of prohibitions and coercion, both systems tried to thoughtfully work out the question of how to create conditions in which prohibition is not needed, and coercion is unnecessary.

    The Montessori system: collaboration and “prepared environment”

    Already the theories of Lamarck and Darwin drew the attention of all natural scientists to environmental factors, and at the turn of the century “environment” (or “umwelt”) becomes an important concept not only for biologists (like Haeckel and Uexkül), but also for doctors (especially in the field of prevention, occupational health and safety), psychologists and psychiatrists.

    Developing the already existing ideas about ontogeny, Maria Montessori comes to the conclusion that the source of child development is innate sensitivity to the environment (“absorbing mind”), and the main factor influencing this process is the objective environment surrounding the child.

    Under the “absorbent mind” she understood the ability of children to unconsciously and easily adopt the basic elements of the environment (language, culture, habits and attitudes). Mirror neurons will only be discovered at 1992, however, systematic observations of children and young mammals repeatedly confirmed the thesis that many elements of behavior are acquired very quickly, as if bypassing all the usual (mediated) forms of learning. Montessori summarizes this experience in the idea – “ impressions teach and shape consciousness “.

    This mechanism works especially clearly in the first six years of life, which is why education should begin at birth, but take place not according to the patterns of adults, but according to the laws of the world – through the environment. Therefore, the task of adults is to create a special environment in interaction with which the child will develop as efficiently as possible. This is the “prepared environment”.

    The environment also includes other people who, according to Montessori, unnecessarily impose their ideas on the child, thereby undermining his independence and the natural course of development. Therefore, the teacher takes the position of non-intervention and help on request, while the learning itself takes place through the personal impressions and discoveries of the child.

    “Neither philosophers nor scientists are able to invent and impose on us this or that method of teaching. Only nature, which has established its own laws and laid certain developmental needs in man, can dictate to us such teaching methods that will have a very specific goal – the fulfillment of vital needs and laws. Only the child himself can reveal these laws and these needs – by his spontaneous reactions, by his successes. <…> We will have to learn from him and help him in every way we can.” Maria Montessori

    Freedom turns out to be an important category in this system, although it is freedom within established boundaries: the child is free to choose the occupation, rhythm and nature of work, he can move around the classroom and organize the space (arranging tables, chairs), materials must be accessible to the eye and hand.

    Despite the rather democratic style of interaction, in Montessori classes usually each material / manual exists in one copy, stimulating the child to develop social behavior in relation to others. At the same time, some requirements in this system exist and must be strictly observed.

    First of all, this is the safety of others, as well as a number of work rules – for example, the mandatory return of materials to the place, strictly individual work (if the material is not intended for group work), during which the other child can only observe. Also, quite often in such groups there are no active and role-playing games, too creative handling of didactic materials is not encouraged (it is required to interact with them according to the rules).

    The first Montessori school will appear in Rome at 1907 year. Today, children’s groups with a similar approach exist in many countries, and there are special schools. By the way, despite a number of discrepancies, the system of Maria Montessori was highly appreciated and financially supported by Jean Piaget and Sigmund Freud. Anna Freud became one of the popularizers of the approach, and the phrase is attributed to the founder of psychoanalysis: “ Where Montessori is, I am not needed “.

    The Waldorf-Steiner system: the development of the essence of man

    The ideas of Rudolf Steiner have always extended to a wider range of topics than just pedagogy. Breaking off his relationship with part of the theosophical movement, Steiner called his theory “anthroposophy”, the purpose of which he considered the combination of the supersensible and the scientific. This teaching is focused on ensuring that each person recognizes his inner abilities (and not just abilities, but connecting him with the highest spiritual knowledge), which will allow all mankind to find peace and harmony.

    Hence it is quite logical that the school becomes for him a place for the development of the personality as a whole, and not just its intellectual or practical skills. In Steiner’s system, a person goes through a whole series of formations or even births: first, a physical body arises, at 7 years old – an etheric body, at 14 years old – an astral body, and by the age of 21 he has an I (immortal essence), which completes the learning process and opens self-development .

    “You can achieve something only if you constantly give yourself over and over again to one completely definite thought, if you make it completely your own. This thought is: “I must do everything for the development of my soul and spirit; but I will wait quite calmly until the higher powers find me worthy of a certain enlightenment. ” If this thought becomes so powerful in a person that it becomes a feature of his character, then he is on the right path. Rudolf Steiner

    These ideas have developed into a rather specific system in practice. The Waldorf School was conceived as a place in which the child will learn from childhood to perceive himself as the center of the universe, but on an equal footing with other people. Therefore, despite the high importance of the teacher, the educational process itself is focused on supporting the desire and ability of the child to independently implement their ideas and ideas. Competition is not supported here, and there are no grades, as well as homework.

    The first such school appeared in 1919 in Stuttgart, and today there are about 1000 of them all over the world. In terms of subjects, a tangible emphasis is placed on speech (including the study of two foreign languages ​​from the first grades) and creativity. According to Steiner, one must first learn to listen attentively and enthusiastically, then to speak, and only then to write.

    True, it is worth noting that sometimes Waldorf teachers lisp and use an exorbitant number of diminutive suffixes, which, according to the latest scientific data, only makes it difficult to master speech (for comparison: Montessori teachers talk to any children as if they were adults). Creative development includes singing, drawing, dance, theater, playing musical instruments, eurythmy (a subject of harmonious movement that replaces gymnastics), as well as various types of needlework.

    Among the latter, much attention is paid to the creation of “Waldorf dolls”. A mandatory requirement for its creation is the natural proportions of the body (corresponding to the age of the person depicted by the doll) and natural materials. Making dolls for Waldorfs is a process close to mystical, which is why they are often given names, spoken of as if they were alive, and also claimed that “ plastic and other artificial materials steal the soul of .” However, a doll for a child is indeed an important object for learning about the world and self-knowledge, so the seriousness and thoroughness with which they approach its creation at school is not without meaning.

    A lot of time is also devoted to social interaction, especially in celebrating holidays, birthdays, end of term. The classical Waldorf school did not have a director, and many issues were resolved jointly by teachers, children and parents. Actually, parent meetings are a phenomenon that came from here.

    Another unusual feature is the study of educational material in “epochs”, i.e. within 3-4 weeks all subjects are more or less devoted to one topic (“ancient Rome”, “engineers”, “native flora and fauna” etc.), which allows you to get used to the material and not waste energy switching from one topic to another. In fact, interdisciplinary and cyclical nature (return to the same material, but at a new level of complexity) is widely used throughout the course. In addition, textbooks are not used in the lower grades: each child has his own workbook, which turns into a personal summary that reflects experience and impressions.

    Maria Montessori with children (AP Photo)

    The method of “spiritual economy” is designed to give the child only the material that he is ready to handle without internal resistance. Therefore, they begin to study the exact sciences much later than in a regular high school, however, this also applies to many other things (for example, reading is not taught here from the first grade). Premature intellectual development is considered one of the roots of many problems of modern man.

    Of course, this leads to the fact that training in a Waldorf school is ideally 12 years or more, and when transferring to another school, there are many difficulties. In addition, the special atmosphere in the school is strongly divorced from reality, which sometimes produces a feeling of sectarianism. True, it is worth remembering that escapism or adaptation to the surrounding realities is to a greater extent the choice of the subject, and not parents, school and conditions.

    Comparative characteristics and criticism of approaches

    It is not only difficult to talk about the effectiveness of these models (it depends on specific people and realities), but it is also unnecessary, since both refuse from the generally accepted measures of success. Rather, it makes sense to talk about the essence of ideas and their consequences. However, one should not forget about practice. Ultimately, without a trained teacher, all this will remain at the level of good wishes.

    Good advice is, of course, good, but wise things are generally not so lacking in culture (you will find this if you start reading books). But no one has yet solved the problem with motivation: neither how to be good, nor how to start acting according to other people’s advice. And here, in fact, we can see an important substantive aspect: the requirements of Steiner and Montessori are very difficult to implement, it is necessary to somehow get past the Scylla of formalism and the Charybdis of obsession. As it is easy to see, each of the systems is characterized by a bias in one direction.

    In fact, Montessori pedagogy, despite its thoughtful ethics, still tends towards objectivism. The very idea “environment determines formation” is a view through the prism of cause-and-effect relationships (and not semantic ones), giving the child as an object (for indirect influence through a “prepared environment”). In extreme, albeit rare cases, this gives a formalist teacher who relies on an allowance – they say, it will teach everything, and I am eliminated (after I have explained everything).

    However, the desire to explore the world cannot be obtained from biological coercion to adapt, it can only be infected by other people. In other words, a Montessori teacher still has to want something a little (probably, first of all, development to some kind of norms) from a child. It is this part that is weakly expressed in theory, but is a significant element of the effectiveness of the method.

    The Waldorf school tends to the other extreme. Considering the child as a subject and a future full-fledged personality, this pedagogy relies too much on suggestion. Suggestion – both on a conscious and unconscious level – is what allows the child to lean on the authority of the teacher and move in a certain direction. Such a transfer of strong feelings and affections from important people to the teacher in the long term gives rise to all sorts of difficulties: from an unconscious desire to please him in every possible way to a conscious rebellion.

    Without suggestion and transfer it is impossible to learn: both children and adults are arranged in such a way that they will not take anything from someone who is not interested at all. However, I emphasize once again: suggestion includes the unconscious, and therefore it is difficult to control it. And it is even more difficult to correct its flaws if it has been going on for years. Surely, many could learn something from Steiner, but adopting all his imaginary constructions about the world is somehow too much. This is indeed sectarianism, because it is the one who, without a shadow of a doubt, perceives someone else’s transference (I am worthy of this, I am an authority), is usually called a guru. That’s just it, whatever one may say, the suppression of the subject with his desires.

    Classroom at the Peaceful Pathways Montessori Academy, USA (Photo: www.howwemontessori.com) requirements. And this means, among other things, allowing him sometimes not to be a person, to admit that he does not want to develop and become happy, to resolve not only mistakes, but also perseverance in them. And this is quite difficult, since teachers sooner or later cease to doubt whether they are good and what it consists of.

    This critique applies mainly to specific cases, but theory sets the trend. And yet, children who have passed the Montessori children’s groups or the Waldorf school have a very important bonus. And these are by no means some miraculous results of a prepared environment or a captivating teacher’s story. Everything is somewhat simpler: those children whose parents think about their future (and this is already confirmation of the desirability of these children) often get into such institutions.

    Plus, the credit of trust given to the child by the teachers of these schools. A more balanced contingent, trust, and an element of parental recognition/care is what saves the child from a significant amount of social trauma and deformity. Regardless of what the child spends this saved energy on, he already has an advantage. What is especially noticeable to those who went through a regular high school (especially in its not the best periods).

    Yes, sometimes the choice between innovative pedagogies and regular school is very similar to the choice between a happier or more successful future for a child. And yet this perspective is wrong, because ultimately the fate of a person is in his own hands. If you wish, you can suffer in paradise, or you can find your pluses in a post-apocalyptic existence.

    In addition, for a person who has retained the desire to learn, any exams are only a matter of time. Therefore, the task of parents and education should be more modest: to give place to individual desire, to teach how to learn and take responsibility for one’s life. Even adaptation is already an unnecessary requirement, because a person is an extremely variable creature.

    Finally, it is interesting to note that modern trends in education draw from both sources to one degree or another. On the one hand, virtual simulation is recognized as very promising, and this is still the same “prepared environment” Montessori.

    On the other hand, with the advent of diversity in education, there is an increasing demand for those who will not only teach, but help with motivation and choice (where, what and how to study) – tutors. And the tutor, who builds the educational trajectory, is quite similar to the Waldorf teacher, who is not interested in the exam and the red cardboard. After all, education should serve the individual, and not vice versa.

    Preview photo taken from: www.montessori.org .

    Maria Montessori method. Encyclopedia of Early Development Methods

    Maria Montessori Method

    Montessori is the true pride of Italy, the first woman doctor in the country, who was also nominated for the Nobel Prize three times. She devoted her whole life to the free and natural development of children, and tens of thousands of her followers still work in teacher training colleges and universities around the world, promoting and implementing her views. At 189In the year 6, a graduate of the Faculty of Medicine, Maria Montessori, began working as a doctor’s assistant in a university clinic. There she first encountered mentally retarded children who were in an empty room, without toys, books and any human interaction. Montessori began to bring them the simplest items: boxes, shreds – and the progress in the behavior of children exceeded all her expectations. This was the starting point of Montessori pedagogy: children (both sick and healthy) need a developing environment that would help them comprehend the world around them. Montessori began to study works on pedagogy, psychology, anthropology, talked a lot with Jean Piaget, Anna Freud, observed, experimented, and thought. At 19In 00, she became the director of a Roman school for children with developmental delays and created a special developmental environment in it.

    The results of the work of this school stunned the commission of the Italian Ministry of Education, which visited it three months later: children with developmental disabilities almost caught up with their healthy peers! Montessori methods have been given the green light. In January 1907, the first Montessori school began its work – the famous Orphanage in the Roman suburb of San Lorenzo. In 1929In the same year, together with her son Montessori, she organized the International Montessori Association (AMI), which is still active today.

    Now the world is experiencing a real boom, this is one of the most popular methods of developing children: for example, in the United States, studying at Montessori is a good help for career growth. There are Montessori schools and kindergartens in almost all countries of the world, from Italy to New Zealand. There are many of them today in Russia.

    Tragedy for Maria Montessori was that she was forced to send her own son to a boarding school: marriage with his father did not take place, and Maria was afraid of condemnation by the Catholic Church. However, having become a young man, Mario recognized his real mother, became her close friend, comrade-in-arms and successor to her work.

    A distinctive feature of the Montessori method (unlike the Doman method, for example) is the complete freedom of the child. He chooses what, how and to what extent he does. For promoting complete freedom, this technique was banned both in Russia during the time of Stalin, and in her homeland under the Mussolini regime. Montessori said: unfold a colorful picture of the world in front of the baby, and when the first confusion passes, he himself will find what interests him. But this “beautiful freedom” also turns out to be the source of many problems that Montessori children face.

    When choosing this method, be prepared for the fact that your child will not accept school rules: after all, he is used to choosing whether to study mathematics or reading. At school, he will not have such a choice, and he will not be able to manage his time the way he did before.

    It should be noted that Maria Montessori developed her method for children over three years old, but her followers “lowered” the method for a year and recommend starting its use from two to two and a half years.

    This text is an introductory fragment.

    Maria Montessori Method

    Maria Montessori method
    Principles of the systemHelping the natural development of the child • Every child has an inner potential from birth, which encourages him to develop. Even if no one will study with him, he will still learn to walk, talk … But not

    Maria Montessori Developmental Environment

    Developing environment according to the method of Maria Montessori
    You can properly organize your home using the method of the Italian teacher Maria Montessori. It is so versatile that it will help to solve absolutely all questions: • what toys and at what age do you need

    Montessori games: intelligence at your fingertips

    Montessori games: intelligence at your fingertips
    A bit of theory
    The Montessori method of raising children became the motto of five words: “Help me do it myself!”. Harmonious fusion of freedom and discipline, education of a creative and at the same time responsible person –

    …together with Maria Montessori

    …together with Maria Montessori
    A bit of theory
    Maria Montessori offers a way for children to easily and willingly learn to read. Without the help of special training, without alphabets, primers, copybooks, and almost without a pencil and paper! And read fluently, without

    Help me do it myself! Child development through the eyes of Maria Montessori

    Help me do it myself!
    Child development through the eyes of Maria Montessori
    We are used to the fact that a child receives knowledge from an adult. Maria Montessori is sure that children should learn and develop on their own, without prodding and instructions from elders. Every kid should do what he

    Who is not suitable for the Montessori method

    Who Shouldn’t Use the Montessori Method?
    Convinced supporters of the system believe that it is suitable for all children, but not all parents. This means that too authoritarian parents will not be able to let their baby go “free swimming”. Perhaps this is not entirely true. Adult

    Montessori parenting: “Our kids eat everything and don’t bite”

    Montessori parenting: “Our children eat everything and not

    Suzuki method

    Suzuki Method
    About the method of this author – the Japanese teacher and musician Shinichi Suzuki – they begin to talk and write more and more, groups and teachers working on this system appear in music schools. The main idea of ​​the author of the system is that all

    Eric Jensen’s Accelerated Neurolearning Method and ILLT as an Intensive Learning Method

    Eric Jensen’s Accelerated Neurolearning Method and ILLT as an Intensive Learning Method
    Modern education is constantly looking for ways to modernize itself and, accordingly, new teaching methods. For these purposes, it refers to various branches of science and on their basis

    Method X and Method Y

    Method X and Method Y
    In 1960, Douglas McGregor, the late professor of management at MIT, published The Human Factor of Entrepreneurship. She markedly increased the popularity of Applied Behavior Science in her work on

    Topic 6. Theory of women. Piaget Questions for discussion

    • Short
      biography of J. Piaget.
      Possible connection
      scientific views and interests of Piaget with
      his childhood experiences and individual
      inclinations. [(12,
      Ch. 2)]

    • Genetic
      psychology as a link between
      evolutionary biology and genetics
      epistemology: general contours of the theory.

      The development of the child’s intelligence is ideal
      model for studying human evolution
      intellect as the highest, functional
      forms of adaptation to rapid change
      environment. Understanding the intellectual
      adaptation as achievement balance
      between the impact of the organism on the environment
      and the impact of the environment on the body.
      Consistent design all
      more accurate understanding of
      reality in process balancing
      influences of the organism on the environment and environments
      on the body. Natural selection
      adaptive perceptions of reality.
      The device of intelligence as biological
      body systems. Postulation
      basic structure ( scheme ) and basic
      processes ( assimilation and accommodation )
      intellect. The development of intelligence as
      transformation of basic circuits (reflexes)
      into complex mental circuits (logical
      structures). [2, Chap. 2]

    • Theory of stages.
      Three main periods in the development of intelligence:
      1) sensorimotor period, 2) period
      representative intelligence, 3) period
      formal transactions. Characteristic
      sensorimotor intelligence. six stages
      development of sensorimotor intelligence:
      from exercising reflexes to inventing
      new means of solving problems by
      mental combination. Promotion
      in the direction of reversibility of sensorimotor
      schemes and understanding the constancy of the object.
      The Beginning of Representative Intelligence
      – preoperative sub-period. Main
      features of the logic of the child on the pre-operational
      stage of development: cognitive
      egocentrism, centering, misunderstanding
      logics of relations, syncretism, transduction
      and insensitivity to contradictions,
      intellectual realism, artificialism
      etc. Transition to specific operations.
      Content dependent logic. Understanding
      conservation laws. period of formal
      operations: freeing logic from
      specific content. Hypothetical-deductive
      reasoning and combinatorial thinking.
      Full reversibility and education
      ensemble of logical operations. [(12,
      Ch. 3), (3), (4)]

    • Piaget’s theory:
      pros and cons.
      Ten main points
      criticisms and responses to them by Piaget and his
      supporters. [1, 3, 4]

    The lesson is calculated
    for 4 academic hours. Conduct form
    activities: free discussion of issues,
    set by the teacher.

    Preparation literature:

    1. Crane w. Theories of development. SPb., 2002, Ch. 6.

    Crane
    U. Theories of development. 5th international ed. –
    St. Petersburg: prime-EVROZNAK, 2002, p. 149– 193 (with
    changes. – A. A.)

    Chapter 6. Piaget’s theory of cognitive development

    Biographical
    details

    AT
    psychology, there are not many theorists,
    who played such an important
    role as Jean Piaget (1896-1980), who created
    most comprehensive and persuasive
    theory of intellectual development.

    Piaget
    was born in Neuchâtel, a small Swiss
    town, in
    the university where his father taught
    medieval history.
    Piaget (Piaget, 1952) described his father as
    serious and methodical thinker.
    His mother, on the contrary, was very emotional,
    and her behavior created tension
    within the family. Piaget adopted his father’s love
    to science and found salvation from family
    conflicts
    in solitary explorations.

    Piaget
    showed great promise from an early age
    like a scientist. At 10 years old
    age, he published an article about
    albino sparrow observed
    in the park. The boy was still in high school.
    school, when
    of his research on mollusks received
    an invitation to meet
    with foreign colleagues and offer
    become a museum curator
    — which he rejected because of his
    age.

    AT
    At the age of 15, Piaget survived
    intellectual crisis when
    realized that his religious and philosophical
    beliefs are lacking
    scientific basis. So he decided to find
    path that allows
    combine philosophy and science. He is a lot
    read and presented his new
    ideas in writing, although its
    essays were intended
    for him alone. These searches did not take
    all his time – when Piaget was 21 years old,
    he managed to get his doctorate
    in natural
    sciences,
    but
    sometimes his broader research
    brought
    him into a state of confusion and
    exhaustion. Finally at 23
    year, he came up with a plan. First he
    will do scientific research in children’s
    psychology, having studied the development of mental
    abilities.
    And then uses the received data
    to respond to broader
    questions in the field of epistemology –
    philosophical discipline,
    concerning the origin of knowledge. He
    called this new direction
    “genetic epistemology” (Ginsburg &
    Opper 1988, p.
    2-3; Piaget, 1952, p. 239-244).

    Piaget
    decided to study children in 1920 when he worked
    in Binet’s laboratory
    in Paris. There he was assigned to develop
    test of children’s intelligence.
    At first this work seemed boring;
    he wasn’t too interested
    evaluate children’s answers as correct or
    incorrect, but
    this requires intelligence testing.
    But soon Piaget began to show
    interest in the answers of younger children
    age, especially to their wrong answers.
    He found that their mistakes follow
    some sustainable
    pattern that suggested
    that their thinking
    may have their own unique
    peculiarities. Perhaps small children
    Piaget reasoned, not “sillier” than children
    senior
    age or adults, but just think
    completely different
    (Ginsburg & Opper,
    1938, p. 3).

    To
    learn more about the ideas of children, Piaget
    abandoned standardized
    tests that directed reactions
    children in “artificial
    the course of established questions and answers”,
    and developed
    more free clinical interview,
    which “contributed
    flow of spontaneous tendencies” (Piaget, 1926,
    R. four). He also held
    many hours watching spontaneous
    children’s activity. The purpose of these
    observation was to
    refrain from own adults
    thinking biases
    children and learn more
    from the children themselves.

    Being
    in Paris, Piaget published two
    research work based
    on his new approach, but for the most part
    these new
    research he did at the institute
    Rousseau in Geneva, where
    settled in
    1921
    d. He interviewed mainly
    children
    between the ages of 4 and 12 and found that
    young children,
    until about 7 years old, really meditate
    qualitatively
    otherwise about dreams, moral standards
    and many other issues.

    AT
    1925 Piaget’s first child was born,
    daughter Jacqueline, – an event,
    which initiated a series of important
    cognitive research
    infant behavior. Piaget and his wife
    Valentina Chatenay had a very
    careful observations of Jacqueline’s behavior,
    as well as her other two children, Lucienne
    and Laurent.

    Beginning
    around 1940, Piaget returned to the study
    children as well as teenagers, but changed
    focus of their research. Whereas
    his early research concerned such
    the way dreams, moral
    behavior and other issues related to
    everyday
    interests of the child, his new research
    were focused
    on the child’s understanding of mathematics
    and scientific concepts is a problem that
    dominated his work until the end of his
    life
    (Ginsburg & Orper, 1988, pp. 15-16).

    AT
    1950s Piaget finally turned to
    philosophical questions in
    epistemology, while continuing at the same time
    study cognitive development
    children. Here we will only briefly touch
    epistemological
    Piaget’s theories; our task will be
    get some
    insight into his theory of development.

    Attitude
    psychologists to Piaget’s research
    changed over time. His first
    work attracted the attention of psychologists
    in many parts of the world. However, after
    initial enthusiasm
    interest in Piaget waned, especially
    in the United States.
    On the one hand, it was difficult for psychologists
    understand his theoretical position.
    They also objected to his methodology.
    Piaget sometimes
    changed his questions during the interview,
    if you thought it was
    can help him understand thinking
    specific child; similar
    actions, many psychologists have pointed out,
    violate the canon of the standardized
    interview. Piaget also ignored such
    questions like messages about their sizes
    samples and statistical
    processing results. Apparently he
    considered such questions
    less important than the content
    detailed examples of thinking
    children (Flavell, 1963, r. 10-11, 431; Ginsburg & Orper,
    1988
    R. 6).

    AT
    in general, throughout the professional
    Piaget’s career
    studies suffered from the same
    methodological shortcomings,
    but the 1960s were notable
    revival of interest
    to his work. Psychologists have begun to realize
    what is his theory
    complex and superficially documented
    she was,
    is of great importance. Today hardly
    Is there at least one
    study of children’s thinking, where not
    there would be references to work
    Piaget.

    Overview
    theory

    Although
    focus of Piaget’s research
    changed over time,
    each part contributed to a single,
    unified theory
    stages. The most common stages, or
    periods are listed in Table.
    6.1.

    Before
    than we will consider these stages in detail,
    it is important to note two
    theoretical moment. First, Piaget
    admitted that children
    go through different stages
    pace, and therefore gave
    little value for age limits,
    associated with them. However, he
    claimed that children go from one
    stage to another in unchanged
    sequences in the same
    okay.

    Secondly,
    when we discuss the stages, it is important
    remember the general
    Piaget’s view of the nature of change in
    the course of development. Because he
    postulated an unchanging sequence
    stages, some scientists
    (e.g. Bandura & McDonald, 1963) suggested that
    what he was
    proponent of the maturation theory. He them
    was not. Proponents of this theory
    believe that the sequence of stages
    laid down in the genes and what stages
    disclosed according to
    internal chart. But Piaget
    did not consider that its stages are genetically
    conditioned. They only reflect
    ever more universal ways of thinking.
    Children constantly
    explore the environment, manipulate it and
    trying to comprehend it, and in the process
    they are actively designing new
    and more complex structures
    allowing contact with the environment
    (Kohlberg, 1968).

    table
    6.1. General periods of development

    Period
    I Sensorimotor
    intelligence (birth -2
    of the year). Toddlers build their own
    scheme
    physical activities such as sucking,
    grasping
    and punching to set
    contact
    with the surrounding world.

    Period
    II Preoperative
    thinking (2 years – 7 years). Children
    learning to think—to use symbols
    and internal images – but their thinking
    not systematic or logical. It
    very different from the way adults think.

    Period
    III Specific
    operations (7-11 years). Children take over
    ability to think systematically
    but only if
    can be linked to specific objects
    and action.

    Period
    IV Formal
    operations (11 years – maturity). Young
    people master the ability
    think
    systematically in a purely abstract and
    hypothetical key.

    Piaget
    still used biological
    concepts, but only in limited
    limits. He noted that babies
    inherit reflexes,
    for example sucking. Reflexes are important
    in the first month of life, but
    after that they have to develop
    much less impact.

    Except
    Moreover, Piaget sometimes characterized
    kids activity with point
    view of biological tendencies that
    found in everyone
    organisms. These trends are
    assimilation, accommodation
    and organization. Assimilation means
    assimilation, like
    the one that takes place while eating
    or digestion of food.
    In the intellectual realm, we must
    assimilate objects
    or information into their cognitive
    structures. For example,
    adults assimilate information by reading
    books. Long before
    this kid might try to assimilate
    object by grabbing it
    and trying to include it in your scheme
    grasping.

    Some
    objects do not match
    existing structures, so we
    must be produced in our structures
    accommodation, or change. For example,
    little girl can
    discover what you can handle
    cube, only preliminary
    removing some obstacle. way
    of such accommodations, infants begin
    design ever more efficient
    and sophisticated means to implement
    contact with the world.

    Third
    trend – organization. For example,
    4 month old boy
    may have the ability to see
    on objects and grab them. Soon he
    will try to combine these two actions,
    grabbing those objects
    which he is looking at. At the level of more
    intellectual behavior we
    building
    theories. Apparently we’re constantly trying
    organize your
    ideas into connected systems.

    Tem
    most, although Piaget believed that the stages
    not due to genetics
    code, but are constructed by the children themselves,
    he still considered the process
    design in terms of
    biological
    trends (Ginsburg & Orper, 1988, pp. 16-19).

    Piaget
    was not a supporter of the maturation theory,
    but to an even lesser extent
    he shared the positions of the supporters of the theory
    learning. He did not believe that thinking
    children
    formed through learning
    conducted by adults, or
    other influences from the environment. Children
    must interact with the environment
    to develop, but build new ones
    cognitive
    they are the structures, not the external environment.

    So
    Thus, development is not driven by internal
    ripening processes
    and not external training. It’s a process
    active design,
    in which children, through their own
    activities, build
    increasingly differentiated and
    comprehensive cognitive
    structures.

    Period
    I. Sensorimotor intelligence
    (birth
    – 2 years)

    First period
    Piaget’s development consists of six stages.

    Stage
    1 (birth – 1 month).
    1
    Using reflexes

    When
    Piaget talked about action structures
    baby, he used
    the term schema (eg Piaget, 1936a, p. 34).
    The schema can be
    any pattern of action that provides
    contact with the environment, such as staring,
    grabbing, punching or kicking.
    As already mentioned, although babies
    design their plans and
    subsequent structures through
    own actions, their first
    schemes are mostly
    inborn reflexes. Most
    a noticeable reflex is sucking;
    kids do
    automatic sucking movements
    whenever someone touches
    to their lips.

    reflexes
    suggest a certain passivity.
    The body does not show
    activity until something appears
    its stimulating.
    But Piaget showed that even such a reflex,
    like sucking, fast
    becomes part of a self-initiated
    baby activity. For example,
    when his son Laurent was only 2 days old,
    he started doing sucking
    movements when nothing was causing them.
    Because he did
    them between feedings, when not
    hungry, it seems
    sucked for the sake of the process of sucking.
    Piaget said that once
    we have some kind of scheme, we have
    there is also a need
    actively use it (p. 25-26.35).

    Except
    Moreover, if the kids are hungry, they are not
    in passive
    waiting for the mother to invest in them
    nipple mouth. When Laurent
    it was 3 days old, he began to look for the nipple, as
    only his lips touched
    any part of the mother’s breast. He
    felt with open mouth
    the whole breast until it finds the nipple (p. 26).

    kids
    are not limited to one breast sucking.
    Piaget’s children sucked
    linen, pillows, blankets, own
    fingers are all they are
    accidentally bumped into. According to the terminology
    Piaget, they assimilated all sorts of
    objects by embedding them in the sucking circuit
    (pp. 26,32,34).

    1
    Age limits for this period
    proposed by Ginzburg and Opper (Ginsburg
    & Orper, 1988) in their excellent review
    Piaget’s theories.

    Although
    in stage 1 the most noticeable action
    is assimilation,
    we can also discover the beginnings
    accommodation. For example,
    kids need to learn how to regulate
    movements of your head
    and lips in order to find the chest and
    nurse. Similar regulatory
    actions also show the beginnings
    organizations; kids organize their
    movements so that feeding becomes
    all
    smoother, faster and more efficient
    (p. 29-31.39).

    Stage
    2 (1-4 months). Primary circular
    reactions

    Circular
    the reaction takes place when the baby accidentally
    commits
    some new action and trying it
    repeat (Piaget, 1936a,
    R. 55). A prime example of this is
    thumb sucking. Hand randomly
    comes into contact with the mouth, and when it
    going down, baby
    trying to get her back to where she was.
    However, for some time
    babies can’t do it. They beat
    in the face
    hand, but they cannot grasp it; or
    they wave their hands frantically;
    or follow the hand with the mouth, but cannot
    grab her because
    their whole body, including their arms and hands,
    moves as one
    and in the same direction (p. 51-53). According to
    Piaget’s terminology
    they are incapable of accommodation,
    necessary in order to
    to assimilate the hand into a scheme
    sucking. After repeated
    failures they organize sucking and movements
    hands and master the technique of sucking
    finger.

    Like
    thumb sucking incident, most
    primary circular
    reactions includes the organization
    two previously independent
    bodily patterns or movements. For example,
    when little
    the girl repeatedly brings her hand closer to
    his face and look at
    her, she carries out the primary
    circular reaction. She coordinates
    looking at and moving the hand (p. 96-97).

    These
    circular reactions are good
    an illustration of
    What does Piaget mean by intellectual
    development as
    “construction process”. Baby
    actively “puts together”
    various movements and schemes. Important
    note the amount of work done
    work; baby can coordinate
    independent movements
    only after repeated failures.

    Stage
    3 (4-10 months). Secondary circular
    reactions

    Elements
    development at stage 2 are called primary
    circular
    reactions because they involve
    coordination of parts
    the child’s own body. Secondary
    circular reactions are
    the place where the baby discovers and
    reproduces something interesting
    an event outside one’s body (Piaget, 1936a, p.
    154). For example,
    one day Piaget’s daughter Lucien, lying in her
    crib, made
    leg movement that caused the swing
    dolls hanging from her
    over your head. She was looking at dolls
    a few seconds and then again
    pushed the back of the crib with her feet, again
    following the movement of the dolls. During
    for the next few days she repeated
    these actions are many
    times, kicking their feet and following the swing
    dolls, and often flooded
    laughing at the sight of moving dolls (p.
    157-159).

    Piaget
    sometimes called secondary circulars
    reactions “prolongation
    interesting impressions” (p. 196). He
    thought babies smiled
    and laugh while watching relatively new
    event (p. 197). At the same
    time they seem to enjoy
    own capabilities,
    the ability to trigger an event
    again and again

    Stage
    4 (10-12 months). Secondary
    diagrams

    On the
    stage 3 baby performs elementary
    action to achieve a certain
    result – for example, kicks legs,
    to cause the movement of suspended
    dolls. At stage 4 actions
    babies become more differentiated:
    he is learning
    coordinate two independent circuits
    to achieve a result.
    This new achievement is most notable,
    when babies encounter
    obstacles. For example, once Laurent
    wanted to grab a matchbox, but
    Piaget placed his hand
    is on his way. Laurent first tried
    ignore the hand; he
    I tried to go around it from the top and side. But
    he didn’t try to move
    her aside. When Piaget continued
    keep your hand in his way,
    Laurent resorted to ‘assault the box, waving
    hand, shaking and shaking his head from the side
    aside,” producing various
    “magic” gestures (1936a, p. 217). Finally,
    a few days later Laurent
    managed to remove the obstacle by pushing
    arm out of the way with punches,
    before he grabbed the boxes. So
    way, Laurent coordinated
    two independent schemes – drawing
    punches and grabs,
    – to reach the goal. one scheme,
    striking has become a means
    reaching the goal, grasping the box.

    Similar
    simple observations are very important for
    our understanding
    how children develop basic
    categories of perception
    space and time. We can not
    talk to kids
    and ask them how they perceive
    space and time,
    but we can see how these categories
    formed through their
    actions. When Laurent learned to move
    hand to take possession
    box, he showed understanding
    that some objects are
    in front of others in space and that
    some
    events must precede others
    in time (Ginsburg &
    Orper, 1988, p. 52).

    Stage
    5 (12-18 months). Tertiary circular
    reactions

    On the
    stage 3 babies do elementary
    action to achieve
    one result – an extension of the interesting
    impression.
    At stage 4, they make two independent
    actions to achieve the same result.
    Now, at stage 5, they are experimenting
    with various actions for the purpose of observation
    various results.

    For example,
    once Laurent showed interest in a new
    table. He hit
    on it several times with a fist, in some
    stronger in other cases
    more carefully in order to listen
    different sounds that
    produced his actions (Piaget, 1936a, p.
    270).

    Similar
    same way, one 12 month old boy
    sitting in the bathroom
    watching the water flow from the faucet. He
    put his hand under the faucet and noticed that
    water splashes in all directions. He
    repeated this action
    twice, prolonging an interesting spectacle
    (stage 3). But then he
    began to change the position of the hand, sometimes
    bringing it closer, and sometimes pushing it away
    from the faucet and watching the water splatter
    at different angles.
    He varied his actions to
    see what’s new
    dissimilar results will follow.

    Costs
    note that babies learn
    completely on your own
    without any hints from outside
    adults. They formed
    their schemes exclusively from innate
    curiosity to
    the surrounding world.

    Stage
    6 (18 months – 2 years). The beginning of thinking

    On the
    stage 5 children are little scientists,
    varying their actions
    and observing results. However, all
    they make their discoveries
    through direct physical
    actions. On the stage
    6 children before
    take action,
    Apparently, they are thinking through situations with support
    to internal representations.

    AT
    the most famous example of behavior
    Stage 6 involves Lucienne
    and a matchbox. Piaget put in
    chain boxes
    Lucienne tried to extract it immediately.
    She had two schemes
    to get a chain: flip
    boxes and stick your finger
    in the slot of the box. However, none of the schemes
    didn’t work. Then she
    did something interesting. She stopped
    their attempts and looked very
    closely at the gap. She then a few
    times in a row
    opened and closed her mouth, opening it with
    every time wider and wider
    (Piaget, 1936a, p. 338). After that she quickly
    opened the box
    and got the chain.

    Piaget
    (p. 344) noticed that at stage 5 the child,
    would probably get
    chain through a slow process
    trial and error, experimenting
    with different actions. Having stopped their
    trying and thinking about the situation, Lucienne
    was able to achieve much
    faster. She still didn’t speak the language well.
    so resorted to motor
    movements (his mouth) to symbolize
    action that
    she had to do.

    Progress
    children in stage 6 can also be seen in
    their attempts at imitation. Piaget drew
    note that for some
    time
    children are generally incapable of imitating
    new samples; they can
    only reproduce actions that
    are already present in them.
    behavioral repertoire. However, to
    stage 5 they can already produce
    the necessary accommodations to mimic
    new behavior
    through experimental method
    trial and error. But only
    at stage 6, children are capable of delayed
    imitations –
    imitations of currently absent
    patterns of behavior. For example, to
    16 month old
    Jacqueline came to visit a little boy,
    whom she used to
    saw several times and which in that
    day made a “terrible scandal. ” He
    squealed, trying to get out of the nursery
    arena, and
    pushed him back, stomping his feet. Jacqueline
    stood and stared in wonder
    never seen a scene like this before.
    The next day
    she herself squealed, being in her
    playpen, and tried to move
    him by lightly stamping his foot several times
    contract. Imitation of the whole
    scene was quite impressive (Piaget,
    1946, p. 63).

    Piaget
    suggested that because imitation
    Jacqueline took place
    a whole day later, in the mind of a girl
    should have kept some
    internal representation of the model. So
    how she was missing
    vocabulary required for
    representation of her actions in verbal
    form, she probably used
    certain type of motor
    representations. She is
    could imitate the boy’s behavior
    with very fast muscle
    movements while watching
    him, and these movements formed the basis
    her subsequent imitation
    (chap. 3).

    Development
    understanding the permanence of objects

    Bye
    we have described only some of the main
    features of six
    sensorimotor stages. Piaget explored
    and other elements of development
    during this period; he showed how
    babies construct concepts of permanence
    objects, time, space and
    causality
    and how they develop the ability to
    game. Due to lack
    places we will briefly consider only one
    important element of development
    – Understanding the permanence of objects.

    On the
    stages 1 and 2 babies have no idea
    about the objects that exist
    Around them. If a person or object
    are removed from their field of vision, maximum,
    what they do is continue some
    time to look where they last
    once seen him. If the object
    does not appear again, they switch
    your attention to something else. They are not
    are trying to find it. Kid follows
    rule: out of sight
    — out of mind (Piaget, 1936b, p. 1-12).

    On the
    stage 3 toddlers make new progress. How
    we mentioned earlier,
    now they are showing interest in the outside
    world (for example, to extend
    interesting experiences). Respectively,
    they start better
    understand the permanence of external objects.
    If objects fall, disappearing
    out of their sight, they are now watching
    where the object fell.
    They may also find partially hidden
    objects. If they temporarily put an object
    to the side (for example, behind your back), then
    may, after a short pause, find him.
    They can do this when the object has been
    associated with their own actions.
    However, babies at this stage
    unable to find objects that
    completely hidden by others
    people even in front of them (p. 13-48).

    On the
    stage 4 the first manifestations are noted
    genuine understanding
    permanence of objects. Toddlers can
    now find complete
    hidden objects. If we are completely
    cover the toy with a blanket
    the baby will pick it up and find the toy (p.
    51).

    But
    Piaget discovered at this stage a curious
    limitation. When
    he hid the object at point A, his children
    could find him, but when he
    then, in front of them, he hid
    same object at point B, they tried again
    find him
    at point A – the place of its previous
    success. According to the terminology
    Piaget, they couldn’t follow the next
    permutations (movements
    from one secret place to another)
    (p. 54).

    On the
    stage 5 children can follow the row
    permutations if they see how we
    perform. Behind invisible permutations
    babies are capable
    trace only at stage 6. For example,
    just on
    sixth stage, Jacqueline was able to, having done
    detour around the couch, find the ball,
    who rolled under the sofa. She was able
    do
    it’s because now she has
    ability to mentally imagine
    own trajectory of the ball, even when it was
    invisible (p. 231).

    According to
    Piaget, such roundabout actions are very
    are important. They are showing,
    that the child has developed a sense of space,
    which
    has the characteristics of a mathematical
    model called a group. For example i
    roundabout
    Jacqueline’s journey demonstrates
    such an important property of a group as
    associativity – the ability to achieve
    some
    points through various interconnected
    steps. Jacqueline also demonstrates
    reversibility property, returning the ball
    back. These roundabout actions indicate
    and on
    other properties that characterize
    connected structure,
    described by the mathematical concept
    groups (Piaget & Inhelder, 1966, pp. 15-47).

    Leaving
    technical details aside, we can
    note the huge
    the progress that babies make when
    gain understanding
    permanence of objects. At the beginning of life
    they lack representation
    about objects that exist themselves
    on its own, regardless
    from watching them or doing
    actions with them. By the end of the sensorimotor
    period objects are separated from each other
    and constant. So in the mind
    children, a universe is formed containing
    independent
    objects in which they themselves are
    just one
    object among many others. So
    along with the understanding of constancy
    objects they develop a clear
    self-image
    as independent beings (Piaget, 1936b,
    p. 108-109).

    Periods
    II and III. Pre-operational thinking
    (2
    years – 7 years) and specific operations (7-11
    years)

    To
    the end of the sensorimotor period
    able to make effective
    and well organized activities,
    allowing him to contact
    with your immediate environment.
    Child
    continues to use sensorimotor
    lifelong skills,
    next period, preoperative period
    thinking, marked
    an important change. Mental capacity
    baby fast
    reach a new level, the level of symbols
    (including images
    and words). As a result, the child must
    reorganize
    your thinking. This cannot be done right away.
    For some
    time, throughout
    preoperative period,
    the child’s thinking is generally not systematic
    and not logical. It
    organized on a mental level
    before the child turns
    7 years or so, not before the start
    specific
    operations (Piaget, 1964a, p. 22).

    Height
    symbolic activity

    Children
    start using symbols when
    use one object
    or action to represent another,
    absent (Ginsburg
    & Opper, 1988, p. 70). In fact, as we
    seen children begin
    do it in the sixth stage of the sensorimotor
    development. For example,
    Lucienne opened her mouth before opening
    Matchbox;
    she used her mouth to represent
    action that
    she hasn’t done it yet. Similar
    delayed imitation includes
    into a certain kind of internal
    presentation of past
    events. Piaget believed that delayed
    imitation also first
    includes motor imagery, and
    stressed that the first
    characters are motor characters, not
    linguistic.

    Examples
    non-linguistic characters we find
    and in children’s play. One Day Jacqueline
    imagined that a piece of cloth is hers
    pillow.
    She laid her head on the cloth and, laughing,
    pretended to fall asleep.
    Her game was symbolic, because
    she used
    one object, a piece of cloth, for presentation
    another missing
    – pillows (Piaget, 1946, p. 96). Make-believe game
    also begins on the sixth sensorimotor
    stages and becomes clearly visible
    over the next few years.

    Main
    the source of the characters is of course
    well, the language that
    develops rapidly in the beginning
    preoperative period (approx.
    from 2 to 4 years). One of the first times when
    Jacqueline symbolically
    used language happened when she
    it was almost 2 years after
    after she had been by the pond. Back
    home, she told her father
    about what happened, saying: “Robert cry,
    duck swim in the lake, fly away”
    (p. 222). That is, she used the words
    for the reconstruction of the missing
    events – an event that took place in
    past.

    Language
    significantly expands the horizons of the child.
    Through language
    the child can relive the past,
    anticipate the future
    and report some events to others
    people. But precisely because
    that the child’s thinking expands so
    swiftly, he first
    lacks the qualities of coherent logic. it
    manifests itself in how
    a small child uses words.
    He doesn’t use them to refer to
    true classes of objects, but only in
    as assumptions
    (preconcepts).
    For example,
    when Jacqueline was
    3 years old, she said that dad is
    a man who has “a lot of Lucien
    and a lot of Jacqueline” (p. 255). She has not yet owned
    concept of common
    class, inside which children with names
    Lucienne and Jacqueline make up
    only a small subset.

    Because the
    children have no idea about the general
    classes, their reasoning is often transductive,
    moving from particular to particular.
    At 4.5 years old, Lucienne said: “I haven’t slept yet
    after dinner, that is
    now it is not daytime” (p. 232). She is
    didn’t realize it was daylight
    time is the total period of time
    containing many private events,
    of which her dream was only one.

    Some
    psychologists believe that children learn
    think more
    logical when they master the language.
    According to this view, language
    provides us with conceptual categories
    (see Brown, 1965). But Piaget
    was of a different opinion. Although language has great
    value – it provides
    us a source of commonly used symbols
    for communication with
    other people – in itself it is not
    creates a logical structure
    thinking. Logic comes from actions.
    Babies form
    logically connected system of actions in
    course of sensorimotor
    period before they start talking
    and subsequent
    logic is just organized
    actions that have taken more
    internal view (Piaget & Inhelder, 1966, p.
    86-90). To explore
    how internal actions shape
    logical systems
    Piaget gave the children various tasks
    scientific nature. He usually started
    similar experiments with 4-year-old children,
    because they could already sit,
    focus on tasks
    and communicate with the examiner.

    Scientific
    reasoning

    Saving
    volume (liquid).
    This
    most famous experiment
    Piaget. In one case (Piaget & Szeminska, 1941,
    p. 17) the child is shown two identical
    glasses, A1 and A2, which are filled up to
    the same mark. The child is asked
    whether they contain
    both glasses are the same amount
    liquids, and the child is almost always
    says they contain. Next, the experimenter
    (or child) overflows
    liquid from A1 to glass P, which is lower
    and wider. child
    ask if there is a quantity left
    the same liquids. At the preoperative
    level, the answers are divided into two
    substages.

    On the
    children in the first substage are clearly incapable
    understand the principle of conservation – i.e. they
    do not realize that the quantity remains
    same. Usually
    they say there is more liquid now
    in glass A1, since it is higher. Sometimes
    baby says she’s bigger now
    in P, as it is wider. Anyway
    the child is “centered” on only one
    parameter, height or width. Only
    one perceptual parameter
    – appearance, produces on the child
    such a strong impression
    that the child is unable to use
    logic to understand that quantity
    liquid remained unchanged. On the second
    substage baby
    takes steps towards the principle of conservation,
    but not yet mastered
    them. The child may first say that
    liquid more
    in glass A1, since it is higher, then
    change your mind and say
    that there is more of it in P, since it is wider, and,
    Finally, get confused.
    The child demonstrates “intuitive
    regulation”,
    he begins to consider two perceptual
    parameter, but not yet
    talks about two things at the same time
    and is unaware that the change
    one parameter compensates for the change
    another. But his confusion shows
    that he begins to realize that he himself
    contradicts,
    and you can be sure that soon he
    resolve this contradiction
    and proceed to the save stage.

    How
    as a rule, children come to understand
    fluid retention approx.
    at the age of 7. When it happens
    they enter into
    stage of specific operations. Mostly,
    children come to understand
    conservation, using three arguments.
    First, the child may say, “You
    did not add anything and did not pour anything,
    so there should be the same amount of water.”
    This is an identity argument. Secondly,
    the child may say: “This glass
    taller here but the other is wider
    here, so the water is the same in both.”
    This is the compensation argument – changes
    balance each other. Child
    suggests that
    change is part of an organized
    systems – what a change
    one parameter is bound in a mandatory
    order with compensating
    changing the other. Third, baby
    can say:
    “It’s the same in both, so how can you
    pour water from here to there,
    where she was before. This is the argument of inversion,
    or reversibility (Piaget & Inhelder, 1966, p. 98).
    Piaget believed that the child is at the stage
    specific operations
    can use all three arguments though,
    maybe he won’t be able to do it.
    spontaneously while doing
    each task.

    AT
    These arguments are based on logical
    operations are mental
    actions that are reversible
    (p. 96). When a child
    indicates that the change in one glass
    compensated by a change in the other, it
    understands that the end result is
    return
    to the original amount. Similar
    the same way when
    baby claims we can transfuse
    water back, he suggests
    that we are reversing the process.

    Important
    note that operations are internal,
    mental actions. Child
    makes compensation or reverse
    actions in the mind. Actually,
    the child has not yet performed and has not seen
    the transformations he
    He speaks. These transformations (for example,
    reversibility) are like transformations,
    committed by a baby, but now they
    take place on
    more internalized level.

    Sometimes
    people ask if they are
    cause of misunderstanding
    children of the principle of preserving only
    their language difficulties.
    Children may think that under “more”
    the experimenter means “higher”,
    and therefore indicate a higher
    cup. Similar
    difficulties can be circumvented by changing
    the wording of the question, for example,
    asking: “From which glass could you
    drink more water?” Usually
    we find that a small child
    still unable
    understand the principle of conservation (Peill, 1975, p.
    7, chap. 2).

    How
    in the same way the child acquires understanding
    conservation laws? Most
    simple answer: understanding the laws
    conservation is instilled in him by
    learning. However, as we will see below,
    conservation law training
    often comes across the unexpected
    resistance. preoperative
    the child sincerely does not believe the explanations
    adult.

    Piaget
    argued that children acquire understanding
    save spontaneously. Decisive moment
    occurs in the second substage, when
    the child first says that in one of
    more glasses of liquid
    since he’s taller, then he says more
    in the other, since it is wider,
    and finally gets confused.
    The child is in a state
    internal contradiction, which
    allows by passing
    to a higher stage. Sometimes we can
    see how this change is happening on
    our eyes. The child says: “In this
    more…
    no, this one is wider, no, wait. In both
    equally. This one is higher
    but you poured water into a wider
    cup”.

    Saving
    quantities.
    B
    one of his conservation experiments
    quantities (Piaget & Szeminska, 1941, p. 49-56) Piaget
    gave children
    a row of egg glasses and a few eggs. Then
    he asked them to take so many
    eggs, as needed to fill
    glasses. And again the answers in the preoperative
    period was divided into two sub-stages.

    On the
    the first substage children just lined up
    rows of equal length
    ignoring the number of eggs in a row. When
    Piaget then asked them
    put the eggs in the glasses, they are surprised
    discovered that they had too many eggs
    too much or too little.

    On the
    second preoperative stage children
    spontaneously obtained the ratio
    one to one, placing one egg at a time
    next to each glass
    (see figure 6. 2). According to Piaget, they used
    intuitive approach
    obtaining an exact perceptual order.
    But their success was limited
    this simple perceptual arrangement.
    When Piaget then squeezed (or sometimes
    stretched) one of the rows, the children stated
    what now
    there are more items in one row. As in
    in case of fluid retention,
    children were unable to understand the principle
    conservation, because
    they were more influenced by their direct
    perception, not logic. Because one
    the row now looked much longer,
    they couldn’t figure out how many
    items should remain the same.

    Except
    Moreover, at this stage, children sometimes begin
    hesitate in your
    answers. First they say that in one
    a number of more items
    since it is longer but then declare
    that there are more of them in another
    row, as it is denser. This state
    conflict characterizes the transition to
    specific operations.

    On the
    stages of specific operations, children are aware
    that the number of items
    in each row is the same, despite
    difference in line length.
    They conclude that the two rows are the same,
    because “you’re nothing
    did not remove or add anything”
    (identity), because “that
    the row is longer here, but this one is tighter.”
    (compensation) or because
    that “you can do this row again
    long and they will
    the same” (inversion).

    Others
    conservation experiments.
    Piaget
    explored a number of other
    types of conservation, such as conservation
    matter, weight, volume
    and length. So, in the experiment on conservation
    substances, the child is shown
    two identical balls of plasticine
    or test, and then he sees how one
    the ball is given an elongated, thinner
    shape like a cake. baby on
    pre-operational level
    thinks two balls contain different things
    amount of test.

    We will not consider here various
    types of conservation, but only note that all
    they are believed to involve mastery
    the same logical concepts
    – identity, inversion and compensation.
    However, some types of laws

    conservation,
    appear to be more complex than others,
    and absorbed later. 1
    So reaching understanding
    conservation is a gradual
    process within a specific period
    operations.

    Switching on
    to class.
    B
    typical switching experiment
    element to class
    Piaget (Piaget & Szeminska, 1941, pp. 161-181) suggested
    children
    20 wooden beads, of which 18 were
    brown and two
    – white. Piaget made sure that children
    understand that although most of the beads
    brown and two are white, they are all made
    from wood.
    Then he asked the children: “What kind of beads
    more: brown
    or wooden? Children on preoperative
    level said more brown
    beads. Obviously, the abundance of brown
    beads compared to two white
    produced on them so strong
    the impression that they were incapable
    realize that both brown and white
    beads are part of some
    greater whole
    – a class of wooden beads. As in
    in the case of conservation,
    period of specific operations children
    deal with similar tasks.
    to include the element in the class, and,
    appear to use the same
    logical operations (p. 178).

    1
    It can be assumed that the acquisition of one
    a number of laws always occur in one
    and the same sequence – assimilation
    conservation of matter, then weight and volume
    (Ginsburg & Opper, 1988, p. 151-153; Piaget & Inhelder, 1966,
    p. 99).

    Social
    thinking

    Egocentrism.
    Piaget
    believed that in each period there is
    general correspondence between scientific and
    social thinking. For example,
    just like pre-operational
    children are incapable
    take into account two parameters
    performing conservation tasks, they
    also unable to take into account more than one
    points of view
    in their interactions with others.
    preoperative children
    often show self-centeredness, considering
    all exclusively with their own
    positions. It becomes clear from conversations
    children (Piaget,
    1923). For example, a little girl might
    tell your girlfriend:
    “I’m putting it in here” no matter what
    the place to which she
    indicates, hidden from the eyes of her girlfriend.

    One
    of the most widely cited studies
    Piaget devoted to egocentrism concerned
    child’s perception of space.
    In this study (Piaget & Inhelder, 1948)
    the child was led around
    layout of three mountains so that he can see
    how the layout looks from different angles.
    After this bypass, the child was seated
    one side
    layout, facing the doll that was looking
    on the layout with the opposite
    sides. The child was then asked to choose
    from several photos
    the picture that best shows
    what he sees and
    picture showing what he sees
    doll. All the children could find
    a picture that reflected their own
    position, but the smallest
    children (approximately 4 to 6 years old) often chose
    the same pictures
    to show the position of the doll. Obviously,
    they didn’t understand that
    the position of the doll is different from theirs
    own.

    Egocentrism,
    thus refers to the inability
    separate your point of view from someone else’s. But
    egocentricity does not necessarily mean
    selfishness or vanity. This thought can
    explain with an example.
    One day two boys went to the store
    with his aunt to do
    gift for mom on her birthday. Older
    the boy who was
    7 years old, chose a piece of jewelry. Jr,
    who was 3.5
    year, chose a toy car.
    Younger boy’s behavior
    was not dictated by selfishness or
    greed; he carefully packed
    gift and gave it to my mother with a look that
    showed clearly that
    he thought she’d like the gift.
    However, his behavior
    was self-centered; he did not accept
    attention to the fact that interests
    his mothers are different from his own.

    Bye
    children are self-centered, they are usually just
    play next to each other
    friend. For example, two boys in the sandbox
    will build their own
    buildings. When they overcome
    self-centeredness, then learn
    coordinate their actions in a joint
    work. Each
    can dig a tunnel so that the tunnels in
    eventually connect. It requires
    from each of them considering the point of view
    another. Such a cooperative
    the game takes place at the specific stage
    operations.

    Egocentrism
    may also affect the speech of young children
    children, for example
    when they participate in a “collective
    monologue.” It may seem that two
    little girls have a conversation then
    how
    in fact, each
    tells what she thinks
    Currently. One girl can
    talk about a toy house that
    she’s building now, and the other is about the trip,
    which
    she did, and between their words there is no
    no connection. When
    children overcome egocentrism, they
    take into account the reactions and point
    the eyes of your listeners.

    So
    Thus, a significant part of the interactions
    differs between peers
    egocentrism. However, he assumed
    Piaget
    (1923, p. 101; 1932, p. 94), children overcome
    egocentrism when
    begin to interact not only
    exclusively with adults
    but more and more with other children. They are
    discover that while
    adults seem to understand everything that
    they want to tell their peers on it
    incapable. Accordingly, they learn
    take into account the point
    view of others in order to be understood.

    Except
    moreover, it produces less for children
    impression of the authority of others
    children, and they are more freely involved with
    them into conflict. They are
    argue with their peers and sometimes
    reach compromises
    and cooperate with them. Thus they
    begin to coordinate alternative
    points of view and interests (Piaget, 1924, p. 205).

    Regardless
    on whether children overcome egocentrism
    predominantly
    through interactions with peers
    or not, the most important point in the theory
    Piaget is that the children themselves play
    an active role in the awareness of the existence
    alternative points
    vision. In this regard, I recall the case
    when one of our
    sons, who was then 5 years old,
    apparently really
    made this discovery. One day when
    the two of us rode in the car,
    after a few minutes of silence he
    said: “You know, dad, you
    don’t remember what I remember
    I”. I asked him what he meant and
    he replied: “Well, for example, when I
    I remember my
    boots, you don’t know about it; you do not
    you can remember what I remember
    I”. So at that moment he
    apparently really
    I understood, and understood myself, that the point of view
    other people
    different from his own. Maybe,
    then it’s not completely
    overcame his egocentrism, but the essence
    here in another: how
    whatever his step, he took it
    on one’s own.

    Moral
    judgment.
    Piaget
    explored social thinking
    children in many areas, including
    moral standards. In his
    classic work “The Moral
    child’s judgment” he
    paid special attention to how children
    understand
    ball game rules.

    Piaget
    first observed how children really
    play this
    game and found that between the ages
    4 and 7 years they are usually
    play in an egocentric manner. If a
    two boys were playing
    everyone played in their own way. They had a vague
    idea of ​​victory;
    one of them could exclaim: “I won,
    and you won too!
    After the age of 7 children tried
    follow the general rules
    and win according to them (Piaget, 1932/1965, pp.
    29-46).

    Then
    Piaget studied the thinking of children,
    regarding the rules. His
    I was especially interested in whether children think
    that the rules can be changed.
    Here he discovered that children during
    several years – approx.
    up to 10 years of age – it is believed that
    the rules are fixed
    and immutable. They said the rules
    establishes some
    authoritative person: the state or God.
    The rules can’t be changed, they said
    they, because then it won’t
    real game.

    About
    after 10 years, children became more
    realistic. Now they’ve seen in
    the rules are just the way the game is played,
    established
    as a result of mutual agreement.
    The kids didn’t count the rules anymore
    fixed or absolute; they
    said that the rules
    probably changed over time
    when the kids came up with
    new rules. And they also said that
    can change them
    if all participants in the game agree
    (ibid., pp. 50-76).

    These
    different ideas about the rules,
    Piaget said, demonstrate
    two basic moral principles.
    The first characteristic
    for young children is
    moral heteronomy,
    blind obedience to the rules set
    adults. The children assume
    that there is one sovereign law,
    to which they always
    must follow. Second moral
    principle characteristic
    for older children, autonomy.
    This principle regards rules as
    inventions of people created by equal
    participants for the sake of cooperation (ibid.,
    pp. 401-406).

    Piaget
    believed that moral heteronomy
    associated with egocentrism;
    children evaluate the rules with a single
    points of view – points
    adult vision. Being a form
    egocentrism, moral heteronomy
    overcome rather late
    age 10 or so
    Moreover, in comparison with the egocentric
    a game that is usually overcome
    by the age of 7. Here Piaget
    reminds us that
    heteronomy is a form of egocentric
    thinking and saying
    that thinking often lags behind action.
    Children may need to participate
    really in large numbers
    collective
    games with peers in which they
    actually change the rules to
    satisfy the desires of all participants,
    before they can appreciate
    the reality of the rules on the conscious
    level (ibid. , p. 94-95).

    Animism.
    Piaget
    describes other differences in thinking
    small
    children from the thinking of older children
    and adults. Like Heinz Werner, Piaget
    noticed that small children do not spend
    those differences between
    animate and inanimate
    items that
    we do. Werner said they
    perceive all objects
    including physical, physiognomic
    way as full of life
    and feelings. The rumbling truck can
    seem angry to them
    and the only cloud in the sky is lonely.
    Piaget called this
    view of the physical world is animistic.

    Although
    Werner and Piaget were impressed
    similar installation
    in young children, each of them studied
    her under a few
    a different angle. Werner was interested
    direct perceptions
    objects by children; Piaget was more interested
    the way children represent
    themselves and define life.

    First,
    discovered by Piaget, children equate
    life to any kind
    activity. For example, one boy
    asked:

    living
    whether the sun? – Alive. – Why? – It gives
    light. – is it alive
    a candle?—Alive, because it gives light. She is
    alive when it gives light, but
    not alive when it does not give … Is it alive
    bell? – Alive, he
    rings (Piaget, 1926, p. 196).

    Similar
    thinking is common in children in
    ages 4 to 6
    years.

    a little
    later, at the age of about 6 to 8 years,
    children restrict
    the concept of “life” by objects that
    are moving. For example:

    Alive
    whether a stone?—Alive. – Why he
    moves… How does it move?
    – He’s rolling. Is the table alive? – No he
    can’t move…
    Is the bike alive? – Alive. – Why?
    – He is going (p. 196).

    Only
    after 8 years or so children limit
    the concept of “life”
    objects that move on their own
    yourself, and later plants
    and animals.

    Piaget
    found quite similar stages in
    thinking about
    various types of objects that
    endowed with feelings and consciousness. First
    children believe that the object is endowed
    feelings, if
    he reacts in some way
    external influences. For example,
    the stick feels the fire, since its
    burn. A little later the children
    limit the senses and consciousness
    objects that move, then
    objects that move on their own
    himself and, finally, animals and people.

    So
    Thus, children gradually refuse
    from their animism and start doing
    differences for most
    adults. Fate
    animism in Piaget’s theory, how can we
    note is different from destiny
    physiognomic perception in Werner.
    According to Werner,
    physiognomic perception, although
    less dominant in most
    adults than children, still remains
    with us and influence
    on our artistic and poetic
    views. According to Piaget, animism is simply
    overcome.

    Dreams.
    Single
    from Piaget’s earliest research was
    devoted to the presentation
    children about dreams (1926, chap. 3). Like
    in the case of ideas about life, understanding
    little children of dreams,
    seems to follow a specific
    stage sequence.
    After Piaget’s first study, others
    scientists (primarily
    turn Kohlberg, 1966a) clarified the
    its sequence
    dream perception.

    First
    children seem to believe that dreams are real.
    For example, when
    A 4-year-old girl was asked if there was a giant
    from her dream indeed
    there, she replied: “He really
    was there but disappeared when
    I woke up. I saw his footprints on the floor.”
    (Kohlberg, 1966a, p.
    6). Shortly thereafter, the children discover
    that dreams are not real, but still
    evaluate them differently than
    older children or adults.
    They think their dreams are visible to others
    people and that they come from outside (from the night,
    from the sky or through the window from
    street lights). They also think that
    dreams are outside of them when
    they see them. As if they were watching
    film, which
    unfolds in their room on their
    eyes. Gradually, step
    step by step, children realize that dreams are not only
    unreal, but also invisible,
    are of internal origin
    internal localization
    and have other characteristics
    which adults ascribe to them.
    Children usually complete their discoveries by
    6-7 years of age, at the beginning of the period
    specific operations.

    How
    How do children learn about dreams? Our
    the first guess would probably be
    next: they learn about them from adults.
    When children have nightmares, parents
    reassure them by saying:
    “Don’t worry, it was just a dream. it
    It was not in reality, but only in your head.
    However, Piaget’s followers believe that
    that the children in
    reality open various
    properties of dreams on their own.
    Kohlberg (1966a), for example, argued that
    that since
    children learn sequence
    dream perception
    through six unchanging stages,
    it is unlikely that their thinking
    is a product of learning from
    adults; adults don’t
    burden themselves with the task of informing
    children about dreams in such detail,
    exact order. Children come to different
    concepts
    independently, in sequence,
    which is becoming more and more
    complex.

    FROM
    the purpose of collecting additional information
    about the role of learning from
    adults Kohlberg (1966a) asked about
    dreams of children from the community of natives, in
    where adults believe that dreams are real
    (Atayal tribe in Taiwan). Despite
    on the beliefs of adults, these children,
    apparently
    go through the stages in the same order,
    as American
    or Swiss children. That is, they first
    discover that
    dreams are not real, then – that they are invisible
    etc. Finally, when they
    reach the final stage, they experience
    the influence of representations
    adults and change their views, taking
    end point
    seeing that dreams are real. Nonetheless
    first they go through
    dream sequence
    against all beliefs
    adults, so the views of the latter are not
    may
    to be the only determinants of them
    learning.

    Summary

    Piaget
    argued that the thinking of children in
    preoperative period
    very different from how children think
    seniors and adults.
    Pre-operational thinking is characterized
    egocentrism
    animism, moral heteronomy,
    the idea of ​​dreams as external
    events, lack of classification,
    misunderstanding of the principle
    conservation, as well as other attributes,
    which
    we have no opportunity to consider.

    It turned out
    long list, and you can ask a question:
    “What do they have in common?
    all these characteristics among themselves?
    This question is central
    in Piaget’s theory, as he points out,
    that each stage of development
    there is a basic unity. Unfortunately,
    Piaget did not devote as much
    attention as much as we would like, but
    most often
    (e.g. 1964a, p. 41-60) he tries to tie
    various preoperative
    characteristics with the concept of egocentrism.

    AT
    children are self-centered in their speech when they
    consider issues
    only from my own point of view.
    Animism is the attribution of animation
    physical objects – also follows
    out of egocentrism;
    children assume that everything around
    functions the same as
    they themselves. Likewise, Piaget
    tried to show that representations
    little children about dreams are bound
    with egocentrism. While children are self-centered,
    they fail to realize that each
    human
    may have personal, subjective experience,
    like dreams.
    Further, in the field of moral norms
    egocentrism goes hand in hand
    with moral heteronomy. small
    children look at the rules with only one
    positions – as absolute concepts,
    sent down
    over. They still don’t understand what the rules are
    based on mutual
    agreements between two or more
    actors seeking
    reconcile their differing goals
    through cooperation.

    Available
    also the relationship between egocentrism and
    children’s performance
    scientific assignments such as
    conservation experiments.
    Just like an egocentric child
    examines items
    from a single point of view, baby,
    unable to understand
    conservation principle, focuses its
    focus on only one
    aspect of the problem. For example, when water
    poured from one glass to another
    lower and wider, baby
    “centered” on
    one conspicuous parameter –
    difference in height. Child
    cannot “de-center” and accept
    take into account two
    aspect of the situation.

    Children
    at the level of specific operations are capable of
    consider two aspects of the problem at the same time.
    In their social interactions they
    take into account
    not only what they say themselves, but also
    the needs of the listener.
    When they do experiments on
    saving, then accept
    into account not only the most conspicuous
    change, but also compensating
    changes. Thus, the ability
    coordinate
    two points of view at the same time
    basis of both social and
    and scientific thinking (Piaget, 1947, pp. 156-166).

    Period
    IV. Formal transactions
    (11
    years—maturity)

    On the
    level of specific operations, children can
    think systematically
    in relation to “mental actions”.
    For example, when water
    poured into a new glass, they can
    tell us what reversibility is
    this process, without performing itself
    action. But such abilities are
    your limitation. Children can think
    logically and systematically
    when dealing with tangible
    objects with which you can make
    real action (Piaget,
    1964a, p. 62).

    Against,
    at the level of formal operations thinking
    soars
    into the realm of the purely abstract and hypothetical.
    Ability for abstract
    reasoning can be seen in the answers
    to such questions
    how: if Joe is shorter than Bob and
    taller than alex who out
    the three highest? At the level of specific
    operations children can
    solve this problem only if
    put people in order and compare
    their growth; otherwise they will
    just guess.
    But adolescents, having reached the level of formal
    operations, already
    can organize thoughts in their head
    (p. 62).

    Piaget
    most interested in the ability
    talk, related
    with hypothetical possibilities. AT
    one experiment (Inhelder
    & Piaget, 1955, p. 107-122) children were given four
    bottles containing colorless liquids
    and marked with the numbers 1, 2, 3 and 4. They also
    gave a small vessel with colorless
    liquid, marked
    the letter “r”. Their task was to mix these
    liquids like this
    so that the color turns yellow.

    Children
    at the level of pre-operational intelligence,
    usually acted
    completely disorderly. They poured
    liquids into and out of bottles at random.

    On the
    level of specific operations actions
    children looked more
    organized. Model strategy
    was to pour liquid from a vessel with the letter
    “r” in each bottle: 1, 2, 3 and 4. But then
    children stopped
    their attempts. When they were asked
    why are they usually
    they said they couldn’t do anything
    do. Thus their actions
    showed some organization
    similar to the one that
    we might expect from their systematic
    behavior
    when performing save tasks,
    when they are able to reason,
    given two parameters at the same time.
    But they overdid
    only a limited number of options.

    On the
    the level of formal operations adolescents
    work systematically
    in terms of considering all possibilities.
    Some start
    with checking different combinations, but
    then realize that they are better
    ensure that all possible
    combinations, so
    they write them out before
    act further.

    When
    teenagers think about different
    opportunities provided
    in a situation, and then systematically
    check they work like real ones
    scientists. For example, a teenage girl
    may decide to check the properties of the new
    land for planting.
    At the level of formal operations, it is not
    just put in a new one
    earth in a pot with one plant, and
    old – in a pot with another;
    she is considering other possibilities.
    Perhaps these two plants
    in any case would have achieved different
    height, due to individual
    differences, so she takes a few
    plants and studies
    the average effect given by each land.
    Possibly sunny.
    light also has an effect, so
    she makes sure that
    all plants are lit equally.
    Perhaps the quantity is also important.
    water, so it exercises control
    and behind this variable.
    The essence of such reasoning is that
    that a person systematically
    considers hypotheses. He not only tries
    new opportunity,
    but isolates one of the hypotheses by controlling
    impact of others
    possible variables.

    How
    and in the case of other periods, Piaget introduced
    logico-mathematical
    models, describing the formal-operational
    thinking. These
    models are in some respects similar to
    those that are used
    at previous levels of development, but with
    this they go beyond them
    framework. The models are very complex and we will not
    try to cover them here.
    But it is important to note that at the level of formal
    operations thinking
    reaches the highest degree of balance.
    This means among
    other things that various operations are more
    are closely related and
    they are used in the widest of
    possible areas of application – in the field
    hypothetical possibilities.

    Although
    Piaget limited most of his
    adolescent math research
    and scientific reasoning, he pondered
    and the role of formal operations in social
    adolescent life
    & Piaget, 1955, chap. eighteen). Unlike
    concrete-operational
    a child who lives predominantly
    in “here and now”
    teenagers are beginning to think about more
    distant problems
    – about their future and the nature of society,
    to which they should
    enter. At the same time, their new cognitive
    opportunities may lead to
    striking idealism and utopianism.
    They can now
    embrace abstract principles
    and ideals such as freedom,
    justice and love, and represent
    imagine hypothetical societies, strongly
    different from all those that exist
    to the present
    moment. So the teenager
    becomes a dreamer, constructing
    theories about a better world.

    Piaget
    believed that such an idealistic
    and utopian thinking
    brings with it a new kind of egocentrism.
    To fully appreciate
    this new egocentricity, we must
    remember how egocentrism
    appears whenever the child
    enters a new field of intellectual
    life. Babies are self-centered at first
    in the sense
    that they have no concept of the world beyond
    outside of their own actions.
    External objects are devoid of permanent
    independent
    existence. Only at the end of the sensorimotor
    period, children decenter and include
    yourself into a world of permanent objects, from
    of which they are but one.

    On the
    the next level – the level of pre-operational
    thinking – children
    step into a new much bigger world,
    which includes language, symbolic
    presentation and communication with others
    people. Children
    become self-centered again, and they
    difficult to take into account except for the position,
    currently occupied by them, also
    other. Gradually they
    decentered and learn to consider
    alternative points
    vision – if they think about specific
    objects located directly
    In front of them.

    Finally,
    teenagers are entering into an even wider
    the world is a world of possibilities,
    – and egocentrism reappears. On the
    this time egocentrism
    noticeable when teenagers attribute
    limitless to your thoughts
    power. They dream of a “glorious future
    or about transforming the world with
    ideas” (p. 346), without trying to test his
    thoughts in real life. According to the theory
    Piaget, final
    decentralization occurs when adolescents
    start to take on
    assume adult roles and thus
    aware of the obstacles that limit
    their dreams. They learn that the theoretical
    design or
    utopian dream has value only
    when she even
    can be partially implemented
    practically.

    Theoretical
    questions

    Concept
    stages

    Many
    psychologists use the term stage
    quite freely
    only as a convenient way to generalize
    their results. it
    does not apply to Piaget. As emphasized
    Kohlberg (1968),
    Piaget’s concept of stages suggests
    several solid
    provisions concerning the nature of development.

    Firstly,
    in a rigorous theory of stages, their sequence
    should be unchanged. people pass
    through stages at different speeds, and
    some may not reach the highest
    stages of Piaget; but if
    they pass through them, then move forward
    forward in a certain order.

    Secondly,
    stages suggest that growth is shared
    on a qualitatively
    different periods. If intellectual
    development was
    continuous quantitative process,
    any division into
    independent stages would be arbitrary
    (Flavell, 1963, p. 19). To
    For example, if knowledge can be assessed in
    points from 0 to 100, then any
    division into stages at 40, 50 and 70
    would make no more sense
    than any other series of dividing
    points. Piaget believed
    that thinking in different periods is organized
    qualitatively different
    manner. Thinking at the concrete level
    operations, for example, are qualitatively different
    from thinking at the level of formal
    operations (it is logical insofar as
    refers to specific
    objects and actions, but is not yet
    really abstract
    and hypothetical). Accordingly, between
    two periods there is a natural,
    real difference.

    Thirdly,
    stages refer to general characteristics.
    Kohlberg when discussing this moment
    likes to ask the next question. AT
    A 4 year old child cannot
    copy rhombus. Aged 5
    years he can do it. Has it reached
    baby stage copy diamonds?
    Kohlberg added that this assumption
    sounds pretty
    stupid because copying diamonds
    too specific to
    call it a stage. If we become
    call each quotient a stage
    achievement, we will have thousands of stages.
    It would be more correct to say
    that the child has reached a new general stage
    perceptual-motor
    coordination that allows him
    perform many new
    operations. Similarly, Piaget’s stages
    belong to the general structures
    thinking and if we know that baby
    is on a certain
    stages, we must be able to predict
    his behavior at
    performing a variety of tasks. it
    statement is not
    absolutely true, because children can
    be on several other
    stages in various areas (for example,
    in scientific judgment
    in comparison with the area of ​​social
    judgments). Piaget called
    similar inconsistencies with decals
    ( decalages French
    displacements, shifts),
    but in each common period must have
    fundamental place
    unity in the results shown.

    Fourth,
    Piaget (Inhelder & Piaget, 1955) believed that his
    stages
    are hierarchical
    integration. That is, the lower
    stages do not disappear, but are integrated into
    new wider structures
    and, in a certain sense, obey
    them. For example, a teenage boy
    who begins to use formal
    operations,
    may still use specific
    operations
    – he can still reason
    systematically about specific,
    visible events, but now he realizes
    that these events are
    only part of a wider spectrum
    theoretical possibilities,
    and prefer to approach different
    problems, considering
    this wider spectrum. 1

    Fifth,
    Piaget, like other orthodox
    stage theorists, argued that his
    stages are revealed in the same
    sequences
    in all cultures.

    1
    Piaget’s followers believe that
    sequential hierarchical
    integration
    characterize development throughout
    periods, with the exception of
    pre-operational thinking. Peculiarities
    this period,
    associated with illogicality, apparently
    not saved and integrated into
    any higher structures;
    they are simply overcome (Inhelder, 1971).

    it
    assumption is often puzzling
    readers. Aren’t different cultures
    instill various
    representations, especially
    moral standards? We
    We will discuss this issue in the next chapter,
    but in general Piaget’s response
    boils down to the fact that his theory deals with
    not specific ideas, but
    fundamental cognitive
    abilities.
    Thus, small children, regardless
    from their cultural representations
    on matters such as sex or
    militancy, will
    base their views on the fact that
    their opinion is justified
    or condemned by authority figures.
    And only in youth
    when young people master the formal
    operations, they will start
    indulge in abstract, theoretical
    reasoning on moral
    topics, whatever their specific
    representation.

    So
    Thus, Piaget put forward a rigorous theory
    stages. It means,
    that he believed that his stages a)
    deployed in an unchanging
    sequences, b) describe
    qualitatively different periods, c)
    belong to the general properties of thinking,
    d) are
    hierarchical integrations and e) culturally
    universal.

    Transition
    from stage to stage

    Piaget
    paid much attention to the structures of his
    stages and significantly
    less – the problem of their passage. Tem
    no less he had
    well-defined views on this
    question.

    He
    recognized (1964b) that the biological
    maturation plays a role in
    development. For example, children are probably not
    can master
    specific operations without a specific
    minimum maturation
    nervous system. At the same time, Piaget
    claimed that one maturation
    cannot play a dominant role
    because the pace of development
    depends a lot on where the children are
    live. Children who grow up in poverty
    rural areas often develop
    at a slow pace, obviously because
    that they lack intellectual
    stimulation. So the environment is also important.

    But
    the role of the environment is easy to exaggerate, as it
    do proponents of learning theories.
    In general, they believe that thinking
    baby is in
    main product of external reinforcements
    and learning. Piaget’s concepts, they believe,
    must be vaccinated by parents
    teachers and others. But as we
    we will see in the last section of this chapter,
    it’s far from clear what’s going on
    exactly. On the
    Piaget’s view, the environment is important, but only
    kind of. The environment nourishes, stimulates
    and tests the child, but the children themselves
    build cognitive
    structures. When children explore the environment,
    they face events
    that arouse their interest. Especially
    they are intrigued by events;
    being relatively new, events
    which are exactly
    inconsistent with their past experience.
    Then the kids make adjustments
    in your activities to learn more about
    these events, and in this
    the process of constructing new means
    interaction with the world.
    For example, we saw how small
    the boy was amazed at how
    water splashes in all directions
    when you put your hand under
    crane, then he began to move his hand
    up and down, and probably
    realized the benefits of active experimentation,
    which allows you to get
    different outcomes (stage 5 of the sensorimotor
    development). AT
    similar behavior, the child’s thinking
    it is not the environment that structures, but the child himself,
    constructing new schemes.

    Except
    addition, an experience that contributes
    cognitive development,
    only interesting, but usually introduces
    child in conflict.
    For example, an infant may not be able to
    grab an object from behind an obstacle,
    in his path. To kid
    need to create
    new structure – the relationship between
    means and purpose, to
    get an object. The child assimilates
    new objects, producing
    accommodations that help build
    new cognitive
    structures.

    concept
    conflict is included in the formal model
    progressive
    change, which Piaget called
    balancing (Piaget, 1964b). We already
    talked about the essence of this model,
    without mentioning its name when described,
    how do children learn
    the concept of conservation. For example, small
    the girl sees how the clay
    ball, and at first thinks that the number
    clay has increased. However, after some
    time she notices a small
    the width of the clay and thinks the clay has shrunk.
    That is, she perceives
    something contrary to its original
    look. When
    she thinks about both length and width,
    then he gets confused.
    This conflict prompts the child to realize
    that one change
    compensates for the other, and leads to the discovery
    conservation principle.
    Piaget’s balancing model tries
    link numeric
    probabilities with the possibility that the child
    consider one parameter,
    then the other, and finally both.

    AT
    philosophy, this model of Piaget would be called
    dialectical theory.
    Dialectical theory says that
    change is happening
    when our ideas collide
    facts that refute
    them, and this prompts us to formulate
    new, improved
    ideas.

    Other
    source of a new, conflicting
    information is
    social environment. For example, preoperative
    children overcome
    egocentrism when interacting with
    peers with whom
    they enter into disputes and conflicts. During
    such exchange
    they learn that other people have views
    different from
    of their own, and also learn
    coordinate different interests,
    participating in collective activities.
    This ability to coordinate
    point of view can help develop
    scientific thinking,
    where coordination of different
    parameters (Piaget, 1947,
    R. 156-166).

    So
    Thus, Piaget tried to point out various
    opportunities, with
    which interesting and conflicting
    elements of information fail
    children to develop new cognitive
    structures. It is important to emphasize
    that development is always spontaneous
    process. Children themselves assimilate
    new information, resolve conflicts
    and design
    new cognitive structures.

    Practical
    application

    Piaget
    didn’t write too much about issues
    pedagogy, but still gave
    a few recommendations. In essence, his
    general pedagogical philosophy
    similar to the views of Rousseau and Montessori.
    Piaget also has genuine learning.
    is not transmitted through the teacher, but is
    something
    emanating from the child. It’s a process
    spontaneous inventions
    and discoveries. This statement is undoubtedly
    true about
    babies who achieve incredible
    intellectual progress
    just by self
    environment and manipulation research
    her. It may also be true for
    older children
    age. Accordingly, the teacher should
    do not impose
    child knowledge, and to select materials,
    that will interest the child
    and force him to strain his strength, and
    then let him on his own
    solve problems (Piaget, 1969, p. 151-153,160).

    Like
    Rousseau and Montessori, Piaget emphasized
    the importance of anchoring
    education to a specific level
    child development. He didn’t agree
    with a Montessori eye on the stage,
    based on maturation
    but the general principle remains the same:
    The teacher must take into account differences in
    interests and modes of learning children in
    different periods.

    For example,
    some boy just stepped in
    specific
    operations. He starts to think logically
    but his thinking
    still partly related to specific
    objects and actions.
    Accordingly, classes should
    give him the opportunity to actively
    dealing with real things. For example,
    if
    we want to teach him operations with fractions,
    you shouldn’t draw
    charts, lecture him or draw him in
    him into verbal
    discussions. We must let him
    separate into parts
    objects (Flavell, 1963, r. 368). If we assume
    what he
    able to learn verbally
    then we show egocentrism; in this case
    we assume that he acquires knowledge,
    precisely
    the way we do it. As a result, he
    take what we say as something
    far-fetched, and the lesson will pass him by
    ears. Can
    to think that this principle is a fit
    educational process
    to the child’s own stage
    self-evident. Unfortunately,
    it is not always so. A case in point
    there was a wave of training
    reforms that were carried out in the United States in
    1950-1960, after
    how the Soviet Union was the first to achieve
    success in space exploration. Trying
    catch up with the Russians, teachers introduced a “new
    mathematics”, “new natural science” and
    other subjects designed to teach
    children Abstract,
    theoretical reasoning in a very
    early age.
    At first this idea was considered great,
    but the new curriculum
    was not very successful. Cause
    is believed
    Kohlberg & Gilligan (1971)
    was that small
    children who were mostly at the level
    specific operations
    and below have attempted to explain the ideas that
    suggest the presence
    abilities acquired only on
    formal
    operations. Educational reforms began with
    adult performances
    about what children need to learn
    taking into account one’s own cognitive
    children’s level.

    AT
    late 1970s and early 1980s we watched
    similar trend
    – a trend that continues
    today. Leaders
    our country, concerned that
    The United States is ceding technological
    leadership to the Japanese, began to call for
    new rise in education. Parents
    also began to worry
    about the future of their children and
    wanted to teach them at an early age
    age. One of the results was
    more training
    programs that are taking place in more and more
    early age – from childhood
    garden and even earlier. David Etkind (Etkind,
    1981, 1985),
    follower of Piaget, one of the first
    began to protest against
    this trend. Five year old children pointed
    Etkind, learn
    predominantly through play and
    direct touch contact
    with the environment; formal Education,
    including textbooks and written
    tasks that do not coincide with natural
    modes (methods – A.A.) of learning
    little children. early formal
    education teaches the little ones
    children mainly what study
    heavy and unnatural.

    Not
    it is always easy to pick up study tasks,
    which are the most natural
    for this child. Knowledge can help
    cognitive stages, but sometimes in different
    areas children are
    at different stages (Piaget, 1969, p. 171). Required
    sensitivity
    and flexibility on the part of the teacher – willingness
    take a close look
    on the child’s actions, learn from the child
    and be guided
    spontaneous interests of the child (Ginsburg
    & Orper, 1988, p. 239). Because interest is always
    is a prerequisite for active learning
    (Piaget, 1969, p. 152).

    So
    way, like Rousseau and Montessori,
    Piaget believed that learning
    should be a process of active discovery
    and should be tied to the stage of the child.
    But on one point Piaget disagreed.
    With
    Rousseau and Montessori. Piaget saw
    much greater pedagogical value
    in social interactions. Children begin
    think logically – coordinate
    two parameters at the same time, – partially
    by learning to take into account
    two or more points of view in their
    relationships with others. In this way,
    interaction should
    encourage, and most beneficial
    are those in which
    children feel the initial equality, as
    this happens most often
    in their relationships with peers. Bye
    children feel pressured
    from some authority figure,
    who knows the “correct” answer
    it will be difficult to assess differences in points
    vision. Against,
    in group discussions with other children
    they have the best
    opportunity to deal with different
    points of view as tasks,
    stimulating their own thinking
    (r. 173-180).

    Constructivism
    Camii

    Undertaken
    several attempts to transfer Piaget’s ideas
    to the educational
    audience, in particular in preschool and
    elementary grades (DeVries
    & Kohlberg, 1987, chap. 3). Some educators
    focused
    focus on Piaget’s assignments, trying
    teach children the principle
    conservation, classification, etc.
    Others were more interested
    spirit of Piaget’s theory. active supporter
    this approach is
    Constance Kamiy (Kamii).

    Camii
    starts with Piaget’s premise, according to
    which real
    cognitive growth takes place only
    when children construct
    own knowledge. Children must be provided
    opportunities for independent
    understanding things. They won’t do it
    Kamiya made sure if the teachers use
    written assignments
    and tests. This practice causes children
    such anxiety in
    about finding the “right
    answers” – answers that
    the teacher will consider correct – that they are not
    think about tasks on their own.
    Instead of written assignments and tests,
    teachers need
    offer children exercises that
    they will find so interesting
    and meaningful that will work
    over them for them
    themselves. Similar tasks, says Camii,
    can be found everywhere in everyday life
    children’s lives. For example, first graders
    enthusiastically
    solve arithmetic problems that arise
    during card
    games, keep score during the street yoke,
    vote for decisions
    accepted in the class, and make a roll call.
    During such
    activities the teacher can ask
    questions that are even more
    stimulate children’s interest in arithmetic.
    If the children are playing
    in softball, the teacher might ask:
    how many more points do you need
    take to score a total of 11? If a
    child brings pudding to treat
    classmates, the teacher can ask
    the question is enough
    Do all children have cups? Teacher questions
    lead children’s thinking
    in motion, but it always leaves
    problem solving for children.
    The teacher must be respectful
    even to “wrong
    answers” of children. It would be better if the children
    give the wrong answer
    which belongs to them than
    think they should apply
    to an adult to find out the correct
    answer (Kamii, 1985, p. 46-49, 119-121, 161-165; Kamii &
    DeVries, 1977).

    When
    children go to second and third grade,
    Camii adds a lot
    dice games, card and board games,
    that stimulate
    mathematical thinking. She also
    offers children standard
    tasks for addition, subtraction, etc., but
    always encourages children
    find your own solutions. Camii
    vehemently opposed to traditional
    the practice of teaching algorithms (for example,
    teacher tells child to fold in
    column 18 and 17 by adding 8 and 7,
    postponing
    mentally 1, etc.). Algorithms, she says,
    teach children to follow mechanical
    procedures without the slightest understanding,
    why do they do it. Children in
    constructivist class invent
    methods that
    make sense to them (for example, “I will add
    two tens, and 7 and 8
    I will add later). They come up with methods
    for a striking solution
    difficult tasks, and their methods are often
    are very original
    (Kamii, 1989, 1994).

    Camii
    applies its own approach to almost everyone
    aspect of school life
    including “disciplinary issues”.
    If one of the children starts an argument during
    card game time, the teacher should
    resist
    desire to intervene and resolve the problem
    for them. Instead, the teacher
    may ask: can you think of
    solution that satisfied
    everyone? (Kamii, 1985, p. 48). Thus the teacher
    encourages children
    for them to work on
    settlement of the issue
    justice.

    Education
    according to Piaget, says Kamii (Kamii, 1973), often
    means giving children more
    time to work on assignments
    than is customary in schools. Camii
    describes, for example, lessons
    on the specific gravity of substances.
    Children in primary school
    are usually surprised when they see that
    the pin plunges into
    water, and a piece of wood (whose dimensions
    more) floats on the surface.
    And usually children need a certain
    time to understand
    why is this happening. Therefore, teachers
    tempted to explain
    response to your students, especially when
    The teacher wants to move on to a new topic. But
    Camii urges the teacher to wait.
    Will be much
    better, she says, if the children continue
    think and ask
    question about what is happening than if they
    “will hear the answer and at the same time
    learn that the answer always comes from
    teacher’s mouth” (p. 225).

    Camii
    (Kamii, 1985, 1989, 1994) assessed
    research
    own method of teaching arithmetic in
    elementary grades. She discovered
    that in traditional standardized
    tests her children
    show about the same results
    as children taught by ordinary
    methods. But her children demonstrate
    greater understanding
    the logic behind their work. Except
    In addition, they think much more independently.
    When the teacher tried to help one
    first grader
    with a hint, she said:
    “Wait, I need to think
    herself” (Kamii, 1985, p. 235). For Kamiya such
    the answers are very important.
    Like Rousseau and Montessori, Camille is more
    interested
    not the amount of knowledge acquired by children, but
    their desire to think for themselves.

    Estimated

    Beginning
    since about 1960, Piaget’s ideas have stimulated
    huge number
    research and theoretical discussions.
    We don’t have the opportunity
    tell here about everyone, but we can
    review the main trends and
    Problems. I organize this section around
    some basic questions.

    Confirm
    whether Piaget’s theory other studies,
    using
    his assignments?

    How
    mentioned at the beginning of the chapter, own
    Piaget’s research
    have been criticized for their scientific
    limitations. For example, he
    based some conclusions
    observing three
    own children – hardly
    representative sample. Respectively,
    when Piaget was rediscovered at the beginning
    1960s, many wanted to check
    whether their results will be repeated.

    Sequence
    stages.
    B
    In general, repeated studies
    using the tasks of Piaget himself,
    confirm its sequence
    stages. That is, the children seem to
    go through
    sub-stages, stages and periods are in order,
    originally discovered
    Piaget. His stages showed themselves especially
    well applied
    to the sensorimotor period and to the scientific and
    mathematical
    reasoning in later stages.
    (Almy, Chittenden & Miller,
    1966; Corman & Escalona, ​​1969; E. Evans, 1975; Lovell, 1968;
    Niemark, 1975). The results were somewhat
    less certain
    for Piaget’s proposed stages of social
    thinking, such
    like animism (Looft & Bartz, 1969), heteronomy
    (Kohlberg,
    1964) and egocentrism (Damon, 1983, pp. 120-121), but in
    in general
    really young children
    different from older children
    age, as Piaget discovered. These
    re-studies,
    It should be noted that, as a rule, they used
    Piaget’s own assignments. Later we will provide
    research results that
    modified Piaget’s tasks and thus
    thus subjected some
    Piaget’s conclusions are questioned.

    Versatility
    stages.
    Although
    Piagetian sequences got
    confirmation, his position, what stages
    are common modes
    thinking was justified to a lesser extent.
    That is, researchers
    found rather weak correlations
    among the tasks to be
    be decided on the basis of a common structure
    thinking characteristic of a certain
    stages (Flavell, 1977, p.
    248; Gelman & Baillaigeon, 1983, p. 169-172). For example,
    child who
    demonstrates an understanding of conservation
    liquids, may not show
    understanding of class membership
    which, it would seem, must be accompanied
    first. Piaget himself recognized that children
    learn the principle of solving various
    tasks at different speeds – he called
    similar unevenness
    decalage ,
    – but assumed greater consistency
    results,
    than the one that was found.

    AT
    1980s these generally negative results
    prompted many psychologists
    (e.g. Bandura, 1986, pp. 484-485) speak with
    reject recommendations completely.
    from Piaget’s stages. Children, psychologists said,
    do not go through common periods, in
    who are their thinking
    is a reflection of major mental
    structures. They simply
    master multiple skills
    serving specific
    tasks. Children learn arithmetic
    skills, skills
    reading, communication skills, etc.
    etc., and there are no
    common mental structures behind
    them. (With this position
    Some psychologists agreed
    sympathetic theories
    Piaget – for example, Flavell, 1985, p. 92-93.) However
    last
    time, after evaluating additional
    data, many psychologists
    ready to reconsider
    (Flavell, Miller & Miller, 1993, p. 159; Siegler, 1998; p. 57). I
    I believe this is a reasonable decision.

    Let’s take
    for example, children aged 5-7 years. Sheldon
    White (White,
    1965,1970) and others (e.g. Kegan, 1985; Sameroff & Haith,
    1996) collected
    numerous data to
    assume that in
    during this period important things happen to children
    psychological changes. changes,
    associated with this transition from 5 to 7 years,
    go far beyond the answers to
    Piaget’s assignments. They include
    behavior in a variety of contexts
    learning. Before this transition, children
    usually impulsive, easily distracted
    and full
    fantasies. After that they become
    more consistent, rational
    and prudent. In all cultures
    peace it
    the time when children begin to trust
    performance of important duties, including
    caring for babies (Weisner, 1996). Thereby
    the presence during this period of an important stage
    transition can be considered
    proven. And, as White notes (White,
    1965, 1996), Piaget’s theory
    might help to explain this
    transition: children begin
    approach life more rationally,
    in a reasonable way, because
    that they form concrete-operational
    thinking.

    We
    we see, therefore, that the proposed
    Piaget stage-specific
    operations has great potential
    value. Of course,
    the problem of versatility remains
    stages – there is a weak consistency
    results when performing various
    assignments
    Piaget. Some researchers consider
    that higher levels of versatility
    may be found in certain
    moments within common periods (Siegler,
    1998, p. 57; Uzgiris, 1964). White (1996) suggests that
    that final confirmation
    stage theory should be sought in everyday
    life. I agree with
    his opinion. For example, we can find
    what an 8 year old boy
    can take care of her little one
    sister because he can
    perform specific operations in many
    areas. overcoming
    self-centeredness, he can foresee her
    unique needs; using
    logical operations, it can distribute
    supply of juice for the day and buy in the store
    things she needs, etc. Boy
    may also carry out specific
    operations and many others.
    areas, for example, doubting miracles
    and in existence
    Santa Claus. In other words, rationalism
    the boy is
    general characteristics of his personality.

    Reach
    whether people of higher stages?

    Very
    interesting is the following fact:
    most adults usually do not
    demonstrate the higher stages of the stage
    formal operations
    when performing standard tasks
    Piaget. Most of the adults
    belonging to the middle class
    use formal operations
    only sometimes (Kuhn, Langer, Kohlberg & Hahn, 1977;
    Neimark, 1975),
    and in many small villages and tribal
    communities the majority
    adults almost never
    use any of the formal
    operations (Cole & Cole, 1993, p. 613; Dasen, 1972). These
    data is not
    necessarily contradict
    Piaget’s theories. There are no theoretical
    reasons why all people owe
    reach his highest
    stages; perhaps their thinking is not
    faced sufficient
    difficulties to climb this
    level. However, these data
    puzzle.

    Piaget
    (Piaget, 1972) tried to find an explanation for this
    facts. Probably,
    he said, most people master
    to a certain extent
    formal-operational thinking,
    but resort to
    formal operations predominantly
    in areas related to
    their special interests or abilities.
    Possibly an auto mechanic
    does not reason in a formal, theoretical
    key about philosophy or
    physics, but he still uses
    formal operations when reveals
    malfunctions in the car. Purposeful
    law student
    faculty may not use
    formal transactions.
    when faced with a problem
    from the field of chemistry,
    but he will do so when discussing matters
    concerning the constitution.
    Likewise, Talkin and Conner
    (Tulkin & Konner, 1973) admit that adults
    in small tribal communities
    be unable to demonstrate
    formal operations
    when performing Piaget’s tasks related to
    with mathematical and scientific reasoning,
    but they will use them when they decide
    problems that are vital to them
    importance. For example,
    when the Bushmen of the Kalahari Desert discuss,
    how to track down an animal, then put forward and
    weigh the hypotheses in a manner that
    requires
    using the highest logical and
    analytical skills
    human mind” (p. 35).

    Piaget
    acknowledged, therefore, that at the highest
    stages people don’t
    demonstrate great persistence
    when performing a wide
    range of intellectual tasks –
    definitely not that much
    consistency that can be expected
    earlier stages.
    Instead, people use higher
    stages of thinking
    in their areas of greatest interest.

    Valid
    Do children learn on their own?

    Maybe,
    the most controversial is
    the following statement
    Piaget: cognitive development is
    spontaneous process. Children,
    he says, form cognitive
    structures on their own,
    without direct training
    side of adults. The most undeniable
    proof of spontaneous learning
    comes from observations
    Piaget for babies who achieve
    huge intellectual
    progress through simple research
    environment before anyone takes over
    labor to educate them. In fact, how
    as soon as we begin to teach the child, then
    often seem to suppress it
    natural curiosity. Children at school
    become indifferent, lazy,
    obstinate and begin to fear failure.
    The main task of education, how can
    assume is
    releasing that fearless
    the curiosity with which children enter
    life.

    When
    Piaget said that children learn
    on your own, then had no
    mind that they are learning in a vacuum. Other
    children can stimulate and expose
    test the child’s thinking, and, apparently,
    adults can
    do the same. As we saw earlier,
    Kamiy asks children stimulating
    questions that make them think.
    But Piaget did not think that especially
    productive attempts to teach
    children right
    responses or procedures. Against,
    genuine learning
    comes from experience that awakens
    children’s curiosity and
    them the opportunity to come to independent
    decisions.

    Tem
    at least many psychologists, especially
    American, adhering
    traditions of learning theory, believe that
    training provided
    adults is more important than Piaget thought.
    To demonstrate
    this, they conducted a series of “training
    research, most of which
    attempts have been made to teach
    preservation of 4-5 year old children.

    One
    of the important results is the following:
    conservation principle
    teaching is surprisingly difficult (E. Evans, 1975;
    Flavell, 1963, p.
    377; Liebert, Poulos & Marmor, 1977, p. 176-179). For example,
    hard to teach
    principle of conservation, simply explaining
    and reinforcing the right
    answers. And if the child still succeeds
    in the performance of one
    tasks, this ability is not always
    carried over to new assignments.
    In addition, training does not always allow
    fairly deep roots.
    People told me how they felt
    would be able to form
    the child has an understanding of the principle of conservation
    liquids; but when
    they then asked the child to do
    choice between fluids
    he liked to drink (like lemonade), child
    insisted on taking a glass
    bigger size.

    However
    the principle of conservation, apparently, everything
    or you can teach.
    In the first completely successful experiment
    Gelman (Gelman, 1969)
    taught children the preservation of number and length,
    reinforcing their reaction
    to the most relevant stimuli
    for example, the number of objects
    per row, not per row length. Education
    worked, and, moreover, 60% of children
    immediately demonstrated a new
    ability to understand the conservation of matter
    and liquids. But the learning process
    Gelman was different
    labor intensity. Training continued
    two days and consisted of
    192 approaches. You can ask a question, reflect
    whether exactly similar
    methods how children learn the principle
    saving in your daily
    life. You may also ask,
    what impact
    such training affects the senses
    children. When children decide
    tasks on their own, they acquire
    confidence in one’s abilities
    make discoveries. When do they participate?
    in an intensive training program
    which they are systematically rewarded for
    answers,
    given in the manner in which they
    usually do not answer, they have
    may develop a habit of distrust
    own
    thinking.

    Piaget
    (Piaget, 1970) made a number of additional
    thoughts that
    appropriate here. We often
    We assume that spontaneous
    development is undesirable because it
    happens slowly;
    direct learning seems
    attractive because it can
    speed up the course of events. However, Piaget
    pointed out that when
    Gruber studied the development of a sense of constancy
    objects in kittens,
    then found them going through
    sequence of stages
    much faster than babies. But kittens
    “do not progress
    further, and you can ask a question, not
    does the slower
    faster forward pace
    progress” (Piaget, 1970,
    R. 111). Piaget also noted that Darwin
    it took
    too much time to articulate
    their original ideas
    and Piaget wonders if
    slowness sometimes
    be one of the conditions for useful
    discoveries. Thus Piaget
    calls into question the assumption that
    slowness is undesirable
    and admits that each child can
    be own
    optimal pace through
    stages.

    Did you underestimate
    Piaget’s abilities of children?

    AT
    In recent years, a number of researchers
    (some of them were
    educational research) tried
    to show that Piaget underestimated
    abilities of children: children are much more
    smarter than he thought.
    To demonstrate this, researchers
    changed his tasks or invented
    new.

    AT
    experiments with infants
    researchers gathered
    evidence that babies understand
    permanence of objects develops
    earlier than Piaget claimed; when the kids
    watch movies, they look for hidden
    objects at an age when they are still
    unable to look for them in ordinary life
    (Goubet & Clifton, 1998). How
    and in the case of the neonatal study,
    laboratory
    experiments seem to
    reveal nascent abilities to
    how they appear
    in a natural setting.

    AT
    much more research
    there have been attempts to demonstrate
    that Piaget underestimated intellectual
    capabilities
    preoperative child. Researchers
    tried to find ways to change or
    simplifying Piaget’s tasks related to
    conservation,
    egocentricity, classification and
    other questions
    to show that 3-, 4-, and 5-year-olds
    may actually
    think like older children
    and adults. Similar
    results, they say, correct
    Piaget’s description
    young children as cognitively
    helpless.

    For example,
    Borke (1975) suggests that small
    children are not as self-centered as
    Piaget thought. Her research shows
    that although 3-4 year olds experience
    Difficulties completing Piaget’s task
    with a mountain, they can act less
    self-centered
    in the case of simpler variants of this
    tasks. Other
    the researchers got similar results.
    So apparently
    even many two-year-olds know that the party
    the cube they
    see is different from the side that
    sees a person who is
    facing them (description of these studies
    see Gelman & Baillargeon,
    1983 and Siegler, 1998, p. 58-59).

    Researchers
    also tried to demonstrate
    that small
    children can think rationally by doing
    mathematical
    and scientific assignments. Gelman (Gelman, 1972), to
    For example, it assumes
    that young children have a certain
    ability to keep
    number. Piaget, as you remember, showed
    that when we shorten
    or we lengthen a number of objects, preoperational
    children think
    that number is changing. Apparently on
    they are more influenced by perceptual
    configuration – what the row looks like –
    than logic or number.
    However, in Piaget’s studies, series are often
    contained up to eight
    objects, Gelman also offered 3-5-year-olds
    smaller children
    object sets – two, three or four
    object – and found
    that children ignored length changes
    and continued to build
    their judgments on the same number. So
    Thus, in the case of these small
    sets they demonstrated understanding
    conservation.

    Can
    note that Gelman’s results are not
    necessarily contradict
    Piaget’s conclusions. It is possible that the change
    such small rows causes very
    slight perceptual change
    so we don’t
    know if small children can ignore
    perceptual changes in favor of logic
    or numbers. Nevertheless, Gelman showed
    that small
    children begin to think in numbers
    categories. They are not so
    incompetent, she says, as claimed
    Piaget.

    AT
    another type of experiment by Bryant and
    Trabasso (Bryant, 1974) tried to show
    that the difficulties of young children with
    logical
    conclusions are in fact
    memory problems. Piaget
    showed that although the child sees that
    stick A is shorter than stick B and that B is shorter,
    than B, it can’t do logical
    conclusion that A must
    be shorter than W. Bryant and Trabasso,
    however, hypothesized that small
    kids just forget the earlier ones
    comparisons. So they taught the children
    how to remember these comparisons, and
    found that children subsequently
    appear to be capable
    draw logical conclusions. In this way,
    children showed again
    themselves less illogical than expected
    Piaget.

    it
    just a few studies
    who question
    characterization of the thinking of small
    children given by Piaget.
    These and many other studies
    allow us to assume that
    children as young as 3 or
    4 years, already possess some
    from the abilities of adults (Siegler, 1998, p.
    55). These studies
    It should be noted that they have undergone a number of
    criticisms,
    and their results tend to look like
    more convincing in some areas,
    than in others. And yet the results
    testify
    that small children do not
    sheer egocentrism. They are
    may be generally more egocentric,
    than older children
    or adults, but their egocentrism varies
    from task to task.
    As for conservation laws and other
    types of scientific reasoning
    the results, on the contrary, are often less
    convincing. While doing
    these tasks rational abilities
    little children,
    as Gelman herself admits (Gelman, 1979),
    seem weak and
    difficult to identify. However, she and others
    the researchers insist
    what young children can demonstrate
    the beginnings of rational thought, and Piaget,
    therefore, was wrong when
    portrayed
    their cognitively helpless.

    AT
    end of his career, Piaget briefly
    responded to the accusation that
    would he describe small children
    too negative. He
    pointed out (Piaget, 1970) that the preoperational
    thinking contains
    also a number of positive components. So,
    at that time children realize
    qualitative identities, for example, that
    the fact that the child is now
    and in infancy it is the same
    human. However, Piaget
    went on to argue that the pre-operational
    thinking in general
    still illogical, static and conditioned
    perception, irreversible,
    full of mistakes, etc. That is, he never
    raised strong objections
    in response to the accusation that his view of
    pre-operational thinking
    negative and pessimistic.

    Now
    I would like to address this issue with
    general
    development, as I believe they would
    Rousseau and Werner. Primarily,
    we can note that the critics of Piaget,
    seems to be signing
    equality between “positive”,
    optimistic view of
    childhood and early, rapid development. We
    you might ask how Rousseau did it,
    why the statement that development
    logical structures
    takes time, certainly pessimistic.
    Piaget himself brought this
    argument in response to teaching research,
    and he could repeat
    him here.

    Except
    Moreover, Piaget’s critics suggest that
    thinking deserves
    praise only if it
    rational and logical
    like ours. They never really
    considered the possibility that thinking
    the child is qualitatively different. Piaget started
    their research,
    mindful of this opportunity, and he
    drew a convincing
    picture of what the difference is
    pre-operational thinking.
    It is perceptual, not
    logic, it is animistic
    etc. In this way, Piaget could indicate
    what is pre-operational
    thinking is not so much secondary to
    to the logic of adults,
    how much is quality
    a different view of the world.

    But
    Piaget never developed this idea. Instead of
    he was so into it
    comparison of pre-operational thinking
    with the logic of adults,
    that he could not go beyond the boundaries of “magic
    circle” of his shortcomings. In his writings
    small
    the child is constantly
    unable to understand” basic
    concepts, “continues to do the same
    the same mistakes, etc. (Piaget &
    Szeminska, 1941, p. 13.142). Piaget failed completely
    consider pre-operational
    thinking on its own and didn’t appreciate it
    unique
    merits. In particular, he did not pay
    attention to Werner’s guess,
    that perceptual and animistic
    (physiognomic) orientation
    goes hand in hand with art
    vision of the world and possibly
    it is the latter that develops in
    small child. Available
    data (Gardner, 1980) about being small
    kids are surprisingly good
    artists.
    By 6 or 7 years of age, they
    make drawings together
    characterized by freshness, vitality
    and great composition. Thereafter
    age their creativity becomes more
    geometric,
    frozen and lifeless. Apparently
    starts to take over
    logical intelligence. In addition, rich
    fantasy and theatrical
    playfulness of a small child
    correspond to the mental organization,
    which is more akin to art than
    logic.

    So
    way, Piaget could say that each
    period has its
    unconditional advantages and should
    considered on an individual basis
    positions. A small child may or may not
    be a good logician
    but perhaps his thinking is directed
    mostly on the other side. At
    young children are formed more quickly
    artistic
    orientation, and it differs like this
    natural grace
    and vivacity that many great artists
    they said they
    constantly trying to resurrect it
    (Gardner, 1973, p. 21). Scientists
    could also recognize some special
    qualities of pre-operational thinking.
    As Werner noted, scientific inspiration
    maybe
    start with a return to perceptions
    and intuitive insights
    that are filled with feelings, fantasy
    and imagination.
    Unfortunately, Piaget was so carried away
    formal logic that
    did not pay attention to such possibilities.

    So
    way, Piaget really portrayed
    pre-operational
    children in a very negative way,
    focusing on logic
    flaws in their thinking. However, if
    we want to fix this picture, we don’t
    must be like his critics
    and try to show that thinking
    little children are almost the same
    logical, like ours. It will be better if
    we will take into account the possibility
    that the thinking of young children can be
    own
    qualities and merit.

    Conclusion

    So
    Thus, we see that Piaget’s theory
    subjected to numerous critical
    comments. Controversy with Piaget
    such great theorists
    like Bandura, Vygotsky and Chomsky. In our
    days literally
    everyone is seized by the desire to measure their strength
    with Piaget and contrast their ideas
    his views.
    This in itself is evidence of
    the significance of Piaget’s theory.
    And you can vouch that when all the passions
    settle down, Piaget’s theory is still
    will remain in effect. For, with all her
    weaknesses, it covers the most important
    aspects of cognitive development. 936, is still used in some areas of education and psychology. It focuses on children from birth to adolescence and characterizes various stages of development, including: build their own knowledge on the basis of their experience.

  • Children learn things on their own, without the influence of adults or older children.
  • Nature motivates children to learn. They don’t need rewards as motivation.
  • There are four stages in total:

    • sensorimotor stage
    • preoperative stage
    • specific operational stage
    • formal operational stage

    The stages cover the range of ages from birth to adulthood.

    Piaget’s four stages

    Piaget’s stages depend on age and are marked by important characteristics of thought processes. They also include goals that children need to achieve as they progress through a particular milestone.

    Sensorimotor Birth to 18-24 months Motor activity without symbols. Everything learned is based on experience or trial and error. Permanence of the object
    Preoperative Age from 2 to 7 years Development of speech, memory and imagination. The intellect is both egocentric and intuitive. Symbolic thought
    Service concrete Age 7 to 11 More logical and methodical manipulation of symbols. Less egocentric and more aware of the outside world and events. Operational thought
    Formal operational Adolescence The use of symbols to denote abstract concepts. Can hypothesize and understand abstract concepts and relationships. Abstract concepts

    Sensormotor

    The sensorimotor stage covers children from birth to 18–24 months of age. Characteristics include motor activity without the use of symbols. Everything learned is based on experience or trial and error.

    The main goal at this stage is to establish an understanding of the permanence of the object – in other words, to know that the object still exists even if you can’t see it or it’s hidden.

    Preoperative

    The preoperative phase is observed in children aged 2 to 7 years. Memory and imagination develop. Children at this age are self-centered, which means they find it hard to think outside of their own perspective.

    The main achievement of this stage is the ability to give meaning to objects using language. This is a symbolic reflection on things. Symbolic thinking is a type of thinking in which a word or object is used to represent something other than itself.

    Service concrete

    Children are much less egocentric at the stage of a concrete operation. It falls on the age of 7 to 11 years and is characterized by a more logical and methodical manipulation of symbols.

    The main goal at this stage is for the child to start working in his head. This is called operational thinking, and it allows children to solve problems without physically meeting things in the real world.

    Formal operational

    Children 11 years of age and older enter the formal operational Piaget stage. The milestone of this period is the use of symbols to understand abstract concepts. Not only that, older children and adults can also think about multiple variables and make hypotheses based on previous knowledge.

    Piaget believed that people of all ages develop intellectually. But he also believed that once a person reaches the stage of formal exploitation, it is more about building knowledge than changing how it is acquired or understood.

    Schema, assimilation, accommodation and balancing

    In his theory, Piaget uses many terms to explain cognitive development and how it is achieved at different stages.

    Diagram is the term he used to refer to the building blocks of knowledge. You can think of circuits as different index cards inside the brain. Each of these informs the individual on how to respond to new information or situations.

    For example, imagine a person who goes to the grocery store to buy milk. In this case, the schema is a learned pattern of behavior that can be applied to a given situation. A person remembers how to walk between the aisles, find milk, choose the preferred type, and then pay at the checkout. Whenever a person is tasked with getting milk, that particular “scenario” or schema is recalled from memory.

    Other important terms:

    • assimilation takes an existing schema and applies it to a new situation or object.
    • Housing changes approaches when the existing scheme does not work in a particular situation.
    • Balancing is the driving force that drives all development forward. Piaget did not believe that development was sustainable. Instead, he moved by leaps and bounds according to experience.

    How can educators use charts?

    Parents and teachers can help the child create a variety of schemes to promote learning and development at all stages. This can be achieved by giving children a lot of contact with the outside world. Exposure to a variety of learning-by-doing experiences from an early age can help create these internal index cards. Then, as the children get older, it’s about expanding the experience and applying it to new, even hypothetical, situations.

    How to apply Piaget’s steps to learning and development

    So how exactly can Piaget’s steps be applied to education? Essentially, it is about recognizing the stage a child is currently in and adjusting to that level of development.

    Teachers and parents can help by providing children with different experiences or ways to explore and experiment with their environment. Through this experience, children can gain a practical understanding of various concepts.

    For young children entering preschool and kindergarten, Piaget’s theories are more in line with playful school programs or environments in which children are offered opportunities for trial and error and interaction with the real world.

    Piaget’s philosophy can be included in any educational program.

    Examples include:

    • Giving chance for trial and error. Focus on the learning process, not the end result.
    • Providing children with visual aids and other props, such as models, to illustrate different ideas and concepts.
    • Use real life examples to draw complex ideas, such as math word problems.
    • Providing the ability to classify or group information. Outlines and hierarchies are good examples and allow children to create new ideas based on previous knowledge.
    • Suggesting problems that require analytical or logical thinking. In this case, puzzles can be used as a tool.

    You can also help your child at all stages, adapting to his specific learning style:

    Sensorimotor

    • Use real objects in play activities.
    • Connect the game to the five senses.
    • Implement a daily routine for the youngest children. They are predictable and can be very helpful in developing communication.

    Preoperative

    • Children learn best by doing. Let them actively interact with various things in their environment, including books, people, games, and objects.
    • Ask questions while the children go about their daily activities and let them come up with their own ideas.
    • Pay attention to new things and encourage children to ask you questions about these things.

    Service Concrete

    • Create timelines, 3D models, science experiments, and other ways to manipulate abstract concepts.
    • Use puzzles and riddles to develop analytical thinking.
    • Focus on open questions.

    Formal operational

    • Offer step-by-step explanations of concepts and use diagrams and other visual aids.
    • Explore hypothetical situations. You can link them to current events or social issues.
    • Expand your concepts whenever possible. For example, if you are talking about the Civil War, discuss other issues that have divided the country since that time.

    Cons of Piaget’s theory

    There are some critical remarks about Piaget’s stages. In particular, researchers in the 1960s and 1970s argued that Piaget may have underestimated children’s abilities by using confusing terms and especially difficult tasks in his observations. In other studies, children have successfully demonstrated knowledge of certain concepts or skills when presented in a simpler way.

    Piaget’s theory also assumes that children of a certain stage will first of all be at this stage in all directions with all the tasks assigned to them. Other researchers have found that there are a range of abilities associated with cognitive tasks. In other words, some children may excel or struggle in one area over another.

    Piaget’s theory also explains that attempts to teach children particularly complex concepts would not be successful. However, in some cases, children can pick up cutting-edge ideas with even brief instruction. Children may be more adaptable and competent than Piaget’s stages suggest.

    Finally, Piaget’s work focused primarily on middle-class white children from developed countries. As a result, its results may be skewed for this subgroup of people and may not apply directly to other groups or places.

    Piaget vs. Vygotsky

    Lev Vygotsky developed his theory of child development at the same time that Piaget was developing his own theory. Like Piaget, Vygotsky believed that children develop in stages. Unlike Piaget, Vygotsky believed that learning and development are linked to social interactions and culture. While Piaget believed that children learn by doing things, Vygotsky believed that they learn when they are shown.

    Piaget versus Montessori

    Maria Montessori shared some ideas with Piaget, including how children go through the stages. Their theories are similar until children reach the age of three. At school, Montessori classes are more child-oriented. Piaget’s classrooms are more teacher-focused and routine-focused, although they do have flexibility and opportunities for child-oriented activities.

    Conclusion

    The work of Jean Piaget helped people understand how knowledge is formed at different stages of childhood, starting from birth. His philosophy is still used today in classrooms from preschool to 12th grade. Understanding the different stages can help you better understand your child and help them learn.

    Health

    Read online “Children are different. Self-development. Parts two and three, Maria Montessori – LitRes

    © Karapuz Publishing House, 2012

    © K.E. Doubtful, entry. and conclude. articles, comments, 2012

    The Secret of Montessori

    Let’s go back to the school of dear Madame Montessori. The most important thing is that children do not feel the burden of learning, as they learn everything by playing. Secondly, the goal is to develop all the organs and senses of the child. Very little space is devoted to mere memorization.

    Mahatma Gandhi

    The secret of success

    The history of pedagogy has preserved hundreds of names, but real schools that have survived after the death of the authors can be counted on the fingers of one hand. Maria Montessori stands in this honorary row. This happened not only because many of her insights found scientific confirmation, but also because Maria found the key to translating her ideas into everyday pedagogical practice.

    Her system was not built in one day. She was friends with the founder of genetic psychology, Jean Piaget (for some time he personally headed the Montessori Society of Geneva), corresponded with the child psychologist Anna Freud. Under their influence, she clarifies the conclusions of her observations of the patterns of child development. But in many ways she remains a doctor and comes from the physiology of children. Even in the concept of freedom, she puts a biological meaning and understands by it, first of all, independence.

    Using examples from her own teaching practice, Maria proves that an adult should not do something for a child, but help him act independently. This is special work. After all, the baby, getting into our world, sees it as alien and unsuitable for his life.

    The child has poor coordination of movements, he is not confident in himself and does not know what to do with the objects around him. The kid is dependent on giants, who are called adults and who, without thinking about him, cut the world for themselves. It is difficult for a baby to unbutton the buttons on a jacket, tie a lace on a shoe, move his chair to a convenient place.

    Montessori proposes to give the child the opportunity to do this and much more as early as 2.5–3 years. The teacher (adult) only helps him. He creates order in those things that are needed for the development of the child, and there are a lot of them. All these cups, trays, sponges and brushes, as well as sticks and cubes, beads and rods, cards and boxes, put them in disorder, can only cause a feeling of powerlessness before the chaos of the world. Montessori suggested arranging them in a certain strict logic, and teaching kids from the first day in the class to maintain the established order. Not only and not so much because adults want it, but because it is more convenient for the children themselves.

    Montessori generally believes that order is organic for a child, but he does not always know how to organize it himself. An adult can create conditions in which order is simple and natural. He does not have long and exhausting conversations with the baby, he does not use figurative allegories, the morality of which jumps out like a devil out of a box, leaving only a feeling of bewilderment. The teacher offers the child to accept only a few clear rules, one of which is: “I took it, worked it out, put it back.” But in order for the work to be useful, the teacher gives the kid a short (2-3 minutes) lesson, showing how to handle objects in order to achieve results, and not to despair and not lose interest.

    Interest is the first thing that Montessori highlights in his pedagogy. The second is an individual approach. This, of course, does not mean that each child has a separate teacher. Everything is somewhat different. Each child during free work chooses what he likes to do, and the teacher shows him how to cope with the task. Then the child works on his own, because the material, without outside interference, will show him the mistake he made.

    The child has freedom of choice right after he crosses the threshold of the class, because only he himself knows exactly what he needs to develop right now. Although there are some guidelines here. So, M. Montessori drew attention, and modern psychology confirmed that every child from 0 to 6 years old has sensitive periods in which he easily and naturally learns certain things. If you are late and do not take advantage of the opportunities that have appeared in children, then they may lose interest in this for life or return the mistakes and accidents of these periods in the most unexpected and unpleasant forms after the age of six.

    Montessori urges us not to speed up the development of the child, but also not to miss the moment and spread a self-assembly tablecloth in front of him in time, on which a reduced safe model of our entire world will open. First, the baby’s eyes will run wide, and then they will find what he needs here and now. We just need to remember that on our tablecloth are not simple objects, but selected by a long observation of what and how helps children in development.

    Surprisingly, if the teacher does everything right, and the parents do not really interfere with him, the child has an inner need to master and learn about the world around him. It turns out that in order for a child to teach (and better educate) himself, he no longer needs to be punished or encouraged, you just need to throw a “coal” into the furnace of his mind in time, and even better, show how and where to find this coal. Maria herself writes: “It is not true that the Montessori teacher is inactive when the ordinary teacher is active: all activity is ensured by the active preparation and guidance of the teacher, his subsequent “inactivity” is a sign of success.”

    The main task of an adult is to help children learn to concentrate on work that is interesting for them. In this complex matter, the teacher goes through three stages. The first is the preparation of an environment that is attractive to the baby and convenient for his work. The second is the destruction of the activity of individual children, which hinders the progress and development of others. At this difficult stage, the teacher shows the naughty that he is loved even so, restless and unbearable, and at the same time tirelessly helps the child find something that will interest him and help him concentrate on work. The energy of the child is redistributed from chaotic splashing to constructive activity aimed at development. At the third stage, the most important thing for the teacher is not to interfere with the baby, not to disturb his searches and his work.

    Most of the teacher’s influences occur indirectly, through the environment or with the help of rules that he invents with the children. The whole appearance of an adult and his enthusiasm captures children and helps the teacher to establish a trusting relationship with each child, to create that unique atmosphere that Montessori classes are so different from.

    Montessori pedagogy returned to Russia only in 1992. Several teams simultaneously took on the task of preparing teachers for preschool Montessori classes. But only the Montessori Center manages to establish contacts with the AMI course, which is conducted in Munich by Montessori trainer Maria Roth. This course from 1993 to 1998 graduated eight envoys of our country. They became the teaching backbone of the course organized by the Montessori Center. In 1998, the Deputy Director of the Center Sophia Somnitelnaya met in Munich with AMI General Secretary Renilda Montessori and received approval to open an Associative AMI Teacher Training Course for Preschool Classes in Moscow. So Russian teachers finally entered the European community.

    Part two

    Chapter 1

    Education of a child

    Let’s face the impressive facts of the presence of a spiritual life in a child, the most tender forms of existence of which remain unnoticed. An adult does not want to recognize it and thereby violates the plan for building a child’s soul. The environment of an adult is insignificant for the life of a child. Often it is a collection of obstacles in which the child develops his defensive powers, is forced to adapt and is subject to all sorts of suggestive influences.

    In our time, they begin to study the properties of the child’s soul from the moment when the child moves away from the natural, normal path of development. From this moment on, children become an object for education. This means that child psychology needs a fundamental revision. We have already learned a lot: behind every unexpected reaction of a child lies a secret. Every childish whim is an expression of a deeply hidden cause, which means not only a superficial clash of children’s protective forces with an environment unsuitable for the child. As if some kind of fog prevents the child’s soul from coming out of its secluded haven and expressing itself.

    It is clear that all these episodes behind which the efforts of the child’s soul for self-building are hidden, all these whims and struggles do not give us an idea of ​​the child’s personality. They are nothing more than the sum of character traits. And yet there must be a personality, because that spiritual embryo, a child whose spiritual development is denied, follows a constructive plan of construction. Thus, in the child, as we see it, an independent person is placed, a living captive being who needs to be freed. This is the essential task of education.

    Researchers of psychoanalysis and the psychology of the “unknown” find a significant difference in the study of the adult and the child. It consists in the following: what is hidden in the adult himself is repressed by the individual himself. Therefore, the individual must turn to a doctor who will help him unravel the tangle in which are hidden, as if buried, complex symbols and pretense accumulated throughout life. While what is hidden from us in a child is blamed on him. But we need to influence the environment of the child in order to enable him to freely express his personality. He is going through a period of creation and gathering, and nothing else is needed but to open the door for him. What enters into his being from the void and turns from the potential into the actual cannot yet give rise to any complications. The energy of the child is included in the work and, gaining momentum, cannot in itself lead to deviations. This means that when we prepare an open environment suitable for a child at a given moment in his life, the child’s soul spontaneously opens up. The veil is removed from the secret of the child. Isn’t it all the same aspirations that were lost in the endless labyrinths of education?

    So, a truly new upbringing consists, firstly, in the discovery of the secret of the child, and, secondly, in his liberation. The problem of existence as such consists in existence itself. Only then follows a long, like the very period of development from a child to an adult, the second chapter, which is called: “Help that should be offered to the child.”

    But the canvas for both chapters is an environment that facilitates the growth of the child. It should minimize all barriers to development. It is to this environment that all children’s energies are directed, it is this environment that supplies all the means that affect the child’s activity.

    But the adult himself also finds himself in this environment of the child. He must adapt to the needs of the child, help his independence, he has no right to become an obstacle for him, replacing him in the main activities and development.

    This is what characterizes the main principle of our method of education, which is carried out in this environment. In our method, the teacher became a new discovery, and this aroused great interest and discussion: we are talking about a passive teacher who is trying to overcome the contradictions that might appear in his own activity. It affects the child in such a way that the activity comes from the child himself. In the role of a teacher, we mean that person who will be satisfied to see a child acting on his own inner urges, making progress. He does not deprive the child of his own merits. This teacher should take as a model John the Baptist, who said: “The one who follows me is stronger than I.” We also know one more provision of our method, which so far has not so resolutely focused attention on respect for the personality of the child.

    These three main points (environment, teacher, respect for the personality of the child – approx. ed. ) were carried out in our educational institutions, which were first called children’s homes, and this name well denoted our idea of ​​\u200b\u200bthe environment in the family. Anyone who has followed this parenting movement knows that there has been a lot of controversy over our orphanages. Strong objections were raised by the revolution in relations between adults and children: a teacher without a chair, without the usual authority, almost without teaching functions. The central point of all his activities is the child who teaches himself and is free to choose his occupation and movements. Many do not consider this a utopia, but still believe that there are many exaggerations.

    On the other hand, the idea that the material environment should correspond to the growth of the child deserved universal applause. Our spacious room, filled with flowing streams of light, with low windows decorated with flowers, with low furniture of various shapes, looks like a modern residential apartment. Tables, an armchair, bright curtains, low cabinets from which you can take or put back your things – all this really seems to be a practically significant improvement in children’s life. And I think that most of the orphanages have retained these signs as the main characteristic principles to this day.

    After many years of research and experience, we feel the need to return once again to the story of problems and especially to the origin of our method. It would be a great mistake to assume that all kinds of observation of children led us to the bold conjecture that the child has a hidden nature, and that then thoughts of a new school and methods of education sprouted from this intuitive idea. The hidden cannot be seen. The vague notion that the child has a dual nature would not induce us to say: “Now we want to try to prove it experimentally.”

    The new must be born from its own strong energy, and often it is enough just what is shown on your doubting eyes, as if you were blind. This blind man simply rejects the new as superfluous objects that interfere with his world. The new must constantly invade his world so that he finally sees it in his field of vision. Then he will recognize him and greet him boisterously. But how strong is the joy of seeing, at last, a new light! Enthusiasm leads him to conjectures, assumptions, because he created this new light himself, although he did nothing but see the open signs himself. Then, at some point, he managed to learn and do what is written in the Gospel: “The Kingdom of Heaven is still like a merchant looking for good pearls, who found one precious pearl, went and sold everything he had, and bought it.” It has always been the most difficult thing for us to notice the new and establish ourselves in it, because it is in front of the new that the gates of our perception are locked. The wealth of the mind is like the closed salon of the nobility. Anyone wishing to become a member must be represented by someone who is already known in this salon. In other words, he must go “from the familiar to the unfamiliar.” The new should not break in or creep in, because this will cause an unexpected reaction and confusion in the cabin.

    Without excitement or doubt, A. Volta watched how the separated dead limbs of the frog began to tremble, but he confidently asserted this fact, and deduced the properties of electricity from it. Sometimes a tiny detail is enough to open up a new perspective, because a person is by nature a seeker, an explorer. But no discovery would be possible without collecting information about these small details. In physics and medicine, we have strict rules for discovering a new phenomenon. A new phenomenon is the discovery of an unknown fact, the existence of which was not expected. Fact is always objective and does not depend on intuition. If we are talking about proving a new fact, then we need to prove that it arises on its own, i. e., isolated from the will and consciousness of the researcher. Then comes the second step – the study of the circumstances under which this phenomenon manifests itself. A direct study of the phenomenon itself can be started only after the formulation of fundamental problems. An open phenomenon is the hallway to the research laboratory. But there is such a form of research when this phenomenon is called up again and again, held, honed so as not to resemble a vision. This research requires real action. Only then will this phenomenon be truly appreciated.

    Our first children’s home is a testament to discoveries that began with a tiny fact that opened up unexpected horizons for us.

    The origin of our method. Some sketches I found among my old papers describe the origin of our method as follows.

    On January 6, 1907, our first school was opened for normal children from three to six years old. I cannot say that it was the first school where my method was active, because the method did not yet exist. But he was to be born very soon. On that day, one could see fifty of the poorest, neglected, obviously frightened children, many of whom were crying. Almost all of them had illiterate parents. So the children were placed in my care.

    Initially, nothing more was envisaged than to gather the small children of the workers in one room so that they would not be left to themselves on the stairs, dirty the walls and generally repair disgrace. To this end, a room was prepared in the building, and I was entrusted with the leadership of this institution, which was predicted to have a “promising future.”

    An indefinable feeling told me that a great deed would begin here. The words of the liturgy that are read in the church on the Day of the Three Kings seemed to me prophetic: “An eclipse will cover the earth … but the Lord will rise over you … and the nations will march, wander, convert.”

    All participants of the opening ceremony were surprised and asked: “Why is it only this Montessori exaggerates the importance of a simple shelter for the poor?”

    I started my work as a farmer who has a suitable seed grain and who was given a fertile piece of land at his disposal so that he could sow it at his discretion. When I touched someone on the ground, I found gold instead of grain. These clods concealed a priceless treasure. Later it turned out that I was not at all the peasant I mentioned – I was Aladdin and, without knowing it, I was holding a magic lamp in my hands, which gave me access to hidden treasures. Before I could begin working with mentally normal children, a series of surprises opened up before me.

    It was logical to assume that aids, which have yielded significant results in the upbringing of mentally retarded children, may be the true key to the upbringing of normal children. What served to strengthen the strength of the spirit and set the mind on the right path, standing on the wrong path, was to help healthy souls in their healthy and correct growth. There is nothing miraculous in all this, and the educational theory that finally emerges from our experiments has a clearly positive and scientific character and is capable of convincing the most sane mind. Nevertheless, the first results overwhelmed me with the greatest surprise and seemed incredible.

    The didactic material that I showed normal children made a different impression on them than it did on imbeciles. A particular object did not just attract a normal child, but attracted his attention. He worked with him incessantly, with admirable concentration. Only after the end of work did the child seem satisfied, rested and happy. Rest was read in those little merry faces, in the contented luminous eyes of children after the voluntarily undertaken work had been done. My material seemed to be the key to the winding of the clock, which is turned only a few times, and the clock works for a long time by itself. It took a long time before I was convinced that this was not an illusion. Before each new experience of this kind, I remained for a long time in disbelief, but at the same time in confusion, trembling. It often happened that I reproached the teacher when she told me what the children were doing. “Don’t tell me lies!” I spoke sternly. And I also remember how she, not offended, with tears of emotion in her eyes, said: “You are right, when I see these things, it seems to me that angels send all this to children.

    Daycare for 6 month old baby: Infant Day Care & Early Education

    Опубликовано: December 26, 2019 в 10:12 am

    Автор:

    Категории: Baby

    Infant Day Care & Early Education


    (6 weeks-1 year)

    A safe place for your infant means you feel sound. 

    Leaving your baby in someone else’s care is a big step. Everyone at our centers—most importantly, our naturally gifted infant teachers—will work with you to make sure the transition goes smoothly. When you step into our infant classroom, you’ll see how much we want your infant to feel safe, loved, and ready to explore their world.

    At KinderCare, we put safety first to protect our families and staff. Visit our health and safety page to learn more. 


    Everyone belongs in our circle

    We build warm, welcoming, and supportive classrooms for
    children of all abilities, backgrounds, and experiences.


    Find my nearest center


    Explore the infant classroom

    Take a look at how we set up our classroom for infants. It’s organized for their age and stage of learning and development.


    A shoe-free environment built for little explorers

    Our bootie- or sock-only policy is one of the first things you’ll notice about our infant classroom. As soon as your infant is ready to start crawling and scooting around, it’s important to give them the freedom to explore. A shoe-free environment keeps their little hands and mouth safe from germs and dirt while they discover the world.


    Keeping cribs free and clear

    We keep cribs clear of items like pillows and toys and use a firm mattress with a tight-fitting sheet. Our cribs are personalized with your infant’s name and picture. Plus, they’re see-through so we can keep an eye on your little one.


    Flexible feeding schedules to fit your infant’s needs

    Whether you breastfeed or bottle-feed, we’ll keep your infant fed, happy, and healthy. We have policies to carefully label and separate breast milk and formula. And you’re always welcome to stop in on a break to feed your baby!


    Inside an infant’s day

    Your infant’s classroom will follow a daily rhythm. No matter what their individual sleeping and feeding schedules are, infants always come together for group time, to play outside, and to engage their senses with discovery baskets.


    Discovery baskets

    Touching and feeling new things helps infants make sense of the world! Our discovery baskets are filled with common items in different textures, shapes, and sizes. And teachers closely supervise as your infant as they explore!


    Group time

    Infants come together as a group every day for songs, story books, and plenty of time to interact with their friends and teachers. Group time activities reflect each month’s special theme like colors, music, or animals!


    Outdoor playtime

    Most of our classes spend 20–30 minutes outside at least twice a day, weather permitting—including infants. Outdoor playtime is so much fun for infants, and it helps them grow up big and strong.

    Infant curriculum

    Yes, we have a curriculum for infants, too! Your infant is in brain development prime time, just starting to make connections with people and things around them. Our curriculum is designed just for infants to help build their brains in important ways.

    Learning to talk

    We build lots of early literacy activities into our day. We read tons of books, point and name objects (Table! Car!), listen to their baby babble, and talk and make sounds back to them

    Expressing themselves

    To help their creative side develop, we touch and feel different textures (like sticky and soft), express feelings through movement, listen to music, and play toy instruments.

    Building brain power and strong bodies

    We practice memory skills, engage all five senses, and copy simple actions—all to help build baby’s brain power. Wherever your infant is at developmentally, our caring teachers support their physical milestones.

    Making friends and getting cuddled

    Emotional safety is so important for infants. That’s why our teachers give plenty of cuddles and help them express emotions through sounds, facial expressions, and movements. They also begin to make friends with other babies and teachers.


    Infant classroom activities

    Every day, our creative teachers guide infants through fun activities that are just right for their age. Here are just a few examples!


    Going Places

    Infants imitate actions like moving toy vehicles in specific ways and copying the sounds they make.


    Knock It Down

    In this activity, infants problem-solve to knock down a block tower.


    Tactile Time

    Soft, scratchy, smooth! Infants explore their senses by touching and feeling everyday items.


    How to enroll

    We’ve gathered all the resources you need to help you make a confident decision to join the KinderCare family.

    • Know what to look for in a child care center and tour ours!
    • Learn about our classrooms, curriculum, and tuition.
    • Find a KinderCare nearby and contact the center director.



    Learn More

    Infant Daycare | Kiddie Academy

    Infant Daycare | Kiddie Academy






    Infant Care

    New Beginnings



    Early childhood education and development is critically important. At Kiddie Academy®, our experienced teachers and staff help facilitate this period of learning, and that’s what separates us from traditional child care facilities.With our New Beginnings program, your baby will be paired with a primary teacher who will provide personalized attention and nurture them through every milestone—within a caring and cohesive community.


    Strict health and safety procedures will be followed

    While your infant is at our Academy, you’ll have the peace of mind knowing that they’re in a healthy and safe environment thanks to Health Essentials, our enhanced health and cleaning initiative based on CDC guidelines to mitigate the spread of the coronavirus.

    Your local Kiddie Academy has information about everything from infant programs and infant curriculum to tuition, drop-off and pick-up times.


    Find an Academy near you


    Click to close


    Life Essentials

    ®

    Preparing your infant for life’s next developmental milestones

    Our New Beginnings program is developed through our Life Essentials® curriculum to provide your baby with well-rounded learning experiences while receiving positive, nurturing care.



    Cognitive Development

    Focus: Helping your baby make sense of their environment.

    Our teachers nurture this critical stage in your infant’s development by allowing them to respond to, adapt to and learn about their surroundings using all of their senses. They’re engaged in activities that help them make associations between sounds and sights and develop an awareness of their environment.

    Infant Activities
    • Understanding object permanence (that objects exist even when they can’t be sensed) through educational games.
    • Creating sensory memories by exploring different textures and sounds with toys.
    • Understanding similarities and likenesses by sorting colored or shaped objects and solving puzzles.
    Learn On

    ®

    Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

    • Play peekaboo to help your infant understand object permanence (that objects exist even when they can’t be sensed).
    • Play with toys that make different sounds and have different textures to create sensory memories.
    • Play with puzzles to develop an understanding of similarities and likenesses by sorting colored or shaped objects.

    Language & Communication

    Focus: Learning how to express wants and needs.

    Our teachers are constantly communicating with your infant to help them make sense of sounds and speech patterns. They’re engaged in activities to help them express and understand both verbal sounds and nonverbal body language.

    Infant Activities
    • Making associations between words and colors in books.
    • Learning words in sign language.
    • Responding to and imitating sounds and rhymes through songs.
    • Identifying facial expressions and sounds.
    Learn On

    ®

    Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

    • Read a book such as “Red Light, Green Light” to make associations between words and colors.
    • Go to babysignlanguage.com to find and practice simple sign language words like “mommy,” “please,” “milk” and “I love you.”
    • Identify facial expressions and sounds in front of a mirror.

    Social & Emotional Growth

    Focus: Building trust with adults and other infants.

    We create a safe and secure environment by providing warm, nurturing, personalized care and responding to your infant’s signals. Your child will see many different, yet consistent and familiar faces and engage in activities that encourage cooperation and imaginative play.

    Infant Activities
    • Nurturing attachments with familiar adults.
    • Playing near and developing familiarity with other infants and teachers.
    • Learning self-awareness through songs.
    • Displaying social gestures through interactive materials.
    Learn On

    ®

    Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

    • Have members of your family hug, cradle and praise the baby to nurture attachments with familiar people.
    • Sing “Where is Baby?” to help develop a sense of self-awareness.
    • Read the poem, “Wave, Wave, Wave” to help baby learn social gestures like waving.

    Fine & Gross Motor Skills

    Focus: Strengthening your baby’s finger, hand, arm and leg muscles.

    Our teachers assist your infant’s physical development through tasks that improve coordination, accuracy and balance. They receive encouragement and positive reinforcement every step of the way.

    Infant Activities
    • Learning to lift, hold and turn their head, roll over, sit up and crawl.
    • Developing leg muscles using objects that support walking.
    • Learning to feed themselves by holding bottles on their own.
    • Engaging in sensory play, including finger painting, play dough and blocks covered in different fabrics.
    • Exploring the outdoors through daily walks in strollers and playing outside in the playground.
    Learn On

    ®

    Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

    • Give your baby “tummy time” so they can practice lifting, turning and holding their head; rolling over; sitting up; and crawling.
    • Use toy strollers, grocery carts or other objects that support walking to help your infant develop strong leg muscles.
    • Use finger painting, play dough, bags and blocks covered in different fabrics to have sensory play time with your child.
    • Explore the outdoors through daily walks in strollers and playing outside.

    Health Essentials

    Focus: Keeping your infant healthy and safe.

    Health Essentials is a set of CDC-based standard operating procedures that can help mitigate the spread of potential infection throughout our Academy. Health Essentials is a key part of our overall COVID-19 response, expanding upon existing disinfection and health protocols that offer parents and staff peace of mind and demonstrates our commitment to creating a healthy and safe environment for learning and working.

    Health Essentials guidelines are focused on four principles designed to cover various preventative, protective and corrective measures that address COVID-19:

    1. Wellness Education

    The solution starts with an understanding.

    • Children learn how following proper hygienic practices can keep them healthy
    • Academy staff receives training and must abide by enhanced health and safety practices outlined by the Centers for Disease Control and Prevention

    2. Enhanced Hygiene

    Soap and water is the best solution.

    • Soap and water offer the simplest solution to combat infection
    • Staff increase handwashing frequency
    • All children must wash their hands upon entering their room at the start of each day and all recommended times thereafter in addition to following standard Academy handwashing procedures

    3. Healthy Environment

    A clean facility keeps families safe.

    Academies adhere to advanced cleaning procedures:

    • Nightly cleaning
    • Daily laundering of soft items and bedding
    • Limiting items brought into the Academy

    4. Symptom Monitoring

    Keeping a watchful eye

    • Temperature monitoring at the Academy entrance.
    • Track symptoms using AcademyLink®
    • Isolate symptomatic children from others immediately upon observation
    • Contact parents for pickup from the Academy
    • Daily health check is completed upon arrival


    Want to explore more?

    Learn how we help your child develop into a thoughtful, caring, and adaptable individuals using our learning approach that exceeds state standards


    How Life Essentials is different

    Questions? Answers.

    Explore some of the most frequently asked questions from parents of infants.



    Q.
    Do you provide diapers?


    A.
    We ask parents to provide disposable or cloth diapers, wipes, ointments and powders for their infants. We maintain a small supply of diapers that can be used if your personal supply runs out.


    Q.
    Do you provide formula?


    A.
    We ask that parents provide formula or breast milk for their infants. Please provide us with freshly prepared bottles daily until your child is ready to begin eating Kiddie Academy menu items. Always label bottles and food containers with your child’s first and last name and the date. We’ll get your infant’s feeding schedule from you to maintain consistency with the feeding routine you’re establishing at home.


    Q.
    What if my child gets sick?


    A.
    We’ll call you or a designated adult from your Emergency Information Form so that your child can be picked up as soon as possible from the Academy. While waiting to be picked up, your child will rest quietly, away from other children.


    Q.
    What policies are Academies required to have in place to address safety?


    A.
    Our facilities and outdoor play areas are required to have secure entries and exits that are maintained by an electronic entry system. Only individuals authorized by you are allowed to pick up your child from the Academy. All employees are required to have undergone background checks prior to employment.


    Q.
    What are your teacher qualifications?


    A.
    All Kiddie Academy teachers must meet or exceed the state requirements for child care providers and are required to receive ongoing professional training annually. We also require background checks through local, county, state and/or federal agencies prior to employment.


    Q.
    Do you use “bouncy seats” or similar devices?


    A.
    No. We never leave infants unattended and believe that they should be unrestricted because children can learn best when they can move around and explore their environment.


    Q.
    What will my child be doing?


    A.
    Your infant will be assigned a primary teacher who will play, read and talk with your child. This helps nurture the child’s skills development in six areas – Social, Emotional, Communications, Fine Motor, Gross Motor and Cognitive. Your infant will nap and feed consistent with the routines you’ve begun to establish at home.


    Q.
    Can I drop in to observe?


    A.
    Due to the concerns around COVID-19, we are unable to allow drop-in observation by parents or family members. We hope to reverse this rule as soon as it becomes safe.


    Q.
    Do you take the children outdoors?


    A.
    Yes, weather permitting, we take children outside daily. Children should be dressed appropriately for playing on our playground or taking group walks.


    Q.
    Do you have cameras in the classroom?


    A.
    Many, but not all, Kiddie Academy locations have classroom cameras that parents can access via mobile or desktop apps. For the most accurate information on classroom cameras, contact your Academy directly to learn about camera availability and policies.


    Q.
    What is your health and safety policy?


    A.
    Kiddie Academy® Educational Child Care follows our Health Essentials guidelines, a set of standard operating procedures that can help mitigate the spread of potential infection throughout our Academies. This includes precautions and recommendations for COVID-19 which are specifically focused on social distancing, disinfection, wellness education and symptom monitoring. These protocols may vary based on region and level of outbreak in the area. The goal of Health Essentials is to uphold the highest level of health precautions and cleanliness for proper child care delivery.


    Ready to learn more?

    Your local Kiddie Academy has information about everything from programs and curriculum to tuition, drop-off and pick-up times.

    Find an Academy near you

    Welcome tips and insights to the family:

    Parenting Essentials

    ®

    The learning doesn’t stop for parents, either. That’s why we created an information resource with helpful tips on everything from enriching our STEM program at home to introducing lifelong healthy eating and fitness habits.





    Best Infant Daycare & Child Care in Houston, TX

    The following Houston, TX daycares have immediate availability for infants. Even if a locations does not have current openings for your infant, you can schedule a tour to join the waiting list. Capacity changes on a daily basis and we’ll let you know when a space becomes available!

    74 Infant Daycares in Houston, TX

    Blessed Hands WeeCare

    Daycare in
    Houston, TX

    (346) 248-2156

    Welcome to Blessed Hands WeeCare! We offer childcare for families looking to provide their child with a loving and kind environment that’s j. .. Read More

    $67 – $178 / wk

    7:00 am – 6:00 pm

    Chipi’s Daycare

    Daycare in
    Houston, TX

    (832) 307-3661

    Welcome to Chipi’s Daycare! We offer childcare for families looking to provide their child with a loving and kind environment that’s just li… Read More

    $167 – $200 / wk

    7:30 am – 5:30 pm

    RK

    R.

    I.S.E Kidz Academy

    Daycare in
    Houston, TX

    (832) 981-1414

    Hi! We’re R.I.S.E Kidz Academy and we’re a business zoned center providing childcare to families. Our goal is to ensure children reach their… Read More

    $139 – $183 / wk

    6:30 am – 6:30 pm

    BM

    Miracles Academy Daycare

    Daycare in
    Humble, TX

    (832) 430-1454

    Hi! We’re Miracles Academy Daycare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their deve… Read More

    $167 – $223 / wk

    6:00 am – 6:00 pm

    AH

    Sounds Of Joy Childcare Center WeeCare

    Daycare in
    Houston, TX

    (832) 838-9452

    Hi! We’re Sounds of Joy Childcare Center WeeCare and we’re a home daycare providing childcare to families. Our goal is to ensure children re… Read More

    $112 – $189 / wk

    6:00 am – 5:30 pm

    Kim’s Prep Academy Daycare

    Daycare in
    Houston, TX

    (936) 259-3034

    Welcome to Kim’s Prep Academy Daycare! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our … Read More

    $93 – $181 / wk

    6:00 am – 6:00 pm

    Hope In Grace Early Childhood Education WeeCare

    Daycare in
    Houston, TX

    (346) 236-0890

    Welcome to Hope in Grace Early Childhood Education! We offer childcare for families looking to provide their child with a loving and compass… Read More

    $122 – $166 / wk

    5:30 am – 6:00 pm

    5. 0

    3 reviews

    Giggles Learning Academy WeeCare

    Daycare in
    Humble, TX

    (346) 818-3306

    Welcome to Giggles Learning Academy! We offer childcare for families looking to provide their child with a loving and kind environment that’… Read More

    $191 / wk

    6:00 am – 10:00 pm

    Little Stars Bright Future

    Daycare in
    Houston, TX

    (346) 570-0368

    Hi! We’re Little Stars Bright Futures and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their d… Read More

    $119 – $186 / wk

    6:00 am – 6:30 pm

    Child’s Care Isabel

    Daycare in
    Houston, TX

    (936) 220-3028

    Welcome to Child’s Care Isabel! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our goal is… Read More

    $158 / wk

    8:00 am – 5:00 pm

    Map

    Search map as I move

    List

    Popular Searches

    Nearby WeeCare Neighborhoods

    Nearby WeeCare Cities

    Best Infant Daycare & Child Care in Brooklyn, NY

    The following Brooklyn, NY daycares have immediate availability for infants. Even if a locations does not have current openings for your infant, you can schedule a tour to join the waiting list. Capacity changes on a daily basis and we’ll let you know when a space becomes available!

    809 Infant Daycares in Brooklyn, NY

    Dionne’s Kidz WeeCare

    Daycare in
    Brooklyn, NY

    (848) 214-9939

    Dionne’s Kidz is a clean and nurturing environment where your child can learn and grow. At our home daycare, we focus on teaching children s… Read More

    $171 – $209 / wk

    8:00 am – 5:00 pm

    Kolorfulworlds Family WeeCare

    Daycare in
    Brooklyn, NY

    (917) 242-4323

    Hi families! kolorfulworlds, courageous Learners WeeCare, our mission is dedicated to provide Quality childcare services. We want every ch… Read More

    $200 – $389 / wk

    6:30 am – 7:00 pm

    Patty’s Sweet Daycare

    Daycare in
    Woodhaven, NY

    (862) 314-3243

    Patty’s Sweet Daycare is a safe and warm environment where your child can learn and grow. At our home daycare, we focus on teaching children… Read More

    $167 – $261 / wk

    6:00 am – 6:00 pm

    Gentle Heart Childcare

    Daycare in
    Brooklyn, NY

    (914) 350-6882

    Gentle Heart Childcare is a safe and warm environment where your child can learn and grow. At our home daycare, we focus on teaching childre… Read More

    $190 – $211 / wk

    7:30 am – 5:30 pm

    Brooks Daycare

    Daycare in
    Brooklyn, NY

    (908) 860-8466

    Welcome to Brooks Daycare! We offer children a caring and warm environment that’s just like home. At our home daycare, our goal is to help c… Read More

    $73 – $361 / wk

    8:00 am – 6:00 pm

    LILLIAN Davis WeeCare

    Daycare in
    Brooklyn, NY

    (347) 919-9913

    Lillian Davis WeeCare is a caring and loving environment where your child can learn and grow. At our home daycare, we focus on teaching chil… Read More

    $188 – $222 / wk

    8:00 am – 5:00 pm

    Susie Care LLC

    Daycare in
    Brooklyn, NY

    (848) 213-9239

    Susie Care LLC is a caring and loving environment where your child can learn and grow. At our home daycare, we focus on teaching children so… Read More

    $316 – $369 / wk

    6:00 am – 5:00 pm

    5. 0

    1 review

    Ms. Nervia’s Group Family Daycare

    Daycare in
    Brooklyn, NY

    (848) 285-6573

    Ms. Nervia’s Group Family Daycare is a caring and loving environment where your child can learn and grow. At our home daycare, we focus on t… Read More

    $207 / wk

    7:30 am – 5:30 pm

    Young Einstein Scholars Childcare

    Daycare in
    Brooklyn, NY

    (908) 829-9216

    Hi! We’re Young Einstein Scholars Childcare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach t… Read More

    $200 – $211 / wk

    8:00 am – 6:00 pm

    LG

    Kidz Schoolhouse Early Learning Academy, LLC WeeCare

    Daycare in
    Brooklyn, NY

    (848) 400-5201

    Welcome to Kidz Schoolhouse Early Learning Academy, LLC! We offer children a nurturing and loving environment that’s just like home. At our … Read More

    $300 – $350 / wk

    12:00 am – 11:45 pm

    Map

    Search map as I move

    List

    Popular Searches

    Nearby WeeCare Neighborhoods

    Nearby WeeCare Cities

    Which Daycare/Center for an Infant?

    • Related Page: How to Find Childcare for an Infant

    • See Also: Nannies & Sitters Available . .. Search Daycares/Childcare Centers … More Advice about Childcare for Babies

    Parent Q&A

    • Hi, I’m a first time parent looking to start my son in daycare in November or December, when he will be 6-7 months old. It is so hard to find availability! I would really appreciate any recommendations of in-home daycares that might have availability anywhere near Laurel, Fruitvale, Dimond, or nearby neighborhoods. Our only requirement is a safe and loving environment where our baby will get enough attention. Outdoor space and healthy meals would be very nice. We are a bilingual English/Spanish household so would be fine to work with a Spanish-only daycare.

      Thank you!

      Jul 29, 2021

    • Hello all,

      We are not loving our current daycare provider, and I’m particularly upset by the fact that our daycare refuses to allow me to nurse our 5 month old during my lunch break.  I’m therefore looking for recommendations of daycares in/around Albany and Berkeley that might allow mothers to nurse during the day (in my case it would be only once per day).  I would also just be open to recommendations of infant daycares in the area that you love and trust.  I know it is very hard to find infant spots, but I would at least like to have a short list of daycares in the area that would be our top choices, in order to get on waitlists or to keep calling to ask about spaces.

      As an aside, MANY thanks to those of you that kindly responded to my post a few months ago when I was desperate to find daycare.  It REALLY helped and I was able to find a few options because of your kind and thoughtful responses.

      Feb 19, 2020

    • Dear all! I was wondering if you know a good daycare in east bay that has cameras installed, so we can see our babies whenever we want on our phones.

      Thanks!

      Niki

      Jan 27, 2020

    • Dear all,

      I have been looking for a daycare that let me stay with my three month old baby. I don’t want to leave the baby for the whole day and leave, and since I am studying online, I am just looking for a place that my baby is entertained while me being there (maybe in a separate room studying at my laptop). Please let me know if you know of such a daycare.

      thanks a lot,

      Niki

      Nov 19, 2018

    • Greetings!

      My husband and I are looking for daycare, preferably in-home daycare, starting the first of November for our daughter, Claudia.  She will be 4.5 months old come November.  We are located in Oakland by the zoo and are looking for daycare anywhere in Oakland or San Leandro.  Any help or referrals would be greatly appreciated! Thanks and have a great day!

      Ryan and Brig

      Aug 15, 2018

    • Can anybody recommend a good, AFFORDABLE daycare located in Berkeley? It’s for a 9 month old. The daycares all seem to be for 2+ Year olds. Many are around $1,300 per month, when we can really only afford 1/2 that. We are looking for larger group settings and possibly foreign language immersion. 

      Jul 6, 2018

    • Hi wise parents,

      We have a child who will be 4 months old on March 6 and we can’t find infant care anywhere!  We commute from Richmond to Berkeley via El Cerrito, Albany, and Kensington. We have a tight budget $1200-$1300 so a nanny share is out. I’m headed back to work on March 5th and would love to have something lined up so that I can enjoy my babe and prep my lessons for being back in the classroom. I’ve called over 50 spots and have been having a very hard time getting people to answer or call back.

      Any info on who’s got an infant opening would be greatly appreciated!

      Feb 2, 2018

    • Let the search begin! (again) Our daycare plans fell through for mid-March for our baby who will be 4.5 when we’d need care. We’re looking for somewhere she could attend until she goes to preschool in June of 2020. Looking for full day openings and/or suggestions for an in-home daycare for mid-March or the beginning of April (or May/June…) in North Berkeley/Albany, if possible.

      Jan 24, 2018

    • Hi, we are looking for an infant care program (family child care or center) in Albany or Emeryville for our daughter, born 3/16/2017 starting January 2018! Thanks, Peggy

      Dec 15, 2017

    • Hi there! We have been looking for a daycare for our daughter who will be four months when I return to work in October. We have somewhat of a tight budget ($1300-1400) and are looking for a place near El Cerrito. Please let us know about any openings you may know of- we’re feeling a bit stuck. We’ve tried Bananas but haven’t quite heard back from places we’ve reached out to.

      Holly

      Aug 31, 2017

    • Hi, 

      We are new to the bay area and are expecting our first baby this October!  I have done quite a bit of research online but do not have many friends/network to ask for personal recommendations on day cares in the area.  Does anyone have any daycares to recommend in the concord/walnut creek/pleasant hill area?  Appreciate any input or feedback that would be helpful in making this important decision 🙂  My baby would probably need to start around 4 months old but I can be flexible if needed.

      Thank you!

      Hanna

      Aug 17, 2017

    • Hi! My husband and I are expecting our first child at the end of October. We are looking for daycare options when I return back to work at the end of February/early March 2018. We are in Kensington but are open to areas near, north and south of us. Our primary concern is closing time/evening pickup flexibility, as both of our jobs can be unpredictable. Thoughts and ideas are most welcome! Thank you!

      Jun 28, 2017

    • Hi there

      I’m searching for a part time daycare for my baby who will be 4 months old in August. Please let me know if you have any suggestions for daycares in the Albany, El Cerrito or North Berkeley area.

      Thanks!

      May 10, 2017

    • I am looking for recommendations for daycare centers that accept 3-4 month olds in the Crocker Highlands or Lake Merritt area. I have found a few online but would prefer a recommendation or information on additional centers that may not be listed.

      Apr 3, 2017

    • My husband and I both work full-time. While our offices have been accommodating by allowing us to work from home some of the time (we’re currently alternating MWF/TH home/in-office), this isn’t sustainable for either of us. We’re on the waiting list for ECDC but it’s unlikely they’ll have an opening until this fall when they move their classes.

      We really need help finding a place for our currently 10-week-old daughter by mid-May (when she’ll be 4 months). Can anyone provide guidance? While we’d prefer a center, we’re willing to consider in-home with references. We are both monolingual and do not have strong preferences for foreign language immersion education. I’m a fan of Montessori methods as I grew up with it, but it’s not a requirement. We live in Emeryville so we’d prefer something in the Emeryville/Oakland area, but would consider Berkeley or something further south (San Leandro, etc.) if necessary.

      Really we are just looking for a safe, friendly space for our infant to stay while we’re at work! Ideal hours would be 8am to 6pm but we can work something out.

      Mar 22, 2017

    • Hi there! I’m looking for M-F fulltime daycare starting in May for my daughter, who will be 9 months old at that time. I’ve tried calling as many places as possible and am having no luck getting a spot for an infant! Any help would be much appreciated. Closer to Del Norte Bart is best, but I’m flexible. Thank you!

      Mar 11, 2017

    • Hi BPN, our childcare plans didn’t work out as expected and we are now looking for daycare for our baby girl in El Cerrito or the surrounding area beginning in April. I work in El Cerrito for WCCUSD, and will be returning to work April 17th. I work 8:30-4 during the school year with some intermitten work in the summer. Lucía will be 5 months old the week prior to me returning to work. If you have an infant spot available at your daycare or can recommend someone who does, please contact us. We prefer a small in home daycare.

      Thank you!

      Feb 17, 2017

    Archived Q&A and Reviews


    Questions

    • Seeking a Center with preschool and infant care at same location (near 580/880)
    • Best Daycare Centers for Infants Berk/Oak?

    Seeking a Center with preschool and infant care at same location (near 580/880)?

    Aug 2013

    After finding out this week that i’ll have a job to go back to in january 2014, i’m now scrambling to find a preschool that also has an infant center on-site so that i can do just one drop-off of my 4 yr old and newly-turned 1 yr old (their ages in january). I live in west oakland, will be working in san leandro, so looking for places in oakland (near 880 or 580 would be awesome), alameda, or san leandro. Back to school


    Monte Tavor Spanish Immersion has openings for infants and preschoolers. Monte Tavor is in the upper Dimond close to the exits of Coolidge/ Fruitvale on 580. This is a Spanish Immersion program for all ages based on children’s interest and teacher instruction. You can receive an e-packet by requesting at hmontetavor [at] aol.com or by calling (510) 967-2876. Yeira Howell


    Chatham Preschool – 35th Ave campus. It is a large daycare/ preschool which serves 0-5. http://www.chathampreschool.com/ Chatham parent


    You may want to check out Small Size Big Minds next to the Alameda/Bay Farm Island Bridge. Good luck w/ your search!


    BlueSkies for Children is located half a mile off 580, between Fruitvale and Coolidge, so it is on your commute path. We currently have an opening for a 4 year old (born before 8/31/09)and will be able to enroll an infant later in the fall. BlueSkies is geared to meet the needs of young children and their working parents, accredited by NAEYC, open 7:30-6 year round. Please look at our website at blueskies4children.org and come by for a tour! Liisa Hale


    I don’t know if it fits your location requirement, but the Model School in Berkeley has both infant care and preschool/Pre-K in the same building. We didn’t take advantage of the infant room, but I’ve observed that they take loving care of the little ones. There are nice places inside and outside for the babies to play. And our family has been very happy with the pre-K program. The teachers are great! There seem to be a lot of families from Oakland too. Good luck with back to school and back to work! Joanna


    I just went to check out a few preschools recently and Little Stars at 169 14th St, Oakland, CA does have a preschool with an infant care as well. It’s run by Chinese owners and a lot of the teachers are Chinese, but there are non-Chinese ones as well. Kids are a mix. Preschool is very affordable, however, infant care (up to age 2) will be twice as much. I did like it and felt a relaxed vibe. They have a huge playground for all the kids. Alice


    Best Daycare Centers for Infants Berk/Oak?

    Aug 2003

    I am looking for recommendations on the best daycare centers (and the ones to avoid), that accept infants. My baby will be 4 months old when I go back to work, part-time. I have read numerous posts about various centers but they are a bit outdated. Positive and negative feedback would be greatly appreciated! I stayed home with my first child and am nervous about placing baby in a formal daycare, but finances may require it. Thanks in advance for your help. working mom


    Recommendations received:

    • BlueSkies for Children (2)
    • Cedar Street Childcare
    • Cornerstone Children’s Center
    • Emeryville Child Development Center
    • St. John’s

    Other advice:
    I think searching for a day care is such a personal thing. I recommend visiting a couple first, and not wait for the recommendations. I went to one day care that takes infants that got plenty of great reviews on the UC Berkeley Parents website, but after visiting the place there was no way I would place my child there. Things that may be important to you might not be important to others, and things that bother others might not bother you. Trust your instincts, ask a lot of questions, and as awkward as it might feel, just hang out for a good long while in the infant room and observe. Bananas has some publications that you can use as guidelines for what to look for and ask. They can also give you a list of day care centers that take infants. There are plenty of home care providers that take infants, but as far as day care centers, there are only SEVEN in Berekeley and none in Albany. I don’t know how many there are in Oakland, as we decided that was too far for us. So even if you get great recommendations now, you will probably by suprised by the waiting lists at most centers, and part-time is even harder to get. (This isn’t the case I found with home care providers.) So if it’s a day care center you want (and not a home care provider), then I suggest getting on the phone now and start doing site visits. Even if there is a waiting list there is still the chance you can get in to a center. Keep in mind that you will have to pay an application fee to even get on the waiting list. One place I called at the Aquatic Center said that they wouldn’t even give me a tour until I had filled out an application and paid the fee, as their waiting list was so long for infants (1 1/2yrs long!). Other places I had to get on the waiting list just for a tour. But don’t get discouraged – just start making the phone calls and something will fall into place. anon

    Putting your baby in daycare? Here’s what you need to know

    It is inspiring to see how many women today resume their career soon after giving birth. There is, however, one practical worry that she cannot really escape. With the mother at office, and, most likely, the father too, who would take care of the young child? Families are becoming increasingly nuclear so leaving the infant with grandparents or relatives isn’t always an option.

    That’s where the need for daycare comes in. While a lot of young parents have been relying on daycare for their preschoolers, the option is available for infants too. Children as young as a few months old are sent to daycare centres, which then monitor the child’s sleeping and eating requirements and keep them engaged till the parents take them home in the evening.

    How early can you send your child to a daycare?

    “Children as young as six months old are sent to daycare, as per the revised Maternity Bill (which has increased the duration of paid maternity leave up to 26 weeks). That’s the perfect time for settling down; it is the stage when the child is more or less trained to develop sleeping and eating habits,” said Shivani Sarin, centre incharge, Crystal Children’s Care in Gurgaon, operational for 12 years now.

    Daycares can help in your child’s social development. (Source: Getty Images)

    That said, parents sometimes send in infants as young as two months old, informed Sarin. Managing a child as young as this can be challenging. “The major challenge is separation anxiety among parents, which is higher when the child is this young. Again, there are some parents who send in their child when they are one-and-a-half months old as well,” she explained.

    Subscriber Only Stories

    View All

    Subscribe Now to get 66% OFF

    Somaya Nanjapa from Funschool Daycare in Vakola, Mumbai, disagrees. “We never take in a child who is too young. Even six months of age is too early, but parents are forced to send them to the daycare, since they have to go back to work. Having a two or three-month-old child is out of question,” he said.

    How can a daycare assist you in your child’s development?

    At the daycare, each child is assigned one caretaker, especially if very young, who caters to his or her individual needs. The child is involved in activities like block building or music, as per their age and interest, and fed and put to sleep, as per their nap time. “The food is provided by parents, since paediatricians suggest that infants should be fed from one particular source only in order to develop immunity. We also give suggestions on what a child should be fed as per his or her age. At the age of 15 months, however, we start providing food at the daycare itself. We have a full-fledged house kitchen,” said Sarin.

    Children at the daycare are not really forced to follow a schedule. The idea is to keep the day engaging and interactive. “Daycare could be a great place to help your little one interact with a lot of other children. And that’s much more preferable than giving them an electronic gadget like a mobile. Empathy and social development are the key things a child is introduced to in a daycare. It also helps such kids start speaking very early since they are constantly talking to each other,” highlighted Dr Debmita Dutta, parenting consultant and founder of What Parents Ask.

    Advertisement

    The maximum age up to which most daycare centres take children is six or seven. That’s when the child starts going to primary school and is usually enrolled in other activity classes. Some of them, however, continue to stay beyond that age. “For instance, we have a child, who joined our daycare at the age of one and now, she is almost 10. It’s such a close relationship you form with the child and also with their parents. It’s hard to part with them. They are like family,” Nanjapa expressed.

    Is a daycare safe enough?

    One of the major concerns for parents when choosing a daycare is safety. After all, the child is left in the care of unfamiliar people, away from the parents, for a long duration. To begin with, when an infant is kept in a closed room along with many other children, he or she is more at the risk of being infected. “So, the design of the daycare is important–it should have a large play area with enough sunlight and fresh air. There are some daycares that follow international specifications and regulations, which ensure the same. That’s something parents must check on,” Dr Dutta pointed out. On the obverse, more exposure to germs would mean your child can develop his or her immunity. Nobody would want their child to fall sick, of course, and so, he or she ideally has to be immunised before being sent to a daycare, added Dr Dutta.

    Daycare centres usually also have doctors and hospitals onboard. Sarin, for instance, informed, “We have doctors and hospitals on panel, and those on call facility as well.”

    Advertisement

    Parents need to be mentally prepared to send their child to daycare. (Source: Getty Images)

    Besides health, children can also be at the risk of abuse and so, parents have to be very careful and choose the right daycare for their child after thorough research. “Most parents come to us through recommendations. Coming to the safety aspect, we haven’t encountered any such incident till date. We’ve been lucky that way. All parents would want to be assured of their child’s safety. We provide parents with daily updates, sometimes even at lunch time, and parents can call and speak to the child whenever they want,” Nanjapa explained.

    Are you ready for a daycare?

    No matter how perfect a daycare might be, leaving behind an infant in an unknown space is not easy, either for the parents or the child. Parents tend to worry constantly while the child is unaware of why he or she has been separated from the parents. And that’s why parents need to be absolutely prepared mentally to leave behind their child. “A lot of parents find this transition really difficult, for which they should consult experts. Many daycares also have a separation anxiety workshop to understand how to deal with it. The child also has to be dealt with delicately by well-trained staff members at the daycare or it will impact him or her badly,” Dr Dutta concluded.

    A child from 6 to 7 months, what to do with him

    At the age of six months, new features in the behavior of the child appear. He begins to react differently to familiar and unfamiliar people. Seeing strangers or relatives who rarely visit, the baby is alert and looks at them with apprehension. He stops smiling, and at the attempts of a stranger to pick him up, he can get upset and cry. But after a while, when the child gets used to the presence of strangers, he will look at them kindly and can take a toy from the hands of the guests. This behavior is due to the fact that the child does not know what to expect from strangers, because he does not have experience with them.

    Motor skills improve at this age. Many children try to move forward on their stomach, sit steadily, hold the toy with both hands.

    The child begins to pick up small objects from the floor, as he “controls” his fingers better.

    The baby recognizes familiar objects, carefully examines them and tries to make a sound (shakes the rattle, listens and shakes it again). Children like rustling paper (foil, wrapping paper). Remember that babies at this age put things in their mouths, so keep an eye on your child when they play with paper.

    A six-month-old baby loves to communicate with adults and actively shows his desire. The baby’s babbling becomes much more expressive and can mean a request or a question.

    When feeding, place your baby in a high chair and place biscuit pieces or a dryer on the table. The child will take pieces of food and put them in his mouth. Thus, it improves finger movements and hand coordination.

    Prepare the jelly and place it on the table in front of the child. He will try to pick up slippery bits of jelly and put them in his mouth.

    Observe the child’s reaction to different smells. Make several balls of gauze or bandage, put a clove of garlic in one of them, a piece of onion in the other, a clove in the third, moisten the fourth with cologne. Bring them alternately to the baby’s nose on one side, and then on the other, and see how he reacts to smells. By the child’s facial expressions, active movements of the legs or turning the head in the opposite direction, you can determine which smells are unpleasant for him.

    Teach your baby to clap. Take the child’s hands and clap them together while singing the song “Okay, okay, where have you been? By Grandma…”.

    Teach your child to raise their hands up and put them on their head, while you can read a rhyme about birds. Saying the words “the birds flew, sat on the head …” take the baby’s hands, lift them up and touch the head.

    Encourage your child to explore and make a decision by offering toys or doing things with them. When the baby is holding toys in both hands, offer him a third toy. First, the child will try to take the offered toy without letting go of the ones he is holding. But over time, the baby will understand: in order to take this toy, you need to free your hands.

    Take a toy from your child and cover it halfway with a diaper or handkerchief. First, the baby will take the toy by the visible edge, and then learn to pull the scarf off the toy.

    Offer your child different games with sounds. Do not forget that educational toys for children of this age are almost all surrounding objects. Fill several metal jars with cereals or small toys. Shake each jar in turn so that the baby can see how you do it. After a while, he will shake the jars himself to extract the sound.

    Take some plastic or metal molds and show your child how to hit them together. Then do it together.

    Show your baby the bye-bye gesture. When someone leaves the house, wave your hand and say “bye bye”. Very soon, the baby will begin to wave goodbye.

    Repeat after the child the sounds you hear in his babbling. Change your intonation and facial expression when making sounds. Looking at the expression on your face, the baby will be happy or surprised and, perhaps, will begin to repeat new sounds after you.

    Talk to your child in simple phrases and in an expressive voice. When you dress, bathe, or feed your baby, always verbalize what you are doing. For example, when dressing a child, say: “Give me a pen. Where is your leg? Soon he will begin to raise his arm or leg in response to your request.

    Remember to look your child in the eyes and smile from time to time. When you pick up your baby, give him a toy, rock in a hammock, or sit on the floor with him, draw his attention to your face. The child will learn to understand your mood, to distinguish between the expression of joy, pleasure, delight or sadness.

    Bring the baby to the radio or tape recorder and let him listen to music or songs, dance with him. Talk to your child and show where the music comes from.

    90,000 child care up to 1 year

    A 24-hour information line on the diagnostic and prevention of coronavirus 2019-ncov 8 (499) 251-83-00

    icon version for the visually visible

    ICON DISPINESSRIES

    icon Paid services

    Hospital
    8 (499) 735-82-89 Perinatal center
    8 (499) 729-30-31
    8 (985) 780-37-31 Polyclinic
    8 (4431) 7 01

    icon Hotline numbers

    Hospital hotline
    8 (925) 483-23-21 00-03 Unified inquiry service
    8 (499) 735-25-97 Polyclinic hotline: 122
    or 8 (495) 122-02-21
    (for calls from the Moscow region)

    icon Hot lines and paid services

    Hospital hot line:
    8 (925) 483-23-21

    perinatal center line:
    8 (915) 309-83-36

    Childbirth for non-residents:
    8 (800) 500-00-03

    Paid hospital services:
    8 (499) 735-82-89

    Paid services perinatal center:
    8 (499) 729-30-31
    8 (985) 780-37-31

    Paid polyclinic services:
    8 (499) 734-31-01

    Unified inquiry service:
    8 (499) 735-25-97

    Polyclinic hotline: 122
    or 8 (495-122-222)
    (for calls from the Moscow region)

      org/BreadcrumbList”>

    • City Clinical Hospital. M.P. Konchalovsky

    Appointment for planned hospitalization

    Congratulations, you have a baby! The first year of a child’s life is a difficult period for new parents. As a rule, there are so many questions that you just don’t know where to run and what to do. This section contains recommendations for caring for a newborn, an examination schedule and a lot of other useful information.

    Schedule of preventive medical examinations
    children under 1 year of age

    Schedule and scope of preventive medical examinations
    children under 1 year of age
    No. 514n)

    Age

    Medical examinations

    Laboratory, functional and other studies

    Newborn

    Pediatrician

    Neonatal screening for congenital hypothyroidism, phenylketonuria, adrenogenital syndrome, cystic fibrosis and galactosemia <*>

    Audiological screening <**>

    1 month

    Pediatrician

    Neurologist

    Pediatric surgeon Ophthalmologist

    Pediatric dentist

    Abdominal ultrasound (complex)

    Renal ultrasound

    Hip Ultrasound

    Echocardiography

    Neurosonography

    Audiological screening <**>

    2 months

    Pediatrician

    Complete blood count

    Urinalysis

    3 months

    Pediatrician

    Traumatologist-orthopedist

    Audiological Screening <**>

    4 months

    Pediatrician

    5 months

    Pediatrician

    6 months

    Pediatrician

    7 months

    Pediatrician

    8 months

    Pediatrician

    9 months

    Pediatrician

    10 months

    Pediatrician

    11 months

    Pediatrician

    12 months

    Pediatrician

    Neurologist

    Pediatric surgeon Otorhinolaryngologist

    Traumatologist-orthopedist

    Complete blood count

    Urinalysis

    Electrocardiography

    <*> Neonatal screening for congenital hypothyroidism, phenylketonuria, adrenogenital syndrome, cystic fibrosis, and galactosemia is performed in children under the age of 1 month, inclusive, in the absence of information about its implementation.

    <**> Audiological screening is performed for children under the age of 3 months inclusive in the absence of information about its implementation.

    Caring for a newborn baby – a note to mom

    During the first year of life, a child makes a giant leap in his physical and emotional development (just imagine that his brain increases 1.5 times!). But parents also learn a lot, especially if the baby is the first. “How to care for the ears, nose, eyes is, of course, very important, and we will definitely talk about it. But it is equally important to learn to feel your child, ”according to Yulia Viktorovna Andronnikova, pediatrician of the highest category, head of the pediatric department of the Center for Traditional Obstetrics and Family Medicine, this feeling of security and love will accompany the child all his life.

    All children are different, their needs are different, and mom and dad will have to find their own way, relying on the opinions of specialists and their own intuition.

    The only thing that can be said for sure is that extreme is always bad. And in the upbringing of children in the first place.

    Breastfeeding

    An important aspect of infant care is proper breastfeeding. This is “the core on which the whole care of the baby is wound. Breast sucking is the main interest of the baby in the first months of life, and in the future and for quite a long time – a priority interest. Breastfeeding helps to build the rhythm of life, help the baby in time, calm down, feed,” says Lilia Valentinovna Kazakova, pediatrician of the Territory of Health and SM, AKEV breastfeeding consultant. Sucking activates the bowels. This will help to accustom to “planting” from early childhood. Just in case, let’s make a reservation – breastfeeding is certainly good, but it is not a panacea and does not guarantee either good health or deeper affection. With other mother’s efforts, “artificials” can easily catch up, or even overtake “babies” in all respects.

    Bathing, care of the umbilical wound and skin

    Baby’s skin is thin and vulnerable, prickly heat and diaper rash quickly appear on it. Therefore, it is necessary to arrange air baths for the child (the optimum temperature in the room is 20-22 C, humidity is 55-60%). You can bathe daily – the first month for 2-3 minutes (water – about 37 C). Then gradually increasing the time (up to 10 minutes) and lowering the temperature (by 1-2 C). It is better to use baby soap / foam less often – once a week, not more often.

    “Never bathe your baby on an empty stomach.” This is not a swimmer’s training, but a relaxing and hygienic procedure. The kid should be calm and contented with life,” reminds L. V. Kazakova. When taking it out of the water, wrap it in a large towel and immediately breastfeed (eat). He sucks, dries, calms down, and after 10-15 minutes you will calmly do everything you need. Use only sterile water to treat the remaining umbilical cord (other solutions may interfere with the natural healing process). After rinsing, dry thoroughly with a clean towel (not cotton! To avoid leaving fibers on the navel).

    Hygiene for girls and boys

    “The first and most important thing for a newborn girl is not to injure her genitals by mechanically removing the lubricant (she will go away on her own over time). Rinse with warm water (use soap once every 3-4 days), and then be sure to moisturize (distribute 1 drop of oil over the entire washed surface),” Galina Vladimirovna Ovsyannikova, an obstetrician-gynecologist of the Health Territory, advises washing from front to back (for this it is more convenient keep your daughter upside down). For signs of inflammation, take chamomile baths, and for more severe redness, treat with Miramistin. Another important – exclusively “female” – nuance of hygiene: “Immediately after birth, a neonatologist-pediatrician should look at the genital gap. Mom needs to be constantly monitored until 5-6 years old so that she does not overgrow (once every 3-4 days).

    For boys, pediatricians recommend washing the genitals only from the outside (up to adolescence): during the day, if necessary, wipe with wet baby wipes, and in the evening, while bathing, wash with warm water from the outside and do not climb anywhere else (closing foreskin and smegma are the best natural defense against bacteria)! As for phimosis, up to 3 years is the norm, and a variant of the norm almost until adolescence.

    Eye Care

    The eyes of a newborn do not need special care. Everything that accumulates on the surface of the baby’s eye is removed on its own when the baby blinks. In the morning, in the corners of the eyes, you can see the mucus accumulated during the night – this is also the norm. Rinse the eyelashes / eyelids of the baby with boiled water, wiping with a cotton swab from the outer corner to the inner.

    Cause of copious discharge from the eyes of a newborn may be dacryocystitis, blockage of the nasolacrimal canal. “Proper massage allows you to cope with this disease by the age of 2 months. ” Massage is simple, but it will be better if a specialist shows it. Also, ophthalmologist Anastasia Borisovna Petukhova recalls that the first examination by an ophthalmologist is immediately after birth, while still in the maternity hospital, and the second is at the age of 1 month: “It is a mistake to think that nothing can be done if the child is still very small. For example, a congenital cataract is operated on at the age of 2-3 months, while later surgical treatment may not be as effective.”

    Nose and ear care

    Yes, they can and should be cleaned. But the main thing is not to overdo it, warns the otolaryngologist, homeopath and mother of three children Ekaterina Vladislavovna Polinskaya: “You only need to clean the auricle (by no means the ear canal!) After bathing the child.” A small child still does not know how to blow his nose himself (he will learn this by the age of 2-3), so you can instill drops in him in the morning and in the evening based on isotonic sodium chloride solution. Children under one year of age do not need to use sprays – the auditory tube is still short and wide, this can provoke a rapid reflux of infection from the nasal cavity. The same applies to instillation of breast milk into the nose. “This is physiologically unreasonable and blocks the mucociliary clearance of the nasal cavity. Yes, milk contains proteins, fats and carbohydrates, as well as protective antibodies that are necessary for the baby. But they must still act through the oral cavity, ”explains the doctor.

    Fundamentals of Fundamentals

    Not all advances that make life easier for older people benefit the younger generation. Due to the constant use of diapers, pediatrician Yulia Viktorovna Andronnikova warns, the child may have difficulties with the formation of toilet skills, in the “diaper” he does not feel “bottom”, does not realize that he is pissing – he does not have the necessary feeling of discomfort for this. Instead of disposable diapers, pay attention to “reusable” cloth diapers – they help to form the necessary skills much faster and are more physiological. The next important task for parents of babies up to a year, according to Yulia Viktorovna, is to teach them to chew and swallow correctly! “Our children drink and eat everything puree until almost 3-4 years old! This has a bad effect on chewing skills, diet. Does not “teach” the stomach to work normally. And finally, you need to organize a sleep schedule. “Unfortunately, modern children often live in a mode that is convenient for their parents: late bedtime, late rising. Whereas all the hormones necessary for the growth and proper formation of internal organs work precisely in sleep, moreover, from nine in the evening. Hug, kiss and rejoice… Together!

    And finally, the most important thing. The mental development of the baby, the development of different parts of the brain, and, therefore, different sensory organs, depend on the external impressions that he receives in the first year of life. “Without the proper experience of one-on-one communication with a caring adult, the orbito-frontal cortex is unlikely to be sufficiently developed. It has been found that the baby’s heart rate synchronizes with the parent’s, so if the parent is relaxed and calm, so will the baby. The mother’s nervous system essentially communicates with the baby’s nervous system, calming it down through touch.” (Sue Gerhardt “How Love Shapes the Baby’s Brain”).

    By hugging our baby, we, in fact, develop and strengthen it. But we don’t spoil at all and we teach it to be handled, as other grandmothers assure us. Nod to these grandmothers and hug your little (yet small) happiness even more tenderly: this will only make it stronger!

    Child development at 6 (sixth) months of life: what a child should be able to do

    The first weaning is another important event at six months. The baby first tries something other than milk or an adapted formula.

    What a baby should be able to do at 6 months

    At this age, the infant’s visual system is actively developing, he focuses his eyes on the toy for a long time, and can follow its movement. Actively studies objects around him, shifts toys, looks at them, listens to the sound.

    A baby at 6 months holds objects well in his hand, while he can roll over on his side, on his stomach with them. The child uses all of his “sense organs” to explore the world around him. Always surround him with lots of interesting things to touch, put in his mouth and play with.

    What a baby can do at 6 months:

    • Baby rolls over from back to stomach and back without help. The muscular system is strengthened, the baby is becoming more mobile. Strong muscles in the neck, arms and back allow for effortless turning.
    • The hypertonicity in the legs and arms completely disappears, the ability to control one’s limbs appears.
    • Many babies begin to sit up on their own during this period, or at least try to do so.
    • If the child is held under the arms, he confidently pushes off with his legs from a hard surface.
    • Eye-hand coordination is so developed that the child consciously and purposefully reaches for objects with both hands, can pass them from hand to hand.
    • The sucking reflex practically disappears and the baby can be fed with a spoon.
    • The sixth month is characterized by a growth spurt, the child begins to show more emotions. First of all, it is joy and anger, which can be expressed through gestures, facial expressions or various sounds
    • A six-month-old baby can play with one toy for a long time and not be distracted for 15-20 minutes. Therefore, it is recommended to actively develop fine motor skills with the help of developing rings and pyramids.

    At the age of six months, the process of teething begins, swelling of the gums and increased salivation can be observed. It is important to visit a pediatric dentist to determine the condition of the frenulum and jaw structure.

    At 6 months, night sleep lengthens, the child can continuously sleep for 6-7 hours. The amount of daytime sleep decreases – 2-3 times for 30-40 minutes.

    Baby skills at 6 months

    So, the baby has reached the age of six months, as he looks: lying on his stomach, leans on the pelvis and arms, while his palms are fully open, he knows how to lift his chest from the surface well, and can bend a little in the back.

    At 6 months, the child’s skills develop, the following changes are observed:

    • The kid is active, independent, becomes extremely inquisitive. There are skills of finding the object that he is told about, he will easily point to his favorite toy.
    • The cognitive function of the brain continues to develop: at 6 months, the baby begins to understand the relationship of cause and effect (if you push the toy, it will fall).
    • The baby can play enthusiastically for some time without requiring attention from the mother.
    • He knows how to crawl like a plastuna, although he sways from side to side.
    • Can drink from a mug by itself if held.
    • At this age, as a rule, the first tooth appears – usually in the lower jaw.

    Child’s height at 6 months

    Child’s height at 6 months according to the average data of pediatricians:

    • The lower limit of normal in boys ranges from 63. 3 cm to 63.5 cm, the upper limit is from 69.8 cm to 71.9 cm
    • Girls can be between 61.2 cm and 63.5 cm at the bottom and 68.0 cm to 70.3 cm at the top

    Height of a six-month-old baby according to WHO:

    • The lower limit for boys ranges from 63.2 cm to 65.5 cm, the upper limit from 71.7 cm to 71.9 cm
    • Girls can be between 61.4 cm and 69.9 cm

    How much should a baby weigh at 6 months

    According to the statistics of domestic pediatrics, the weight of a child at 6 months should approach the following standards:

    • Boys: 6.5 kg to 9.1 kg
    • Girls: 6.2 kg to 8.4 kg

    The World Health Organization suggests the following standards:

    • Boys: 7.1 kg to 8.9 kg
    • Girls: 6.5 kg to 8.3 kg

    Mental development of a child at 6 months

    At six months, parents notice a change in the psycho-emotional background of the child. If earlier crying was the main tool of communication, now it is mainly negative emotions expressed in this way – pain or discomfort. The “vocabulary” of the baby is increasing, in his arsenal there are already about 40 sounds.

    The mental development of a child of six months of life is progressing, now a completely conscious conversation takes place between an adult and a baby. He can show or find the subject in question.

    The kid recognizes the voices of his parents at a distance, reacts with a joyful squeal or peculiar exclamations, showing the need for attention. At the age of six months, children show tenderness to their parents as much as possible, tend to snuggle and hug.

    There is an awareness of causal relationships. The baby begins to understand that the mother will come to the cry, and if a bottle or plate appears in the field of view, it is lunch time.

    The child has an innate instinct for self-preservation, but due to the lack of proper experience, it is not well developed. And given the fact that the baby’s mobility is increasing, you should carefully monitor his movements and secure the space around the child as much as possible so that he has more opportunities to explore the “world”.

    [1] The first weaning is an important event

    At six months, they begin to introduce complementary foods, which allows you to diversify the diet of the child. You should start with soft foods, choosing vegetable purees or cereals, maintaining interest in new foods, and also giving a little taste of what mom or dad eats. Learn more about first feeding.

    Six-month-olds develop an understanding of “object permanence”: they will look for an object that has been dropped or that has disappeared from view.

    At 6 months, the child’s coordination improves, movements become purposeful. Now the state of the baby is easy to determine by his emotions, he openly expresses joy and discontent. At this stage of development, the child checks what materials the toys are made of and what sounds they make. He feels them, shakes them, and even tastes them.

    Baby care at 6 months

    For the most part, parents already know how to care for an infant. The rules of care remain unchanged – daily washing, timely change of diapers, full bathing twice a week.

    Since the child is intensively learning to crawl, it is necessary to monitor the cleanliness of the house and the baby’s hands. At six months, the process of eruption of the first teeth begins, a decrease in local immunity of the oral cavity is possible. Parents should make sure that all toys that a child puts in their mouth are as clean as possible. Such precautions will help to avoid the development of infectious processes.

    The sixth month is great for weaning from the pacifier and bottle, the baby should be given to drink from a cup or spoon as often as possible. If the baby stubbornly refuses to give up the pacifier, pediatricians recommend replacing it with a special orthodontic nipple.

    An important step in the care is daily massage and gymnastics, swimming in a special pool. Gymnastic exercises are aimed at stabilizing the child in space. Be sure to check with your pediatrician before doing any exercise.

    [2] Six months is the right age to assess your baby’s development. In this period, the child achieves a very important skill – he masters the skills of turning from back to stomach, and does it equally deftly, both to the left and to the right. In addition, the child continues to stubbornly try to sit up. Six months is exactly the time by which the child should learn to perform such actions. However, it is necessary to take into account the individual characteristics of each child and not rush things.

    You might be interested in reading an article on baby development at 7 months.


    [1] – https://www.who.int/childgrowth/standards/ru/

    [2] – Edited by S. Sapozhnikova: Development of a child’s personality from birth to a year

    L. Anikeeva: Pediatrics. Complete guide for parents

    Baby development at 6 months: physical, physiological development

    The sixth month is full of new discoveries, new achievements. The child actively explores the world around him, objects, learns to express emotions. The development of a child in six months changes a lot. The baby begins to try new foods that are offered to him as complementary foods.

    How a child changes physiologically

    During this period, the growth of the baby increases by 2 centimeters. And the weight gain is up to 750 grams. In some children, the first teeth are already erupting by this age. Which leads to whims, mood swings, irritability. The kid is trying to “try on the tooth” everything.

    Physical development

    Each child is individual. A baby’s skills at 6 months may differ between boys and girls.

    Auditory perception

    At six months, the baby reacts to sounds. He likes to listen to melodic music, he is interested in musical toys. Sometimes babies “sing along” when they hear a melody. The child understands when he is addressed, reacts to this with a smile.

    Visual perception

    Vision is normally well developed. The kid distinguishes objects, colors. Vision becomes sharp. During this period, the baby begins to be interested and study small objects, details.

    The doctor evaluates the physical development of the baby using the centile method. He compares the height and weight of the baby according to the tables, determines the corridor in which the child is located. If there are deviations from the norm in two or more corridors – a reason to contact our doctors. At a remote consultation, they will explain the developmental norms of the baby, adjust the child’s nutritional norms, and advise on physical exercises for development.

    What can a baby do at 6 months

    The child distinguishes parents by voice, even if they are out of sight. At this age, the baby is able to follow objects, the movements of people. A 6 month old baby can:

    • search and find objects that were hidden in front of him;
    • creeps;
    • manages well with two hands at once – holds objects, shifts them from hand to hand;
    • the syllables and sounds pronounced by the child increase;
    • sits down without assistance;
    • can occupy himself for 15 minutes;
    • She tries to eat on her own using a spoon.

    Reflexes and motor skills

    Psychomotor development is assessed by whether the child is able to roll over from his stomach to his back and vice versa, to keep himself on outstretched arms. Doctors evaluate the baby’s ability to make a palm grip. If we talk about the fact that girls develop faster than boys, then this trend is not always visible. Boys at 6 months, with pronounced mobility and low weight, can develop motor faster than their peers, who have a lot of weight.

    Psycho-emotional sphere

    The psychoemotional development of a child in six months includes:

    • crying, which he uses only in cases of discomfort;
    • the child tries to repeat the sounds he hears, sometimes imitating intonation;
    • begins to respond with a voice to the speech of the mother;
    • children in six months are ways to show feelings of affection, cuddle, kiss their parents;
    • they are wary of strangers, keep their distance, fear of strangers disappears;
    • primitive causal relationships are formed;
    • interested in studying the features of objects.

    It is possible to draw conclusions about the formed changes in the intellectual plan of the child when fears appear. This indicates an understanding of the connection of the phenomenon, their foresight.

    Lure

    At six months, parents begin to introduce the child to products that are allowed at this age. It is much easier for kids on guards to get to know them than a child on willows. This is because breastfed babies are introduced to the taste of many foods through their mother’s breast milk.

    During the introduction of products, you must follow the rules:

    • start complementary foods with hypoallergenic foods. The second is not administered until the baby’s body is used to the first;
    • fed until breastfeeding or before giving formula;
    • if adverse reactions to the product appear, it is immediately canceled.

    Complementary foods start with one teaspoon of the new product. In the absence of complications, you can increase gradually, bringing up to 30 grams per day. In this case, the child should eat a new product well. It is not worth forcing to eat, it is important to offer.

    Important! Products allowed for complementary foods are introduced into the baby’s diet after consultation with doctors. This is especially important for formula-fed babies.

    First teeth

    By six months, babies begin to erupt teeth. Normally, the lower incisors appear first. In this case, the child experiences discomfort: the gums swell, hurt. Sleep is disturbed, the baby becomes irritable, capricious, whiny. The child needs more attention, refuses to eat. To reduce discomfort from this process, special gels and teethers are used. Some parents offer cold fruits to their children. In this case, the cold will work as an anesthetic, but not for a long time.

    How to wash children at this age

    The daily procedure includes washing in the morning, washing, hair care, hand hygiene.

    boys

    Girls

    Clean, warm running water is used for washing. Wet wipes can be used throughout the day. In the process of bathing, the genitals are washed using detergents for children’s intimate hygiene.

    Girls should be washed after each bowel movement. There is no need to bathe every time you change a diaper. For intimate hygiene, special care products are selected.

    Hair with shampoo should not be washed every day. Once every few days is enough.

    FAQ

    How to properly develop a six-month-old baby?

    +

    For these purposes, it is necessary to talk with the baby as often as possible, sing songs, recite poems. Give as many objects of different shapes as possible, pronouncing the names, introduce the surrounding objects on the street. Do not forget about the gymnastics necessary for the harmonious development of the child.

    What are the weight and height indicators for a six-month-old baby?

    +

    The average weight of a baby in six months is 7300-7900 grams, height – 65.7-67.6 centimeters. These values ​​are averages. Since girls can reach a height of 70 centimeters and weigh 9300 grams, and boys – 71.9 centimeters and 9800 grams.

    What daily routine should a baby have at 6 months?

    +

    A six-month-old baby at this age sleeps up to 13 hours a day. At the same time, two daytime sleeps are still saved. The daily routine of each child is individual and depends on the needs of the baby, his well-being.

    What is the norm in feeding in infants at six months?

    +

    Normally, a baby eats up to 600 milliliters of breast milk, formula and 200-300 grams of complementary foods, which are divided into six doses.

    Expert opinion

    6 month old baby becomes very active, mobile. His musculature was strong enough that he tried to sit up on his own. Vision, hearing are fully developed and function as in adults. The baby already knows how to freely roll from back to stomach and vice versa, lie on its side. Each baby develops at its own pace. Do not panic if the baby has not learned something, but it is important to find out for what reason.

    We publish only verified information

    Article author

    Pruzhinin Mark Yulievich

    pediatrician

    Experience 30 years

    Consultations 1572

    Articles 104

    An experienced pediatrician with extensive experience and clinical experience in various medical organizations in the field of general pediatrics, resuscitation and integrals. Works with leading experts, attends international and Russian conferences.

    Error 404 | Regional Perinatal Center

    Dear patients!!! 9


    ⚡⚡⚡

    The Department of Health and Pharmacy of the Yaroslavl Region informs that within the framework of the implementation of the standard pilot project “Reproductive Health”, approved by the Deputy Prime Minister of the Russian Federation Golikova T.A. dated November 25, 2021 No. 12752p-P12, regular meetings of citizens with experts on problematic issues of reproductive health continue.

    Meetings are held every Saturday on the Reproductive Health channel, which is available at the links:

    https://rutube.ru/channel/25385590/

    https://www.youtube.com/channel/UCpEP5EFRcqul2Ae6Y6RbGuA

    https://vk.com/popsovet.

    Questions to experts are accepted by e-mail: [email protected].

    Schedule of the educational project “Reproductive Health” for August – December 2022

    No.

    Date

    Time

    Expert

    Subject name

    1.

    13.08

    10-00

    O.M. Drapkina

    A.B. Hecht

    Obesity as an interdisciplinary problem. Prevention and correction of eating disorders. Proper nutrition and psychological aspects of women’s health disorders.

    2.

    20.08

    10-00

    O.I. Apolikhin

    Modern possibilities of drug and surgical treatment of disorders of male reproductive health. Assisted reproductive technologies for male infertility.

    3.

    27.08

    10-00

    M.F. Ippolitova

    Pregnancy, childbirth and abortion in adolescents. Features of preventive examination of minors. Modern methods of contraception for adolescents and youth.

    4.

    3.09

    9-00

    L.V. Adamyan

    Uterine fibroids: asymptomatic, symptomatic. family forms. Possible options for examination and treatment.

    5.

    10.09

    10-00

    A. B. Hecht

    (R.G. Akzhigitov)

    Consequences of past COVID-19in women (postcovid syndrome).

    6.

    17.09

    10-00

    A.D. Kaprin

    Prostate cancer and stereotypes of male reproductive health. The possibilities of modern medicine and the right attitude to one’s health.

    7.

    09/24

    10-00

    E.E. Voronin

    L.Yu. Afonina

    HIV, hepatitis and pregnancy. Prevention of HIV and hepatitis among young people.

    8.

    1.10

    10-00

    I. V. Soldiers

    Benign dysplasia of the mammary glands. Precancerous diseases and risk factors for the development of malignant neoplasms of the breast. What you need to know: simple answers to women’s questions.

    9.

    8.10

    10-00

    N.V. Mokrysheva

    “Letters to my son”: what endocrine aspects of reproductive health do we need to tell adolescents

    10.

    15.10

    10-00

    A.D. Kaprin

    M.V. Kiseleva

    Reproductive health of cancer patients: opportunities to become parents are real.

    11.

    10/22

    10-00

    A. B. Hecht

    Prevention of postpartum depression, including during periods of limited social interaction. Postcovid syndrome.

    12.

    29.10

    10-00

    N.V. Mokrysheva

    Family planning for diabetes and thyroid disease: what to look for.

    13.

    5.11

    10-00

    A.A. Steam horse

    Oncology and pregnancy: preservation of reproductive function, preparation and management of pregnancy in oncological diseases.

    14.

    12.11

    10-00

    A. A. Olina

    E.V. Uvarova

    Teenage pregnancy: abortion cannot be delivered. Where to put a punctuation mark or what to do in a difficult situation?

    15.

    11/19

    10-00

    L.V. Adamyan

    Modern aesthetic and plastic gynecology. The unity of beauty, sexuality and psychological comfort.

    16.

    11/26

    10-00

    O.I. Apolikhin

    We are what we eat. Nutrition and male fertility. What and how to eat, drink to maintain fertility?

    17.

    03.12

    10-00

    N. V. Dolgushin

    O.I. Apolikhin

    A.A. Olina

    Medical genetic counseling when planning pregnancy. Assisted reproductive technologies, family assistance programs. Inefficiency of ART and ways to overcome it.

    18.

    10.12

    10-00

    N.G. Mokrysheva

    Beyond genes: the role of parents in childhood obesity. The impact of obesity on the somatic, psychological and social well-being of children and adolescents.

    19.

    17.12

    10-00

    Final event

    New opportunities in medicine and reproduction ( genetics, immunology, cell technology, endocrinology, reproductive surgery, gynecology, urology, oncology ).

    0029

    ⚡⚡⚡ The partnership has resumed.

    GBUZ YAO “Regional Perinatal Center”, based on the letters of the Head of the Rospotrebnadzor Administration for the Yaroslavl Region dated March 21, 2022 No. 76-00-04 / 41-1099-2022, dated April 20, 2022 No. 76-00-04 / 48-1632 -2022 and No. 76-00-04/41-2515-2022 dated July 1, 2022, informs about the possibility of partner births from March 23, 2022, subject to the following conditions: the partner has a QR code about vaccination, as well as a PCR test, made no later than 48 hours before delivery (!!!express test is not accepted).

    Based on clause 811. Decree of the Chief State Sanitary Doctor of the Russian Federation dated January 28, 2021 No. 4 “On Approval of Sanitary Rules and Norms SanPiN 3.3686-21 “Sanitary and Epidemiological Requirements for the Prevention of Infectious Diseases”, a partner present at partner birth must provide the result of an examination for tuberculosis (fluorography of the chest organs) not older than 1 year.

    In addition, the future father needs to have a passport, a change of shoes (clean rubber slippers), a change of clean clothes (t-shirt and pants), a pair of clean handkerchiefs, a pack of wet antibacterial wipes and a small bottle of drinking water.


    ⚡⚡⚡ Closure for scheduled disinfection of obstetric hospitals of the Regional Perinatal Center is scheduled for the period from 12 to 26 December 2022.


    ⚡⚡⚡ Leaflet for citizens on what to do in case of asymptomatic or mild novel coronavirus infection and acute respiratory viral infection (Download full leaflet, download short leaflet)


    ⚡⚡⚡ Information for accompanying persons

    Due to increased risk of spreading COVID-19the stay of persons accompanying patients of outpatient departments in the building of the Perinatal Center is not allowed. Entrance to the building of the Perinatal Center is allowed only for accompanying disabled patients and patients with disabilities.

    ⚡⚡⚡ Information for patients with infertility who need ART

    In accordance with the order of the Ministry of Health of the Russian Federation of July 31, 2020 No.

    Daycare south riding: Childcare in South Riding, VA | Daycare Near Me

    Опубликовано: December 25, 2019 в 10:12 am

    Автор:

    Категории: Miscellaneous

    Childcare in South Riding, VA | Daycare Near Me

    Childcare in South Riding, VA | Daycare Near Me | Kiddie AcademyFind the best daycare and preschool in South Riding for you at Kiddie Academy of South Riding | Kiddie Academy







    Request Information


    571-512-5437
    Get directions
    Find Out More

    Every day your child’s imagination grows and their curiosity gathers momentum—Kiddie Academy of South Riding empowers and celebrates all of it.

    Our Life Essentials® learning approach and curriculum encourages children to explore and progress in their own way, and at their own pace. At Kiddie Academy of South Riding, your child will grow socially, physically, emotionally and intellectually. Our highly trained teachers are there every step of the way to guide, nurture and cultivate your child’s development.

    Look inside our Academy


    News

    Best in Loudoun 2022

    Thank You! Thank You! Thank You! We are so thrilled to announce that we have been named Loudoun County’s BEST CHILDCARE CENTER for 2022! It is such an honor to…

    Check out more!

    Empowering at every age: our learning programs

    Use the arrows to find the right fit.

    Swipe to find the right fit.





    Click to close

    Why South Riding families and Kiddie Academy find each other

    Our approach to early education is to capture the momentum of curiosity and involve parents in every minute of it. That includes you.

    Life Essentials

    ®

    Guided by our well-rounded philosophy and curriculum, our highly trained teachers help develop what’s unique in every child—nurturing imagination, fostering creativity and preparing them for school and for life.

    See how we teach

    Community-based care

    We believe every Kiddie Academy should feel like an extension of family. Take a look inside our Academy to see what makes us the perfect place for your child.

    Look inside our Academy

    Our commitment to health and safety

    Nothing matters more than your child’s health, safety and security. That’s why every Kiddie Academy follows our strict health and disinfection guidelines called Health Essentials, has a restricted-entry system and a thoroughly vetted staff trained in first aid, CPR and emergency drills.

    Learn about our Health Essentials program



    Hear from our parents


    “My son loves going to Kiddie Academy! He loves his teachers! Kiddie academy is always very clean and all the staff members are always nice and caring ”


    Yuliya M., Virginia Beach


    “Teachers, directors and curriculum are all amazing. I know my children are in good hands always. ”


    Allison H., New Market


    “Teachers are amazing and caring.


    Hela K., New Market


    “Dedicated teachers and staff who love my son! The focus on social emotional learning is unique and so valuable. ”


    Laura L., Phoenixville



    More Parent stories




    Find out more about our Academy.

    Contact us to learn more about what makes Kiddie Academy stand out among educational child care providers. A member of our team will contact you.

    Welcome tips and insights to the family:

    Parenting Essentials

    ®

    The learning doesn’t stop for parents, either. That’s why we created an information resource with helpful tips on everything from enriching our STEM program at home to introducing lifelong healthy eating and fitness habits.







    Best of Loudoun

    Kiddie Academy of South Riding is excited to share with you that we have been voted

    BEST CHILDCARE CENTER

    in Loudoun County, VA! Contact us today to learn more about what makes KASR #1! 

    Best Daycare in South Riding, VA

    Small Hearts Homedaycare

    Daycare in
    Aldie, VA

    (540) 766-5951

    Small Hearts Homedaycare is a safe and warm environment where your child can learn and grow. At our home daycare, we focus on teaching child… Read More

    $284 / wk

    7:30 am – 5:30 pm

    LM

    Liz Marcalaya Daycare

    Daycare in
    Chantilly, VA

    (571) 556-8730

    Welcome to Liz Marcalaya Daycare! We offer children a supportive and friendly environment that’s just like home. At our home daycare, our go… Read More

    $310 / wk

    8:00 am – 5:30 pm

    MA

    Ms MarianMontessori Home WeeCare

    Daycare in
    Ashburn, VA

    (240) 913-6764

    Hi! We’re Ms MarianMontessori Home and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their deve… Read More

    $257 – $360 / wk

    8:00 am – 6:00 pm

    VT

    Vasundharadevi Tummala Daycare

    Daycare in
    Herndon, VA

    (714) 266-1389

    Vasundharadevi Tummala provides childcare for families living in the Herndon area. Children engage in play-based, educational activities aim… Read More

    Request price

    Request hours

    DV

    Deborah Villagra Daycare

    Daycare in
    Centreville, VA

    (714) 266-1389

    Deborah Villagra provides childcare for families living in the Centreville area. Children engage in play-based, educational activities aimed… Read More

    Request price

    Request hours

    SC

    Shelem Chinas Daycare

    Daycare in
    Herndon, VA

    (678) 264-6934

    Shelem Chinas provides childcare for families living in the Herndon area. Children engage in play-based, educational activities aimed at hel… Read More

    Request price

    Request hours

    NG

    Natalia Gonzalez Daycare

    Daycare in
    Centreville, VA

    (405) 374-4917

    Natalia Gonzalez provides childcare for families living in the Centreville area. Children engage in play-based, educational activities aimed… Read More

    Request price

    Request hours

    NB

    Naseem Bhatti Daycare

    Daycare in
    Chantilly, VA

    (615) 257-9264

    Naseem Bhatti is a home daycare that offers childcare programs for nearby families in Chantilly. Daily care is available on Monday, Tuesday,… Read More

    Request price

    Request hours

    ML

    Maria Luna Daycare

    Daycare in
    Fairfax, VA

    (415) 985-0931

    Maria Luna offers safe, loving childcare in the Fairfax area. Kids learn through curriculum-based, educational activities. The facility is a… Read More

    Request price

    Request hours

    GV

    Giovanna Valdez Daycare

    Daycare in
    Chantilly, VA

    (410) 709-7416

    Giovanna Valdez is a home daycare that offers childcare programs for nearby families in Chantilly. Daily care is available on Monday, Tuesda… Read More

    Request price

    Request hours

    Map

    Popular Searches

    Nearby WeeCare Neighborhoods

    Nearby WeeCare Cities

    Terms of Use

    Privacy Policy

    Preschool & Day Care Center in Chantilly, VA

    About Winwood South Riding

    Looking for a preschool or daycare center your family can call home? Winwood Children’s Center, South Riding offers a warm, homelike environment where young children thrive. A child’s first years of development are precious and we take a skill-based approach to preschool education that focuses on cognitive, social, creative, and physical development.

    Our Preschool’s Programs

    • Infant Daycare (ages 6 weeks to 1 year)
    • Toddler Daycare (ages 1 to 2)
    • Early Learners (ages 2 to 3)
    • Preschool (ages 3 to 4)
    • Pre-Kindergarten (ages 4 to 5)
    • Kindergarten Club (ages 4 to 5)
    • Private Kindergarten (ages 5 to 6)
    • School-Age Program (ages 5 to 12)
    • Summer Camp Program (ages 5 to 12)

    Educational Philosophy

    We want your child’s first educational experiences to be fun, engaging, and challenging so they develop a love of learning! Flexibility and individualization are both built into our Ascend Curriculum so we can fully support the learning needs of every child in our care.  Our teachers progressively introduce sets of skills across nine subject areas such as Literacy, Mathematics, Cultural Understanding, and Technology each month, but the activities themselves can be customized to fit the interests and current skill level of each child.

    Kind Child

    Kind Child is one of the nine learning domains we emphasize in our Ascend Curriculum. We focus on developing social-emotional skills in our classrooms every month and a new character trait like a Positive Self-Image, Empathy, and Friendship every two months. The goal of our Kind Child program is to enrich friendships and to continually elevate every child’s emotional well-being, which creates a Kind School we all enjoy!

    Safety & Security

    Keeping children safe and security is the top responsibility of any preschool or daycare facility. Winwood South Riding maintains child-teacher ratios that are lower than state standards so our teachers are better able to respond to the needs of their students. We have a secure entry system throughout our center so we can effectively screen families and visitors.

    Our school has MyToddlerLink, which is a web camera system that allows parents to check on their child throughout the day from the convenience of their home or office. We also provide our parents an app called KidReports, which keeps them updated on their child’s progress throughout the day and includes photos.

    Our Preschool’s Location

    Winwood Children’s Center, South Riding is located at 42851 Smallwood Terrace in South Riding, Virginia, 20152. You’ll find us on the northwest corner of Crossfield Drive and Center Street, across the street from Hutchinson Farm Elementary School and South Riding Meadows Pool. We’re less than a mile south of US-50.

    Nancy Pruckowski

    Assistant Director

    Hello! My name is Nancy Pruckowski. I am so excited to become a part of the South Riding team! I joined the Winwood family in 2013 in Leesburg as an After-Kindergarten teacher and worked closely with management after completing their pre-management program in 2015.

    I moved to Lovettsville, VA when I was three and spent all of my childhood on a quiet sheep farm in the country. After graduating from Virginia Tech, I knew I wanted to work with children which brought me to Winwood! I love to spend my free time with my boyfriend, Josh, and our chocolate lab, Morty. We live in a tiny house in Sterling where you can usually find me doing crafts or sitting on the back deck with a good book.

    Ms. Leslie

    Teacher

    My name is Ms. Leslie! I have been with Winwood since 2006. I have worked with infants through preschool 2. I have 15 additional years of experience working with children. I love singing with the children and doing fun art projects with them. 2 year olds are full of wonder and imagination. My favorite part of my job is encouraging them to use all five senses to learn and explore.

    Ms. Mary

    Teacher

    Hello! My name is Ms. Mary and I have been with Winwood for over 9 years! I was the After School Age teacher for 5 years and with the AM Kindergarten for 4 years. I enjoy this age group because of their maturity and independence. I love being able to help them with their homework and listening to their stories from the day. Thank you for allowing me to spend time with your child!

    Ms. Meena

    Teacher

    My name is Ms. Meena! I have been working with the Winwood family for 8 years in the Pre-K class; however I have over 8 additional years of experience working with children. I love this age group because of all the fun activities we get to do together, especially art and science experiments! Seeing their faces light up with excitement while they learn is why I love my job.

    Ms. Shaheen

    Teacher

    My name is Ms. Shaheen and I have been with Winwood in the Preschool 3class for 9 years. Since I have been teaching for over 15 years now and children have always been a big part of my life. My favorite part of working with this age group is teaching Art and Math activities while watching their facial expressions during the Science experiments!

    Ms.

    Stephanie

    Teacher

    My name is Ms. Stephanie! I have been with the Winwood family for 9 years. I love working with the Toddler/Preschool 2 age group! I love understanding the dynamics of the toddlers and how they interact with others at this stage in life. Thank you for allowing me to provide the fun, loving care your child needs during the day.

    Ms. Zahara

    Teacher

    Hello, my name is Ms. Zahara! I have been working at Winwood for 10 years, but have over 8 years of experience working with children. I take pleasure in making learning fun for my class. I love watching them enjoy playing and learning with big smiles on their faces everyday!

    THE Top 10 Daycares in Chantilly, VA | Affordable Prices

    Daycares in Chantilly, VA

    Description:

    Montessori School of Chantilly is a safe environment that fosters an unparalleled quality of education. Our teachers will facilitate programs that will spark your child’s imagination, inquisitiveness, andcuriosity. Knowledge, we believe, should not be fed but it should be sought after. A child can only effectively learn when they are interested – so at Montessori School of Chantilly, we strive to catch your child’s interest and maintain it. We help children develop a habit for learning skills and a love for knowledge. Here, we make learning an enjoyable experience.
    Great education starts at Montessori School of Chantilly! 50% off two month’s tuition! Enroll your child now….

    Description:

    East Gate Motnessori School opened in September, 2013. EGMS is a member of the American Montessori Society (AMS) and accredited through COGNIA. All of our lead teachers are trained and certified by the AMS.EGMS will continue to operate with low student to teacher ratios so all of our students may receive the attention and care they deserve!
    We offer programs for children, 8 weeks to six years of age. Our infant program ranges from 8 weeks – 12 months. The younger toddler program is for children, 13 months to 18 months. The older toddler Program is for children, 18 months to 3 years of age. The Primary classrooms are designed for children, three through six years of age.
    At East Gate Montessori School, our curriculum is designed to:
    -Allow students to work at their own pace, with the teacher introducing new materials only as current materials are mastered, to ensure success rather than frustration.
    -Put emphasis on the process rather than the product of learning.
    -Promote mastery of self and environment, self-discipline, and social competence.
    -Explore math, language, geography, botany & science, social studies, art and music, involving children in a series of sequential, manipulative, and sensorial activities that lead them from concrete to abstract learning.
    The Montessori classroom aids in the development of concentration, coordination, order and independence. Children learn self-confidence and refine their motor skills. Lessons include care of self and care of the environment….

    Family Dayhome

    25746 Rawley Springs Drive, Chantilly, VA 20152

    Costimate: $246/wk

    Description:

    Hello parents, my name is Archana, and I am running a daycare in South Riding/Chantilly. I am a mother of a 26-year-old son. I have a state license and lots of experience in daycare. I provide food,indoor-outdoor activities, and playful learning activities. I have very affordable rates. If you need childcare, please call me at 703-542-6173.
    Thanks
    Archana…

    Description:

    Hello, my name is Sarita, I am a professional daycare provider. I am aiming to daycare any children from ages 2+. As a family child daycare provider my goal is to provide a safe and happy place for childrenwhere they can learn and grow physically, emotionally, intellectually, and socially at their own pace. I believe children learn through play and benefit from a structured yet flexible schedule. Children will be taught to respect each other, adults, and property. I am licensed by Fairfax county, I have had 4 years experience in the child care field, First aid and CPR certified.
    Other details:
    – relative location: Fair lakes, Fairfax
    – family oriented
    – town house
    – very clean facility
    – 4 years experience. ..

    In Home Daycare

    25233 Laureldale Terrace, Chantilly, VA 20152

    Starting at $250/wk

    Description:

    Hello my name is Oksana! I am so excited to provide safe, loving environment and positive Learning experience so kids will grow to be happy and confident. I will have Bilingual English-Russian and Ukrainianchildcare program so it would be wonderful opportunity for your little ones to become bilingual. Age from 2 months old though 5 years old. The hours are from 7:00am- 6:00pm Monday through Friday. I have 5 years experience and CPR, First Aid and MAT Certification….

    Description:

    BEFORE & AFTER SCHOOL PROGRAM
    For Grades K-6
    + POSITIVE LEARNING ENVIRONMENT
    Through Taekwondo, children gain better Balance, Coordination, Self-Confidence, Listening Skills, Focus and a Chance to Exercisewhile having a blast!
    + AWESOME ACTIVITIES
    Children will participate in Taekwondo Class, Fun Field Trips, Reading, Arts and Crafts, Rock Climbing, exciting educational games and more!
    + AFFORDABLE TUITION
    Our after school program is competitively priced and is determine by what program your child is currently enrolled in.
    Fees include: pick-up from school, Taekwondo classes, homework session, Master Shin’s character development program, games, relaxation time, and much more!…

    Description:

    Cornus Montessori School offers an authentic Montessori education enhanced with a Reggio inspired Art and Science experience. Together they make S.T.E.A.M, Science, Technology, Engineering, ART & Math.Integrating these two power curriculum nurtures your child’s spirit, inspires their creativity and provides a comprehensive education.
    What is Montessori? The teacher in a Montessori classroom serves as a guide and facilitator. Children are encouraged to learn how to learn, gaining independence and self-confidence. The Method is based upon developmentally appropriate activities and materials, allowing the child to learn through hands on experiences, engaging all the senses. Montessori enables the teacher to guide each child individually in each subject, according to his/her specific requirements. We are truly following the child, and meeting their individual needs.
    Children are encouraged to choose their work freely and are offered endless opportunities for growth. They naturally engage with their environment, creating their own goals without limits to their potential growth.
    Coruns Montessori School is a state licensed Montessori School serving Infants through 12 Years old. We offer both full-time and part-time programs, catered to meet every families needs. Our highly trained and Montessori certified teaching staff has completed the required background checks and is current in CPR and FIRST AID.
    Give your child the best early childhood education at the Cornus Montessori School in Chantilly VA!
    To schedule a tour, please call 703.378.1473….

    Description:

    Our goal is to ensure your child is safe and receives a well rounded education. Maria Montessori believed the period from birth to age 6 was the most important time of life. The child grows from an unconsciousto conscious learner. The child learns more during this period of life than any other and she believed the child possessed an internal pattern of development and with the prepared teacher, the prepared classrooms, this will fuel the child s intrinsic desire for self-development.

    Description:

    Freedom Montessori School in Chantilly, Virginia was founded to bring a personal and traditional Montessori educational method to children between the ages of 01 months to 12 years old. Children of this age arenaturally curious and driven to learn all they can about the world around them, and our goal is to help them in their quest to learn in a welcoming and comfortable environment. Our Montessori certified and trained staff provides your preschooler, a fun day of learning and exploration through a traditional Montessori approach.
    We offer highest quality Montessori program, personalized attention to each child, flexible schedules, affordable rates and Montessori certified and trained staff. We are proud to be the one of the best and yet the most affordable Montessori Schools in the area. We are a family owned school, which allows us to offer the highest quality of Montessori education at affordable prices. We offer your preschooler a safe, comfortable and stimulating educational environment. Our traditional Montessori approach is the best preparation for elementary school. We also specialize in arts and craft and teach Spanish as a second language….

    Cake Time

    4300 Chantilly Shopping Ctr Ste 1H, Chantilly, VA 20151

    Description:

    We are a unique decorate-it-yourself cake studio + bakery! Offering open studio sessions, birthday parties, private events, and kid camps.

    Children of the World

    4451 Brookfield Corporate Dr 201, Chantilly, VA 20151

    Costimate: $260/wk

    Description:

    LITTLE ANGELS FUN HOUSE:
    INVITING YOUR CHILD TO COME LEARN AND PLAY!
    Come explore a world of learning and FUN for your kids! Let your little one discover and explore the world in a loving environment throughdaily activities based around learning and play.
    Family Day Home in Eastgate, South Riding, VA (Immediately Open). About one mile south from intersection of Tall Cedars and Route 50 in a newly developed communities.
    Offering a secure, safe, educational and responsible environment for your kids.
    Accepting children, 4 months old through 4 years old, including infants and toddler. (Full-time and part-time.)
    I am CPR and First Aid certified.
    I also have a permit from State of Virginia.
    I am experienced mother with two grown-up teenagers.
    I have good references available through more than 9 years of experience as a babysitter in Northern Virginia area.
    No pets.
    Daycare Hours: 7 a.m. – 6 p.m., Monday – Friday….

    Maple Lawn Montessori

    4229 Lafayette Center Drive Suite 1600, Chantilly, VA 20151

    Costimate: $260/wk

    Description:

    Maple Lawn Montessori is a Montessori Center that offers early education and child care to children 6 weeks to school age. Our primary goal is to offer an inclusive program that allows children to attain theirfull potential. Our comprehensive curriculum allows children to experience the joy of learning and the process ensures the development of self esteem. Our center is open from 6:00am- 7:30pm, Monday- Friday. Tours are held daily with or without prior notice….

    Description:

    10 Years Experience.
    CPR and First Aid Certified.
    Early Childhood Education.We strongly believe in the importance of early childhood development, which is why all toys in the daycare have an educationalpurpose, making learning a fun and exciting adventure. We believe the most important element of the infant/toddler environment is an available and responsive caregiver. Any person who has cared for toddlers knows they are a challenging age group and must have undivided attention, as well as interaction in small groups. We believe that adults set the overall tone in terms of the socio-emotional quality of the environment while furniture, toys and supplies determine the aesthetics of the physical environment. We are certified and licensed in both Infant/Adult CPR and Pediatric First Aid. At Sweet Home Childcare Center your child will experience learning and growth in a safe, clean and nurturing environment. You can browse the links at the top to learn more about the daycare & thanks for stopping by.
    Fully qualified childcare specialists.
    State Licensed.
    Big indoor & outdoor playground.
    Hours of operation are from 6 a.m.-6 p.m.
    At Sweet Home Daycare we provide fun free activities and educational activities which include (puzzles, books, letters, numbers, shapes, painting & coloring sessions and science). We also provide fun physical activities like Music, Dancing and outdoor activity time….

    Description:

    STEM and Flower is essentially an after-school program, where we teach lessons in STEM and the Arts, and engage young students in accommodating projects and hands-on experiments. Aside from that, STEM andFlower hosts birthday parties, Arabic Language Classes, occasional holiday camps, and our most popular, weekly Kids’ Nights with different themes. STEM and Flower also offers weekly, hour-long lessons that relate to STEM material. For more details, you can check our website, call 703-203-1979 or email us at info@stemandflower. com!…

    Description:

    At LePort, we help our students acquire the essential knowledge, thinking skills, and strength of character required to flourish as joyous children today, and as successful adults tomorrow. Our unique programemphasizes the relationship between the academically challenging material presented in the classroom, and the breadth of experiences children have in their lives outside of the classroom.
    Our purpose-built school sits atop a hill, overlooking our soccer field, track, and outdoor basketball court, which all lead to a wooded nature area. Our toddlers and preschoolers enjoy playing in their own playground space right next to their classrooms: they love to slide, to swing, to dig in sand and go on imaginary journeys on our wooden train. Our elementary students feel grown up in their separate wing, where they can explore our music and science room, or read in our library overlooking the garden they maintain. They look forward to moving downstairs for upper elementary, where older students work in a community space, cooking in their own kitchen, working in a large, bright classroom, and finding quiet places to collaborate in several break-out rooms.
    We re located just north off the Westfields Boulevard exit from Route 28, minutes from Sully Station, located minutes from many near-by businesses. Our convenient daily schedules are tailored for working parents: we open as early as 7:30 am, and are open until 6 pm, with year-round program options. Our shorter half-day programs for toddlers and preschoolers are a great option for combining a high-quality school experience with time at home….

    Anju’s Daycare

    4015 Mapleton Dr, Chantilly, VA 20151

    Costimate: $260/wk

    Description:

    Anju Day Care
    A healthy energetic and mother of two, i run a day care at Chantilly. I am Fair fax county approved and have CPR and FIRST AID certification.
    we offer the following services:
    – Specializing ininfant and Toddler care ( age one and above)
    – Pet free , smoke free environment
    – Pick up and drop available on request
    – Huge safe backyard play field for kids
    – Tutoring and homework assistance provided
    – Healthy food and drinks
    As a mother of two , i realize how important are kids to their parents. I ‘ll take out most care in providing , excellent service to you and your loved one.
    For details :
    call Anju @ 703-973-6363…

    Learning Ladder

    42692 Sandman Terrace, Chantilly, VA 20152

    Costimate: $246/wk

    Description:

    Hi parents! Learning Ladder Day Care is currently seeking great loving kids full and part-time. It is located at 42692 Sandman Terrace, Chantilly VA 20152 near by intersection of Route 50 and Loudoun CountyParkway, walking distance from Home Depot. I have a clean, pet and smoke-free environment. I like to be creative and have fun classes, music, fitness, rhymes, arts and craft, I have healthy, safe, fun and educated care. I also enjoy playing outdoors with them, I have great references and I’m First Aid and CPR certified. Please feel free to contact me at (703) 231-3956 if you would like to schedule a short tour of facility….

    Wee Tender Care

    13565 Melville Lane, Chantilly, VA 20151

    Costimate: $264/wk

    Description:

    I have been providing high quality child care for 30 years and have excellent references. We also have a preschool program. We are several houses from Poplar Tree Elementary and walk the children to and fromthere every day….

    Description:

    Ignite Kids Club is a new state of the art facility which offers an innovative, exciting, and safe environment for before and after school care, summer camps, birthday parties, and more!
    Ignite Kids Cluboffers children a place to discover their passion through a variety of activities. Our brand new facility has an indoor field, sport court, technology lab, game room, and creativity lab. We encourage all children to discover and explore their interests! Our programs nurture creativity and encourage children to become strong leaders!…

    Showing 1 – 20 of 125

    FAQs for finding daycares in Chantilly

    In 2022 what type of daycare can I find near me in Chantilly, VA?

    There are a variety of daycares in Chantilly, VA providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.

    How can I find a daycare near me in Chantilly, VA?

    If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 125 in Chantilly, VA as of September 2022 and you can filter daycares by distance from Chantilly or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.

    What questions should I ask a daycare provider before signing up?

    As you visit daycare facilities in Chantilly, VA, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Chantilly, VA.

    Reliable Daycare in South Riding VA

    If you’re looking for kindergarten in South Riding then follow the article. we are here to assist you out.

    preschool centers provide a variety of services for kids, including educational and recreational activities, as well as food and snacks.

    They can be a great option for parents who need to go for business, education or handling professions during the day and want their toddlers to be in a guarded, supervised environment.

    South Riding city is located at Virginia which have 32 percentage of children population under the age of 12. while South Riding has a lot of infrant kindergarten, we have short it out the most rated and trusted children daycare services.

    There are many different options available in South Riding. You can find centers that offer full–time or part–time care, as well as drop–in care. Some centers also offer before– and after–school care.

    Before you choose a kindergarten center or home daycare, be sure to visit the center and meet the taker. Ask about the center’s policies and agenda, as well as their presentation. You should also ask about the provider’s experience with kiddo. Finally, be sure to check the licensing and insurance status of the center or provider.

    Parents who need childcare services for their kids, today have more options that they used to. While there are many factors that one is deciding which service providers they want, such as cost and location, safety is a big factor.

    The following mentioned Daycare are the chosen and well selected from our research team and computer algorithms.

    1. Kiddie Academy of South Riding
    Place Name Kiddie Academy of South Riding
    Address 43060 Edgewater St, South Riding, VA 20152, United States
    Phone Number (571) 512-5437
    Website https://kiddieacademy. com/academies/south-riding?y_source=1_MzA1OTczOS03MTUtbG9jYXRpb24ud2Vic2l0ZQ
    Ratings 4.8
    Business Experience 5 Years
    2. Kids ‘R’ Kids Learning Academy of South Riding
    Place Name Kids ‘R’ Kids Learning Academy of South Riding
    Address 25160 Loudoun County Pkwy, South Riding, VA 20152, United States
    Phone Number (703) 957-3037
    Website https://kidsrkids.com/south-riding/
    Ratings 4.3
    Business Experience 8 Years
    3. The Early Learning Home Care
    Place Name The Early Learning Home Care
    Address 26048 Rachel Hill Dr, South Riding, VA 20152, United States
    Phone Number (703) 350-1717
    Website http://www. theearlylearning.com/
    Ratings 5
    Business Experience 7 Years
    4. Minnieland Academy at South Riding
    Place Name Minnieland Academy at South Riding
    Address 25400 S Riding Blvd, South Riding, VA 20152, United States
    Phone Number (703) 327-6618
    Website http://www.minnieland.com/
    Ratings 4.7
    Business Experience 5 Years
    5. South Riding Home Daycare
    Place Name South Riding Home Daycare
    Address 25470 Hopton House Terrace, Chantilly, VA 20152, United States
    Phone Number (571) 484-3572
    Website http://www.southridingdaycare.com/
    Ratings 5
    Business Experience 6 Years

    Children Daycare requirements in South Riding

    The criteria of a positive child care center is important NOT ONLY for the children but also for the families that place their trust in the staff.

    Though a number of caretakers in this field are really genuine and experienced, some center is no doubt not so good. It is important that parents will do their due diligence to avoid the bad ones. Here are some simple guidelines and tips that can be followed by parents to ensure child care hospitality provide.

    • Parents should visit the preschool and see if they like it and if their kids will be comfortable.
    • They should also talk to the trainer and other children.
    • It’s often a good idea to ask about verification and follow-up questions, such as how their organisation is structured, who will provide care in the event that the caregiver is tired or on maternity leave, as well as whether or not they offer infant care.
    • what programs they offer and how many hours they provide.

    It is important to find out when the center is open during the week and weekends when nearby schools are not in session.

    The local daycare center, for whatever reason you decide not to use it is are having difficulties staffing, are bankrupt through mismanagement, have insufficient facilities to provide the services your child needs, or is victim of a simple crime or simply find one more suitable for your care needs by searching online.

    Conclusion:

    Children Daycare in South Riding located at VA has so many hospitality options. hope you liked our well researched choices. incase of any concern and queries, please comment it down below. thanks for reading. if you liked this article then do share it with your partner or relatives.

     

    type.slug == search.type)[0].locationTitle : ctg.locationTitle) + ‘ in ‘ + location.phraseName ) : ( (search.type ? ctg.types.filter(type => type.slug == search.type)[0].baseTitle : ctg.baseTitle) + ‘ Worldwide’ ) ) + ‘ – BringFido'”> Directory of Doggie Daycare & Boarding in South Riding, VA

    type.slug == search.type)[0].locationTitle
    : ctg.locationTitle)
    + ‘ in ‘ + location.phraseName
    )
    : (
    (search.type
    ? ctg.types.filter(type => type.slug == search.type)[0].baseTitle
    : ctg.baseTitle)
    + ‘ Worldwide’
    )
    ) + ‘ – BringFido'”>

    Directory of Doggie Daycare & Boarding in South Riding, VA – BringFido

      searchForm[item] != defaultSearch[item]). map(item => persistentDataParamMap[item] + ‘=’ + encodeURIComponent(searchForm[item])).concat(isMapMode ? [‘map=on’] : []).join(‘&’)].reduce((x, y) => y ? x + y : ”)” hidden [hidden]=”!searchFormWillChangePages()”>

      Fetch

      search[item] != defaultSearch[item]).map(item => persistentDataParamMap[item] + ‘=’ + encodeURIComponent(search[item])).concat(isMapMode ? [‘map=on’] : []).join(‘&’)].reduce((x, y) => y ? x + y : ”)” hidden>
      Fetch

      Rating

      Sort by 

      Need to find a good doggie daycare or boarding facility in South Riding, fast? You’ll find information on all of our recommended doggie daycare and boarding facilities in South Riding below. Coming from out of town? Get a discounted rate on pet friendly hotels in South Riding.

      Olde Towne Pet Resort

      At Olde Towne Pet Resort, we spare no detail in ensuring your pet’s comfort, safety, and joy. Whether you choose our location in Dulles, Springfield, or Rockville, you can rest assured of the highest quality care. This level of compassion is carried forth by our highly-attentive and professionally-trained pet care staff who is devoted to every facet of your pet’s well-being. After all, our business wasn’t founded on meeting your expectations, but rather in exceeding them. Olde Town offers luxurious boarding accommodations, a heated pool for exercise and therapy, and spa-like grooming and salon services.

      See Details

      Paws Awhile Pet Motel Boarding and Grooming

      Located on 24 acres in rural Warrenton, Virginia, Paws Awhile Pet Motel offers the ultimate in personal care and individual attention to each dog and cat who visits their facility. Paws Awhile offers doggie day care, grooming, training, boarding, nature trail hikes, pick-up and delivery.

      See Details

      Healthy Hound Playground

      Healthy Hound Playground is a cage free environment with 3 different playrooms and all the human and canine pals a pup could want. They have been serving the northern Virginia area with the love and care you would give you own dog every day

      See Details

      PetsHotel Fairfax

      PetSmart’s PetsHotel is a revolutionary alternative in day and overnight care for cats and dogs. PetsHotel provides superior care and personalized attention for all pet guests so pet parents have peace of mind that their pet is safe and happy while they’re away. All caregivers are hand-picked for their love of pets, and someone is always there with your pet 24 hours a day, 7 days a week.

      See Details

      Dulles Executive Pet Center

      We are a full service boarding and grooming facility for dogs and cats. Since 1992, our mission has been to provide exceptional pet care and complete customer satisfaction. We are only 5 miles away from the Washington Dulles International Airport (IAD) , convenient for travelers and for our many clients in Northern Virginia from all around the greater D.C. area.

      Dulles Executive Pet Center prides itself on being the cleanest, most state-of-the-art facility in the Washington D.C, Virginia, and Maryland. Our friendly, knowledgeable and qualified staff work together to ensure your pet has a safe, healthy and happy stay. We take pride in treating your pets like one of our own family members.

      For reservations, please use our online reservation form or call.

      See Details

      Central Barks

      Full service dog care center 24/7 (BOARDED DOGS NEVER ALONE!)

      8700 sq ft of new facility!

      Cage-free environment!

      Grooming and bathing salons!

      Regular potty breaks to help prevent bad habits!

      Custom indoor and outdoor activities !

      Thick cushioned rubber matting!

      PERIODIC TEXT AND EMAIL PHOTO UPDATES

      Reception area with retail boutique.

      See Details

      Dogtopia of Manassas

      Every dog is unique – especially your dog! Visit Dogtopia for open play dog daycare, overnight boarding or spa services and experience personalized care and exceptional customer service. Our convenient live webcams offer a peek into your dog’s day and peace of mind that they’re having the time of their life with their canine friends and our well-trained, loving staff.

      See Details

      Club Pet International

      Club Pet International is a First Class Hotel for Pets of all kinds. We opened our exclusive resort-style pet boarding facility on January 1, 1990 as the first Luxury Pet Boarding facility in the northern Virginia / Washington DC metropolitan area. We were the first boarding facility in the area to provide individual runs, not cages, for all of our canine guests! Club Pet International has been featured in Time Magazine as one of the Top Nine Boarding Facilities in the Nation, and was previously voted “Best Dog Spa” in the Washington DC metropolitan area by readers of Washingtonian Magazine.

      See Details

      The Polished Pooch Place

      The Polished Pooch Place offers outdoor, supervised all day group play for just the day or with over night stays. Your pet will enjoy individual indoor rest/sleeping quarters.

      See Details

      Best Friends Pet Hotel

      Best Friends is where pets become pals.

      Everyone needs buddies, including pets. While their pet parents will always be their #1, the crew at Best Friends is their extended network —ready to support and love them when Mom or Dad can’t be around. As the country’s first and longest running play-and-stay pet destination, we offer best-in-class boarding, doggy day camp, training and grooming for the furry and feathered alike. From the moment a pet walks through our doors, we get to know them as a unique individual and welcome them into our tight-knit circle of friends. As a 100% employee-owned company, our people are truly invested in your pets having a safe, fun experience at Best Friends. We can’t wait to become their backup-bestie.

      See Details

      A Dog’s Day Out

      A Dog’s Day Out is a family-owned daycare and boarding facility in northern Virginia. The friendly and attentive staff will care for your dog as if they were their very own. When you leave your dog at their large and accommodating facility, you know in your heart that they are in great hands. Rest assured, your dog will receive the best care, never be bored, socialize with other friendly dogs, and most importantly will be exhausted and ready for a nap when they get home. It’s a win-win for all!

      See Details

      The Crate XScape

      Crate Xscape provides a safe, stimulating healthy fun environment for your pet and offers dog daycare, boarding and training, and a full-service grooming salon. Early drop-off and late pick-up allow you to focus on your daily routine while your dog plays with Professional Counselors as well as his or her favorite canine friends. They will find the play group that best fits your dog’s personality and size. You’ll find the schedule that best suits your dog’s needs – a few days a week, a few days a month, or just “as needed.”

      See Details

      search[item] != defaultSearch[item]).map(item => persistentDataParamMap[item] + ‘=’ + encodeURIComponent(search[item]))))).concat(page > 1 ? [‘page=’ + page] : []).join(‘&’)].reduce((x, y) => y ? x + y : ”)” items=”.” single-item=”true” layout=”fixed-height” load-more=”manual” load-more-bookmark=”next_page” binding=”always” reset-on-refresh=”fetch” [is-layout-container]=”avoidClampCheatFlag || makeLayoutContainerFlag” noloading [hidden]=”!shouldShowNextPage && !searchIsModified” i-amphtml-layout=”fixed-height” hidden=”hidden”>

      {{#summary}}

      {{{.}}}

      {{/summary}}

      {{#results}}

      {{name}}

      {{summary}}

      See Details

      {{/results}}

      {{^results}}

      There are no pet businesses matching your query. Try changing your search options.

      {{/results}}

      Fetching results…

      Unable to load pet businesses.

      search[item] != defaultSearch[item]).map(item => lodgingContextDataParamMap[item] + ‘=’ + encodeURIComponent(search[item])).join(‘&’)].reduce((x, y) => y ? x + y : ”)” items=”.” single-item=”true” layout=”responsive” noloading [is-layout-container]=”avoidClampCheatFlag || makeLayoutContainerFlag” [hidden]=”!searchIsModified” binding=”no” i-amphtml-layout=”responsive” hidden=”hidden”>

      See more…

      {{#found}}

      {{/found}}

      {{#error}}

      {{error}}
      {{#unverified}}
      To resend the verification email, click here.
      {{/unverified}}

      {{/error}}

      {{#error}}

      {{error}}
      {{#duplicate}}
      If you forgot your password, you can
      .
      {{/duplicate}}
      {{#unverified}}
      To resend the verification email, click here.
      {{/unverified}}

      {{/error}}

      {{#error}}

      {{error}}

      {{/error}}
      {{^error}}

      We’ve emailed you instructions for resetting your password. If you don’t receive an email, please make sure you entered the correct address and check your spam folder.

      {{/error}}

      Welcome to BringFido

      Get the scoop on the best places to stay, play and eat with your dog. It’s free!

      Already have an account?

      White on black

      Ride the wave

      Tourists often consider Africa too distant, dangerous and unpredictable, usually limiting themselves to hotels in Egypt. At the same time, South Africa is considered the pearl of the continent. Mountains, national parks, deserts, waterfalls, oceans (of which there are two) attract thousands of tourists every year. What’s more, in November this year, South Africa won the Travel Agents Choice Awards as the best wildlife spotting destination for the second time. It is worth going there because the beauty of South Africa is a combination of pristine nature, cultural heritage, incredible adventures and at the same time a comfortable stay. Only a ticket will be expensive for our compatriots, and accommodation and meals will cost quite reasonable money, while you can afford to stay with real chic. In South Africa, the weather is always good for outdoor activities – safaris, horseback riding, golf or ocean swimming. By the way, South Africa is also considered the “adrenaline” capital of the world: here you will be offered more than 130 adventures: from mountain walks to diving under water in a cage around which great white sharks swim!

      Call of the Jungle

      What exactly is there to do in South Africa? Yes, anything! The first place in the list of popularity is, of course, a safari, which can be taken on foot, by jeep or on horseback. By the way, here you can ride not only on a horse, but on an elephant and even an ostrich! Ostrich farms in South Africa are very popular. Of course, you are unlikely to take a whole ostrich through customs, but you can buy eggshell crafts, leather goods or bright feathers for friends, and if you weigh less than 50 kg, you can ride this bird with a breeze! In general, a horseback safari in Africa is much better than similar walks in other exotic parts of the world, such as Mexico or the Dominican Republic. Firstly, the routes here are laid through national parks, where you can gallop with giraffes, watch families of rhinos from the saddle, swim with horses or just watch the sun hiding in the savannah. Secondly, the horses in South Africa will be strong, well-fed, calm and reliable, with good and properly fitted ammunition. They traditionally spend a lot of time grazing among wild animals that are not afraid of them and let them close, which gives riders the opportunity to see antelopes, buffaloes, rhinos, giraffes, zebras, baboons, wild boars and even leopards, jackals, hyenas, martens in the distance. just a few meters! The group, as a rule, includes no more than six people and 2 guides. A day trip on safari will cost $300 per person and includes accommodation, meals with drinks (including alcohol), horseback riding, horseback riding, cycling, fishing, snake shows. For a fee, you can order a helicopter flight. The tour can be chosen as one-day or longer. For example, a ten-day route through the Kruger National Park will already cost 5 thousand dollars (a group of 5-7 people, 6 hours of riding daily). At the end of each day, tourists are waiting for an all-inclusive vacation with swimming in the pool, massage, gourmet dishes and wines from the chef. Here you can fly in a hot air balloon – it will cost about another $ 400 per person.

      Golden Mile

      South Africa is also famous for its diverse beaches. So, Maisenberg beach is good for relaxing with the family, without fear that the kids will be carried away by the wave. Durban’s Golden Mile Beach is a six-kilometer-long sandy strip of fun for boarding enthusiasts, Boulders Beach is home to penguins who bathe with tourists, and Grotto Beach is the best place for whale watching. When swimming, always pay attention to the flags. Green means that there are no sharks, black means that you can also swim, but with caution, red means it is dangerous, but there are no sharks in the immediate vicinity, and white means a shark is nearby, and it is better to get out of the water as soon as possible! In Durban, by the way, you can see a monument to Dick King, an English merchant and colonist, who became famous for riding 960 km in 10 days to ask for help for the beleaguered British garrison in Port Natal. Of course, you can also ride along the coast, and if you don’t repeat the feat of Dick King, then just gallop along the Pacific Ocean to your heart’s content. A three-day tour to Durban, with accommodation, galloping along the beach and swimming, will cost about $150.

      Dick King Monument in the center of Durban

      In a volcano

      South Africa is famous for its shops – both huge shopping centers and numerous souvenir markets with a unique flavor of the black culture of the country’s indigenous population. Nightclubs and bars, theme parks and casinos, the most famous of which, Sun City, is located in the crater of an ancient volcano – a great way to escape from the scorching heat and have a good time. And horse lovers will find a lot of interesting things within the walls of the Richmond Equestrian Museum in the Eastern Cape. This is one of the few museums in the world dedicated to riding horses. The region has long been engaged in breeding horses for work under saddle and transportation of goods, so the museum has collected a lot of interesting information, rare photographs and publications that tell about the life of local residents and their four-legged companions since the 1850s. One of the most valuable exhibits is a van used by the local farmers to travel to the city on holidays.

      At home vuvuzela

      Finally, there are a lot of sporting events in the country. Centuries-old playgrounds and modern stadiums, which host football, cricket, rugby matches, gather millions of fans all year round. Equestrian sport in South Africa is well developed, but lags behind compared to European countries. Athletes from this country have never won Olympic medals in equestrian competitions. At the last games in Rio, local rider Tanya Seymour took only 56th place in the individual dressage standings with a score of 63.9%. But race trials are extremely popular among all segments of the population. There are three major races worth visiting in South Africa: the Summer Cup at the Turffontein Racecourse in Johannesburg, The J&B Met’s annual race in Cape Town and South Africa’s biggest race, The Vodacom July in Durban. Horse racing in South Africa is the same ladies and gentlemen in the most incredible designer suits and hats, numerous after-parties and, of course, sweepstakes. The Eastern Cape region is home to the Arlington and Fairview racecourses, the Free State boasts the Bloemfontein and Waal racecourses, and Gauteng is known for the Newmarket track of the same name. In KwaZulu-Natal you will find Turf Club Carwood, Greyville and Scottsville, and in the Western Cape Milnerton and Kenilworth. It is interesting that historically the profession of a jockey in South Africa was little respected: for a very long time, jockeys lived in stables and even slept with horses! Today the situation has changed, and successful riders, earning good money, can afford to live in a big way.

      African flavor in front of The J&B Met jump in Cape Town

      from a ship to the ball

      in South Africa are engaged in the breeding of many horse breeds, including purebred tops for surges. At the same time, local breeds remain very popular and convenient to work with. By the way, in Africa each state can boast of its own, in South Africa it is a Boer horse, short, but powerful and unpretentious. Boer ponies are descended from Basotho ponies and Cape horses. It was on them that they fought during the famous Anglo-Boer conflict 1899-1902. Interestingly, the Georgian prince Nikoloz Bagrationi-Mukhransky, who went to Africa to participate in a horse safari, fought on the side of the Boers. The war found him there, and the prince, who had not heard anything about the Boers before, decided to fight for this people. The events were reflected in his book “At the Boers”, which Bagrationi-Mukhransky wrote when he returned to his homeland in Georgia. In 1970, the number of Boer horses was greatly reduced, but a special program for the protection and preservation of the country’s heritage was able to help restore the number of ponies.

      Gray’s Scouts

      In general, horses have always played a significant role in the lives of South Africans. For example, during the South African Border War or the 1966-1989 Namibian War of Independence, the military often preferred horses to motorcycles and cars. According to them, the animals did not step on the mines, they moved absolutely silently and sensed the danger in advance. Interestingly, they were transported not on horse carriers, but in Kwêvoël armored trucks, which could withstand the simultaneous detonation of three TM-57 mines (about 20 kg of TNT) and take on board more than 13 tons of cargo. South Africa also provided horses to the Rhodesians, who formed the famous Grey’s Scouts, a mobile infantry unit named after the national hero of Rhodesia, John Gray. The main tasks of the unit were patrolling, reconnaissance and pursuit of the enemy. The Gray Scouts traveled over 40 km a day, moving at a walk, trot and canter. The horses were small but hardy, and could be grazing (without forage) for at least 10 days. They could go where the transport simply had no chance. Interestingly, riding skills were not required to enroll in the service. Riders were taught from scratch, and the only restriction was the weight of a person – no more than 80 kg. The unit had its own forge, a veterinarian, and before releasing horses on combat patrols, they carried out serious training. Only after a five-month study, the horse and rider were allowed to work on the ground. Camouflage was also used for animals, so very few of them were killed during the fighting. Yet surprisingly, during the technocratic 20th century in South Africa, animals were often valued more than machines.

      Fried wok-toks

      Traveling around Africa, don’t forget about the national cuisine. Of course, South Africa has its own culinary traditions, which are a bizarre mix of gastronomic preferences of the black and white population of the country. Perhaps the cuisine here is not as refined as European, but it certainly has a unique flavor. In local cafes you can try biltong – beef jerky, boboti – meat with rice, egg and spices, curry bunny chow, biryani – meat in pots with vegetables and rice, chakalaka – a dish of onions, tomatoes, beans and chili, karu lamb – meat assorted, samusas – biscuits with meat and for a snack chicken legs, which are called “woki-toki” here. Local wines are in no way inferior to French ones in quality and are exported all over the world. Another popular and healthy drink is ginger beer, which is brewed in all provinces.

      A holiday in South Africa is an adventure in itself. Wild animals in all their glory, two oceans, a whirlpool of excitement and peace alone with nature. South Africa is rich and poor at the same time, frightening and amazing, beautiful and majestic … And, perhaps, it is worth spending your vacation here one day, to perhaps look at the world with different eyes.

      Riding and riding a horse in the everyday and spiritual life of the late medieval population of the Middle Yenisei0001

      UDK 904

      A.V. Vybornov

      Novosibirsk State University Pirogova, 2, Novosibirsk, 630090, Russia E-mail: [email protected]

      HORSE RIDING AND A RIDING HORSE IN THE DAILY AND SPIRITUAL LIFE OF THE LATE MEDIEVAL POPULATION OF THE MIDDLE YENISEI *

      Based on written and ethnographic sources, a review of the meaning and functions horse in the culture of the late medieval population of the Middle Yenisei – the Yenisei Kyrgyz and their Kyshtyms. The presented information is the result of complex archaeological, ethnographic and archival research in the field of the history of the Yenisei Kyrgyz at the final stage of the existence of their state.

      Keywords: Southern Siberia, Middle Yenisei, late Middle Ages, ethnographic modernity, riding horse, horse equipment.

      In the late Middle Ages and the beginning of the New Age (XIII – early XVIII centuries), the cultural and economic type of the population of the Middle Yenisei meant the dominance of transhumance. Information from written sources, supported by ethnographic materials and data from archaeological sites, confirms that the basis of the life of local peoples, regardless of ethnic differences, is cattle breeding products [Butanaev, 2002. p. 11]. Under these conditions, the decisive role of riding is assumed, which was provided by the necessary material complex – horse equipment. Considering the riding horse as the most important element of the economy and worldview, an integral part of the culture of the late medieval population, we offer a brief overview of information from written and ethnographic sources on the perception and practical role of the horse in the life of the semi-nomadic and nomadic population of the region. These data are extrapolated to the late medieval era, suggesting that in this way it is possible to fill the archaeological unwritten culture of the Middle Yenisei with the second0005

      half of the XIV – first half of the XVII century. “live” material and understanding of some boundaries of the ordinary and sacred creators of the corresponding monuments.

      According to one version, a man began to ride a horse for 6 thousand liters. n. [Anthony et al., 1992]. Domestication is a long process that could not quickly lead to large-scale shifts in human history. Interestingly, even in the Sayan myths, the long and very difficult path of accustoming a horse to riding is emphasized. So, “in ancient times, one of the first riders who taught horses to walk under saddle, driving around a wild horse, ran into a larch and died” [Butanaev, Mongush, 2005. p. 166]. In any case, the riding horse became, perhaps, the main condition for the emergence and spread of nomadic civilizations. Many works emphasize that “the horse played a revolutionary role in movement, in trade and military affairs” [Bököni, 1984. S. 12]. The horse was the main object of management of a number of empires of Eurasia, bursts of influence of which occurred in certain periods of the end of the 1st millennium BC. e. – II millennium AD e.

      * The work was carried out within the framework of the FTP “Scientific and scientific-pedagogical personnel of innovative Russia” for 2009-2013. (GK No. P1139).

      ISSN 1818-7919

      Vestnik NGU. Series: History, Philology. 2012. Volume 11, Issue 5: Archeology and Ethnography © A.V. Vybornov, 2012

      If we take into account that for most of the written history, the horse and the rider were the main protagonists of the armed clashes that this time is so full of, then it becomes obvious that this statement is applicable not only to the cultures of nomads [Kirpichnikov, 1973. p. 5; Kovalevskaya, 1977, p. 3].

      Attention to horses and their equipment was traced among the majority of the peoples of Eurasia. We note its particular importance among the immediate neighbors of the population of the Middle Yenisei: Tuvans [Darzha, 2003], Yakuts [Maak, 1994], and Buryats [Buryaty, 2004. p. 98]. In the Turkic-Mongolian epic, the horse occupies a special position. Here, attention is paid to the maintenance of the horse, and its dressage, horse races, and the praise of the horse is constantly held [Lipets, 1984].

      Horseback riding appeared in Sayano-Altai around 1500 BC. e. [Byoköni, 1984. S. 13]. This is confirmed by the finds of bone cheek-pieces in the archaeological sites of the Minusinsk Basin of the Late Bronze Age: Torgazhak, Kamenny Log I, and the pits of the Ustinka burial ground (Savinov 1996, p. 26). The art of riding changed, horse equipment also developed, the type of management varied, the composition of the herds among the population of the Middle Yenisei also changed, but the role of the horse always remained extremely important.

      By the late Middle Ages, the peoples of the south of Central Siberia led a diverse economy. Before the beginning of the Mongol expansion, agriculture had a certain development, mainly among the ethnic groups, which should be considered the Kyshtyms of the Yenisei Kyr-gyz. The latter, apparently, continued to maintain nomadic pastoralism [Khudyakov, 1984. S. 23]. Nevertheless, any ethnic group living in the forest-steppe and steppe zone of Central Asia should have a horse as an important element of its economy. Firstly, the horse is actually the only way to travel in peaceful economic life and during periods of war. Apparently, among ordinary nomads, the equipment of hunting and peaceful (economic) horses did not differ from riding military ones – all ammunition was characteristic of “nomadic cattle breeders of the dry steppes” (Zhambalova, 1991. p. 71). One of the indirect confirmations of the exceptional role of

      The skis of the indigenous population of the Middle Yenisei, which they actively used, can also be considered as a means of transport. According to Chinese chronicles, skis were called “wooden horses” [History of Khakassia…, 1993. p. 132]. Secondly, the horse is a source of certain foodstuffs. Vodka was made from horse milk. Ropes and lassoes were made from horse hair [Patachakov 1958. p. 18], strings of musical instruments, sultans, etc. Horse skin was widely used [Ibid.].

      The widespread distribution of riding horses on the territory of the Middle Yenisei in the developed Middle Ages is evidenced by the data of written sources and archeology. There are reports of horses that were used before the Mongol expansion in the Tang chronicles. The horses are “dense and tall. Those who fight hard are considered the best” [Bichurin, 1998, p. 359]. “Their horses are extremely strong and large; those who can fight are called head horses” [Küner, 1961, p. 5657]. It is noted in the literature that, perhaps, “the Kyrgyz bred various breeds of horses” [Khudyakov, 1984. S. 21]. There is an entry about the time of the late Middle Ages in the “Yuan shi”: “there are thoroughbred horses in their lands” [History of Khakassia., 1993. P. 132]. In other sources: “the country breeds famous horses: white, black, green like the sea” [Ibid.]. The last suit, in the absence of other data, should be considered, most likely, an invention of the chronicler.

      Appearance of a horse, common at the turn of 1-11 thousand AD. e. in the steppes of Central Asia and which has come down to us, it seems to have changed slightly, corresponds to an exterior complex close to the Mongolian type, which is opposed to other local groups [Alekseev, 1990. S. 158]. “These are animals fitting into a square with a steep occiput, a powerful, steep-ribbed body on low, bony and dry legs. with straight pasterns and high large glass-shaped hooves, short and often high withers, short and sometimes soft back and loin, rounded and sometimes drooping croup. In general, this horse gives the impression of a representative of a cultivated breed and the fruit of long-term special selection work, under a heavily armed rider it … was ideal … It can be assumed that such horses were nimble, turning, powerful enough for shock actions formation and dexterity in individual combat” [Alekseev, 1990. S. 158].

      Evidence of the long history of horse breeding among the population of the south of the Yenisei Territory is “the richness and variety of names according to the age characteristics of horses and their color in the modern Khakass language” [Patachakov, 1958. p. 18]. It contains about 90 names of various shades of horse colors [Butanaev, 2002. p. 12]. A horse in Khakass is at, a stallion is ashyr, a mare is pii, a foal up to three years old is tai, another name for a foal is khulun. According to the suits, the horses were divided as follows: bay -torat, nightingale – saraat, black – hara-at, piebald – khoor at, white – khulat, etc. The names of the gait method are varied: step – pazyt, cowardly – devil, amble -chorgala , jumping amble – seggrtgs, etc.

      According to Kyrgyz written sources, one can judge the size of the herds. The upper strata of society possessed herds, the number of which is expressed by such epithets as “my six thousand horses”, “the cattle marked with a brand were without number”, etc. [Khudyakov, 1984. p. 21]. E. Pesterov wrote about the Kachintsy of ethnographic time: “. horse herds have from thirty to fifty. [Patachakov, 1958, p. 18]. There are also archival documents that talk about herds of several thousand heads with noble bais [Ibid. pp. 43-46]. Nevertheless, most of the ordinary population of the Middle Yenisei throughout the studied time period had a much smaller number of horses.

      Unfortunately, at the present time, we do not know of late medieval images of a rider and riding horse among the population of the Middle Yenisei, except for relatively inexpressive images of horses, among which there are equipped ones, attributed to the Khakass of the New Age [Kyzla-sov, Leontiev, 1980. p. 37-38]. The dominant role of the horse in the economy of the nomadic peoples of the Mongolian period is emphasized by pictorial sources from other territories, such as the Polovtsian steppes [Bulatov, 2002. p. 42].

      An important role in the horse breeding of the population of the Middle Yenisei is “the ability of a stallion to guard and drive a herd independently” [Patachakov, 1958. p. 19]. Thus, it was possible to divide the horses into practically independent ghouls and workers who were at the court [Ibid.]. Accordingly, based on this, the life year of the nomads of the south of Central Siberia was built, divided into seasons, depending on the time of grazing and the availability of fodder.

      All this information about the history of the economy of the population of the Middle Yenisei at the end of the 1st – beginning of the 2nd millennium AD. e. confirmed by the results of archaeological excavations. The vast majority of finds from burial complexes relate to horse equipment. Obviously, a large array of artifacts of horse ammunition is the result of special attention to riding, and their finds in burials are a reflection of the cult significance of a riding horse.

      The Mongol invasion could not diminish the role of horse riding among the local population. The conquerors themselves were nomads, whose way of life was most closely connected with the horse. On the territory of the Middle Yenisei, the conquest manifests itself in the return of the population to a typically nomadic way of life, the degradation of agriculture. This process was accompanied by a cultural decline in general, which is archaeologically expressed in the simplification of the appearance of objects, its standardization within the tradition of the surrounding forest-steppe nomadic peoples. From now on, nomadic cattle breeding is the only way to survive in the deserted expanses of the Middle Yenisei. The role of riding as a result of a long struggle against the invaders has increased significantly. The great importance of the riding horse was preserved until the Russian influence spread to this territory. It remained after the entry of the peoples of the south of Central Siberia into the Russian Empire. By the beginning of the twentieth century. the role of horse breeding was leading [Butanaev, 2002. p. 80]. New ways of managing some ethnic and social groups of the population only pushed him out.

      It is not common for nomadic peoples to deify the horse. The sacralization of a horse implies its isolation, which is unthinkable for nomads. A horse is an obligatory and faithful companion of a person. Therefore, he is an obligatory participant in numerous

      myths, legends, tales, as well as rituals and cults. The “multilayered image of a horse” in the Turkic-Mongolian epic does not contradict the absence of its sacralization in the worldview of nomads. On the contrary, the representation of the horse as an ancestor, patron, prophetic companion of the hero-rider [Lipets, 1984. S. 124139] confirms its necessity for a person. All this is clearly manifested when comparing the role of the horse among nomads and sedentary peoples, who also have developed traditions of horse breeding. For example, among the Koreans and Vietnamese, horse sacrifices were made exclusively as a correlation of the horse with water and the mountain [Knorozova, 2003. p. 247].

      Almost all the heroes of oral stories of the Sayan Turks have a horse. As noted by V. Ya. Butanaev and C. V. Mongush, the reason for this is that “the horse was a true friend of man, faithfully serving him during his lifetime, and after death accompanied him to the afterlife. The name of a person and a horse in the Turkic languages ​​have the identical sound “at”, because in the epic life not only the hero is inextricably linked with his horse” [2005. S. 90] but the vast majority of other heroes of legends have horses. Mountain masters, for example, “ride black-brown horses” (p. 10). It is noteworthy that mountain owners are also the source of horse attire. The Almighty God rides on a green horse (p. 33), on nightingal horses – “yellow maidens” (p. 34), on a gray-sky-heavenly horse – the enriched orphan Koketey (p. 47), on a chubar – the supreme creator Ulgennig Khan (p. 44), on white – the patron of horse breeding Payta Khan (p. 45). In the sky, revered by all the nomads of Central Asia, in the constellation Ursa Major, there was an abode of a chubar horse (p. 44). The constellation Ursa Minor, according to the Sayan Turks, “consists of two horses – a white and a gray suit, tied to an iron stake or a golden hitching post in the center of the sky, i.e. the North Star” (p. 45). These sacred horses are considered the protectors of the herds. According to the opinion of the indigenous population of the south of the Yenisei region, on Earth, the patron spirits of horses lived in the south (p. 49). No top

      1 The following pages refer to this edition in parentheses.

      According to the nomads of Sayano-Altai, representatives of the dark forces could not get along. In the worldview of the Khakas, a person who, under the influence of evil spirits, committed “poonchakh” (suicide), became in the next world the riding horse of this demon (p. 30). The seven deities of the lower world (“Erli-ki”) have a pastoral economy of horses, cows and sheep, which are grazing by tau-buns, cattlemen and shepherds, respectively, on nine-headed snakes, six-yard motley frogs and six-legged lizards (p. 33). The name of horse thieves is also associated with demonic creatures. “Chulgu-sy” are horse thieves who trade at night. The same name is given to demons that appear after sunset and steal people’s souls (S. 33).

      Horses are obligatory participants in systematic sacrifices to ancestral mountains (“tag tayyg”). An important episode of this holiday was the binding of a brown horse to a tree, which was dedicated to mountain spirits. Among the Khakasses, it was called “yzykh”, but, given that “it served as a mount of mountain spirits, it was called “tag yzygy” – mountain “yzykh” (p. 13).

      During the rites of mountain sacrifice and burial, an interesting feature of the views of the Sayan population associated with the horse is manifested. A number of ritual procedures make it possible to compare a horse and a wife. In the first case, the hair of the mane and tail of the “yzykhs” was “braided like a braid of a married woman, counterclockwise” (p. 14). During the burial ceremony, “the riding horse of the deceased, like the widow, had to endure the mourning standing of the “tullangana”” (p. 167). The mane and tail were braided by an elderly man “clockwise, i.e., just like a widow’s braid” (p. 167). In the course of both rites, but especially in the case of sacrifice, the mane and tail were decorated with colored ribbons. In the first case, “paired ritual ribbons “yzykh chalamazy” were woven into the hair of the tail and nape of the consecrated animal – sacred flags, the color scheme of which corresponded to the color of the cattle” (p. 14). In the second, red or black ribbons were woven into the hair (p. 167).

      To increase the livestock offspring, the image of a horse in the form of wooden figurines

      was placed inside the sacred stone altars “Obaa”. In addition to horses, such attention was paid only to bulls and sheep (p. 15). The riding horse also participates in the custom of “ucha” – the prestigious distribution of booty and property (p. 56). The patrons of horses of various colors were represented by individual tyos – tribal fetishes (S. 66-69, 71).

      The population of the Middle Yenisei singled out the riding horse from the environment of other animals, emphasizing its proximity to man in myths. “Poonchakh”, for example, “is afraid of a horse’s hoof” (p. 30). Comparing the images of a horse and a cow in the legends of the indigenous population, one should mention the myth of the creation of the Pleiades. In the course of this story, the horse, called by the supreme creator, was supposed to destroy the evil creation of Erlik Khan. But the proud cow with a pair of hooves decided to get ahead of the horse. The result of the repulsion of the horse was the spread of cold throughout the land (p. 44).

      According to the customs of the Khakasses and Tuvans, one can trace a respectful, but far from reverent attitude towards horses. Indeed, for a nomad, a horse is not a toy or a funny pet, and therefore it is impossible to show excessive affection towards cattle (p. 92). At the same time, it should be remembered that horses should not be beaten, young animals should not be slaughtered for meat (p. 92). A respectful attitude towards a horse is also manifested in the existence of a beloved horse, which is especially guarded by a nomad [Butanaev, 2002. p. 13].

      In the culture of the nomadic peoples of the forest-steppe belt of Eurasia, the important role of the horse is assumed not only during life. A person must remain with a riding horse even after death [Kazakov, 1984; Nesterov, 1985; 1990]. Apparently, the presence of these animals in the burial meant their use as a victim or a vehicle (Nesterov, 1990. p. 5184). In the late Middle Ages and the beginning of the New Age, the population of the Middle Yenisei does not trace the accompanying burials of a horse, but horse equipment is an obligatory part of the inventory that the deceased “in the next world” needs. According to ethnographic materials, we can see the participation of a horse in the burial rite, which0005

      is also confirmed by archeological sources.

      On the “hoylag” (the name of the horse after the death of the owner), the saddle and saddle were put on backwards. It is also known that in the funeral procession saddle tori were used, to which the fur coat or robe of the deceased (as his deputy) was tied. During the ceremony, the end of the occasion was cut off, which was placed in the coffin. One of the final moments of the burial was that “at the feet of the deceased, usually already in the burial pit, they put a saddle taken from the “hoylag”” [Butanaev, Mongush, 2005. P. 167]. In the Iyus Valley, there was a practice of slaughtering a “hoylag” and placing its skin and head in the same pit with the deceased. Usually, “hoyla-ga” was slaughtered and eaten on the grave on the fortieth day. And his skin was thrown on a special scarecrow “in such a way that the head looked towards the setting sun. An image of a horse running into the sky was created” [Ibid.]. A bridle was also hung on this stuffed animal. The existence of the ancient ritual of burning “hoylag” in all equipment is noted in some regions of Khakassia [Ibid. S. 168]. The above information confirms the opinion of S.P. Nesterov that the items of equipment that were placed in the grave “were intended for the horse that was killed at the grave” [1990. S. 63].

      The all-encompassing significance of riding corresponds to the special attention to the “attributes of cattle breeding”. According to some popular beliefs, a kind of sacralization of the whip, rein and bridle of the horse can be traced. Many prohibitions, signs, and rituals are associated with the use of these items. For example, “neither a rein nor a bridle can beat a horse, otherwise the owner will die. ” You can not enter the yurt, “holding in the hands of the whip and bridle.” “It was forbidden to put a saddle on a horse backwards, otherwise the road would be unsuccessful” [Butanaev, Mongush, 2005. P. 91-92]. Particular attention was paid to a simple whip as a male attribute, a protector from evil forces. Each ordinary nomad has one whip. It is emphasized that its hilt is made of red meadowsweet, which protects from evil spirits [Ibid.]. Other cases of using horse equipment in rituals are also known. For example, when courting a fetish (“ir of carts”), guarding the food supplies of the owners, among other things, the sound of a rattling silver girth was also necessary [Ibid. S. 76].

      Evidence of the high role of the riding horse in the life of the population of the south of Central Siberia is an example from the stories about the training of masters of throat singing – “hi-ji”. After learning a new “haiji”, his teacher said: “Let you have khomys and wearable clothes, and daily food, and a riding horse!” [Butanaev, Mongush, 2005. P. 38]. Here you can see that the horse is on the same level of necessity for a person as clothing and food.

      There is a great importance of such an obligatory attribute of the surrounding world of nomads as hitching posts [Burnakova, 1997; Gavrilova, Roslyakov, 2000. P. 14]. They act as the personification of home and motherland, the connection of individual members of the clan, etc. Traces of the presence of hitching posts are found near the burial complexes.

      All of the above confirms the important role of riding and the horse in the life of the population of the Middle Yenisei in the late Middle Ages. The peoples of the south of Central Siberia perceived the horse as an indispensable component of their everyday life.

      References

      Alekseev VP Domestic horse of Mongolia // Archaeological, ethnographic and anthropological studies in Mongolia. Novosibirsk, 1990, pp. 149-167.

      Bököni Sh. The role of the steppes of Eurasia in the spread of horse breeding // Problems of archeology of the steppes of Eurasia: Soviet-Hungarian collection. Kemerovo, 1984. S. 9-14.

      Bichurin N. Ya. (Iakinf). Collection of information about the peoples who lived in Central Asia in ancient times. Almaty: Zhalyn Baspasy, 1998. Vol. 1. 390 s

      Bulatov NM Anthropomorphic and zoomorphic plots in the ceramics of the Golden Horde // The Volga region and adjacent territories in the Middle Ages. Tr. GIM. M., 2002. Issue. 135. P.37-49.

      Burnakova EV The role of hitching posts in the traditional outlook of the Khakass people // 275 years of Siberian archeology. Materials of XXXVII RAESK. Krasnoyarsk, 1997. S. 101-102.

      Buryats. M.: Nauka, 2004. 633 p.

      Butanaev V. Ya. Socio-economic history of Khongorai (Khakassia) in the 19th – early 20th centuries. Abakan: Khakas Publishing House. state un-ta im. N. F. Katanov, 2002. 212 p.

      Butanaev V. Ya., Mongush Ch. V. Archaic customs and rituals of the Sayan Turks. Abakan: Khakas Publishing House. state un-ta im. N. F. Katanova, 2005. 200 p.

      Gavrilova EA, Roslyakov SG The horse in the funeral rite of the tribes of the Upper Ob region in the era of the developed Middle Ages // Heritage of ancient and traditional cultures of North and Central Asia: Materials 1. x RAESC. Novosibirsk, 2000. Vol. 2. P. 12-14.

      Darzha VK The horse in the traditional practice of Tuvan nomads. Kyzyl, 2003. 184 p.

      Zhambalova S. G. Traditional Buryat hunting. Novosibirsk: Nauka, 1991. 172 p.

      History of Khakassia from ancient times to 1917. M.: Nauka, 1993. 525 p.

      Kazakov EP On the cult of the horse in the medieval monuments of Eurasia // Western Siberia in the Middle Ages. Tomsk, 1984. S. 99-110.

      Kirpichnikov A. N. Equipment of a rider and riding horse in Russia IX-XIII centuries. // AIS. L., 1973. Issue. E 1-36. 140 s.

      Knorozova E.Yu. Horse sacrifice in Korean and Vietnamese legends // Bulletin of the Korean Center. SPb., 2003. Issue. 5-6. pp. 231-247.

      Kovalevskaya VB Horse and rider: paths and fates. M.: Nauka, 1977. 152 p.

      Kyzlasov L. R., Leontiev N. V. Folk drawings of the Khakass. M.: Nauka, 1980. 176 p.

      Kuner NV Chinese news about the peoples of South Siberia, Central Asia and the Far East. M.: Vost. lit., 1961. 392 p.

      Lipets RS Images of a batyr and his horse in the Turkic-Mongolian epic. M.: Nauka, 1984. 263 p.

      Maak R. K. Vilyuy district. Moscow: Yana, 1994. 592 p.

      Nesterov SP Taxonomic analysis of the Minusinsk group of burials with a horse // Problems of reconstructions in archeology. Novosibirsk, 1985. S. 111-121.

      Nesterov SP The horse in the cults of the Turkic-speaking tribes of Central Asia in the Middle Ages

      . Novosibirsk: Nauka, 1990. 142 p.

      Patachakov KM Culture and life of the Khakass in the light of historical ties with the Russian people (XVIII-XIX centuries). Abakan: Khakass. book. publishing house, 1958. 104 p.

      Savinov DG Ancient settlements of Khakassia: Torgazhak. St. Petersburg: Petersburg Oriental Studies, 1996. 106 p.

      Khudyakov Yu.S. On the question of the economic and cultural type of the Yenisei Kyrgyz in the Middle Ages // Ethnography of the Peoples of Siberia. Novosibirsk, 1984. S. 18-24.

      Anthony D., Telegin D. Ya., Brown D. The origin of riding // In the world of science. 1992. No. 2. S. 36-42.

      Material submitted to the editorial board 10/15/2011

      A. V. Vybornov

      HORSE RIDING AND HORSE IN DAILY AND SPIRITUAL LIFE OF THE MIDDLE YENISEI POPULATIONS IN LATE MIDDLE AGES

      90 and graphic value of the written review a horse in culture of the late medieval population of the Middle Yenisei – Yenisei’s Kyrgyz and them kyshtym is made. Presented information is a result of carrying out complex archaeological, ethnographic and archival researches on a history Yenisei’s Kyrgyz at the final stage of existence of their state.

      Keywords: South Siberia, Middle Yenisei, Late Middle Ages, ethnographic data, horse riding, horse equipment.

      HORSE RIDING – Courchevel

      HORSE RIDING – Courchevel

      Horse riding tours in Courchevel are a reality! Equestrian club instructors will help you explore the villages, forests and villages around the Savoyard ski resort. Take a few riding lessons or sign up for a class so that it is no secret to you how to care for a horse, handle horse equipment and saddle. Baby poneys is the perfect course for kids who want to learn how to ride in a fun and efficient way! For young riders, you can also rent a pony for half an hour or an hour without a guide to explore the surroundings of the equestrian club with your child.

      Center equestre

      In Le Praz, on the road from La Tania, 150 m from the ski jumps.

      Things to do outdoors

      SKI JOËRING

      MOUNTAINEERING

      B-B-Q

      CROSS-COUNTRY SKIING

      Our staff at your service!

      Contact us!

      Our Commitments

      Snow guarantee

      Rest on individual request

      Download our application.

      Follow us!

      Equestrian Federation of the Nizhny Novgorod Region

      OLYMPIC DISCIPLINES

      DRESSAGE

      Elegant riders in black tailcoats and top hats, prancing on beautiful horses, is dressage. It is called the higher school of riding, also – the “mystery”, “philosophy” and even the “ballet” of equestrian sports. The art of dressage, in international terminology – training, is to make a graceful animal freely and easily obey the will of the rider when performing complex exercises. The painstaking work of the coach and athlete on the development of the natural qualities of the horse leads to the solution of this laborious task. The key to success is the complete mutual understanding of the rider and his four-legged partner, their ability to act harmoniously, in unison.

      As a sport, dressage was founded in the 18th century in Germany. The Germans began to study and teach other military cavalry elements and then compete to see who could do them better. In the future, many other schools and directions appeared, which contributed to the adoption of dressage in the Olympic family. The debut took place at the 1912 Games in Stockholm, but even then only mounted officers could participate in the competition. Only 40 years later, the Helsinki Olympics opened this discipline to civilians, including women.

      The dressage arena is an open fighting field or a rectangular area under the roof of the arena. Each element of the ride has its own name. Let’s say a gallop in place is a pirouette. High and rhythmic trot with slow progress – passage. Jump on hind legs up and forward – kurbet. The horse moves in place, raising its legs to the same height – piaffe. And so on. The final result of the performance is derived from the sum of the judges’ marks for the performance of each figure.

      Modern dressage according to the rules of the International Equestrian Federation includes schemes of varying degrees of complexity. In ascending order, these are the Small Prize, the Medium Prize (No. 1 and No. 2) and the Grand Prize, which provides for the Relocation and Cure – a free program to music, where the arbitrators pay attention to both the couple’s technique and their artistry. At such major tournaments as the Olympics, the World Championships and the World Cup, riders perform great rides, captivating large audiences with graceful aerobatics.

      Domestic dressage knows many famous names. Sergey Filatov on black Absinthe, Ivan Kizimov on bay Ichor, Elena Petushkova on wayward Ash, Ivan Kalita on thoroughbred riding Tarifa became winners and prize-winners of the most prestigious international competitions, including the Olympic Games.

      Nizhny Novgorod also contributed to the overall success. In 1979, acting as part of the USSR national team, Olga Sokolova won the silver medal of the European Championship, and in 2009, Alexandra Korelova, a participant in the Olympic tournaments in Athens and Hong Kong, rose to the third step of the podium of the World Equestrian Games. It is also impossible not to say that since 2006 Nizhny Novgorod has been hosting the stages of the Dressage World Cup: the leading Russian riders and foreign guests are hospitably received by the Passage equestrian center, one of the best in the country.

      Dressage for professionals is a creative and, one might say, jewelry work. And for amateurs – an exciting activity, useful recreation. After all, communication with a horse contributes to both the physical and spiritual development of a person.

      JUMPING

      In this discipline the rider demonstrates speed, courage and prudence. He passes the route, overcoming obstacles of various heights. In the shortest possible time, it is necessary to qualitatively force the barriers installed on the field, that is, not to touch them and stay in the saddle until the very finish line. Depending on the complexity of the route and the size of the obstacles, there are four classes of jumping – easy, medium, difficult and higher.

      The obstacles here are varied. These include a wall, a cross, a gate, a fence, parallel bars, a barrier. All these are wooden structures, which, when touched, are easily destroyed, saving competitors from serious falls and injuries. Depending on the type of route, from 8 to 16 obstacles are placed on it, the height of which is from 100 to 180 cm. If two or more participants perform a race without blots or with the same number of penalties, then a jump-off is assigned. There are competitions whose names speak for themselves – “By increasing difficulty”, “On the power of the jump”, “Up to the first mistake”. In addition, there are “Hunting parkour” and such varieties as “Choice”, “Speed”, “Mirror “.

      France is considered the birthplace of show jumping. In the middle of the 19th century, it was there, at the Paris Horse Show, that competitions in jumping over obstacles took place. Soon they gained such wide popularity that they were awarded Olympic status. “Barrier racing”, as show jumping is called, was registered in the program of the Games in 1900, before dressage and equestrian triathlon. At that time, Russian cavalry guards also entered the international arena, winning many prestigious awards. And Olympic recognition came to our country in Soviet times, when the show jumping team consisting of Vyacheslav Chukanov, Viktor Poganovsky, Viktor Asmaev and Nikolai Korolkov became “gold” at the Games-1980 in Moscow.

      Today, overcoming obstacles remains one of the most spectacular equestrian sports. The audience is attracted by the festive atmosphere of the competition, when riders start in bright riding suits – redingotes, and greenery and flowers border the field with decorated barriers. But the most exciting thing is the fight on the route, in which the one who succeeds is the one who has the patience and diligence to thoroughly study his four-legged friend, and then, together with him, master the science of show jumping. The moment when a strong horse flawlessly soars over the barrier evokes a sea of ​​emotions in the audience and becomes a well-deserved reward for a brave rider.

      EVENTING

      Three days in a row on the same horse, the rider succeeds in dressage riding, field trials and, finally, in overcoming obstacles. The first is dressage, which demonstrates the obedience of the animal. The second and main thing is cross-country, where the agility, endurance of the horse and its ability to take indestructible obstacles are evaluated. And the third – show jumping, checking the performance of a pair after difficult field tests. The winner is the athlete who scored the least number of penalty points for all starts.

      Eventing tournaments have their own international and national categories. In addition, they differ in the level of preparation of the participants. Depending on this, the competitions are assigned stars – one, two, three, the highest level – four.

      This versatile discipline dates back to the martial art of horsemanship, when cavalrymen required horses to be calm on parade, brave on the battlefield and ready for further trials afterward. In triathlon, the “battlefield” is just that many kilometers of rugged terrain. “Enemy” – ditches, ravines, rivers, hills, steep ascents and descents. As well as specially built fences, log pyramids, stacks of firewood. Cross-country, during which it is necessary to overcome these “deaf” obstacles, in the best way examines the rider and his four-legged partner for strength, courage and agility. The final result of the athlete’s performance depends most of all on success in the field.

      Like dressage, triathlon became an Olympic sport in 1912. The teams of our country, participating in the Games, did not achieve great achievements, but were repeatedly winners and prize-winners of the European Championship. The USSR national teams took the “gold” in England and Germany, and in the 1965 season they distinguished themselves at home: then Moscow took the continental championship.

      In conclusion, what does the triathlete look like, what is his equipment. It consists of a tailcoat, breeches and boots, a show jumping coat and a helmet. The rider must wear a protective vest during the cross country. This is mandatory as field trials carry a certain amount of risk of serious injury. The International Equestrian Federation constantly pays attention to safety issues in triathlon.

      OTHER FEI DISCIPLINES

      VAULTING

      This is a colorful and dynamic spectacle, during which the horse moves in a circle, and riders demonstrate solo, parachubatics or a group of neucrobatics . Vaulting owes its origin to circus art. Developing the athlete’s creative abilities and combining his diverse training, she develops the rider’s coordination, strength, flexibility, agility, artistry and, of course, an impeccable fit on a horse.

      Competitions are held in the arena, in the center of which is a lunger – the same member of the team as the vaulter himself. He controls the horse with a long cord – a cord, forcing it to move in a circle in a uniform gait. Riders perform compulsory and free programs to music, each element of which is enthusiastically received by the public. The judging panel evaluates “swallows”, “racks”, “scissors”, “turntables” and other exercises on a ten-point scale. In addition, the arbitrators take into account the harmony and brightness of the number, as well as the submission of the horse, its ability to correctly respond to the “orders” of the longer.

      Vaulting is the only equestrian sport in which men and women compete separately in an individual event and together in a team event. Once, in 1920, the rivalry of “flying horsemen” was included in the program of the Olympics, and later became the decoration of the World Equestrian Games, World and European Championships. “Artistic riding”, as vaulting is called, is very popular in Europe, the USA, South America, Australia and is becoming more widespread in our country.

      DRIVING

      In 1970, the International Equestrian Federation recognized the competition of carriages drawn by one, two or four horses. This is the youngest discipline of the FEI, the main thing in it is the versatile ability of the team to work to win accurately and harmoniously, as a single mechanism.

      Like triathlon, driving competitions include three types – dressage (dressing), marathon (cross-country) and parkour (obstacle avoidance). Athletes pass all these tests without changing horses for three days. The crews are managed by several people – a driver and grooms who help to keep the balance of the team and perform navigational duties. The goal is to finish first. Also a classic exam is the speed test as an integral part of the marathon. Major tournaments, for example, the annual world championships, gather thousands of people who enjoy the virtuoso skills of the performance participants. Especially in parkour, when special different-sized obstacles become a stumbling block.

      Driving is one of the most expensive equestrian sports. The minimum cost for a one-horse carriage is 20,000 euros. Plus, the costs associated with the transportation of horses and teams to the places of competition, the equipment of large training areas. Despite this, the number of fans of the elegant and at the same time extreme discipline is constantly growing. It is experiencing rapid development on all continents.

      ENDURANCE

      Competitions for time, for endurance, for the correct choice of race tactics. But it’s not long distance racing. One of the main criteria for choosing a winner here is the health of the horse, its good physical condition, which must be checked during and after the passage of the track.

      The horse race is held on rough terrain. Its participant has at his disposal a map of the route, on which all natural obstacles and mandatory stops for rest and veterinary control are marked. In this case, the marking of certain sections is carried out in such a way that the rider does not have any doubts regarding the correctness of the movement. Depending on the level of the run, its length is from 30 to 160 km, the competition can last more than one day.

      Sometimes these races are half-jokingly-seriously called horse “Formula 1”. And in fact, there is a certain similarity here: the distance is divided into stages, after each intermediate finish, a numerous support team comes into play: one removes the saddle on the go, the second begins to pour water on the horse to bring down its pulse, calm it down. All these procedures for extra-class runners are performed in a matter of fractions of a minute, which is so similar to a pit stop in Formula 1 racing.

      Now all over the world the development of this discipline is gaining momentum, it is gaining more and more popularity. Horse racing is a sport without limits, in theory, it is available to riders of all ages and horses of different breeds. Although in practice there are, of course, limitations, for horses they are related to the length of the distance, and for riders they are related to age. So, teenagers can participate in competitions only from the age of 12 and then with the written permission of their parents.

      REINING

      Cowboy dressage, which is very popular in the USA. The skill of the rider and the horse is tested here in the performance of complex riding patterns in the arena. These schemes include a set of standard exercises that must be performed at high speed without the slightest resistance from the four-legged partner.

      The rules of Western riding differ significantly from those of classical dressage. So, even before the start of the competition, each participant is given 70 points, and the elements performed by him can be evaluated both positively and negatively. That is, points can be subtracted and added. The whole performance is at a gallop. If the horse switches to a trot, then for three of its steps the rider receives a fine, and for five he will be removed from the arena. However, passing the track at a fast pace is not the main thing. It is more important to show the judges that you can cope with the speed that the animal develops. Here the rider helps his own weight. By moving the weight of the body forward or backward, he lets the horse know what to do and where to go. Therefore, in a couple there should be complete mutual understanding.

      Due to the traumatic nature of reining, the horse may be in bandages or shoes – for example, boots. Special horseshoes are provided for the hind legs. The spectacle is also impressive because the rider is dressed in a traditional cowboy outfit. These are jeans, fancy fringed pants, a plaid shirt, boots, a wide-brimmed hat… Women perform in the same dress code.

      HORSE GAMES

      JIGITING

      A cascade of acrobatic tricks performed by a rider on a fast galloping horse. The arena is a 360-meter straight section or a circus arena. The rider must show as many different exercises as possible or repeatedly – one element. Dzhigitovka includes jumps on a horse, turntables on it, jumps, dismounts, riding while standing, crawling under the neck or belly of a galloping horse, lifting objects from the ground, up to coins, jumping over barriers, group pyramids. Trotting or falling of the rider is considered a defeat. Previously, elements of dzhigitovka were used for military applied purposes – where great skill was required. Gradually it turned into a spectator sport. Today, dzhigitovka is divided into circus, Cossack and freestyle. All these “nominations” are similar to each other, only some nuances of performance differ.

      POLO

      In the second half of the 19th century, having adopted the game widespread in India, the British spread it all over the world, calling it “polo”. This is a team sport in which riders use special sticks to try to drive a plastic ball into the opponent’s goal. Participants (four riders on each side), saddling special horses, the so-called polo-ponies, have to change direction sharply, stop often, and instantly pick up speed. This requires not only good contact with the animal and a strong seat in the saddle, but also courage, agility, and accuracy. The size of the site where the match takes place is comparable to five football fields. A bout is usually divided into six periods of seven minutes each. The one who scores more goals wins. The game traditionally ends with the spectators going out onto the lawn, who trample down the turf torn out by the hooves of the horses.

      RODEO

      This is a colorful celebration of riding shepherds – cowboys or gauchos, as they are called in South America. They compete in the ability to do the very tricks that are associated with their daily work. The highlight of the program is riding wild or unbroken horses. Although, in reality, rodeo horses are not wild, but, on the contrary, very experienced, well-versed in their business, and it is really very difficult to sit on them. The ability to accurately throw a lasso at a gallop is highly valued, as well as to hobble a running bull, for which the rider needs to catch up with him, jump off the horse and tie him up in a matter of seconds. Rodeo is very popular in the USA. So, in New York, competitions are held annually, in which 120 of the best cowboys from around the world participate, and the prize fund of the spectacle is five million dollars.

      * * *

      We have presented only the most popular types, those that have received wide worldwide recognition. In general, horse riding includes many different competitions and equestrian games. Some of them have only local, national significance, others are cultivated in many countries. Equestrian disciplines are considered to be one of the most exciting and colorful in modern sports in terms of their spectacular appeal and variety of forms. They develop in a person not only the speed and accuracy of reaction, endurance and coordination of movements, determination and courage, but also a feeling of kindness towards animals, which unites him with all living nature.

      Social buttons for Joomla

      Stables of Moscow | Horse rides in Moscow

      The map below shows all the existing equestrian clubs in Moscow and the Moscow region, where anyone can order a horseback ride. At the moment, the number of places where you can ride horses in Moscow is 168.
      The map is easy to navigate: just click anywhere and hold down the mouse button and move the map to the location you want. Using the “+” and “-” buttons located on the left side of the map, you can zoom in or out on any of its fragments.

      By clicking on the name of the stable you like and clicking on the “Details” link, you will be taken to the card of this equestrian club, where you can find out more detailed information about which clubs provide horse rides in Moscow, including reviews from visitors and private owners.

      Loading map…

      5 Artur Volkov

      63576 Tatyana Andreevna

      76998 Olga Sergeevna

      15560 Anna, 8

      25520

      Tatiana, 8

      69322 Valeria

      Number Title Website Metro Phone Reviews
      1 KSK Ayurveda River Station 8 (916) 192-67-43 18
      2 KSK Amadeus official website http://kskamadey.ru/ Tushinskaya +7 (910) 435-02-78 Elena Igorevna 65
      3 MSK Sivka http://horse-way.ru/ Dmitry Donskoy Boulevard 8-926-523-32-03 Olga 15
      4 CSC Atlanta Teply Stan 8-903-792-43-98; 8-915-148-74-75 Elena 24
      5 KTB Outpost http://bezpovoda. ru/ Belarusian (095)772-51-14, (095)772-51-24 39
      6 KSK Belaya Dacha official website – Equestrian Club Belaya Dacha www.bdhorse.ru Kuzminki (495)648-55-87 , (495) 554-23-60 91
      7 KSK Bitsa official website | Bitsa equestrian sports complex official website http://www.kskbitsa.ru – KSK Bitsa – official site, group “Overheard in KSK Bitsa” https://vk.com/podslushanobitsa Chertanovskaya +7 (495) 788-80-18 – Riding lessons 171
      8 KK “Voronovo” Teply Stan 8(985)195-64-31; 8(909)661-34-31 Rita 142
      9 ChK Variant https://vk.com/kkvariant Vykhino, Novokosino 8-905-736-68-95 21
      10 KSK Aurora http://ksk-avrora. ru/ Domodedovo +7 916 9 14
      11 KSK Verona official website http://www.kskverona.ru/ 8-903-629-77-06 Tatyana Viktorovna 33
      12 KSK Bereg https://new.vk.com/kskbereg Kursk 8-903-288-69-85 Sergey 20
      13 KTB Vaulino http://waulino.narod.ru/ Belarusian 8 903 674-43-38 Alexey 9
      14 KSK Temp http://ksk-gelios.ucoz.ru Teply Stan 8 906 054 97 17 Olga, 8 926 894 57 57 Sergey 29
      15 KSK Gloria official website http://www.kskgloria.com Domodedovo 8 910 424-83-80 Galina 71
      16 KFH Strela Yarila http://strely-yarily. ru Buninskaya alley 8 916-205-71-93, Julia 55
      17 KSK Abramtsevo Komsomolskaya 8-909-693-51-29 Elena 34
      18 KSK Golden Horseshoe http://www.gold-podkova.ru/ Botanical Garden, Otradnoe, Vladykino 8-926-607-10-03, 8-926-607-10-14, 8-926-607-01-01 46
      19 RDMOO Flena (KSK Dadmal) http://flyona.ru Textile workers 8 905 77 306 99 Katerina 51
      20 Pony Club Galleon http://www.horse-club.ru 8-915-326-57-14 2
      21 KSK Left Bank http://www.horse.ru/bereg/ River Station 8-903-116-71-69 11
      22 KSK Dubininskoe http://www. kskdubininskoe.ru/ Komsomolskaya 8-903-514-24-75 Ekaterina, 8-903-128-12-29 Alla 8
      23 KSK Quadrille http://kartsevo-horses.ru/poni.html Altufyevo 960-60-29 Elena Vladimirovna, 8-926-536-47-37 Marie 27
      24 KSK Impulse http://www.ridinghorse.ru Tushinskaya 8(916)759-59-93 8
      25 KTB Ataman atamankoni.ru, http://vk.com/atamankoni Belarusian 8 903 674 4338 (Aleksey) 4
      26 KSK Izmailovo official website http://www.kskizmailovo.ru Enthusiast Highway 8-495-517-43-82, 8-495-517-43-91 136
      27 KSK Ippo http://www.ippoland.ru/ Teply Stan (495) 771-26-43 84
      28 KSK Kit http://komplekt. ucoz.ru Teply Stan 8-903-575-54-69, 996-27-26 11
      29 KSK Alpha (ex Sun Horse) http://alfa-riding.ucoz.ru/ Prague 8 (905) 598-14-06 16
      30 KSK Dream http://www.ksk-mechta.ru Vykhino 8-910-428-07-70 18
      31 KK Ivanteevka http://ivhorse.ucoz.ru Komsomolskaya 8-916-948-90-78 Tatyana 10
      32 KSK Provence official website, (formerly Novoyasenevo) http://www.kskprovans.ru/ Novoyasenevskaya +7 (967) 104-09-25, from 9:00 to 21:00. 371
      33 Equestrian Club Galaxy http://kkgalaktika.ru , https://vk.com/kk.galaktika Vykhino, Kotelniki, Lermontovsky prospect, Zhulebino 8-929-664-82-85, 8 926-878-96-59 72
      34 Lyubertsy horse yard www. luberkoni.ru Vykhino Andriyanova Elena 8-926-234-59-79 31
      35 KSK Matador official website www.kskmatador.ru Altufyevo 8-499-763-55-21 24
      36 KK Chashnikovo Water Stadium 974-5595 31
      37 Zoo Pony Club Barricade 30
      38 KSK Mustang Teply Stan 8 24
      39 KSK Novy Vek official website http://www.newcentury.ru Tushinskaya +74959948610 24
      40 KSK Neron http://liholesye.ru Domodedovo 8(903)747 78 97 Olga Alekseevna 7
      41 KSK Orlovskoye Shchelkovskaya 8-916-697-20-49 Kirill Vladimirovich 29
      42 KBK Ostankino VDNH 8-916-675-86-11 (Valery) 36
      43 KSK Otrada official website http://www. otradaclub.ru Tushinskaya (495) 730-26-55 34
      44 KSK Orlovo official site http://ksk-orlovo.ucoz.ru Domodedovo 8 14
      45 OUSC Glider official website Glider (495)572-80-94, 8-903-684-42-37 74
      46 KSK Prestige http://www.kskprestig.ru South 8 (4967) 52-52-73 32
      47 KSK Pradar official website, BMKK Pradar pradarclub.ru Running +7 495 945 0587, 946 1046 43
      48 KK Ataman http://kskataman.ucoz.ru Novogireevo +7(903)179-33-00 43
      49 KSK Russian Almaz official website http://www.kskrusskiyalmaz. ru/ Savelovskaya +7(495)508-15-48 – Malysheva Elena Vladimirovna 23
      50 KSK Rhapsody Vykhino +74957980577, +7

      87843 Tatyana

      42
      51 Reutov equestrian club “Fortuna” 791-90-01 11
      52 KSK Romashkovo official website http://www.v-sedle.net/, http://kskromashkovo.ru/ Youth 8-906-099-55-99 Lyubov Vladimirovna Ivanova 34
      53 KSK Rus – official site Glider +7 (916) 087 64 27 – head coach of KSK – Tatiana Tonu, +7 (495) 495 30 28 – coaching 2
      54 Ramensky hippodrome http://ramhippo.sitex.ru Komsomolskaya (49646) 7-45-89 15
      55 KSB Sokoros official website http://www. socoros.ru Sokolniki 268-5942 96
      56 KK Slobodino http://kkslobodino.ucoz.ru Vykhino 8-910-403-05-03 Svetlana 4
      57 KSK Slavino Savelovskaya 8(903)669-51-53 Rostislav Pavlovich, 363-3665 15
      58 KSK Academy. Scriabin Kuzminki 377-9117, 377-9332 10
      59 KD Stanitsa www.ktkstanitsa.ru Fili 8-910-441-72-42 Svetlana 14
      60 KFH Gaia http://kfh-nesterova.ucoz.net/ , http://kfh-geya.ucoz.ru/ River Station 8(903)120-00-48 Lyudmila Lvovna 9
      61 KSK Sirius http://www.ksks.ru Altufyevo 8-926-528-47-03 13
      62 PKH Premium http://www. kskpremium.narod.ru 8(920)615 27 57 2
      63 KD Sofrino http://www.ok-sofrino.ru Komsomolskaya (495) 688-50-88 5
      64 KSK Triglav http://triglav.jimdo.com/ Frunzenskaya +7 (916) 195-19-11 91
      65 KSK Moscow Union of Artists named after Timiryazev official website http://www.timacad.ru Petrovsko-Razumovskaya (495) 976-1041, (495) 976-0480, (495) 976-08-82 37
      66 KSK Creator official website http://ksk-sozidatel.ru/ Boilers 8 (903) 552 62 62; 8 (903) 270 40 50 48
      67 KK Nimbus http://ksk-nimbus.rf Teply Stan 8-905-581-90-10 Irina 123
      68 KK Terekhovo http://www. terehovo.narod.ru Youth 8-905-550-01-40 Olga, 8

      Natalia 32
      69 KSK Favorite http://www.favorit-podolsk.ru South 239-17-07, 8-903-610-01-99, (495)223-56-84 17
      70 KSK Fortuna Novogireevo 8(905)7323783, 8(095)7

      13
      71 KSK Fili Fili 8 499 148 04 98 164
      72 ZK Firsanovka http://www.koni.msk.ru Komsomolskaya 8-903-204-41-40 Olga, +7(495)762-8341 12
      73 ChK Orchard Nagornaya 8-499-121-73-30, 8-916-510-73-72 Oksana Ivanovna 15
      74 KSK Orion http://www.kskorion.com Sokolniki +7 (919) 773-44-84 Horse riding instructor Irina Glebova, +7 (910) 404-53-53 Director Svetlana Vladimirovna Zavitova 24
      75 KSK Happy Tushinskaya 8-903-751-74-82, 8-916-539-72-99, 8-903-588-26-59 21
      76 CMI http://www. cmh.ru Running (095) 945-50-59 20
      77 KSB CSKA, KSK CSKA on Dybenko official website https://vk.com/club26610385 River Station 451-07-05 64
      78 Black Hog Ranch Altufyevo 8 901 526 15 70 Ludmila 8
      79 SWE Region http://www.horse-school.ru Tushinskaya 8-903-718-62-20 92
      80 KSK Eventer http://www.ksk-eventer.ru 15
      81 KSK Cascade http://kskkaskad.jimdo.com/ Vykhino 8 (905) 787 01 29 18
      82 KSK Equitorus official website http://www.equitorus.ru Komsomolskaya +7 963 768 7877- Alla Anatolyevna Kalinina – Nachkon 86
      83 KTB Atlas kstb-atlas. com Tushinskaya 8 (903) 231-49-65, 8 (916) 513-22-41 33
      84 KSK “Matador-Nagornoye” official site http://kskmatador.ru/ Bibirevo, Altufyevo, Medvedkovo +7(915) 494-02-10 96
      85 KSK Koros http://kskkoros.wixsite.com/koros Tushinskaya 89684683823 Alexey 12
      86 KP Khlebnikovo http://konu.ru Savelovskaya 8-915-355-86-26 39
      87 CKO Caravan http://caravan-inino.ru/ Teply Stan (985) 161-44-21, (909) 981-56-53 23
      88 ShVE Resonance http://riding-msk.ru/ Sokolniki 8-906-044-64-06 – Lyudmila Borisovna 717
      89 Fortuna Equestrian Club http://kk-fortuna. ru/ Youth 8-909-989-89-98, 8-926-224-51-23 Olga 138
      90 KSK Zagornovo http://www.ksk-zagornovo.ru Vykhino 8 926 4482599 Petr Dementiev 3
      91 KD Forest http://kdlesnoe.blogspot.ru/ Rokossovsky Boulevard 8 06403 Alexandra. 17
      92 KFH Zakharyino http://zaharino.ucoz.ru/ Prague Vasily Nikolaevich – 8-910-454-20-47 18
      93 KSK Altis http://kskaltis.ru River Station 8

      78927 Lidia Igorevna 7
      94 KSK Trio http://horsesclab.ru/ Altufyevo 8-926-527-26-67 Irina 13
      95 KSK Dubrava official site http://www. kskdubrava.ru Komsomolskaya, Vykhino +7 (963) 635 03 19 Ekaterina 5
      96 KSK Moskovia Vykhino 8-905-534-48-07 Irina Anatolyevna 1
      97 Horse stunt group “KARO” http://www.karo93.ru Novogireevo 8 (495) 778-61-42, 8 (901) 578-61-42 9
      98 Horse yard Raduga https://vk.com/club51623253 South 8-906-728-81-22 Elena 3
      99 Equestrian Club Cardinal http://www.kardinal-horse.ru Kuntsevskaya 8 916 629 98 49 – general business number 8 926 525 51 05 — Alexey 8 926 760 07 64 — Anastasia 11
      100 SWE Harmony www.gar-koni.ru VDNH, Botanical Garden 8905-517-05-83, Anna 4
      101 Horse Yard Yauza http://koniyauza. ru/ VDNH, Preobrazhenskaya Square 8 (926) 535-86-53, 8 (499) 268-07-17 26
      102 Kremlin Riding School http://www.kremlin-ksk.ru/ Tushinskaya (495) 617-04-44 15
      103 KSK Karpovo www.horseskarpovo.ru Savelovskaya, Altufyevo 8-903-712-19-58 6
      104 KSK Ballada official website http://xn--80aaabr6aaka9c.xn--p1ai/ Mitino 8-916-312-40-13 35
      105 KSK Incitatus http://www.intsitatus.ru River Station 8 909 620 51 51 Maria 6
      106 Public Foundation for the Support of Equestrian Sports Shchyolkovskaya 8

      35661 Larisa 2
      107 Children’s Equestrian Development Center Leninsky Prospekt 8-495-9585255 31
      108 KSK 4 Season official website http://www. ksk4s.ru/ South 8 (495) 669-60-83 4
      109 Horse rental “Tatiana” 8-909-903-94-71, e-mail [email protected] 1
      110 KSK Balashikha official site http://www.horse-klub.ru 8-916-759-59-02 Elena 17
      111 KSK Constellation official website sozvezdieksk.ru 8(985)773-99-63 Simionov Nikolay Valerievich 1
      112 KSK Era ksk-era.ru Glider 8-903-192-91-08 Vera 21
      113 KSK Countess official website kskgrafinya.ru Novoyasenevskaya 8 4
      114 KSK Dobromysl dobromysli.com, https://www.facebook.com/dobromysli, https://www. instagram.com/dobrohorse River Station +7 (910) 400-0054, +7 (495) 787-5820 , +7 (926) 711-6222 41
      115 Base Borodinsky Khutor http://borodino-horse.ru Belarusian +7(909)990-36-67, +7(495)740-39-76 13
      116 International Equestrian Center http://www.horse-centre.ru VDNH, Botanical Garden 7-963-786-82-69 7-901-506-62-27 7
      117 KK Phoenix http://vk.com/club45385283 Savelovskaya 8-906-714-51-91 Alla 1
      118 KSK Nightingale Grove http://solhorse.ru VDNH 8 (495) 748-91-67 Anna Borisovna, 8 903 576-83 28 Elena Nikolaevna 2
      119 KSK Olimp http://www.kskolimp.com/ Tushinskaya, Skhodnenskaya, Mitino 8-926-565-23-93; 8-903-143-97-60 6
      120 KK New Galaxy http://new-galaktika. ru/ 8

      71527 Margarita

      31
      121 CSC Award official website http://vk.com/club35307377 Dmitry Donskoy Boulevard +7 (906) 746-44-70, +7 (925) 098-65-96 Oksana 7
      122 KSK Atlas Park http://www.atlas-hotel.ru/about/horse_club_atlas_park/horse_club_atlas_park.php Domodedovo +7 (925) 068-48-63 6
      123 KSK New way http://vk.com/club61131638 8-926-720-09-67 Alexander Mikhailovich 1
      124 KSK Galop Elena-8-915-470-46-60 (owner of the stable) 25
      125 Equestrian club Podyachevo https://vk.com/club36455999 8

      92934 Ekaterina 4
      126 KSK Divny – official site http://www. kskdivniy.ru/ +7 (929) 661 18 87 horseback riding, +7 (929) 661 18 58 stall rental 14
      127 KSK Festival official website http://www.sportcao.ru/ , http://vk.com/ksk_festivalny Marina Roshcha 46
      128 Equestrian Club ClubHorse http://clubhorse.ru/ +7(916)-077-61-07; +7(915)-423-80-43. 1
      129 KSK Capital Centaur http://khorosheva.wix.com/kentavr-moscow Running 8 (985) 125 – 39 – 66, 8 (967) 127 – 89 – 06 38
      130 Equestrian Club Labrys http://ksklabrys.ru 8 926 171 99 39 5
      131 KSK Vaskina http://www.ksk-kfh-vaskina.ru/ Teply Stan +7 (906 ) 776-11-71 1
      132 Equestrian Club Petrukhino petruhino-horse. ru 8 -926-096-53-61 Irina 3
      133 KSK AmigoHorse http://amigo-horse.ru/ River Station 8 903 263 84 81 2
      134 horse farm Dyutkovo http://www.dutkovo.ru Belarusian Irina 8 903 204 6455, 8 905 710 7291 1
      135 Istra Horse Farm http://vk.com/club35317497 River Station, Voikovskaya 8 (905) -522-12-72 Tatyana 2
      136 KSK Ivanovskoe official website http://kskivanovskoe.ru/ Shchelkovskaya +7 (495) 724-15-99 director 5
      137 KSK Sofyino 8 (906) 703-94-89 Vlad 3
      138 Horse yard at the Art Hotel Karaskovo +7 919 033 30 05 Ekaterina 1
      139 Equestrian Club “Borodino Stable” http://www. stableborodino.moscow/ Medvedkovo 8-964-773-03-93 16
      140 Equestrian Club Fast and Furious http://gip-msk.ru/ Boilers +7 (499) 409-92-23, +7 (915) 271-75-50 3
      141 Equestrian Tourist Club Three Foals http://kdprogress.ru/ Komsomolskaya +7-909-959-4533 Julia, +7-964-773-1858 Yuri 2
      142 Complex Park Rozhdestvenno http://www.vereya-horse.ru/ 8(925)777-00-40 Irina 10
      143 KSK Gorki http://gorkiclub.ru/ +7 905 534-44-13 1
      144 Alvin Riding Club http://www.ell-horse.ru/ River Station +7 (926) 7105044 1
      145 KSK Pegas Kolotilovo official site http://www. pegas-club.com/ Tyoply Stan, Troparevo, Yugo-Zapadnaya 8 499 962 44 00 4
      146 KSK Height http://konnyj-klub.ru/ 8 (905) 77-77-361, 8 (905) 77-77-341 3
      147 KSK Hummingbird http://www.rukolibri.ru/ 8(495)567-67-53; 8-903-713-31-93, Anna Vladimirovna. 4
      148 Equestrian Hobby Club Julius http://konihobby.ru/ +7 (909) 959 4533 Julia, Yuri 1
      149 Country club “Glade of fairy tales” http://www.skazkaland.club/ 8(925)429-26-55 2
      150 KSK Horseclub http://horseclub.su/ River Station +7 (965) 110-21-48 , +7 (910) 485-87-17 2
      151 Riding School Dedovsk http://riding-school. ru/ 8-903-662-53-64 1
      152 KSK Achilles http://kck-ahilles.ru/ VDNH, Botanical Garden +7 (968) 975 18 70 1
      153 Equestrian Technology Center “Equiplan-Sport” http://www.equiplan.ru/equiplan-sport.htm Botanical Garden, VDNH +7 495 960‑78-82, +7 925 936-68-82 5
      154 Riding School Excellent Horse http://exhorse.ru River Station, Khovrino +7 (965) 257-4265 0
      155 private equestrian club Klyacha House https://vk.com/club123558112 Belarusian 8

      5
      156 Private stable “Light Mountains” https://vk.com/club18086411 m. Mitino, Pyatnitskoe highway, Tushinskaya 8(915)344-37-10 Natalia 2
      157 CHK “Sunny rain” Savelovskaya +7 961 023 34 38 21
      158 KFH Malinka http://vk. com/kfhmalinka Buninskaya alley 8-964-581-33-94; 8-977-262-34-30 Tatyana 3
      159 Ksk Morozovka https://vk.com/club37049503 89852235076 Olga 1
      160 Horse Country Club https://vk.com/horsecc Kurskaya For questions about classes, walks – 8 (999) 517-4466 Yulia For other questions – 8 (910) 479-1329 Evgenia 1
      161 KSK Levadia official website http://horseparktv.com/ , https://vk.com/levadiya Domodedovo Registration for riding lessons: 8-498-547-42-77 2
      162 KSK Maxima stables official website | Maxima Stables official site https://www.maximastables.ru Savelovskaya 2
      163 KSK Vivat Russia official website Domodedovo 8-926-430-37-27 2
      164 KSK Vivat official website http://www. horse-vivat.ru/ Komsomolskaya 8-916-118-75-69 – Andrey 0
      165 KSK Relax https://koni-relax.ru/ Altufyevo, Medvedkovo 8-929-611-96-39 Natalia 3
      166 Ignatov stables http://ihorse.ru/ 8 (977) 144 54 39, 8 (916) 806 35 36 4
      167 Horse yard Yablochko https://vk.com/club103282036 Komsomolskaya 8-926-355-57-80 1
      168 KSK Grand Prix http://kskgrandprix.ru +7(495)150-56-55, 1
      169 Horse yard Plaksino http://plaskinino-koni.ru/ , https://vk.com/plaskininokoni 8(968) 375 72 37 1
      170 KSK Star http://ksk-zvezdniy.ru +7 (985)747-7272 1
      171 Equestrian Club “Golden Mustang” 8 985 212 0298 Roman, 8 967 008 0322 Elena.

      Preschool for 2 years: Discovery Preschool Programs for 2-3 Year Olds

      Опубликовано: December 24, 2019 в 10:12 am

      Автор:

      Категории: Miscellaneous

      Discovery Preschool Programs for 2-3 Year Olds


      (2-3 years old)

      Their world is opening up, so we bring a world of
      learning to them!

      This age is filled with so much wonder and curiosity. That’s why we offer a ton of books and toys and bring their artwork down to kids eye level. Children in discovery preschool also begin to learn the basic building blocks of how we all work together in a classroom. 

      At KinderCare, we put safety first to protect our families and staff. Visit our health and safety page to learn more. 


      Everyone belongs in our circle

      We build warm, welcoming, and supportive classrooms for
      children of all abilities, backgrounds, and experiences.


      Find my nearest center


      Explore the discovery preschool classroom

      Take a look at how we set up our classroom for preschoolers. It’s organized for their age and stage of learning and development.


      Daily classroom schedule

      Kids this age thrive on routine. We use a schedule with
      simple pictures to show them what’s coming up next! This
      keeps them feeling confident about what to expect for the
      day and be part of the plan. We’ll talk about our day in
      morning circle and have lots of visual reminders everywhere.


      Doing things independently

      Discovery preschool is also where your child becomes more
      independent with things like hand-washing and
      potty-training. That’s why sinks, toilets, and furniture in our
      classrooms are all kid-size—so they can build confidence
      knowing they can do it all by themselves.


      Inside a preschooler’s day

      Our caring teachers set a daily rhythm for preschoolers
      that consists of group time, story time, outdoor play,
      meals and snacks, and naps, and most especially, lots of
      unstructured playtime.


      Group time

      Group time happens every day in each
      of our classrooms. In discovery
      preschool, children come together to
      learn about working as a community.
      Teachers will read books, sing songs,
      and more.


      Meals and snacks

      Every day, preschoolers sit down to a meal, where they eat healthy
      fruits and vegetables, lean proteins, and
      whole grains—never juice or fried foods.


      Outdoor playtime

      Most of our classes spend 20–30
      minutes outside at least twice a day,
      weather permitting. At this age, kids are
      off running and exploring, using their
      imaginations while they do!

      Preschool curriculum

      Our teachers will help your child build skills that get them
      ready for “big kid school. ” Simple math and science, pretend
      play, and group play help them get used to a more structured
      school setting.

      Building brainpower and strong bodies

      For our littlest preschoolers, we mix early math skills—like
      patterning and counting—into fun daily activities involving
      singing, clapping, and moving around. We also build memory
      and focus skills by learning each other’s names and putting
      toys away.

      Learning to share and make friends

      These are the learning-to-share years! We help them with
      those skills and also show them how to take turns. As they
      learn more about diversity, preschoolers widen their circle of
      friends, interact with new people, and appreciate differences.

      Writing and understanding stories

      At this age, children really begin to understand drawing and
      writing as a form of expression, so we do lots of both every
      day. They can also ask and answer questions about stories
      we read.

      Expressing themselves

      Creatively, preschoolers are able to explore more art
      mediums than before. They can paint and work with clay, play
      dress-up and pretend, and use music to express feelings.


      Preschool classroom activities

      Every day, our creative teachers guide preschoolers through fun activities that are just right for their age. Here are just a few examples!


      What’s This?

      Head, shoulders, knees, and toes! Kids learn to identify,
      name, and count different body parts.


      Clap Your Hands

      Teachers start a simple clapping pattern and ask kids to use
      their ears to listen and then repeat a pattern.


      One Block at a Time

      Kids learn about sequence and doing things one step at a
      time by stacking a few blocks to build a tower.


      How to enroll

      We’ve gathered all the resources you need to help you make a confident decision to join the KinderCare family.

      • Know what to look for in a child care center and tour ours!
      • Learn about our classrooms, curriculum, and tuition.
      • Find a KinderCare nearby and contact the center director.



      Learn More

      Early Preschool | Kiddie Academy

      Early Preschool | Kiddie Academy






      Early Preschool

      Exploring My World



      At Kiddie Academy®, we reinforce your 2-year-old’s natural desire to explore—turning every moment into an opportunity for learning and encouragement. 

      We’ve designed our Exploring My World program to nurture your child’s growing individuality through days filled with interactive learning and group activities.


      Strict health and safety procedures will be followed

      While your 2-year-old is at our Academy, you’ll have the peace of mind knowing that they’re in a healthy and safe environment thanks to Health Essentials, our enhanced health and cleaning initiative based on CDC guidelines to mitigate the spread of the coronavirus.

      Your local Kiddie Academy has information about everything from early preschool programs and early preschool curriculum to tuition, drop-off and pick-up times.


      Find an Academy near you


      Click to close


      Life Essentials

      ®

      Preparing your 2-year-old for preschool and life

      Our Exploring My World program is developed through our Life Essentials® preschool curriculum to provide your 2-year-old with well-rounded learning experiences while receiving positive, nurturing care.



      Language Arts & Literacy

      Focus: Growing your child’s vocabulary and comprehension skills.

      We create ample opportunities for your 2-year-old to practice language and communication through music, play and stories.

      2-Year-Old Activities
      • Learning the letter “C” by learning its shape and practicing the sound it makes.
      • Mimicking actions and learning the names of fingers through finger plays.
      • Learning about different types of vehicles, like dump trucks, tractors and buses.
      • Learning the Spanish words for eyes (los ojos) and mouth (la boca) while identifying and drawing pictures of their eyes and mouth.
      Learn On

      ®

      Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

      • Write the letters that start your child’s first and last names so that they become familiar with the shapes and can practice the sounds those letters make.
      • Do the finger play “Where is Thumbkin?” and have your child mimic the actions to learn the names of the fingers.
      • Have your child draw a picture of a face, then practice the Spanish words for eyes (los ojos) and mouth (la boca).

      Mathematics & Science

      Focus: Helping your child count, recognize patterns and discover how our world works.

      We teach your 2-year-old basic math and science through hands-on activities that build on their natural curiosity about the world.

      2-Year-Old Activities
      • Investigating whether objects sink or float at the water table.
      • Following a recipe to make cornbread using simple math skills, like counting and measuring.
      • Understanding how plants grow by planting grass seeds and caring for them until they sprout.
      • Learning basic shapes, like circles and squares, by going on a scavenger hunt in the classroom for objects that look like these shapes.
      Learn On

      ®

      Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

      • During bath time, investigate which toys float or sink in the water.
      • Let your child help make a simple recipe, like cornbread, to practice simple math skills like counting and measuring.
      • Plant and care for grass seeds to help your child understand how plants grow.
      • Do a scavenger hunt at home and have your child find objects with basic shapes like triangles, squares and circles.

      Social & Emotional Development

      Focus: Helping your child control their feelings and behaviors.

      Our teachers create a patient, supportive environment for your 2-year-old to learn about themselves and forming relationships with others. Your child will participate in activities designed to help them understand trust, empathy, compassion and a sense of right and wrong.

      2-Year-Old Activities
      • Playing cooperatively with other children by painting murals as a class and sharing blocks to build a house.
      • Pretending to have a picnic with classmates in the Dramatic Play center.
      • Discussing ways they can help their family at home through songs.
      • Discussing and celebrating accomplishments and learning about independence from books.
      Learn On

      ®

      Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

      • Sing “Help Around the House” and discuss ways your child can help with chores at home.
      • Read “I Can Do It Too!” and talk about ways your child can practice being independent.
      • Use blocks to build a house with your child so that they learn how cooperation helps make things happen.

      Fine & Gross Motor Skills

      Focus: Developing your child’s coordination and balance.

      Our teachers guide your 2-year-old through activities designed to help refine physical skills that utilize their small and large muscle groups.

      2-Year-Old Activities
      • Feeding themselves with forks and spoons and learning to pour child-size pitchers during family-style meals.
      • Working on coordination by throwing and kicking balls and conquering obstacle courses on the playground.
      • Learning rhythm through dancing and musical activities.
      • Learning to do basic daily skills.
      Learn On

      ®

      Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

      • Throw and kick balls outside to help work on coordination.
      • Put on some music and dance with your child to help them learn about rhythmic motion.
      • Have your child pick out and put on their clothes to learn to do basic daily skills like getting dressed.

      Character Essentials

      SM

      Focus: Helping your child grow into a caring individual.

      We believe exposing your 2-year-old to common values helps them better understand the society we live in. Throughout the year, we focus on a different value, like honesty, generosity and patience.

      2-Year-Old Activities
      • Introducing the concept of sharing by role playing and reading.
      • Encouraging cooperation by working in pairs.
      • Discussing independence.
      Learn On

      ®

      Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.

      • Read “Should I Share My Ice Cream?” and then do role playing to learn about the concept of sharing.
      • Encourage cooperation by working with your child to clean up around the house.
      • Discuss independence through singing songs like “This is the Way I Comb My Hair.”

      Health Essentials

      Focus: Keeping your 2-year-old healthy and safe.

      Health Essentials is a set of CDC-based standard operating procedures that can help mitigate the spread of potential infection throughout our Academy. Health Essentials is a key part of our overall COVID-19 response, expanding upon existing disinfection and health protocols that offer parents and staff peace of mind and demonstrates our commitment to creating a healthy and safe environment for learning and working.

      Health Essentials guidelines are focused on four principles designed to cover various preventative, protective and corrective measures that address COVID-19:

      1. Wellness Education

      The solution starts with an understanding.

      • Children learn how following proper hygienic practices can keep them healthy
      • Academy staff receives training and must abide by enhanced health and safety practices outlined by the Centers for Disease Control and Prevention

      2. Enhanced Hygiene

      Soap and water is the best solution.

      • Soap and water offer the simplest solution to combat infection
      • Staff increase handwashing frequency
      • All children must wash their hands upon entering their room at the start of each day and all recommended times thereafter in addition to following standard Academy handwashing procedures

      3. Healthy Environment

      A clean facility keeps families safe.

      Academies adhere to advanced cleaning procedures:

      • Nightly cleaning
      • Daily laundering of soft items and bedding
      • Limiting items brought into the Academy

      4. Symptom Monitoring

      Keeping a watchful eye

      • Temperature monitoring at the Academy entrance.
      • Track symptoms using AcademyLink®
      • Isolate symptomatic children from others immediately upon observation
      • Contact parents for pickup from the Academy
      • Daily health check is completed upon arrival


      Want to explore more?

      Learn how we help your child develop into a thoughtful, caring, and adaptable individuals using our learning approach that exceeds state standards


      How Life Essentials is different

      Questions? Answers.

      Explore some of the most frequently asked questions from parents of 2-year-olds.



      Q.
      What if my child gets sick?


      A.
      We’ll call you or a designated adult from your Emergency Information Form so that your child can be picked up as soon as possible from the Academy. While waiting to be picked up, your child will rest quietly, away from other children.


      Q.
      What policies are Academies required to have in place to address safety?


      A.
      Our facilities and outdoor play areas are required to have secure entries and exits that are maintained by an electronic entry system. Only individuals authorized by you are allowed to pick up your child from the Academy. All employees are required to have undergone background checks prior to employment.


      Q.
      Do I need to pack a lunch?


      A.
      No. We provide an assortment of healthy, age-appropriate meals and snacks for the children to eat each day.


      Q.
      What if my child has allergies?


      A.
      Due to the high number of children with peanut allergies, we do not serve peanut products. If your child has a specific allergy, please list them on our dietary restriction letter so that we can make appropriate food substitutions.


      Q.
      What are teacher qualifications?


      A.
      All Kiddie Academy teachers must meet or exceed the state requirements for child care providers and are required to receive ongoing professional training annually. We also require background checks through local, county, state and/or federal agencies prior to employment.


      Q.
      What is your discipline policy?


      A.
      We do not use physical or verbal punishment under any circumstances. We use positive guidance and re-direction to acknowledge children’s feelings and emotions and provide them with social scripts, problem-solving techniques, self-calming activities and choices and activities geared toward their interests.


      Q.
      What will my child be doing?


      A.
      At this age, children are naturally inquisitive and take pride in doing things on their own. Our teachers encourage your preschooler to take advantage of our center-based learning environment to explore and progress at their own pace. Your child will work on social/emotional development, motor skills and will be introduced to language arts, mathematics and science.


      Q.
      Can I drop in to observe?


      A.
      Due to the concerns around COVID-19, we are unable to allow drop-in observation by parents or family members. We hope to reverse this rule as soon as it becomes safe.


      Q.
      Do you have parent-teacher conferences?


      A.
      Yes. We schedule family/teacher conferences each year to discuss your child’s progress, but you can request a conference with the Director at any time.


      Q.
      Do you take the children outdoors?


      A.
      Yes, weather permitting, we take children outside daily. Children should be dressed appropriately for playing on our playground or taking group walks.


      Q.
      How do you use technology in learning?


      A.
      Kiddie Academy teachers use technology as learning tools and a means of communication. We feel it’s important to teach children how to use devices they will encounter in school, so they are given opportunities to use them for educational play and research. The use of televisions or computers for passive viewing is not part of Kiddie Academy’s curriculum.


      Q.
      Do you have cameras in the classroom?


      A.
      Many, but not all, Kiddie Academy locations have classroom cameras that parents can access via mobile or desktop apps. For the most accurate information on classroom cameras, contact your Academy directly to learn about camera availability and policies.


      Q.
      What is your health and safety policy?


      A.
      Kiddie Academy® Educational Child Care follows our Health Essentials guidelines, a set of standard operating procedures that can help mitigate the spread of potential infection throughout our Academies. This includes precautions and recommendations for COVID-19 which are specifically focused on social distancing, disinfection, wellness education and symptom monitoring. These protocols may vary based on region and level of outbreak in the area. The goal of Health Essentials is to uphold the highest level of health precautions and cleanliness for proper child care delivery.


      Ready to learn more?

      Your local Kiddie Academy has information about everything from programs and curriculum to tuition, drop-off and pick-up times.

      Find an Academy near you

      Welcome tips and insights to the family:

      Parenting Essentials

      ®

      The learning doesn’t stop for parents, either. That’s why we created an information resource with helpful tips on everything from enriching our STEM program at home to introducing lifelong healthy eating and fitness habits.





      When Do Kids Start Preschool?

      Is your little one physically, emotionally, and socially ready for the classroom? Most preschools start accepting children around two-and-a-half to three years old, but this isn’t a magic number.

      Preschool readiness depends more on developmental factors than chronological age. 

      So before you enroll your two-year-old in preschool, consider these factors:

      • Separation anxiety
      • Social development
      • Potty training
      • Physical development
      • Nap necessity
      • Persistence
      • Curiosity and imagination
      • Communication skills

      Separation anxiety

      Your child may know all their letters, shapes, and colors, but unless they’re emotionally ready for the day-to-day challenges at preschool, it may not be time to enroll them yet.  

      If your little one is still not comfortable being away from you, they’re not ready for preschool at age two or three. Transitioning to preschool will be a stressful event—you don’t want to add extra anxiety to the mix.

      You can help relieve your little one’s stress by slowly introducing them to their new preschool routine. The National Association for the Education of Young Children recommends visiting the preschool with your child before their first day to show them where their cubby is and where they will eat, play, and nap so they learn that the classroom is a safe space.

      Social development

      How much experience have they had playing with other children? Do they like it? Do they do it well? 

      If your three-year-old is still in parallel play, they may not be ready to join a classroom. Typically, three-year-olds start to play with each other and engage in imaginative play at this age—both key components of preschool programs. Your three-year-old needs to be socially aware of how to treat other children.

      Potty training

      Sometimes preschools will help with potty training, but many require that this skill is mastered before enrolling. Nevertheless, potty training is such a developmental milestone that it can strongly indicate preschool readiness.

      Physical development

      Do they have the fine motor skills for handling classroom materials or the motor skills to handle playground equipment? 

      Your child will fine-tune these skills in preschool, but your two or three-year-old should have the motor control to keep up with their classmates to be successful at preschool.

      Nap necessity

      If your two or three-year-old still needs a two-hour nap each afternoon, they may not be developmentally ready for the activity level at preschool. 

      Usually, preschools have naps built into the day, but your toddler may not sleep as well at school as at home, which can lead to crankiness or an adjusted sleeping schedule.

      Persistence

      Does your two or three-year-old get easily frustrated when learning new skills? Do they struggle with motivation? They may not have the persistence necessary to succeed in preschool.  

      Your child needs to be willing to work through their frustration and try challenging tasks to do well academically and socially in preschool. If your child struggles to stay motivated when facing challenges, it may be best to wait to enroll them in preschool.

      Curiosity and imagination

      Are they curious about the world around them? Do they ask open-ended questions and come up with imaginative solutions to problems? Curiosity is a necessary skill that preschoolers need as they learn new skills and learn to interact with other children. 

      However, if your child hasn’t begun to ask open-ended questions about other people or the world around them, they may not be ready for the academic and social environment of preschool.

      Communication skills

      Are they easy to understand? Can they ask for help when they need it? They’ll need to ask for help when they need it and communicate with their classmates. 

      If you can’t understand their speech, they may not be ready for preschool.

      What if my child isn’t ready for preschool?

      You want preschool to be a positive experience for everyone. If your two or three-year-old isn’t ready, there’s no harm in waiting until they’re older to enroll them in preschool. Preschool programs usually accept students up to four years old. 

      If you think they’re just on the cusp of being ready, consider enrolling them in a part-time program. Make sure the program is at least three days a week so that they develop a sense of the routine and schedule that school adds to their life. 

      Bottom line

      There are many other factors to consider before enrolling your toddler in preschool. You might need to ask yourself:  Do they take stimulus well? Do they like being around other kids? The list goes on.

      But if you start by looking for these early indicators, you’ll be able to assess if your child is ready to join a preschool program. If your child isn’t ready yet—don’t fret! You still have options, like enrolling in an alternative program.  

      With some consideration and time, you’ll know whether to register your child for a preschool program. 

       

      Preschool age: When kids start preschool and pre-k

      If your child is nearing preschool age (typically ages 3 to 5), you may have questions about starting preschool or pre-kindergarten. Find out why preschool are pre-k are so beneficial, how they differ (and what makes them different from daycare), and when kids are ready for this important milestone.

      Preschool marks the first step in your child’s official school experience. Aimed at kids ages 3 to 5, preschool is different from daycare because teachers generally have training in early childhood education and focus on developing social, emotional, academic, and life skills.

      Also, the hours might be shorter than typical daycares, and preschools are often closed for summer, holidays, and school breaks.

      There are many different types of preschool programs. Some larger daycare centers have preschool programs, and there are a range of public and private preschool options, including parent co-ops. Preschools may be play-based, focused on academic skills, or a mix of both.

      Preschool and pre-k are intended to help kids get ready for more formal schooling, and they can provide wonderful opportunities for social, emotional, and academic growth. Think about your particular child when evaluating the variety of different preschool and pre-k options available in your area. In addition to age, consider your child’s development and needs when determining the best time to send your little one to preschool or pre-k.

      Child Height Predictor

      Find out how tall your child is likely to be at age 18.

      When do kids start preschool?

      Most preschools start accepting children around age 2.5, while some wait until children have turned 3. Preschools may require kids to be potty trained before starting school. If your child isn’t fully potty trained, talk with the school to see if they accept (and are prepared to help) children who are still mastering these skills. If not, it may be best to look for a different preschool rather than rushing potty training.

      What age is pre-k?

      Depending on your child’s age and when their birthday falls, they may have the option to go to preschool and/or pre-kindergarten. Pre-k classes are generally offered to 4-year-olds or 5-year-olds in the year before they start kindergarten.

      Some of these children have fall birthdays and turn 5 soon after the kindergarten cut-off, leaving them to wait until they’re nearly 6 to start elementary school. Pre-k classes provide a nice bridge to kindergarten, and generally focus more on school readiness skills than preschools do.

      Your child may go to preschool for two years, attend preschool and pre-k for one year each, do two years of preschool and one year of pre-k, or do another variation. It depends on the school, your child’s age, and your preferences.

      Is preschool necessary?

      Preschool can be very good at helping your child develop social and academic skills. Recent research shows that the type of preschool your child attends may play an important role in their future academic success – and that play-based programs may be most beneficial. So while you certainly can choose to have your child skip preschool, it’s smart to find other ways to involve them in play-based experiences with other kids.

      Is your child ready for preschool or pre-k?

      As you think about your child’s readiness for preschool or pre-k, remember that there are many different options to choose from. Consider your child’s personality, strengths, and needs as you make this decision. For example, if your child isn’t ready for a more traditional preschool where kids need to be able to sit and work quietly for short periods of time, you may want to find a play-based preschool that gives your child more freedom.

      Here are some signs your child is ready for preschool or pre-k:

      Your child is potty-trained and fairly independent

      Preschool requires children to have certain basic skills. Most preschools will want your child to be potty-trained. Your child should also be able to take care of some other basic needs, like washing their hands, eating lunch without a lot of assistance, and sleeping alone for naps.

      Your child is comfortable spending time away from you

      If your child has been in daycare, or cared for by a babysitter or a relative, they’ll be better prepared to separate from you when they’re at preschool. Kids who are used to being apart from their parents often bounce right into preschool with hardly a backward glance.

      But even if your child hasn’t spent much time away from you or your partner, don’t worry. Many children leave their parents for the first time to go to preschool, and they do just fine. Also, adjusting to day-to-day separations from parents is an appropriate developmental challenge for 3- to 5-year-olds.

      Your child can work on projects on their own

      Preschool usually involves lots of arts and crafts projects that require concentration and the ability to focus on an individual task. If your child likes to draw at home or gets engrossed in puzzles and other activities on their own, they’re a good candidate for preschool.

      Your child can participate in group activities

      Many preschool activities, like “circle time,” require that all the children in a class participate at the same time. These interactions give children a chance to play and learn together, but also require them to sit still, listen to stories, and sing songs.

      Preschool is a great opportunity for kids to practice these skills! But this can be difficult for children under 3 who are naturally active explorers and aren’t always developmentally ready to play with other children.

      Your child is used to a regular schedule

      Preschools usually follow a predictable routine such as circle time, activity time, snack, playing outside, then lunch. There’s a good reason for this. Children tend to feel most comfortable and in control when the same things happen at the same time each day.

      Your child has the physical stamina for preschool

      Whether it’s a half-day or full-day program, preschool keeps kids busy. There are art projects to do, friends to make, and games to play. Does your child thrive on having plenty to do, or do they have trouble moving from one thing to the next and participating in activities?

      If they have trouble, that doesn’t necessarily mean they’re not ready for preschool – but you may need a more flexible preschool program that can help them adjust.

      How to prepare your child for preschool

      Here are some ways to help your little one get ready for preschool:

      • Start potty training well in advance. That way they can learn at their own pace rather than rushing to meet a school deadline.
      • If your child hasn’t spent much time away from you, try to schedule some time apart – a night with grandma, for instance, or an afternoon with a sitter.
      • If your child isn’t used to group activities, start introducing them. Take them to story time at your local library, for instance, or sign them up for a class such as tumbling to help them get used to playing with other children.
      • If your child doesn’t keep to a schedule, it can help to standardize their days before preschool. Offer meals on a regular timetable and stick to a bedtime ritual (such as bath, then books, then bed).
      • Set up playtimes where your child can entertain themself for 5 to 15 minutes. While you wash the dishes, encourage your child to make creatures out of clay, for example. Gradually build up to longer stretches of solo play.
      • Try to sync your child’s nap with the preschool’s schedule. If they still need a mid-morning snooze, but naptime at preschool is after lunch, help your child adjust by gradually moving nap time a little later each day.

      EarlyLearn

      New York City offers free or low-cost child care and educational options for children from eligible families. EarlyLearn programs are available for infants and toddlers (ages six weeks to 2 years old). 

      Watch these videos and keep reading this page to learn about early childhood programs, eligibility, and more.

      EarlyLearn – Programs for Children 6 Weeks – 2 Years Old

      New York City provides a number of free or low-cost programs for families that qualify. These programs provide early care and education for children from birth to two years old, all year round for up to ten hours a day. Eligibility is based on your family’s income and needs. If you qualify and there is a seat available, your child can begin a program anytime during the year.

      Infant/Toddler Programs

      Infant/Toddler programs provide child care services for infants and toddlers for up to 10 hours a day. These programs are available in two settings:

      • Center-based care for children aged six weeks to four years old.
      • Home-based care for children aged six weeks to three years old through family child care networks.

      To learn about eligibility for Infant/Toddler programs and enroll, contact us at [email protected].

      Early Head Start

      Early Head Start programs provide early care and education that supports the whole family. Early Head Start programs serve pregnant mothers, infants, and toddlers and provide services for at least eight hours a day, all year round.

      To learn about eligibility for Early Headstart programs, contact these programs directly.

      Who is Eligible?

      Our infant and toddler programs are available for families that qualify for free or low-cost care. Eligibility is based on your family’s income and needs.

      For Early Head Start Programs

      The best way to find out if your family is eligible for Early Head Start is to contact a program directly. Your family may qualify for Early Head Start if at least one of these categories applies to you:

      • You live in temporary housing
      • You receive HRA Cash Assistance
      • You receive SSI (Supplemental Security Insurance)
      • You are enrolling a child who is in foster care
      • Your family income falls below a certain amount

      For Other Extended Day/Year Infant/Toddler Programs

      Your family may qualify for these programs if your family’s income falls below a certain amount and have an approved “reason for care. ” This reason must be at least one of the following:

      • You work 10+ hours per week
      • You are in an educational or vocational training program
      • You have been looking for work
      • You live in temporary housing
      • You are attending services for domestic violence

      How to Apply

      Admissions for EarlyLearn programs are year-round. Your child can enroll in a program any time, if you are eligible and there is a seat available.

      • Visit MySchools to find an infant and toddler program near you.
      • For Early Head Start, apply directly through the program.
      • For other Extended Day/Year Infant/Toddler options, you must apply directly through the program. All new applications and recertifications should be emailed to [email protected]. If your program is unable to email your application, your program can send it to this address:

      NYC DOE FWC

      333 7th Ave 12th Floor

      Special Referrals

      There are a few instances where a different process is needed to apply:

      • Families applying for or receiving cash assistance must apply for care through their Human Resources Administration (HRA) Job Center.
      • Families with an active Child Welfare case, preventive and/or protective, must contact their case worker to make a Child Care subsidy referral.
      • Employed foster parents must contact their case worker to make a Child Care subsidy referral.

      All families, including families that may need one of these referrals, can call 311 to get help with finding a program and completing the Child Care subsidy application.

      For Centers Submitting or Following Up on Cases

      The following guidelines allow our staff to provide you and families with the best possible support:

      • Please submit cases one at a time, with all documents attached for that specific case.
      • In the subject line of your email, please include the following
        • Parent name
        • Case number, if known
        • Program name/number
      • When requesting a status updates, please reference the date of the original submission, as well as the information included in the subject line (see bullets above)

      Questions About EarlyLearn ?

      Call 311 or email us at ccapplication@schools. nyc.gov. We can answer your questions about early childhood care and education and help you explore your options.

      Options for Three- and Four-Year-Olds

      Interested in other free, full-day, high-quality programs for children who are three and four years old? If your child was born in 2018, you can apply for 3-K. If your child was born in 2017, you can apply for pre-K. Visit MySchools to learn more about different programs.

      In addition, families needing extended day/year care beyond the school day can apply for Extended Day/Year programs, including Head Start. These programs provide care all year round for up to 10 hours a day. Eligibility for these programs depends on income and other factors.

      • To apply for Head Start programs, contact those programs directly.
      • To learn more about other Extended Day/Year options, eligibility, or how to apply, email us at [email protected].

      2022 NYC Public Schools Admissions Guide

      View or download the new 2022 NYC Public Schools Admissions Guide! This book provides an overview of admissions processes and resources for EarlyLearn (childcare for eligible families), 3-K, pre-K, kindergarten, middle school, and high school, including a section on how to use MySchools.

      • Print copies are available in 10 languages at schools, early childhood programs, libraries, and other sites now. 

      • 2022 NYC Public Schools Admissions Guide

        available in:




      • Call Us

        Call Monday-Friday, 8am-6pm at 718-935-2009.



      • Get Support

        Family Welcome Center staff are here to help.


      What a 2-year-old should know

      If you have scoured the internet asking, “What a 2-year-old should know” or “What should my 2-year old be doing,” we are so glad you have found us!

      Let’s chat about the fantastic mind of a 2-year-old and learn about how you can support your toddler in the absolute best ways.

      Are you following my toddler Pinterest board?

      SPOILER ALERT – we are going to talk a lot about the value of reading books with your 2-year-old. We have a great guide on books for children that you can have sent straight to your inbox!

      What a 2-Year-Old Should Know

      When my son was born, I remember reading everything I could to make sure I was infusing enough language into our daily routines, ensuring that he was engaged and challenged, and always on top of the “checklists.”

      Meanwhile, I read soooo many books to him, and later looked back and realized that my love of books has now become his love of books. At age three, he sits for hours in my lap and reads book after book, never tiring of our storytime together. It has made me realize that perhaps, those developmental checklists aren’t as vital as I once deemed them.

      While you want to make sure your toddler is on track, even checklists are going to be missing some of the most important aspects in your child’s life.

      So give yourself permission to put down the checklist, remind yourself that they are little for such a short time, and focus on these important skills of love with your sweet and precious toddler.

      The Most Important Things to Treasure with your 2-Year-Old

      If I could give my child 3 things, it would be the confidence to always know their self-worth, the strength to chase their dreams, and the ability to know how deeply loved they are.

      -Anonymous

      This beautiful stage of life is all about celebrating the little moments, the first full sentence, or that first solo climb up the playground ladder. The academics will certainly take precedence later in life but in these sweet and fleeting years, it’s time to focus on love, family, and safety.

      So here is the most important list (in my book) of what a 2-year-old should know:

      A two-year-old should know that they have a family that loves them to the ends of the earth, no matter the silly mistakes they make or angry tantrums they might have (even in the middle of the grocery store, I might add).

      They should know that to be messy is to enjoy life fully.

      A two-year-old should know that when they fall and land hard, that there will always be someone to snuggle them up and whisper words of love and care.

      A two-year-old should be free to be creative and eccentric. “You want to give that elephant six trunks? Great idea!” There is no limit to the imagination.

      A two-year-old should know that they are unique and strange and wild and free and silly and brilliant all at the same time, in every way, every day. And they should be told regularly how wonderful all of those things are.

      A two-year-old should explore their interests freely. Love tools? Let’s build! Love flowers? Let’s garden. No interest in learning the alphabet song? No problem, little one… there is plenty of time for that one day. For now, let’s dress up and have that tea party with all your stuffed animal friends.

      What Parents of a 2-Year-Old Should Remember

      Parenting in this day and age is not for the faint of heart — the competition, the fast-paced lifestyle, and the MANY hats that parents have to wear each day make this job of parenting… well, heavy.

      It’s time that you take this moment to celebrate everything that you do for your little one and what is most important to your silly and loving little two-year-old.

      Remind yourself that your two-year-old wants YOU. They don’t need fancy, light-up talking toys, or academic games. The best thing you can offer your little one is undivided attention.

      Remind yourself that stepping into a child’s ego is such a delight for your two-year-old. Letting go of your adulting worries, for just a little while, and playing with your child, like a child, is simply magical.

      Remind yourself that reading to your two-year-old is the BEST predictor of academic success. Your little sponge soaks up all those magical stories and adventures and learns a multitude of things during each and every storytime. So crack open a book and dive in!

      Remind yourself that less is more. Help your two-year-old enjoy simplicity. Nature walks, moments of mindfulness, and messy art projects designed to be fun and exciting.

      Of course, don’t forget singing and dancing. Song and dance always chase away the blues and help our kiddos feel secure and loved. Check out our amazing list of the best toddler songs!

      “It is a happy talent to know how to play.”

      -Ralph Waldo Emerson

      Lastly, remind yourself that play is THE work of childhood. Free play, dramatic play, focused play, nature play, you name it. Let your 2-year-old make choices, change their mind, and do it all over again. Because they are learning SO much from it.

      One of the best ways to help your child meet the milestones for a 2-year-old is through play, art, stories, and hands-on activities. These are so beneficial to build curious little learners.

      Need somewhere to start with engaging activities that will teach the skills they need at the same time? We have planned out a fantastic set of lesson plans for toddlers.

      From colors to farm, space to transportation, we have made it easy and exciting to play and learn! You will be amazed at how the simple materials in these activities offer endless fun and excitement. Grab these toddler lesson plans in our store!

      2-Year-Old Milestones

      We talked about how those developmental checklists often get too much attention, but they can also be valuable as an overview of what your 2-year-old should know. So let’s look into some things you can do to help your 2-year-old blossom and grow in all areas!

      Language Skills for a 2-Year-Old

      • Help your toddler build language by encouraging them to carry on a conversation with you or answer simple questions. Encourage them to answer questions too!
      • Build vocabulary by talking about parts of the body, naming animals, foods, vehicles, colors, and encourage them to ask questions if they don’t know something. Warning – this may lead to the never-ending “why” phase, but know that your child is just soaking everything in and it’s temporary, ha!
      • Practice giving two-step directions to your toddler, such as, “Put your plate in the sink and get a book from your bookshelf for storytime”. Praise your toddler for a job well done or give a gentle reminder to complete that second step.

      Social-Emotional Skills for a 2-Year-Old

      • Help your child name their feelings. Share that we all have big feelings and that’s perfectly ok. Give them some ways to settle their big feelings and practice this routine together.
      • Go on playdates and invite your two-year-old to play with others. It’s totally normal if your toddler is still engaging in parallel play (the children are playing around each other but not playing together).
      • Begins taking turns with guidance and showing more independence with things like brushing teeth, dressing/undressing, or being a helper around the house.

      Motor Skills for a 2-Year-Old

      • Catches or begins to kick a ball a large ball. This is an easy way to get outside together and build those gross motor skills!
      • Jumps up with both feet off the floor and can walk up and down stairs slowly with help.
      • Can build towers with blocks or toys of about 4-7 blocks tall.
      • Is able to squeeze a spray bottle.
      • Can place stickers on a piece of paper.

      Potty Training

      Potty training is a very common milestone for two-year-olds. We have developed a potty training course, Peaceful Potty Training, to guide you along the way. Keep in mind that there is no rule that all children should be potty trained while two. Every child is ready for underwear at different ages! Don’t miss our tips on how to know when to start potty training.

      There are many skills you can work on that are life skills too:

      Encourage your child to learn to dress and undress (even if it takes longer).

      Help them become familiar and comfortable with the bathroom.

      And learn about potty training in a fun way with potty training books and potty training songs.

      These 2-year-old milestone checklists will come in due time as your child is ready.

      Young toddlers are the sweetest, albeit most indecisive little humans that absolutely steal our hearts with their tiny voices and big demands. Learning alongside them is a wild ride – exhausting but also so very special.

      • Author
      • Recent Posts

      Lauren Vaughan

      I am an educator, book enthusiast, and a stay at home momma to a precious and long-awaited little boy and girl. My degree is in Early Childhood Education and Curriculum and Instruction and I have spent the last 15 years working with littles. I feel very fortunate to have this time to watch my babies grow and I can’t wait to share my passion for learning and reading with you!

      Latest posts by Lauren Vaughan (see all)

      At what age children are sent to kindergartens – when is it better to let a child go and at what age can one go to school

      When is it better to send a child to kindergarten

      development, nurseries and other institutions where you have to leave the baby for a few hours or a full day. On the other hand, not everyone is spoiled by grandmothers who are burning with the desire to devote themselves to their grandchildren, but the need to earn money and provide for the family remains. The dilemma is solved in different ways.

      The peculiarity of joining a team is a too abrupt change in schedule and social circle. It’s good if mom or dad can not work or take a vacation for 1-2 months to spend more time with the baby and follow the principle of gradualness, when the child is first left in the group for 1 hour. Then for 2 and so bring to a full day. At this point, colds may become more frequent and not all of them will be caused by an infection or a virus. Psychosomatic reasons are also possible.

      At what age do children enter kindergarten

      The optimal interval is from 1.5 to 3 years. Previously, many have not yet formed a set of simple self-service skills. Later, the habit of being in the center of attention of the family already appears, which makes it difficult to adapt.

      It is also important to look at psychological readiness. It occurs in babies at different times. There are those who are already at 1.3 closely at home and in some cases even this option is considered. If a three-year crisis has begun, then it is wiser to wait six months until the ability to negotiate and concede returns, and then plan the date when to go to kindergarten for the first time.

      If circumstances permit, it is better to start visiting from the last month of summer and smoothly enter the autumn off-season. So there will be fewer diseases, and more positive emotions from the new place and the company of peers.

      Age characteristics of children

      Most preschool institutions have the right to accept a pupil from the age of 1. But most often, beginners come to the second younger group, from 3-4 years old, and there is a logical explanation for this.

      Babies do not strive for communication, they need only knowledge of the world around them and reliable hugs from their parents. They do not yet have a desire to expand this safe circle, kids do not feel the need to share and generally perceive their peers as fun toys.

      By the age of 3, self-awareness as a person comes, conscious desires appear, the concept of compromise, curiosity gradually arises in relation to peers, attempts to establish a dialogue. Speech is developing, there is a good vocabulary, a craving for story games is visible.

      The older the child, the wider his interests and these natural impulses cannot be restrained. It is necessary to provide him with a field of activity, a developing environment, and usually this happens by 3-4 years. This interval is considered the most successful for adaptation to new conditions.

      How to understand that a child is ready for kindergarten

      There are a number of signs indicating that the time has come:

      • basic self-care skills have been formed;
      • there is a clear concept of “one’s own – someone else’s” in relation to things;
      • there is a need to engage in independent activities;
      • calmly tolerates the absence of parents nearby;
      • have an interest in classes.

      The moral aspect must be taken into account. With all the difficulty with places in groups, you need to listen to the opinion of the baby. If he categorically does not want to stay, does not allow the teacher to come to him, then he will have to postpone the first visit or find another institution. Children feel a lot on an intuitive level, and in order to avoid future problems, it is better to listen to your child.

      How to prepare for kindergarten, if it’s still too early

      The work is to be systematic and at once on 2 levels: domestic and psychological. In the first case, everything is quite simple – you need to learn how to dress, ask for a potty, recognize your things, and eat carefully. In the second, if a small homebody grows up, then visit the playground more often, go to visit, gradually forming the skill of communicating with unfamiliar people. When hyperactivity and incontinence is observed, it is necessary to show that others experience the same emotions as he does, have their own desires and needs, and this will have to be taken into account.

      It is useful to establish a clear daily routine at home, introduce them to story games, periodically do simple crafts together, and collect constructors. And also create a positive impression by talking about interesting holidays, friends who will certainly appear, joint and fun walks.

      Which kindergarden to choose: private or public

      Against the backdrop of a total shortage of places around, a large selection of non-state educational institutions, including pre-school ones, has appeared. They offer a lot of interesting programs, individual development and other bonuses, but require the financial solvency of the parents. The municipal option is much more economical, but it has its advantages and disadvantages. This aspect must be thought out in advance, weighing your desires and possibilities. It is also important to look at possible options and find out how the groups are equipped, what qualifications the educators have, whether there is a psychologist and physical education instructor on staff, whether the quality of food meets accepted standards.

      State kindergarten

      Its main advantage is accessibility. You can stand in line literally in the first days after the birth of a child. The system of work of the institution has been worked out for decades. Benefits:

      • Full compliance of conditions with the requirements of the SES, Rospotrebnadzor and other regulatory authorities;
      • low pay;
      • developmental programs are developed taking into account the subsequent transition to school, guarantee training at a general level;
      • balanced nutrition;
      • the regime of the day is observed strictly;
      • the staff must have a nurse and a psychologist;
      • offers additional classes for the disclosure of creative data.

      Having found out at what age children go to kindergarten and specifying how pupils are admitted in accordance with the charter, you can slowly prepare the child, walk several times to the walking area, watch how others play, accustom him to the idea that there good and he will be happy.

      Disadvantages are a large number of groups, sometimes up to 30 people, an average system of development with a focus on mass character, problems with staffing.

      Private kindergarten

      Children are accepted here from a very early age, their number is small, so an individual approach to each is implemented. The undoubted advantage is modern equipment, bright design of the playing area, developing programs using author’s methods. You can choose several types of activities, forming a personal vector with an emphasis on the area of ​​interest to the child at the moment. The food is more varied, but within the limits recommended by nutritionists by age.

      When visiting, you can choose the hourly option or the full day with daytime naps. In short-stay groups, they are guided by a busy work schedule, with obligatory game minutes and free creativity time.

      Many consider the high cost of services and the lack of regular control by inspection bodies to be the main disadvantage.

      The positive aspects of the kindergarten

      A person cannot exist outside of society, therefore, it is necessary to form the skills of a good neighborhood with peers from an early age, so that a boy or girl can easily find a compromise, learn to act in a team, be responsible for their actions without discounting age and privileged position in the family. It is these tasks, along with systematic development, that are considered the main ones in a preschool institution, regardless of its form of ownership.

      Rules and boundaries

      When discussing with relatives at what age to send a child to kindergarten, it is necessary to take into account that there are rules of behavior for pupils. For those who have formed the habit of getting their way with screaming and tantrums, adaptation will be difficult. It is worth acquainting the baby in advance with the fact that not everything will be according to his desire, you need to focus on others. It is also important to tell that in the garden there is a daily routine and an algorithm for conducting classes in which it is required to fulfill the requests of the teacher.

      A sense of collectivism

      A very useful skill that allows you to calmly enter any circle in the future without experiencing much stress from changing conditions. Toddlers gradually master the art of negotiating, playing together, giving in to another. Parents should pay attention to the fact that the desire to “be with everyone” does not develop into dependence on someone else’s opinion. And this is already the task of the family – to teach, without violating the general order and not to the detriment of others, to defend their point of view, giving arguments.

      Motor activity

      A modern child begins to understand gadgets much earlier, ignoring the need for walks and communication. There is a clear daily routine and a considerable place is given to sports games, musical and rhythmic entertainment, and recreational activities. Hypodynamia does not threaten. For those who have energy in full swing, you can choose a sports or dance circle. They work in most kindergartens of any type.

      Daily routine

      It can be argued that it is not needed and considered as a restriction of freedom. But a clear routine is necessary for babies and older children to maintain health, as periods of activity alternate with rest and quiet games. Food is taken on time, walks and activities are distributed taking into account age characteristics. Daily adherence to the schedule keeps the child’s physiological, psychological and emotional state normal, especially if he is hyperactive and constantly aroused. Gradually, his tension is removed, and his behavior stabilizes.

      Preparing for school

      Continuity in learning is necessary for a smooth transition to the next stage of development. Ensuring family adherence to this principle is difficult. In kindergarten, it is the foundation. That is why kids, moving from one group to another, master more and more complex skills, based on the experience gained earlier.

      They broaden their horizons, learn to communicate on various topics, master new skills. The work is carried out on the basis of the approved educational program.

      Order and manners

      A well-mannered person greets guests, thanks for their help, uses the whole arsenal of polite words, knows how to behave at the table and put his things away. Educators teach this from the first days, and the child will feel confident in any society.

      Negative aspects

      Some parents are categorically against the pre-school institution, arguing that:

      • children get sick more often;
      • have a hard time being separated from loved ones;
      • do not eat the dishes offered for breakfast;
      • unreasonable whims begin and behavior worsens;
      • not quite decent words slip through the speech.

      At the same time, providing a baby with greenhouse conditions at home means dooming him to severe stress when faced with the realities of life. Knowing what disadvantages can be when visiting a kindergarten, you can try to minimize the consequences.

      Separation from family

      The absence of a mother or father nearby is hard for some children. The educator, with a group size of 25-30 pupils, is not able to give everyone as much attention as he had previously received at home. If this state of affairs is too hard to bear, it is worth postponing visits to the preschool.

      Also, the baby will inevitably demand independence. So that he does not receive negative emotions again, it is advisable not to limit his communication only to his inner circle. You need to accustom to the kindergarten gradually, adding the time spent by 1-2 hours as you adapt in the team.

      Lack of development of the child’s individuality

      With a large number of children, it is really difficult to ensure the full disclosure of talents and abilities. Programs are compiled with a focus on average age data. The main task is to create a stock of basic knowledge and skills.

      On the other hand, nothing prevents parents from simultaneously enrolling a child in an art, sports or music school, attending theaters and exhibitions with him, Sunday creative studios for preschoolers.

      A bad example of other pupils

      It is unlikely that parents will be pleased with the replenishment of the heir’s vocabulary with obscene words or an attempt to clean his nose with his finger. Bad habits are formed instantly, but there is reason to talk about it, to discuss whether it is worth imitating a playmate in everything or having your own opinion, adhering to it.

      Frequent morbidity

      Questions about when you can go and at what age to send your child to kindergarten, it is better for parents to decide, based on the condition of the baby. But at any age, when conditions change, his immunity inevitably decreases, and the reason here is not only in the cool air in the bedroom or not wearing a scarf for a walk. The diet, daily regimen is changing, there is also an emotional component. You can help by hardening, increasing the share of vegetables and fruits in the menu, and, of course, parental love.

      Food problems

      Every family has its own taste preferences and favorite dishes. But the diet in kindergarten is compiled taking into account the recommendations of nutritionists, and the pupil does not always like it. There are also personal whims. They gradually cease when the spirit of collectivism kicks in. Seeing that the others dine with appetite, the child also decides to try what was offered.

      If you have an allergy to certain foods, you must inform the nurse in advance. Other side dishes or drinks are prepared for such children.

      Personnel problems

      Unfortunately, the prestige and salary of an educator are not as great as we would like. Most of the graduates of the departments of preschool education prefer to change their direction of activity immediately after the final exams. And often this is the most talented category. When choosing a kindergarten and a group, pay attention to the personality of the teacher, or rather, introduce the child to him and look at his reaction. If he stretched, then everything is in order. In case of a sharp refusal to communicate, it is better to look for another option.

      Recommendations about when and at what age children most want to go to kindergarten can vary. The main thing is that the baby is mentally prepared for the event, has the necessary household skills and strives for new experiences.

      How to choose a kindergarten: what parents need to know

      https://sn.ria.ru/20180214/1514558756.html

      How to choose a kindergarten: what parents need to know

      How to choose a kindergarten: what parents need to know – RIA Novosti, 07/25/2018

      How to choose a kindergarten: what parents need to know

      Choosing a kindergarten is a complex, important and lengthy process. If you plan that your child should start going to kindergarten from September 1 of the current year, RIA Novosti, 02/14/2018 :33

      /html/head/meta[@name=’og:title’]/@content

      /html/head/meta[@name=’og:description’]/@content

      https:// cdnn21. img.ria.ru/images/1322195 645-6601

      FSUE MIA Rossiya Segodnya

      https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/

      News

      ru-RU

      https://sn.ria.ru/ DOCS/ABOUT/COPYRIGHT.HTML

      https: //xn—c1acbl2abdlkab1og.xn--p1ai/

      RIA Novosti

      1

      5

      4.7

      9000 96 9000 9000 INTERNET-GROUP@ 7 495 645-6601

      Rossiya Segodnya

      https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/

      1920

      1080

      true

      1920

      1440

      true

      https://cdnn21.img.ria.ru/images/132219/81/1322198179_111:0:1891:1335_1920x0_80_0_0_88ecbec544200d67e9164e4deb872660.jpg

      1920

      1920

      True

      RIA Novosti

      1

      5

      4.7

      9000

      [email protected]

      7 495 645-6601

      9000 FSUE MIA Russia “Russia Today”

      https: //xn—c1acbl2abdlkab1og.xn--p1ai/Awards/

      RIA Novosti

      1

      4. 7

      9000

      [email protected]

      7 495 645-601

      Federal State Unitary Enterprise MIA Rossiya Segodnya

      https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/

      SN_education, social navigator

      SN_Education, Social navigator

      Choosing a kindergarten is a complex, important and time-consuming process . If you plan that your child should start going to kindergarten from September 1 of the current year, you must select a suitable preschool institution in advance and submit documents between February 1 and May 31.

      “Social Navigator” has prepared a number of general tips that can make it easier for parents to choose an organization for preschool education.

      At the moment, in large cities, the situation has developed in such a way that the choice of preschool education directly affects the school where the child will be and continue his education. This is primarily due to the fact that many kindergartens are assigned to schools. It’s worth thinking about it now, because the closer to the age when a child should go to first grade, the more difficult it is to find a suitable option.

      Geographic factor

      February 6, 2018, 12:45

      Kindergartens of Russia – 2017

      Of course, all parents start looking for a place for their child from what is within walking distance. This aspect is one of the most relevant when choosing a kindergarten, which is confirmed by the results of the ONF survey. A large distance between the house and the garden will create additional difficulties. This may affect the attendance of children. At the same time, the territorial accessibility of our kindergartens is assessed as high, more than half of the parents get to preschool institutions on foot. Some families who pay special attention to this issue even change their place of residence in connection with the birth of children.

      Kindergarten staff

      A well-located kindergarten is an important but not a key issue. The most important thing is the staffing. Here you need to pay attention to teachers: do they have a higher pedagogical education, an appropriate (preschool) education. Of course, the human factor cannot be ruled out, you need to try to get to know each other personally, to get to know the future teacher better.

      December 15, 2016, 10:00 am

      Kindergartens: strengths and weaknesses of early childhood education

      It is worth choosing a kindergarten where there is a full-time psychologist. The importance of the constant work of a specialized teacher with your child cannot be underestimated.

      You also need to pay attention to the presence of a nurse: in general, the situation here is positive. In approximately 75% of cases, there are people who are ready to provide first aid to children.

      There is a staffing problem in the regions: local authorities are fighting queues for kindergartens not at the expense of new buildings, but by increasing the density of groups. Therefore, the number of children in one group can sometimes reach up to 45 people, with an average of 25. Therefore, it is worth choosing the kindergarten where the ratio of teaching staff and support staff (cooks, cleaners) is better in relation to children.

      Education

      Next, you should pay attention to the program used by the preschool educational organization. Among the comprehensive programs (covering all five educational areas and aimed at the versatile development of the child’s personality) are:

      • “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
      • “Childhood” edited by T.I. Babaeva, A.G. Gogoberidze, O.V. Sunny
      • “Origin” edited by L.A. Paramonova

      Of the partial programs (covering one of the educational areas and aimed at the local development of any ability or skill), the most common are: Avdeeva, O.L. Knyazeva, R.B. Sterkin

    • “Young ecologist” S.N. Nikolaev
    • “Colored hands” I. A. Lykova
    • “Musical Masterpieces” by O.P. Radynova
    • The above programs are the most popular and most often used in kindergartens, however, each parent should choose the appropriate education plan for their child individually, based on the child’s preferences, strengths and weaknesses.

      Landscaping

      May 29, 2017, 12:41

      Kindergarten through the eyes of parents: fees, meals, additional services Almost every Russian child attends a kindergarten. This is an important stage in the life of the baby and his parents. What expenses the family bears, how they get to the kindergarten, whether they are satisfied with the nutrition of the preschool child – on the eve of the Child Protection Day, see the infographic of the “Social Navigator” of the MIA “Russia Today”.

      Also study the kindergarten itself and the organization of child safety. For example, the presence of a fenced area for walking, as well as specially equipped playgrounds. Is there a day guard? Are computers and electronic means used for classes? Such additional services for children as a swimming pool, of course, will be a huge plus.

      In conclusion, it should be noted that 71% of parents highly appreciate the condition of the kindergarten where their child studies. The results of the study “Kindergartens of Russia – 2017”, made with the support of the Ministry of Education and Science of the Russian Federation, as well as the Institute for the Study of Childhood, Family and Education of the Russian Academy of Education with the support of the “Social Navigator” MIA “Russia Today”, can also help you with the search.

      List of documents required when registering a child for kindergarten

      List of documents required for registration of a child in kindergarten No. 24 of the Kirovsky district of St. Petersburg

      1. Direction
      2. Medical record of the child form 026 / y, as well as:
      3. Vaccination Certificate
      4. Original and copies (2 copies) of the child’s birth certificate, as well as (if available) for all children under 18 years old
      5. Document confirming the registration of the child at the place of residence or at the place of stay on the territory of St. Petersburg (form 3, form 8, form 9) original and copy.
      6. For foreign citizens, the original and a copy of the temporary registration of the child and both parents.
      7. Original and copies (2 copies) SNILS (Insurance number of an individual personal account) of the child for whom the referral was issued.
      8. A document confirming the right to extraordinary or priority enrollment of a child in an educational organization (if any) original and copy
      9. In case of a difference in the names of the parent (applicant) and the child, provide the original and a copy (2 copies) of the supporting document (marriage certificate, divorce certificate, certificate of paternity).
      10. Certificate from the preschool educational institution about the child’s visit to the preschool educational institution (only when transferring from one preschool institution to another).
      11. Be sure to have a passport with you. + copies of 1 page, registration.

      Without a complete set of documents, the Head of the GBDOU is not entitled to accept an application for admission from the parent and conclude an agreement with the parent (applicant).

      Reception hours: Tuesday 14.00-18.00, Thursday 10.00-13.00

      tel. d/s: 377-36-27, tel.0005

      To speed up the execution of documents, you can print and fill out the following documents:

      • Agreement with parents (2 copies)
      • Application for admission
      • Application for reimbursement of part of the parental fee for partial reimbursement of the parental fee
      • Consent of parents (legal representatives) to the processing of personal data

      List of documents for newly admitted children to GBDOU kindergarten No. 24
      (for submission to the medical office)

      1. F – 63 (about vaccinations, take in the clinic)
      2. Vaccination Certificate
      3. Photocopy of medical insurance policy
      4. Mantoux reaction of the current year
      5. Certificate from a pediatrician about attending a kindergarten 1-2 days before entering the kindergarten No. 24
      6. Fecal analysis for i/g, cystolamblia, enterobiasis (term 1 month)

      To enroll a child in kindergarten, the following documents are required:

      1. Direction for enrollment
      2. Application from a parent (legal representative) to admit a child to a kindergarten.
      3. Bilateral agreement between GBDOU kindergarten and the child’s parent (legal representative).
      4. Copy of the child’s birth certificate.
      5. Medical record (form No. 026) and preventive vaccination card (form No. 063).
      6. Package of approved documents for registration of compensation for payment for the maintenance of a child in kindergarten
      7. A package of approved documents for applying for a benefit for paying for the maintenance of a child in kindergarten.
      8. Copy of health insurance policy.
      9. Questionnaire (information).
      10. Questionnaire (about family).
      11. Extract from the children’s clinic.

      Parents must have their passport and birth certificate with them.


      Procedure for charging fees for child support

      Payment is due by receipt by the 20th day of the month in advance.
      Recalculation of the paid receipt in case of illness of the child is made in the next month.
      Parents present the paid receipt to the teacher.
      Preferential payment for d / s is provided after the submission of supporting documents for the benefit to the head of the kindergarten.
      In the absence of a child in kindergarten, parents must come for a receipt and pay for it, informing the teacher about this.


      General recommendations

      Children are admitted from 7.00 to 8.00 daily, except weekends and public holidays. Timely arrival in kindergarten is a necessary condition for the proper organization of the educational process.
      Teachers are ready to talk to you in the morning before 8. 15 and in the evening after 17.00. At other times, the teacher works with a group of children, and it is not recommended to distract him.
      The teachers of the group, regardless of their age, must be addressed to you, by name and patronymic. Conflict disputes must be resolved in the absence of children. If you could not resolve any issue with the teachers of the group, contact the senior educator or head.
      Please do not give your child chewing gum, sucking sweets, chips and crackers with you to kindergarten.
      We strongly do not recommend that the child wear gold and silver jewelry, give expensive toys with him.


      Appearance requirements for children

      • Neat appearance, fully buttoned clothes and shoes;
      • Washed face;
      • Clean nose, hands, trimmed nails;
      • Hair cut and carefully combed;
      • Clean underwear;
      • Availability of sufficient handkerchiefs.

      Before you take your child to kindergarten, check that the suit is appropriate for the season and the air temperature. Make sure that the clothes are not too big and do not hinder his movements. Ties and fasteners should be located so that the child can serve himself. Shoes should be light, warm, exactly fit the child’s foot, easy to put on and take off. A handkerchief is necessary for a child both indoors and on a walk.
      To avoid injury, parents should check the contents of the pockets in the child’s clothing for the presence of dangerous items. It is strictly forbidden to bring sharp, cutting glass objects (scissors, knives, pins, nails, wire, mirrors, glass bottles), as well as small objects (beads, buttons, etc.), tablets to the preschool.

      The most important thing about us

      Childhood. Traditions. Innovations.

      Municipal autonomous pre-school educational institution No. 2 of the city of Lipetsk called “Cloud Whale” is located in the new, modern neighborhood “Victory”. The opening of the kindergarten took place on December 29, 2020. Along with the traditional tasks of upbringing, education and development of preschool children, we are also focused on time-mediated innovations, namely:

      • I. Education of information culture in preschool children.
      • II. Formation of natural-scientific ideas in preschool children.
      • III. Sensory education of preschool children.

      Read more

      About the main

      We combine pedagogical heritage and excellence with child care.

      Childhood

      The most important period in human development.

      Traditions

      Cultural and pedagogical heritage in the process of education.

      Innovations

      Advanced experience and modern technologies in education.

      Events, promotions, contests

      A strong family is a strong state

      Municipal project

      The city festival of family creativity has started
      “Strong family – strong state” -2021
      Our kindergarten is represented by a talented and friendly family
      Solomakhin in the nomination “Musical and artistic creativity”
      We wish you good luck and victory!!!

      “Young Artist”

      City educational action

      We take part in the city competition of children’s drawings among pupils of kindergartens “Young Artist” on the theme “Because kindness is the most precious thing in this world”

      “Cultural code of a young Lipchan”

      City educational action

      Students, their parents (legal representatives) and teachers take part in the Action. As part of the implementation of the Campaign, the partners of the Department of Education are the Youth Department of the Administration of the City of Lipetsk, the Assembly of the Parents’ Community, public organizations of the city of Lipetsk and Leningrad…

      All Events, promotions, competitions

      Additional education

      On-line services

      Pave the way

      Kindergarten Navigator

      Contact

      Internet reception

      Leave a review

      Feedback

      Fill out the form

      Questionnaire for parents

      Complete the questionnaire

      Job Seekers

      Apply

      Protection of the rights and interests of minors

      Advertisements

      Important

      Information from the PFR

      Information about the All-Russian Day of Legal Aid.

      Important

      All-Russian Day of Legal Aid to Children

      Information about the All-Russian Day of Legal Aid.

      Important

      Duty group

      All important and necessary information about the activities of the duty group during non-working days

      Interesting

      “Another thing”

      Learn, develop, help – get bonuses!
      A platform where you get bonuses for being…

      Important

      About the working hours

      Information about the working hours of the educational institution in the new 2021-2022 academic year in the conditions of the epidemic…

      Important

      Traffic police informs

      On the eve of the beginning of the new school year, I would like to remind you of a very important thing – the safety of children on. ..

      All Ads

      Come to the kindergarten “Cloud Whale”, We are waiting for you!!!

      Detailed information about enrollment and queuing is detailed in the relevant section of the site and the official community in “VKontakte”

      Learn more

      Gallery

      Photo gallery

      Newsfeed

      News from 07/15/2022

      SOCIAL CONTRACT
      As part of the implementation of the Federal Law of the Russian Federation of July 17, 1999 No. 178-FZ “On State Social Assistance”, the Law of the Lipetsk Region of 2903.03.2005 No. 179-OZ “On State Social Assistance”, we inform you about changes in the provision of state social assistance on the basis of a social contract that entered into force in 2022.

      News from 06/22/2022

      👨‍👩‍👧‍👦 “On holding a parent meeting for parents of newly arrived children who are just starting to go to kindergarten” 👆

      Dear parents (legal representatives), we are pleased to invite you to your first general parent meeting, which will take place on 06/28/2022 in the music hall (3rd floor) 👉 Starting at 17:00.
      The agenda will highlight such important questions that you probably ask yourself when preparing:
      – “What is the adaptation of a child in kindergarten?”;
      – “How and what do they do with children in kindergarten?”;
      – “What do our children eat?”;
      – “Our educators and We”;
      – “Daily routine, for what?” and much more.
      Of course, this is not a complete list of all your questions, and we are ready to answer any of them. The meeting is traditionally held by the head of the preschool educational institution, the deputy head, and, as necessary, narrowly focused specialists are involved.
      Why will it be IMPORTANT and interesting for you to come to the parent meeting (and of course, this is the evening after a hard day, a sufficient number of personal matters) ??? Just because only on it you will receive all the information that interests you, concerns you first-hand, you will be able to ask your questions and get competent answers to them.
      It should be noted that attending parent-teacher meetings is an integral part of the interaction between the family and the kindergarten, allowing you not by hearsay, but to personally learn information about the life of the kindergarten and take an active part in it.
      We invite not only parents who have already started attending kindergarten (adaptation period), but also parents who are planning to start attending kindergarten in the very near future (preparing documents).
      See you soon, we look forward to seeing you!

      News from 06/10/2022

      On June 12 we celebrate the Day of Russia, this
      The holiday is meant to unite and unite
      all who are sincerely devoted to their Fatherland and
      cherishes the history of his country, his
      people! We wish peace, happiness and prosperity!
      #WeRussia #WeTogether

      All News

      Kindergarten 86 – Education

      The level of education in GBDOU kindergarten No. 86 of the general developing type of the Kalininsky district of St. Petersburg – Preschool education.

      Form of study – full-time.

      Study period – 6 years.

      Validity of accreditation – accreditation is not provided

      Language of education – Russian

      Educational programs, including implemented adapted educational programs: -2024

      The main educational program of the Kindergarten No. 86 of the Kalininsky district of St. Petersburg

      Abstract to the educational program

      Presentation of the educational program of preschool education

      Work program for the education of the state budgetary educational institution kindergarten No. 86 of the general developmental date of the Kalinin district of St. Petersburg

      Calendar work plan for 2022-2023 Academic year

      Work programs for teachers 1 site (Timurovskaya st., 30/2)

      Work program for the early age group 1.6-2 years old “Kenguryonok”

      Annotation to the work program for the early age group 1.6-2 years old

      Presentation for the work program for the early age group

      Work program for the early age group 2-3 year “Aistenok”

      Annotation to the work program young age group 2-3 years old

      Presentation to the work program early age group 2-3 years old

      Work program junior group 3-4 years “Semitsvetik”

      Annotation to the work program junior group 3-4 years

      Presentation of the work program junior group 3-4 years

      Work program middle group 4-5 years “Droplet” ”

      Annotation to the work program middle group 4-5 years old

      Presentation to the work program middle group 4-5 years old

      Work program senior group 5-6 years old “Firefly”

      Annotation to the work program senior group 5-6 years

      Presentation to the work program senior group 5-6 years

      Work program preparatory group 6-7 years “Rainbow”

      Annotation to the work program preparatory group 6-7 years

      Presentation for the work program preparatory group 6-7 years

      Work programs for teachers 2 sites (39/2 Ushinsky str. )

      Work program for the early age group 2-3 years “Suns”0352

      Annotation to the work program, early age group 2-3 years

      Presentation to the work program, early age group 2-3 years

      Work program, junior group, 3-4 years “Teremok”

      Annotation to the work program, junior group 3-4 years

      Presentation to the work program junior group 3-4 years

      Work program middle group 4-5 years “Sunflowers”

      Annotation to the work program middle group 4-5 years

      Presentation to the work program middle group 4-5 years

      Work program senior group 5-6 years “Bells”

      Annotation to the work program senior group 5-6 years

      Presentation to the work program senior group 5-6 years

      Work program senior group 6-7 years “Berries”

      Annotation to the work program senior group 6-7 years

      Presentation to the work program senior group 6-7 years

      Work program preparatory group 6-7 years “Gnomes”

      Annotation to the work program preparatory group 6-7 years

      Presentation for the work program preparatory group 6-7 years

      Work programs52

      Work program of the music director Charkina S. Yu.

      Work program of the music director 1.6-2 years “Kangarenok”

      Work program of the music director 2-3 years “Stork”

      Work program of the music director 3-4 years “Seven-flower”

      Work program of the music director 4-5 years “Droplet”

      Work program of the music director 5-6 years “Firefly”

      Work program of the music director 6-7 years ” Rainbow”

      Annotation to the work program of the music director

      Work program of the music director Lukyanova E.G.

      Work program of the music director group 2-3 years “Sunshine”

      Work program of the music director group 3-4 years “Teremok”

      Work program of the music director group 4-5 years “Sunflowers”

      Work program of the music director group 5-6 years “Bells”

      Work program of the music director group 6 -7 years “Berries”

      Work program of the musical director group of 6-7 years “Gnomes”

      Work programs of physical development:

      Physical Education Instructor Work Program Junior Group 3-4 years

      Physical Education Instructor Work Program Middle Group 4-5 years

      Physical Education Instructor Work Program Senior Group 5-6 years

      Physical Education Instructor Work Program preparatory group 6-7 years old

      Annotation to the work program of a physical education instructor

      Curriculum for the 2022-2023 academic year

      An annual calendar educational schedule for 2022-2023 COMPLY COMMUNICATION

      The schedule of educational activity for 2022-2023 academic year

      system of health work for 2022-2023 academic year, the day of the day

      The number of students (pupils) for ages / years) education

      Academic year
      2022-2023
      Pre-school education :
      Early age group 1. 6-2 years 19
      First junior group 2-3 years 46
      Second junior group 3-4 years old 48
      Middle group 4-5 years old 48
      Senior group 5-6 years old 51
      Preschool 6-7 years old 58

      Total: 270

      Number of students (pupils) at the expense of the budget appropriations of the budgets of the constituent entities of the Russian Federation (including with the allocation of the number of pupils who are foreign citizens)

      Pupils who are foreign citizens
      270 0

      Number of students (pupils) under contracts for the provision of paid educational services / (including the number of pupils who are foreign citizens) year

      Additional Education Program Number of pupils Pupils who are foreign citizens
      2022-2023 I will speak, read, write correctly 0
      2022-2023 Nature and artist 0
      2022-2023 Rhythmoplasty 0
      2022-2023 Play Stretching 0

      License to carry out educational activities

      License

      License (Additional Education)

      Extract from the License Register for Educational Activities

      Other Documents:

      9000 kindergarten No. 86

      Regulations on the work program of teaching staff and specialists

      Regulation on the internal quality control system

      Regulation on the monitoring of the quality of education

      in kindergarten with pleasure! — School. Moscow

      To kindergarten with joy!

      Preschool education in Moscow

      How to prepare a child for kindergarten?

      What skills and abilities will be useful to him in the first months of adaptation? How do moms and dads deal with anxiety? What to do if the baby is crying or does not want to eat? In our longread, we have collected answers to all the questions that concern parents of babies. Psychologists, pediatricians, educators gave simple and effective advice so that the baby and his parents enter a new life stage of growing up with joy and without unnecessary worries.

      Winner of the Moscow Educator of the Year 2022 contest

      Anna Gaidukova

      Read the interview

      “What is a modern Moscow kindergarten? The most important thing is a place where the child feels calm, comfortable and safe, and also receives the first communication skills with adults and peers. Here the kid is interested, having fun and usefully spends time, learns the world. Moscow preschool institutions make the most of the educational opportunities of the city to develop the talents and natural inclinations of kids, create a friendly atmosphere and take into account the individual needs, abilities and capabilities of children.”

      • How to enroll your child in kindergarten: step-by-step instructions
      • Checklists:

        How do you know if your child is ready for kindergarten?

        Day mode

        List of necessary clothes

      • Kindergarten – no worries and worries. Interview with “Educator of the Year of Moscow – 2022” Anna Gaidukova
      • Kindergarten in a new way – educational standards
      • How to protect your baby from infections
      • Short stay group: when you need help
      • Tasty and healthy food in kindergarten
      • Questions and answers
      • Useful contacts
      • in the new academic year0005

        more than 90 thousand

        children

        under 3 years old are covered by preschool education

        1. 2 thousand

        family kindergartens

        operate in Moscow. They are attended by about

        4 thousand

        children

        How to enroll your child in kindergarten: step-by-step instructions

        You can apply to enroll your child in a preschool group on the website of the Mayor of Moscow mos.ru. In the application, you can:

        • choose from one to three educational organizations with preschool groups,
        • indicate the desire to attend a short stay group from 1.5 years old,
        • select the desired year of entry.

        Preschool groups in the capital’s educational institutions accept children aged 2.2 to seven years old, registered at the place of residence or place of stay in Moscow. In groups of short stay – from 1.5 years.

        Priority enrollment is for children from preferential categories. The list is here.

        Instructions on mos.ru

        How to apply?

        Step 1.

        Go to the “Services” section on the portal
        mos. ru

        Step 2.

        Find the “Education” section and select the “Enrollment (transfer) in kindergarten” service.

        Step 3.

        Click on the “Get a service” button

        Step 4.

        Fill in the required fields:

        • passport of the legal representative (parent, guardian)
        • birth certificate of a child
        • address of registration of the child at the place of residence or stay in Moscow
        • information about the benefit (if any)

        How do you know if your child is ready for kindergarten?

        Specialists of the Moscow City Psychological and Pedagogical Center have compiled 10 questions for parents that will help you understand whether your child is ready for kindergarten.

        Checklist of questions

        • Does the child understand the speech addressed to him?
        • Can the child express his thoughts and feelings using available means (gestures, facial expressions)?
        • Does the child comply with elementary requests?
        • Does the child know how to use the potty/toilet bowl, does he ask to go to the toilet?
        • Can the baby eat with a spoon and drink from a cup by himself?
        • Can the child dress and undress independently?
        • Is the child interested in playing with children and adults?
        • Does the child enjoy playing alone?
        • Does the child show interest in creativity, music, dancing?
        • Are you ready to be separated from your baby for a few hours a day or a whole day?

        If you answered “yes” to the absolute majority (7-10) of these questions, then the child is ready to go to kindergarten.

        Find out more

        Daily routine

        To make your child comfortable in kindergarten, at the stage of preparation, the home daily routine should be made as similar as possible to the routine in a preschool institution: switch to one daytime sleep, get used to early rises and much more.

        Kindergarten day routine for 3-4 year olds

        Psychologist’s advice:

        five rules to help your child adapt
        to the daily routine in kindergarten

        navigate in time and space, plan a day. Adequate sleep and proper nutrition are essential components of success.

        Psychologists of the City Psychological and Pedagogical Center of Moscow gave five tips to help the baby.

        1

        Tell your child about what kindergarten is and how many new and interesting things await him there.

        2

        Walk along the route from home to kindergarten, take a walk nearby, show the territory of the kindergarten, playgrounds.

        3

        Gradually switch to a “kindergarten” daily routine at home.

        4

        Teach your baby basic skills: dressing, taking off clothes, eating with a spoon, drinking from a mug.

        5

        Pay special attention to rest and good sleep.

        Learn more

        Nothing superfluous:

        what clothes and shoes to prepare for kindergarten

        Clothes and shoes for the baby should be comfortable, easy to put on and take off. Let there not be many buttons and fasteners on it.

        The caregivers made a list of necessary things.

        Learn more

        Kindergarten without tears or worries

        Your child is going to kindergarten. How to make acquaintance with preschool as pleasant and comfortable as possible? What skills do babies need? How should parents behave? Chatting with the kindergarten teacher of school No. 1347, the winner of the contest “Educator of the Year in Moscow – 2022” Anna Gaidukova .

        Find out more

        New “preschool” standard

        From 2022, new educational standards come into force in Moscow preschool institutions — a set of rules for preschool institutions, according to which the educational process is built, methods are applied, and results are also evaluated.

        Preschool education in the capital is the first step in lifelong general education: preschool teachers and primary school teachers cooperate, share experiences, and jointly develop programs for children. This approach helps the children to prepare more easily for the transition to the first grade. What does the standard govern? What classes are held with children, how many times a week, in what areas do children gain knowledge and skills? The answers are in our material.

        Find out more

        Taking care of your baby’s health

        In kindergarten, the baby finds himself in a new environment, surrounded by children and adults. Chief freelance specialist in primary health care for the children’s population, chief physician of the Children’s City Polyclinic No. 110, Ph.D. Elmira Kashirina told how to protect a child from infectious diseases and answered the most common questions parents have about their children’s health.

        Learn more

        Short stay group

        Short stay group ensures the all-round development of the child and creates the basis for further successful adaptation to enrolling in a full-time preschool group.

        By attending such a group, a child will be able to learn how to play, find new friends, have an interesting and useful time, get used to a new environment, acquire communication skills with peers and new adults. At the same time, the child does not experience a sharp change in living conditions, as happens when the baby moves immediately to attending a full-day group. When visiting a short-stay group, the process of adaptation to a full-day group is the most calm and comfortable for the child and family.

        Tasty and healthy:

        what is fed in kindergarten

        One of the most common questions of parents is what they will feed their baby in kindergarten, who prepares food, controls the quality and safety of dishes. The quality of dishes from the menu for kids is under the strictest multi-stage control of a number of organizations: state supervisory authorities, control authorities of the subject of Moscow, food quality control by representatives of the parent community, internal audit of specialists from the Association of Social Catering Enterprises and others. 9Olga Antonova why he does not want to eat porridge, how to calm him down if he cries in the morning and does not want to go to the garden, what to tell the teacher about the family and the child

        A child’s readiness for kindergarten is determined by several parameters. The first thing a child should be able to do is to be socialized, not to be afraid to make contact with unfamiliar adults – of course, with the permission of the parents. It is important. It is very difficult for children who have a painful attachment to their mother. It is the mother who should calmly let him go for 5-6 hours, and the child should endure this separation without unnecessary worries.

        The second point: it’s good if the child already has basic household skills. Be able to go to the toilet on a potty (according to age, if we are talking about 2.2 years old), hold cutlery in your hands, be able to undress yourself (remove simple clothes without unnecessary fasteners and details), and for about three years – and dress.

        The third point: it is important that the baby knows how to express his requests (not afraid and not embarrassed to ask) if he wants something. For example, if he does not know how to go to the toilet on his own, he could ask an adult for help. Or make it clear that he wants to drink, show that he is hot. Even if the baby still does not speak well, he can show it in other, non-verbal ways.

        The fourth is food. The child must be able to eat food that needs to be chewed.

        And the last thing: the baby should be ready for the daily routine of the preschool institution: walks, one-time naps, meals according to the schedule.

        If you can put a “plus” next to all these items, your child is ready to attend kindergarten. If some points caused difficulties, it is necessary to work in this direction. If the child is not ready for all of the above points, then it may be worthwhile to postpone visiting the kindergarten, give yourself and the baby time to prepare.

        One of the indicators of readiness for kindergarten is the ability to express one’s desires in an acceptable way. Often, children get used to behaving like this, because at home, through these actions, they manage to achieve what they want. It is necessary to wean from this child in a timely manner, because biting and scratching is unacceptable in kindergarten. Show your child other forms of interaction. Suppose a child wants something, but does not get what he wants and begins to bite and fight. The most competent strategy – the parent pretends that he does not understand what the child wants. Only when the baby expresses his request in a different way, the adult will do what he wants. Biting, scratching are quite common phenomena, such “primitive” ways of a child communicating with others. But in order to avoid problems in kindergarten, we recommend that parents bring their child to children’s groups in advance. Walk together, spend holidays, go on excursions with children of the same age. There he will gain the first experience and learn the right interaction, so that he knows that you can’t take someone else’s: you can share, you can go for an exchange.

        There is such a pattern: an anxious mother is an anxious baby. When a family decides to send a child to a kindergarten, it is necessary to prepare him psychologically. First of all, it is necessary for the parents themselves. Get to know the teacher. As a rule, this is a professional who has all the communication skills, loves children and takes care of the child. Educators in baby groups are affectionate, kind, sometimes they even guess what the children want by their gestures and looks. They do everything to make them feel good there. If mom sees that this is a caring and professional person, she will calm down and trust. The willingness of a mother to send her child to kindergarten is a matter of trust. You need to let go of this situation, and the baby will independently master the new space. Some mothers make the mistake of coming to the kindergarten and picking up the child, asking questions: “Did you feel bad here?”, “Did someone offend you?”. On the contrary, it is better to ask positive questions: “Who did you play with?”, “What did you find interesting?”, “What did you eat tasty?”, so that in response the child reports positive information and focuses on it. Remember that parents can always be in touch with caregivers to clarify how the baby feels.

        Develop your child’s adaptive abilities as early as possible, right from birth. Let him do what he can do on his own. The kid went, and the mother all the time says: “Don’t go there”, “Don’t do that”, constantly builds boundaries in front of him. Is the situation familiar? With this behavior of the mother, the child does not receive the necessary experience of mistakes, it will be difficult for him to learn anything. Train your child to be without a mother: take a nanny to help, ask a grandmother or a friend to sit with him. Take your child to different places outside the home. Mom herself gets used to doing without a child and not thinking about him every minute. This is an important workout for mom and baby.

        It is important to teach the child to communicate with adults and find a common language with other children, as well as to express their needs in forms that are acceptable to the child. For example, if he does not speak, then teach him to use gestures. Will your baby be able to come up, take a familiar adult by the hand and lead him where he needs to go? Develop this skill.

        It also happens that a child cries and whims achieves what he wants. This is unacceptable in a group of children. In such a situation, stop him and try to agree: “I don’t understand you. Calm down, please, show me what you want.” The contract element is important and should always be present.

        In children, the inhibition of emotions is delayed, and the excitation mechanism prevails. Therefore, if the baby cannot calm down and cries, then it is best for an adult to hug him, pronouncing his emotions: “it’s difficult for you now,” “you’re offended.” This will help him calm down. When the child is already calm, you can say: “If you want something, don’t cry, but ask, please.” Give the child what he requires after he calms down.

        Short stay groups were created mainly for working parents. Until the age of 2.5–3 years, a child can safely do without attending a kindergarten, especially if the family can afford it. If parents see that their child is already socialized at the age of 1.5–2 years, very contact, everything is interesting to him and he is ready to go beyond his home environment, then you can send him to a short stay group. Difficulties in adaptation can be – this is normal. Easy adaptation lasts 2-3 weeks, average – up to 4 months. If it becomes severe, it can last up to a year. Well socialized children may well go to a short stay group of one and a half years.

        If a correct system of upbringing is developed in the family, then he receives everything he needs from birth. And gradually, as a rule, by the age of three, the baby himself matures to daily communication, surrounded by small children. Psychologists advise starting preparations for kindergarten about six months in advance.

        You can walk with your child to the kindergarten. And tell them that the kindergarten is a big house where children, together with kind adults, play and have fun while moms and dads work. Parents must come for all children. The kindergarten is good, fun, a lot of toys.

        Don’t constantly tell your child that he will be going to kindergarten soon. Just tell and show.

        In the first days, when a mother brings a child to a kindergarten, it is important not to run away, leaving him there, but to calmly explain that the mother will definitely return very soon and everything will be fine. Wave your hand to the baby, kiss before leaving. The element of forgiveness should not hurt.

        Too fast tempo introduces the child into an anxious state. Better be patient! You need to plan the morning so that the fees go smoothly. Give the child time to wake up, stretch, hug, calmly gather in the garden, do not rush him, do not pull. Most often, the cause of tears is in a banal haste.

        I need to say if there are any medical contraindications, allergies. Tell what the child can do on his own, what he likes or dislikes. It is important to talk about some individual reactions of the child to something. Perhaps your family has some rituals or safe words. Tell us what helps the child calm down and fall asleep: maybe strokes or kind words? Tell what actions can help to establish contact with the child.

        This largely depends on the anxiety of the parents, the strong attachment of the mother to the child. It happens that a mother, over the years of being with a child nearby, gets so used to him that it seems to her that he cannot cope without her. In fact, everything is possible, all children adapt.

        If the mother does not have anxiety, but the child still cannot calmly go to the garden, psychosomatics cannot be ruled out. For example, before the kindergarten, the child spoke a little, and during the period of adaptation he stopped talking. Or he asked for a potty, and in the first weeks of going to the garden he stopped. A small regression for two or three weeks is the norm. Everything will be restored when the baby gets used to kindergarten. If the process is delayed, if the child withdraws into himself, is apathetic, sleeps poorly, eats poorly, is not interested in toys, it is imperative to understand the reasons. It is worth talking with a teacher, consult a pediatrician, a psychologist.

        A common mistake is too drastic changes for a child when he is immediately left for the whole day in kindergarten. The child is more comfortable with gradual adaptation over 2-3 weeks. It is better to start from 2-4 hours. Sometimes it’s a good idea to just come and walk around the playground with the guys.

        When we bring a child to a kindergarten, this does not mean that he has become an adult and he does not need motherly affection. It can be said that he grew up and learned a lot. The child in the same way needs attention, tenderness, hugs, praise – this is very important.

        A common mistake is that parents are too critical of the kindergarten. It happens that they don’t like something and discuss the negative with the child. If something worries you about the teacher, regimen, nutrition, it is better to discuss this with the teacher or the leadership of the preschool institution without the presence of the baby.

        It is really hard for a child to get used to unfamiliar food. Check out the Kindergarten menu. Try to change your home diet, bring it closer to the menu of a preschool institution. Limit salt, sugar, spices, make the menu healthier for the whole family. Include cereals, soups, casseroles, fruits (apples, oranges, bananas) in your diet. It is advisable to do this at least six months before the first acquaintance with kindergarten. But if you start when the baby is already in a group, gradually he will get used to such food. A healthier diet will benefit the whole family.

        • Kindergarten School in Nekrasovka

        In 2022, a new building of the kindergarten “Schools in Nekrasovka” was opened. It is designed for 315 children and meets all modern requirements.

        • School planetarium (school №806)

        Preschoolers and pupils can learn the secrets of the development of our Universe right within the walls of the school, because school No. 806 has its own planetarium. The creative space helps the children to find out by what laws of physics and astronomy the solar system lives.

        • Making cartoons is not difficult, but very interesting (Maryina Roshcha school)

        Video about the Steam-Lab studio will tell how preschoolers learn about digital technologies. For example, in the multi-studio “I create the world” they shoot cartoons: they learn frame-by-frame shooting and record sound. In the form of a game, the kids are preparing for the tasks that the mid-level technopark sets for them.

        • Little architects (school №534)

        What would children do with the Leaning Tower of Pisa in Italy? Correctly! Put it straight! Preschoolers study architectural styles, materials used in construction. Children develop abilities, become inquisitive. One of them will become a great architect!

        • Fire safety classes with preschoolers at school No. 1554

        What could be more important than the safety of children? At school No.

    Rainbow child care center apex: Rainbow Child Care Center | APEX NC

    Опубликовано: December 23, 2019 в 10:12 am

    Автор:

    Категории: Child

    Daycares in New Hill, North Carolina

    Sort by: 

    Page 1 of 19

    Nicole Miller’s Family Childcare Home

    1124 Woodlands Creekway
    Apex, NC 27502

     Family Child Care Home

     3.3 miles | Map

    Karen’s Kids Home Child Care

    1014 Edinburgh Downs Lane
    Apex, NC 27502

     Family Child Care Home

     3.4 miles | Map

    Rainbow Child Care Center

    The Learning Experience In Apex

    560 Evening Star Drive
    Apex, NC 27502

     Child Care Center

     4.5 miles | Map

    Bright Start Child Care Llc

    1910 White Dogwood Road
    Apex, NC 27502

     Family Child Care Home

     5.2 miles | Map

    Rainbow Child Care Center – Holly Springs

    org/PostalAddress”>300 Earnie Lane
    Holly Springs, NC 27540

     Child Care Center

     5.3 miles | Map

    Play Care

    1422 Fairfax Woods Drive
    Apex, NC 27502

     Family Child Care Home

     5.3 miles | Map

    The Goddard School Of Apex

    903 Olive Chapel Road
    Apex, NC 27502

     Child Care Center

     5.5 miles | Map

    Montessori Creative Learning School

    org/PostalAddress”>402 Upchurch Street
    Apex, NC 27502

     Child Care Center

     5.5 miles | Map

    The Growing Years Learning Center

    470 W Williams Street
    Apex, NC 27502

     Child Care Center

     5.6 miles | Map

    Primrose School At Holly Grove

    1530 Avent Ferry Road
    Holly Springs, NC 27540

     Child Care Center

     5.7 miles | Map

    Kiddie Academy Of Holly Springs

    org/PostalAddress”>150 Rosewood Centre Drive
    Holly Springs, NC 27540

     Child Care Center

     5.8 miles | Map

    Apex Peak Schools, Inc.

    432 E Williams Street
    Apex, NC 27502

     Child Care Center

     5.8 miles | Map

    Sisters’ Child Care Services

    400 Earp St
    Holly Springs, NC 27540

     Child Care Center

     5.8 miles | Map

    Holly Springs Academy

    org/PostalAddress”>116 Quantum Street
    Holly Springs, NC 27540

     Child Care Center

     5.8 miles | Map

    Holly Springs School For Early Education

    101 Arbor Creek Dr
    Holly Springs, NC 27540

     Child Care Center

     5.8 miles | Map

    Loving Hand Day Care

    100 Orvis Drive
    Holly Springs, NC 27540

     Family Child Care Home

     6 miles | Map

    Vickie L. Vaughn Day Care Home

    org/PostalAddress”>410 E Chatham St
    Apex, NC 27502

     Family Child Care Home

     6 miles | Map

    Tracey’s House

    310 Pate Street
    Apex, NC 27502

     Family Child Care Home

     6.1 miles | Map

    Angels’ Garden Home Daycare

    2204 Walden Creek Drive
    Apex, NC 27523

     Family Child Care Home

     6.1 miles | Map

    Leaping Froggy

    101 Malmedy Drive
    Holly Springs, NC 27540

     Family Child Care Home

     6. 1 miles | Map

    Kris’ Home Sweet Home Daycare

    420 Cayman Ave
    Holly Springs, NC 27540

     Family Child Care Home

     6.1 miles | Map

    The Goddard School In Holly Springs

    801 Earp Street
    Holly Springs, NC 27540

     Child Care Center

     6.7 miles | Map

    The Learning Experience @ Holly Springs

    801 Holly Springs Road
    Holly Springs, NC 27540

     Child Care Center

     6. 8 miles | Map

    The Learning Experience Clubhouse

    10308 Holly Springs Road
    Holly Springs, NC 27540

     Child Care Center

     6.9 miles | Map

    Moravick Family Day Care

    1814 Misty Hollow Lane
    Apex, NC 27502

     Family Child Care Home

     7 miles | Map

    Eileen’s Day Care

    902 Wellstone Cir
    Apex, NC 27502

     Family Child Care Home

     7. 1 miles | Map

    Holly Springs Learning Center

    1180 Holly Springs Road
    Holly Springs, NC 27540

     Child Care Center

     7.3 miles | Map

    Primrose School Of Apex

    1710 Laura Duncan Rd
    Apex, NC 27502

     Child Care Center

     7.3 miles | Map

    Earth Angel’s Day Care Home

    2909 Earth Drive
    Apex, NC 27539

     Family Child Care Home

     7. 3 miles | Map

    Page 1 of 19

    Best Child Care Centers in Raleigh, NC

    • Sign Up
    • Log In
    • Download Winnie for
      iOS or
      Android
    Age of Children
    • 0 – 6 mo
    • 6 – 12 mo
    • 1 year
    • 2 years
    • 3 years
    • 4 years
    • 5 years
    • 6 years
    • 7+ years
    Openings
    • Immediate
    • Upcoming
    Schedule
    • Drop In
    • Full Time
    • Part Time
    Languages
    • English
    • Spanish
    • American Sign Language
    • French
    • Hindi
    • Chinese (Mandarin or Cantonese)
    • German
    • Other
    Curriculum
    • Academic-Based
    • Arts-Based
    • BAKS
    • Blended Curriculum
    • Creative Curriculum
    • Bilingual
    • Emergent
    • Forest School
    • HighScope
    • Language Immersion
    • Little Goose
    • Mixed Age
    • Montessori
    • Mother Goose
    • Nature-Based
    • Play-Based
    • Project-Based
    • Reggio Emilia
    • Religious
    • Technology-Based
    • Therapeutic
    • Waldorf
    All Filters
    • Age of Children

      • 0 – 6 mo
      • 6 – 12 mo
      • 1 year
      • 2 years
      • 3 years
      • 4 years
      • 5 years
      • 6 years
      • 7+ years
    • Openings

      • Immediate
      • Upcoming
    • Schedule

      • Drop In
      • Full Time
      • Part Time
    • Hours

      • Overnight
      • Weekend
      • After Care
      • 24 Hour
    • Languages

      • English
      • Spanish
      • American Sign Language
      • French
      • Hindi
      • Chinese (Mandarin or Cantonese)
      • German
      • Other
    • Curriculum

      • Academic-Based
      • Arts-Based
      • BAKS
      • Blended Curriculum
      • Creative Curriculum
      • Bilingual
      • Emergent
      • Forest School
      • HighScope
      • Language Immersion
      • Little Goose
      • Mixed Age
      • Montessori
      • Mother Goose
      • Nature-Based
      • Play-Based
      • Project-Based
      • Reggio Emilia
      • Religious
      • Technology-Based
      • Therapeutic
      • Waldorf

    196 Results

    La Petite Academy of Raleigh

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Guidepost Montessori at Spruce Tree

    North Raleigh

    Raleigh, NC

    See more details >

    La Petite Academy of Raleigh

    Northwest Raleigh

    Raleigh, NC

    See more details >

    Guidepost Montessori at Spruce Tree

    North Raleigh

    Raleigh, NC

    See more details >

    Kelley Austin KinderCare

    Raleigh, NC

    See more details >

    Everbrook Academy of Raleigh

    Raleigh, NC

    See more details >

    Chesterbrook Academy (Raleigh)

    North Raleigh

    Raleigh, NC

    See more details >

    Copperfield KinderCare

    Raleigh, NC

    See more details >

    TLC Preschool

    5. 0

    Southwest Raleigh

    Raleigh, NC

    See more details >

    Denise’s Learn and Play

    Beachwood

    Raleigh, NC

    See more details >

    Falls Academy

    North Raleigh

    Raleigh, NC

    See more details >

    Creative Kidz Academy

    Barrington Woods

    Raleigh, NC

    See more details >

    L’école – French School of Raleigh

    Northwest Raleigh

    Raleigh, NC

    See more details >

    Spring Forest Road KinderCare

    Raleigh, NC

    See more details >

    Raleigh Knowledge Beginnings

    North Raleigh

    Raleigh, NC

    See more details >

    Millbrook KinderCare

    North Hills

    Raleigh, NC

    See more details >

    Before the Bell Preschool

    East Raleigh

    Raleigh, NC

    See more details >

    Guru Academy

    Summer Haven

    Raleigh, NC

    See more details >

    A Mother’s Touch Child Development Center, Inc.

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Guidepost Montessori at Spruce Tree

    North Raleigh

    Raleigh, NC

    See more details >

    Guidepost Montessori at Spruce Tree

    North Raleigh

    Raleigh, NC

    See more details >

    Rising Stars Jrversity Child Development Center

    Southeast Raleigh

    Raleigh, NC

    See more details >

    Kidos Academy

    Village On The Green

    Raleigh, NC

    See more details >

    Leesville KinderCare

    Northwest Raleigh

    Raleigh, NC

    See more details >

    Highwoods Park KinderCare

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Falls Lake KinderCare

    Raleigh, NC

    See more details >

    Springdale Gardens KinderCare

    Raleigh, NC

    See more details >

    Durant Road KinderCare

    Raleigh, NC

    See more details >

    Stonehenge KinderCare

    North Raleigh

    Raleigh, NC

    See more details >

    A Mother’s Touch Child Development Center, Inc (Kissimmee Lane)

    Northeast Raleigh

    Raleigh, NC

    See more details >

    A Mother’s Touch Child Development Center (Sumner Blvd)

    Northeast Raleigh

    Raleigh, NC

    See more details >

    The Hillel School

    North Raleigh

    Raleigh, NC

    See more details >

    Pam’s School of Raleigh

    3. 0

    East Raleigh

    Raleigh, NC

    See more details >

    The Children’s Place

    Swift Ridge

    Raleigh, NC

    See more details >

    Country Sunshine Children’s Center

    Southwest Raleigh

    Raleigh, NC

    See more details >

    Chesterbrook Academy Preschool (Raleigh)

    Raleigh, NC

    See more details >

    Highland Creek KinderCare

    Raleigh, NC

    See more details >

    Beth Meyer Preschool

    North Raleigh

    Raleigh, NC

    See more details >

    The Learning Rainbow Child Development Center

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Highland Children’s Center

    North Hills

    Raleigh, NC

    See more details >

    Academically Based Child

    Southeast Raleigh

    Raleigh, NC

    See more details >

    Bridge Academy

    Downtown

    Raleigh, NC

    See more details >

    Kid’s Educational Center

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Temple Beth Or Preschool

    Northwest Raleigh

    Raleigh, NC

    See more details >

    Primrose School (Brier Creek)

    Umstead

    Raleigh, NC

    See more details >

    Asbury Preschool

    North Raleigh

    Raleigh, NC

    See more details >

    Country Day Montessori School

    Southwest Raleigh

    Raleigh, NC

    See more details >

    Child Development Center Raleigh

    Downtown

    Raleigh, NC

    See more details >

    In The Beginning Christian Preschool

    North Raleigh

    Raleigh, NC

    See more details >

    Harvest Church Preschool

    Northeast Raleigh

    Raleigh, NC

    See more details >

    Follow The Child Montessori School

    Northwest Raleigh

    Raleigh, NC

    See more details >

    Children’s Discovery Center

    5. 0

    Southwest Raleigh

    Raleigh, NC

    See more details >

    Update as I Move

    check_circle

    Can’t find what you’re looking for?

    Try these popular searches…

    • Child Care in Raleigh, NC
    • Daycares in Raleigh, NC
    • Preschools in Raleigh, NC
    • Summer Care in Raleigh, NC
    • Free Preschools in Raleigh, NC
    • Infant Daycares in Raleigh, NC
    • Pre-K in Raleigh, NC
    • Toddler Daycares in Raleigh, NC
    • Day Care Centers in Raleigh, NC
    • In-Home Daycares in Raleigh, NC
    • Bilingual Preschools in Raleigh, NC
    • Montessori Preschools in Raleigh, NC
    • Spanish Daycares in Raleigh, NC
    • Spanish Immersion Preschools in Raleigh, NC
    • Drop-In Daycares in Raleigh, NC
    • 24-Hour Daycares in Raleigh, NC
    • Before School Care in Raleigh, NC
    • After School Care in Raleigh, NC
    • Overnight Childcare in Raleigh, NC
    • Weekend Daycares in Raleigh, NC
    • Part Time Daycares in Raleigh, NC
    • School-Age Childcare in Raleigh, NC
    • Emergency Childcare in Raleigh, NC

    Nearby Daycare

    • Daycares in Cary
    • Daycares in Garner
    • Daycares in Knightdale
    • Daycares in Clayton
    • Daycares in Apex

    Nearby Preschool

    • Preschools in Cary
    • Preschools in Garner
    • Preschools in Knightdale
    • Preschools in Clayton
    • Preschools in Apex

    Top 10 Child Care Centers in Fayetteville, NC | Compare Prices

    Description:

    State License Four star facility.
    Bachelor degree in Birth-Kindergarten, USDA meals/snacks, CPR/First aid certified, provided transportation,
    Hours of operation: 4:00 p.m.-1:30 a.m. Childcare environment(child sized toys, tables, chairs, and more), over 20 years experience, children will be kindergarten ready, a loving atmosphere where learning is fun….

    Description:

    Rowe’s Childcare Center, LLC in Fayetteville, NC offers a state-licensed, all-inclusive, caring, and safe atmosphere for children while developing relationships with the families. They allow the students tolearn and explore their surroundings in a relaxed and loving environment. They nurture the children’s spirit while promoting a healthy self-esteem for the foundation of learning….

    Me Mom Daycare

    112 Kirkland Dr, Fayetteville, NC 28301

    Costimate: $130/wk

    Description:

    Me Mom Daycare offers center-based and full-time child care and early education services designed for young children. Located at 112 Kirkland Dr, the company serves families living in the Fayetteville, NC area.Me Mom Daycare has served the community since they started in 2009….

    Description:

    Faith Daycare Center provides a nurturing, caring, loving environment in which the child can learn emotionally, socially, intellectually, physically and cognitively. They prepare children with the basic skillsand concepts for formal academic learning. Children have experiences in large and small muscle development, music, art, science, language, listening and social interaction….

    Description:

    Taft Creative Service Council Inc offers residential care and assisted living services designed for senior citizens. Located at 1720 Bridger St, the company serves clients who are residing in the Fayetteville,NC community. Taft Creative Service Council Inc offers both short-term and long-term senior care services….

    Description:

    We are a state licensed facility. The hours of operation are: 5:30 a. m. – 6:00 p.m. We provide a clean and healthy environment with nutritious meals. Educational programs that develop well-rounded children,helping them grow socially, emotionally, physically, and intellectually. We are partnered with National Association of Child Care Resource & Referral Agencies (NACCRRA) We are registered with the Department of Social Services (DSS). We have dedicated, friendly caregivers who are trained in child development, and early-childhood education. Our teachers are trained in First Aid and CPR. We conduct criminal background checks to ensure trustworthy staff, and passionate teachers provide the best care and education for your child. We take great pride in our classrooms and the services we provide to our families….

    Description:

    We provide a safe and secure environment for all children left in our facility by hiring trained and qualified care givers. We provide 24 hour child care services, Monday-Friday. We provide fun learningactivities for small children. After School Program will consist of tutoring, and other learning activities. Van transportation is available within a 10 mile radius of the center. Only qualified drivers with verified safe driving records will be driving….

    Description:

    Christian Childcare Learning Center provides full-time child care services and early education designed for preschoolers and school-age children. The facility admits kids who are zero to 12 years of age.Christian Childcare Learning Center operates from 6:00 A.M. to 6:00 P.M….

    Description:

    Hdjalk Child Development Center Inc. offers a positive beginning to a child’s education with quality programs for infants, toddlers, pre-school and school aged children. The center provides children to learnthrough active participation with hands-on experience through exploration and discovery….

    Description:

    Mommy’s Moment Daycare & Learning Center in Fayetteville, North Carolina seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Child Care provider that can accommodate a certain number of children….

    Description:

    Early Start provides a balanced approach to learning, giving you the peace of mind that your child will have fun as he develops socially, emotionally, physically, and intellectually.
    We give your child thetools to become confident and self-aware. In a caring and stimulating atmosphere, our passionate and engaging teachers give your child endless opportunities to grow, learn, and imagine–whether building a spaceship to blast off to Mars or inviting a new friend to share a story during group time….

    Description:

    We offer full-time, part-time, and before/after school care with school pick up. We offer a preschool curriculum, with the incorporation of the performing arts. Vouchers Accepted. All meals included. StateLicensed. Ages 0-12. Open until midnight. Enroll now!…

    Description:

    Fayetteville State University Early Childhood Learning Center is a learning facility located in Fayetteville, North Carolina. It aims to provide children with an environment that fosters physical, intellectual,social, and emotional development. It offers early childhood education programs focused on maximizing every child’s potential….

    Description:

    Cumberland Co Public Library is a child care facility situated at 410 Ramsey St Ste 200, Fayetteville, NC that is motivated to support your child’s learning and development. Their center features a fun andfriendly learning environment that effectively engages children’s intrinsic desire to grow and develop….

    Description:

    Jump Start University is a state-licensed facility in Fayetteville, NC that strives to offer a formative influence on the kids’ spiritual, physical, social, and intellectual development. They support thepreschool students through play-based experiences from Mondays to Fridays. They also develop creativity and curiosity while encouraging parent involvement in the children’s education….

    Description:

    Quality childhood education is Heavenly Host of Angels Child Care #2’s passion. Their center is located at 330 Worth St, Fayetteville, NC. They strive to provide and maintain a safe and comfortable learningenvironment that encourage their young ones to learn and grow at their own pace….

    Description:

    Indiana’s Daycare Home is a childcare provider that serves the community of Fayetteville NC. It offers a loving and caring environment and provides age-appropriate activities that enhance children’s mental,social, emotional, and physical abilities. The center promotes good values to make sure that children will be responsible members of the society….

    Description:

    Mommy’s Moment Day Care LLC offers childcare services to help nurture and develop the child’s unique abilities and potential. They aim to establish trusting relationships with children, teachers, and parents.The center strives to model appropriate behaviors and social skills….

    Mom’s Babies

    603 Monagan St, Fayetteville, NC 28301

    Costimate: $130/wk

    Description:

    Mom’s Babies is a private early learning establishment that ensures their center meet the state licensing regulations for health and safety. Their center at 603 Monagan St, Fayetteville, NC provides activitiesthat enable the equal development of their students’ cognitive, motor, and relational skills….

    Description:

    Rainbow Childcare Inc offers quality care and individual attention in a stimulating, creative, and safe environment. They provide hands-on programs that promote emerging skills development while allowing thestudents to explore and play in a learning atmosphere. This child care facility in Fayetteville, NC features a developmentally appropriate and educationally-based curriculum for children….

    Showing 1 – 20 of 23

    Early Education and Care Programs

    PLEASE NOTE:  Early Childhood Partners provides referrals NOT recommendations.  Responsibility for selecting a provider resides with each parent or guardian.  We urge parents/caregivers to call the child care program for an appointment and carefully review, evaluate, monitor, and check references before leaving a child in care.

    EARLY EDUCATION AND PRESCHOOL PROGRAMS

    Here are links that might be helpful in your search:
    EEC Recommendations – Choosing Childcare
    NAEYC Recommendations – What To Look For In A Program
    High Quality Infant Programs
    High Quality Toddler Programs
    High Quality Preschool Programs
    Preschool Tours and Director/Teacher Interviews – Suggestions On What To Ask and What To Look For 

    Department of Early Education and Care Community Resources For Families
    https://eeclead.force.com/apex/EEC_FamilyResourcesChildCare

    Department of Early Education and Care Licensed Child Care Search
    https://eeclead.force.com/EEC_ChildCareSearch

    Child Care Circuit
    Child care resources, referral, and training. 
    Also provides child care vouchers based on availability of funds and eligibility restrictions.
    978-686-4288
    [email protected]
    https://www.childcarecircuit. org/

    Public School Integrated Preschools
    The Integrated Preschool Programs serve children between three and five years of age who require specially designed instruction due to a disability as diagnosed by special education evaluations.  Typically developing children are also enrolled to ensure strong and appropriate peer modeling.  There is a tuition fee for children without special needs. 

    Hamilton-Wenham Integrated Preschool
    352 Bay Road, Hamilton, MA 01982
    ​https://hamiltonwenhampreschool.weebly.com/
    Contact: 978-468-5489/[email protected]
    To be eligible you must reside in Hamilton or Wenham MA
    If you are concerned that your child may have a developmental delay, call 978-626-0909.

    Manchester-Essex Integrated Preschool
    ​Memorial Elementary School, Lincoln Street, Manchester, MA01944
    https://www.mersd.org/Page/1469​
    Contact: 978-525-6060
    To be eligible you must reside in Manchester or Essex MA

    Center-Based Early Education and Child Care
    The Department of Early Education and Care (EEC) licenses Family Child Care and Group & School Age Child Care programs in Massachusetts. Learn more about these programs and find a licensed child care provider that’s right for you.

    Hamilton-Wenham

    Children’s Development Center
    Address: 391R Bay Road, South Hamilton, MA 01982
    Phone: 978-468-1043
    Website: www.childrensdevelopmentcenterma.com

    Christ Church Parish Day School
    Address: 149 Asbury Street, South Hamilton, MA 01982
    Phone: 978-468-7892
    Website: www.christchurchparishdayschool.org

    Ipswich River Wildlife Sanctuary Nature Preschool
    Address: 346 Grapevine Road, Wenham, MA 01984
    Phone: 978-237-0108
    Website: www.massaudubon.org/get-outdoors/wildlife-sanctuaries/ipswich-river/programs-classes-activities/nature-preschool

    Magical Beginnings Learning Tree
    Address: 17 MIll Street, South Hamilton, MA 01982
    Phone: 978-626-1153
    Email: [email protected]
    Website: www.magicalbeginningslc.com

    North Shore Christian School
    Address: 130 Essex Street, South Hamilton, MA 01982
    Phone: 978-921-2888
    Website: www. nschristian.org

    ​Manchester-Essex 

    Magic Years Nursery School
    Address: 1 Chapel Lane, Manchester, MA 01944
    Phone: 978-526-4750
    Website: www.magicyearsbythesea.com

    Magical Beginnings Essex Academy
    Address: 1 Scott’s Way, Essex, MA 01929
    Phone: 978-768-6287
    Email: [email protected]
    Website: www.magicalbeginningslc.com
     
    Tara Montessori School
    Address: 60 School Street, Manchester, MA 01944
    Phone: 978-526-8487
    Email: [email protected]
    Website: www.taramontessori.com

    Beverly

    Beverly Children’s Learning Center 
    Address: 550 Cabot Street, Beverly, MA, 01915
    Phone: 978-927-1269 x202
    Website: http://www.bclckids.org

    Bright Horizons Cummings Center
    Address: 100 Cummings Center, Beverly, MA 01915
    Phone: 877-624-4532/978-922-4252
    Website: http://www.brighthorizons.com

    Caterpillar Clubhouse Childcare and Preschool
    Address: 35 Brimbal Ave, Beverly, MA 01915-6007
    Phone: 978-921-1536
    Website: www. caterpillarclubhouse.com

    Children Aboard Rainbow Express
    Address: 705 Hale Street, Beverly , MA 01915
    Phone: (978) 927-4918
    Website: http://www.childrenaboard.com/

    Creation Station Preschool and Daycare
    Address: 579 Essex Street, Beverly, MA 01915-1531
    Phone: 978-922-8417
    Website: www.creationstationpreschool.com

    Glen Urquhart School 
    Address: 74 Hart Street, Beverly, MA, 01915
    Phone: 978-927-1064
    Website: https://www.gus.org/prek​

    Greater Beverly YMCA Early Education and Child Care
    Address: 254 Essex Street, Beverly, MA
    Phone: 978-564-3929
    Website: www.northshoreymca.org/greater-beverly-ymca-childcare

    Harborlight Montessori
    Address: 243 Essex Street , Beverly, MA 01915
    Phone: 978-922-1008
    Website: www.engageyourworld.org/

    Head Start Beverly – Pathways for Children
    Address: 292 Cabot Street, Beverly, MA 01915
    Phone: 978.236.4101
    Email: [email protected]
    Website: https://www.pw4c. org/​

    Magical Beginnings Beverly Academy
    Address: 50 Dunham Ridge, Beverly MA 01915
    Phone: 978-867-1317
    Website: www.magicalbeginningslc.com/beverly/

    Miss Alexander’s School
    Address: 80 Lothop Street, Beverly, MA 01915​
    Phone: 978-922-1868
    Email: [email protected]
    Website: https://www.mrsalexandersschool.com/

    Next Generation Children’s Center
    Address: 232 Essex Street, Beverly, MA 01915
    Phone: (978) 202-4100
    Website: www.ngccenters.com/schools/beverly

    North Shore Nursery School 
    Address: 204 Greenwood Ave, Beverly, MA 01915-2115
    Phone:  978-922-8450
    Website: www.northshorenurseryschool.org/home

    ​Tot Spot At Landmark
    Address: 412 Hale Street, Beverly, MA
    Phone: (978) 236-3333
    Email: [email protected]
    Website: https://www.landmarkschool.org/about/employment/tot-spot

    Gloucester-Magnolia

    Gloucester Early Head Start/Head Start – Pathways for Children
    Address: 29 Emerson Avenue, Gloucester, MA 01930
    Phone: 978. 281.2400
    Email: [email protected]
    Website: https://www.pw4c.org/​

    Shannah Montessori 
    Address: 21B Lexington Ave, Gloucester , MA 01930
    Phone: (978) 525-2220
    Email: [email protected]
    Website: https://www.shannahmontessori.com/

    Ipswich 

    Ascension Nursery School
    Address: 31 County Street, Ipswich, MA 01938
    Phone: 978-356-1641
    Website: www.ascensionnurseryschool.com

    Cuvilly Arts and Earth Center Preschool
    Address: 10 Jeffreys Neck Road, Ipswich, MA 01938-1308
    Phone:  978-356-4288
    Email: [email protected]
    Website: https://www.cuvilly.org/

    First Class Child Care Center
    Address: 126 County Road, Ipswich, MA 01938
    Phone: (978) 356-6464

    Ipswich Family YMCA Early Education and Child Care
    Address: 110 County Rd Ipswich, MA 01938
    Phone: 978-312-4012
    Website: www.northshoreymca.org/ipswich-family-ymca-childcare

    Small Wonders Child Development Center
    Address: 391 Linebrook Road, Ipswich, MA 01938
    Phone: (978) 356-3104

    ​Small World On The Green Nursery School
    Address: 1 Meetinghouse Green, Ipswich, MA 01938-2216
    Phone: 978-356-3855
    Website: www. smallworldipswich.com

    Early Childhood Partners programs are funded by the Massachusetts Coordinated Family & Community Engagement (CFCE) grant awarded to Hamilton-Wenham Regional School District by the Massachusetts Department of Early Education and Care (EEC) serving Hamilton, Wenham, Manchester, and Essex.  All educational and non-academic programs, activities and employment opportunities at Hamilton-Wenham RSD are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or, disability, and any other class or characteristic
    ​protected by law. ​​

    Preschool and Child Daycare Center Serving Apex & Fuquay-Varina, NC

    Accelerating Your Personal Growth

    Personal growth is the result of continued efforts to improve ourselves, intellectually, morally, and physically. To allow you time for such things like creativity and travel, we offer paid time off and paid holidays, as well as paid planning time so that your free time remains your own.

    Boost Your Career

    Continuing education programs can be expensive. We offer quarterly bonuses and scholarships to help you to attain specialized knowledge and continue to advance your career.

    Prioritizing Your Health

    It’s crucial for you to be physically well, which is why we invest in your health by offering a comprehensive medical plan, as well as day-to-day support for your optimal health such as fresh, nutritious meals and snacks.

    Core Values Of Fun, Innovation, Respect, and Excellence: F.I.R.E.

    Our core values are innate in educational leaders that are passionate about providing the highest quality of care. These core values make Ashebridge a positive and empowering environment for your career development.

    Building a Community Together

    By forming partnerships we can gain and give support, motivation, and celebrate our wins together. Making trusted connections is the start to building a beautiful community.

    Under Our Watchful Eyes

    Our core team is the eyes and ears on the ground, and are the ones we entrust to ensure the children’s environment is safe and secure. This level of responsibility is something we not only encourage but require from all members on our team.

    Cherishing Education And Making Time For Each Teachable Moment

    We aim to facilitate learning through experiences that foster a child’s natural curiosity. Being able to speak to children in a way that reflects them their interests, gently building up their knowledge, is an essential quality that we look for in our teachers.

    Demonstrating Daily Kindness

    We know that being responsive and compassionate to a child’s emotional needs helps them socially and allows their inner world to mirror this same kindness back to themselves. We speak with understanding, act with compassion, and expect kindness from children in return.

    Our Team Is Like A Family

    We welcome new teachers with open arms. When you work for the AsheBridge Academy, we will make sure you feel supported and encouraged in a positive work culture.

    We elevate our environment by: