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

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Center

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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…

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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…

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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.

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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.

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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.


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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!)

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    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

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  • 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

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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

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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

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

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Jordan

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9000 9000 Liberia

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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

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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

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Slovenia

United States of America

Solomon Islands

Somalia

Sudan

Suriname

Suriname

0003

France

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French Southern and Antarctic territories

Croatia

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South Africa

South Georgia and the South Sandwich Islands

South Korea

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Jamaica

Japan

World time
Antalya Turkey 13:53 12
September
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September
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September
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September
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September
Mumbai India 16:23 12
September
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September
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September
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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
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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
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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

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  • 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
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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.

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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)

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KinderCare Rating Based on 144 Reviews

Rating details

1. 8

more details

Product or Service Quality

Customer service

Price Affordability

Website

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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”

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

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  • KinderCare Learning Center
  • Employee Salaries

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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

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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

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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


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

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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


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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 ¦ ¦
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+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
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+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
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+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
+-------+--------+---------+------------+------+-- ------+--------+---+---+----+----+---+------------ -+-------+
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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 ¦
+-----------+----+---+----+---------+--------+---- ----+-------------+------------+
¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦ ¦
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                                                                              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¦ ¦
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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.  

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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


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    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.

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

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    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.

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    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.

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    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.

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    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

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    Thour

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    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

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      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

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      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).

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        Go to the “Services” section, select the RUDN MFC, the “References and extracts” section, “Archival certificate of training”.

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        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]
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    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

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    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


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    Infant Childcare

    In our infant program, your baby will explore and learn in a nurturing, safe environment.

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    Toddler Childcare

    We’ll make learning fun for your toddler while introducing structure and a routine.

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    Early Preschool

    Provide your child with the support they need during this transition from toddlerhood to preschool.

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    Preschool

    Focused on school readiness, our preschool makes science, math, language, social studies & art fun!

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    Pre-K

    Prepare your child for success in Kindergarten with our award-winning curriculum.

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    Before & After-School

    Start and end the school day in our safe, fun environment. And did we mention homework support?

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    Summer Camp

    Dive into imagination and entertainment! Each week is a new adventure in our summer camp.

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    Virtual Learning

    With our on-site virtual learning, your child can attend their school virtually at The Sunshine House.

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    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! 

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    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. 

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    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.

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    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

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    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.

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    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.

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    Private kindergartens in Nizhny Novgorod with addresses, reviews and photos

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    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.

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    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.

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    In order to improve the quality of the educational activities of our organization, we ask you to take part in an anonymous survey.

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    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

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    theaters, reviews and reviews – Afisha

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  • 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


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    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

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    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
    us