What are the stages of play? Jean Piaget’s Theory of Play!
This post may include affiliate links and I may earn commission if you make a purchase through these links.
How can a theory published in 1936 still help you to understand your children and how to encourage them through their cognitive development?
While Jean Piaget’s Theory of Play is closing in on its one-hundredth anniversary, it is still used in education and psychology to understand the stages of children’s development.
And I can help you to understand your child’s development so that you can support their play in a way that helps them grow.
What Is Play?
When you think of play, you probably think of a boy pushing cars or a girl digging in the sand, but what is play really?
Play is any activity this is not required that you do just for your self-enjoyment. The reward with play is the play itself. So anything you do for fun.
Why Is Play Important?
“Play is the work of childhood. ”
That’s the famous quote, but who said it? That’s right, Jean Piaget.
I know you might’ve thought it was Mr. Rogers. Mr. Rogers said, “ Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning.”
Wait, didn’t Maria Montessori say something like that?
She sure did. She said, “ Play is the work of the child.”
I could give you many more examples of famous child psychologists and education experts saying the child’s work is play.
Because play is that important. Unfortunately, in today’s society and lifestyles, there is not enough time for children to play.
Play is important to promote healthy child development. It is so important that the United Nations has recognized that play is the basic human right of every child.
Play helps children develop in their brains’ cognitive, social, physical, and emotional areas.
Play allows children to use their creativity and imagination to strengthen their physical bodies and brain.
During play, children get to take on roles of adults like playing family or playing restaurant. They also get to conquer their fears and deal with any difficulties they are facing in their life.
It also helps them to build problem-solving skills and develop resiliency that will help them well into their adult life.
How Much Should Children Play?
In today’s world, it often feels like there’s no time for downtime for anyone, including children.
Between parents working, after-school activities, and homework finding time for children to have some downtime can feel like an impossible juggling act.
Some studies suggest that children should get 3 hours a day of outdoor play. But children should get regular play throughout their day, not just in one long session.
Piaget’s Stages of Play: How Piaget Developed the Theory
At the beginning of his career, Jean Piaget was developing questions for a French version of the English intelligence test. He became fascinated with why children gave the wrong answers to the questions and what their logic was behind it.
He started thinking that these answers showcased the difference between adult thinking and child thinking. During his time, children were more viewed as small adults, so the idea that children and adults thought differently was revolutionary.
Once he had his children, he started making observations of how they grew and how they played.
Piaget developed his theory using his observations of his children and developed a theory of cognitive development that focused on the stages of play that children go through.
The Stages of Cognitive Development are found in Jean Piaget’s research.
Piaget’s research led him to build his theory on four stages of cognitive development based on how children play, including the sensorimotor stage, the pre-operational stage, the concrete operational stage, and the formal operational stage.
The stages are broken down by age from birth to 2 years, 2 to 7 years, and 7 to 11 years at 11 through adult.
1. The sensorimotor stage (birth to 2 years)
The sensorimotor stage of Jean Piaget’s theory spans from birth to 2 years. during this stage, children learn through their five senses and movement and exploring their environment.
A good way to encourage development during this time is by giving children sensory play with sensory bins with different textures and playing with different activities that make different sounds.
It is important to provide children with a rich environment full of objects they can interact with that incorporate all of their senses.
Things you can give your child:
Different textures and fabrics: Corduroy, velvet, denim, papers, sandpaper, and bubble wrap
Things that make different sounds: whistles, bells. toys that click
Things of different shapes and sizes: foam blocks with a variety of shapes
A space that encourages movement: Pikler triangle, baby gyms, and tummy time mats
2.
The preoperational stage (2 to 7 years)
The preoperational stage of Jean Piaget’s theory spans from 2 to 7 years.
This stage begins when your child starts talking and communicating more, but they are still unable to put ideas together logically. During this time, children start doing parallel play which means that they’re playing next to children but not really with them.
Also, during this stage, children have difficulty seeing things from other people’s points of view. Children start playing more pretend games and role-playing games.
In this stage, it is important that your child continue to learn through real-world experiences but is also given the opportunity for pretend play.
Things that will help your child through the preoperational stage :
Dolls including lottie dolls, Peg dolls, and baby dolls
Action figures
Dress-up clothes
Small world toys ( items to build their small worlds, including animal figurines, dolls, dollhouses, and furniture)
Building blocks and construction set
Crayons, markers, pens, pencils, and paper to draw with
Picture books and some board books while they are still young toddlers
3. The concrete operational stage (7 to 11 years)
The concrete operational stage lasts between the ages of 7 years old and 11 years old, according to Jean Piaget’s theory.
Your child will start building logical thought and be able to understand the laws of conservation, where the same thing can be different shapes and be the same amount. For example, they will be able to understand a cup of water is the same amount if it’s in a tall thin glass or a short, stout glass.
At this age, children become expert problem solvers and want to understand how the world works around them.
Things you can give your child to help them develop during the concrete operational stage:
Logic games like Mancala and chess
STEM toys (mechanical building sets)
Science kits
Hobbies that create something like woodworking or sewing or crocheting
Number games
Models to build ( airplane models, doll houses, and car models)
Legos and Lego sets
4.
The formal operational stage (11 to adult)
The formal operational stage Jean Piaget’s theory from around 11 or 12 years old through adulthood.
During the formal operational stage, children and adolescents begin to understand abstract thought and can manipulate ideas in their heads.
They will also be able to do more complicated math and think creatively, and they can understand more complicated scientific ideas. They also can understand hypothetical scenarios and questions.
Things to help your child develop during the formal operational stage:
Rubik’s cubes
Chess
Games that involve strategy and thought
Sudoku puzzles
A multitude of books on different subjects
Also, taking classes on hobbies and deep-diving into hobbies
What are the key elements of Piaget’s theory?
Piaget’s theory consists of the four stages of cognitive development that always happen in the same order, are never skipped, and slowly transition into the next stage.
The stages are:
The sensorimotor stage (0-2 years old)
The preoperational stage (2-7 years old)
The concrete operational stage (7-11 years old)
The formal operational stage (11-adulthood)
What is schema, according to Piaget?
Frederic Bartlett was the first to use the idea of schemas in his theory on learning, but it was Piaget who would first use the term schema.
For Piaget, a schema is a process of learning new knowledge and the category to which knowledge belongs. He believed that schemas were constantly evolving as people took in new knowledge.
According to Piaget, a common example of a schema would be a child’s understanding of a dog. To a small child, a dog has fur, four legs, teeth, and a tail; when she sees a cat, she may also call it a dog because it checks all the same boxes.
It’s not uncommon for small children to call all animals they encounter a puppy. As they are corrected and learn more about different animals, their idea of what a puppy is changing to be a more specific definition.
Piaget’s four types of play & What they mean for a child’s development
According to Piaget, children play in 4 ways, functional, constructive, fantasy, and games with rules. These types of play occur at different stages of development.
Piaget believed that the way children play shows their cognitive development level.
Functional play
Functional play is more physical, like running, sliding, jumping, dumping out a box of toys, and experimenting with the world through their senses.
This type of play is prevalent during the sensorimotor stage between 0-2. This stage of play ends between the ages of 2 and 4.
From here, children will move from just moving blocks around and tossing them to stacking them and starting constructive play.
Constructive play
During this play stage, children want to play with toys and other objects to accomplish a goal. For example, using blocks to build a tower.
Children tend to play this way between the ages of 3-7. Eventually, they will start mixing in some fantasy play with their constructive play.
Instead of building a tower, they might use blocks to build a little town and drive cars around their block buildings on imaginary roadways.
Symbolic/fantasy play
During the fantasy or symbolic stage of play. Children play make-believe games and role-playing games.
These games can be fantasy-themed like princesses and knights or role-playing games like a teacher, police officer, or mom and dad.
The best way to support and encourage your child during this play stage is to give them dress-up clothes and play pretend with them. Often they will want to tell you what to do during the game.
This stage can start around 3-4 years of age and last through 11 or 12 years old.
Games with rules
The last stage of play is games with rules. During this type of play, children play games with friends with preset rules like tag or hide and seek.
This can also include board games and video games.
During this stage, children understand how to follow the rules, and if someone breaks the rules, there are consequences in the game. They understand ideas like cooperation and like being competitive.
These games usually begin around the age of 7 and continue through adulthood.
When choosing toys for your child, you want to consider the stage of development they are in and the kind of play they do in that stage.
For example, you wouldn’t buy a board game for an 18-month-old, but playing it with your 7-year-old could be fun for both of you.
You want to choose the toys that best help your child develop in their stage.
You can learn more about my recommendations on toys here in my gift guides, which are based on cognitive development and theories of play.
This post may include affiliate links and I may earn commission if you make a purchase through these links. If you’re looking for some fun and educational activities to keep your toddler busy, look no further! In this post, we’ll share 25 Montessori toddler activities that are both stimulating and enjoyable. These activities will help…
This post may include affiliate links and I may earn commission if you make a purchase through these links. MEL Science Kits are a fun, engaging, and educational way for kids to learn about science. With MEL Science Kits, kids can efficiently conduct experiments at home and learn about everything from chemistry to physics. In…
This post may include affiliate links and I may earn commission if you make a purchase through these links. Parents are their child’s number one advocate. Being involved with your child’s education will not only encourage success, but it will give you the knowledge and power when your child needs additional help. The special education…
This post may include affiliate links and I may earn commission if you make a purchase through these links. Recess is an important part of a child’s education. It provides them with opportunities to play and have fun, which is crucial for their cognitive and physical development. Believe it or not, recess is actually more…
This post may include affiliate links and I may earn commission if you make a purchase through these links. If you are looking for the best pikler triangle for your kids, you have come to the right place. In this article, we will discuss the benefits of the pikler triangle and why it is such…
Developmental Stages of Play – Piaget — My Teaching Cupboard
Jean Piaget was a Swiss psychologist in the early 1900s. He created theories of cognitive development based on his observational studies of children. The theories of Piaget reinforce the idea that children learn through play.
In this blog post you will discover Piaget’s four stages of cognitive development and how these relate to his developmental stages of play.
Piaget devised a series of developmental stages of play. We can observe them throughout his four stages of cognitive development.
Piaget’s Four Stages of Cognitive Development
Piaget’s theory of cognitive development proposes 4 stages.
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up
If you would like to learn more about Jean Piaget and his theories on cognitive development in children, check out THIS BLOG POST: Stages of Development–Piaget
According to Piaget, children engage in types of play that reflect their level of cognitive development: functional play, constructive play, symbolic/fantasy play, and games with rules.
— Johnson, Christie & Wardle 2005
Sensorimotor Stage
The name of the first stage (sensorimotor) gives you a clue about how children learn in those first two years of life. Right from birth, babies use their senses to learn about their world.
Exploratory play through the five senses is the primary type of play you will see at this stage. Young children in this stage are focused on two things:
their own bodies
external objects.
You will notice babies and toddlers in the sensorimotor stage are focused on repeated patterns of movement or sound. They spend their time sucking, shaking, banging and babbling.
Piaget observed babies from around 6 months onwards organised their knowledge conceptually. At first babies might not understand a specific toy, but as they look, feel, and touch it, they start to form a concept of the toy in their minds. As they learn more about the properties of objects and how they can be manipulated, they begin to understand the effects of play on their environment.
Preoperational Stage
The next stage of cognitive development is the preoperational stage. You will observe children in this stage are learning to associate objects with words and the way they use and represent objects has no real adult logic behind it.
Piaget noticed children in this stage use imaginative play to represent objects, and they build their conceptual knowledge through pretending and dramatic play.
At around 4 years of age, they become more interested in social interactions and start to enjoy structured games with rules. In the preoperational stage, their thinking is still dominated by intuition rather than logic though.
Concrete Operational Stage
As children move through the concrete operational stage, Piaget noticed logical thinking emerges. Hands-on games with rules become extremely effective learning tools to use with children in this stage of development.
Initially, rules provide the structure and repetition sought after by their development of logical thinking. Gradually, the children in the concrete operational stage become more focused on the social aspects of play. They play in order to seek connection and acceptance by the group.
Formal Operational Stage
By the formal operations stage, children are developing the ability to reason and think hypothetically. Abstract concepts such as the future, justice and values are engaging and easily understood by children in the formal operations stage.
The children in this stage of cognitive development desire more competitive games and games with more complex rules. Piaget observed children in this stage also needed less direction from adults, as they are more capable of thinking independently.
Piaget’s Four Developmental Stages of Play
Piaget suggested the stages of cognitive development occur in a particular order. Children will not skip a stage but progressively move through each one. He also believed the stages of play to be progressive, with visible changes in children’s play as they pass through each stage.
According to Piaget, children engage in types of play that reflect their level of cognitive development. Play is children’s work.
Through play
children develop cognitive skills and learn new information
they learn and practice social skills
children develop effective communication skills
they learn self-regulation skills
children develop the ability to resolve conflicts
they work on problem-solving skills
children learn to cooperate with others
they learn about themselves and their place in the world
children explore roles, interests, skills, and relationships
Play is how children explore and learn about their world.
Piaget’s Functional Play
Any repetitive action that the child finds enjoyable is functional play.
Functional play is the first type of play children experience. It begins with babies in the sensorimotor stage of cognitive development. When babies learn to control their bodies and objects, they experience functional play.
Babies play through repetitive actions, like shaking a rattle, splashing in the bath, or repeatedly dropping toys from their highchair. These basic actions become play when the child deliberately engages in the activity for pleasure (Frost, 1992).
As children develop cognitively, their simple, repetitive actions become more and more complex and coordinated. Functional play is not exclusive to the sensorimotor stage of cognitive development.
Children can observe and enjoy functional play throughout their entire childhood. Whenever children discover and practice new motor skills like sliding, climbing, stacking, jumping, and bouncing, they are taking part in functional play.
Piaget’s Constructive Play
When children manipulate objects to create something, they are taking part in constructive play.
Constructive play is often seen in the classroom through hands-on inquiry type pedagogies.
In constructive play, children develop their conceptual knowledge by posing questions, testing ideas, and gathering information. Through their experimentation with learning materials they plan, explore, and discover.
Constructive play allows children to make sense of their world.
In constructive play, children also develop
As educators, we should encourage this type of play because it lays the foundation for academic, social, and emotional success.
Young children prefer constructive play. When given a choice of play activities, preschool children choose constructive play more than 50% of the time (Rubin, Fein, & Vandenberg 1983).
Piaget saw constructive play as a transition from functional to symbolic play. It allows children to manipulate and control their environment and gives children a sense of accomplishment.
The key to promoting constructive play in your classroom is to provide your children with age appropriate and inspiring learning materials. The children should be able to use these materials in an organised, goal-oriented way so that they can make something new with them.
Constructive Play Investigation Areas
Because constructive play is driven by children’s interactions with their environment (Chaille 2008), designing an appropriate learning environment will take the constructive play in your classroom to a new level.
Try adding new and novel materials like loose parts to your investigation areas to spark interest and invite children to explore the materials in new ways.
Integrate your investigation areas and repurpose the materials you offer the children in your class.
combine the woodwork bench with the art area
add some math manipulatives or loose parts to your literacy area
add the science table to your blocks area
use the veranda or outdoor space by taking indoor materials and resource outside
bring outdoor materials and resources inside the classroom
set up the collage trolley in the playground
add a tray of Lego to a picnic blanket under a tree.
Constructive Play in the Playground
Water play troughs and sandpits are staples in most early childhood playgrounds. They are excellent invitations for children to take part in constructive play.
Other areas you might like to consider adding to your outdoor space are
water tables
woodwork benches
art easels and paints
outdoor mats or tables with baskets of blocks puzzles, Lego and other traditional classroom materials.
A large garden for children to work and play in also encourages a variety of constructive play.
Piaget’s Symbolic/Fantasy Play
Symbolic/Fantasy play is role playing or make-believe play.
Symbolic play is the ability of children to use objects, actions, or ideas to represent other objects, actions, or ideas. Classroom dramatic play areas and small world setups are the perfect learning experience to foster symbolic/fantasy play.
Symbolic/fantasy play is widely considered the most sophisticated play activity during the preschool and kindergarten years. Symbolic play encourages the development of social skills, academic abilities, early literacy concepts, and behavioural self-regulation (Leong & Bodrova 2015).
Symbolic/fantasy play can be seen in children as young as 18 months of age. You may have seen toddlers engaging in pretend play when they use objects to represent something else like driving a car by moving a pretend steering wheel or using a block of wood as a cell phone. Drinking from an empty cup or pretending to feed a doll are also examples of symbolic play.
As children develop through Piaget’s cognitive developmental stages, their play includes fantasy and drama. Preschoolers enjoy role play and often include social norms in their pretend play. As their role-plays and imagination become more sophisticated, socialization becomes an important part of their play.
You will notice these children will start to designate roles to themselves and to others. They will begin to include sequential steps and organised plans in their imaginative play.
Dramatic play is vital to cognitive development and should be a vital component of your classroom. It provides the opportunity for children to explore various roles and social rules that they may not otherwise have the chance to explore in the real world.
Dramatic play helps children to move away from their egocentric thinking. Through symbolic or fantasy play, children will learn skills in negotiation, cooperation, listening, sharing, taking turns, and respecting others’ feelings, thoughts, ideas, and physical space.
Symbolic play is also a prerequisite to literacy and numeracy. When we write letters and numbers, we are using symbols for what we want to convey. When children are engaged in symbolic play, they are practicing these very concepts.
Researchers have found that a child who follows a sequence when playing (stirring milk and then feeding the doll) will also be able to manage syntax in language (“I need paper and crayons”).
Children will also be developing their cognitive skills when they use their imagination and take part in symbolic or fantasy play. New neural pathways are created whenever a child learns how to think creatively.
The development of creative thinking skills help children to become effective problem solvers. Creative thinking skills are also vital for bringing new perspectives into our world.
Piaget’s Games With Rules Play
Any play which has imposed rules to be followed by the players is games with rules play.
This is the last type of play documented by Piaget. To successfully take part in this type of play, children must first have the cognitive ability to understand and remember the rules.
These games will also require children to self-regulate. They will need to control their own desires and needs in order to follow the rules of the game.
Children are usually first introduced to games with rules at school. Games like Tiggy, Cat and Mouse or Duck-Duck-Goose are always classroom favourites. These class games are often a child’s first introduction to games with rules play.
Board games and card games are other types of games with rules. Through these games, children develop an understanding of cooperation and competition.
Games with rules are often characterised by logic and order, and as children mature, they can develop method and planning in their game playing (Frost 2004).
By initiating their own games with rules, children learn the need for rules, how to negotiate with each other, and fairness so that the game is enjoyable for everyone. Team sports and board games are games that have very specific rules and encourage the development of strategy. Electronic games are designed to target children at different stages of development and often encourage the practice and mastery of new skills through challenging tasks and fantasy.
— Frost 2001
Piaget’s theories about learning strongly suggest we should focus on creating engaging learning environments which provide opportunities for children to experiment and interact with the world around them.
Educators need to provide interactive, hands-on learning experiences so children can progress through Piaget’s stages of cognitive development and meet their cognitive developmental milestones. For children to construct new knowledge and mental models of understanding, we must carefully plan and provide purposeful play experiences for our students.
Play experiences which encompass
You will find many resources HERE to help you create engaging learning environments and provide interactive, hands-on learning experiences.
If you like this blog post on Piaget’s developmental stages of play, please consider sharing it…
Learning through play, appears to be a simple notion, but has profound meaning.
It helps children make sense of the world around them through discovery, allowing them to develop cognitively, socially, emotionally and physically.
The importance of play has been studied by various psychologists and scientists for over a century.
Jean Piaget (1962) was the first psychologist to make the systematic study of children’s cognitive development.
Piaget viewed play as integral to the development of intelligence in children. His theory of play argues that as the child matures, their environment and play should encourage further cognitive and language development.
‘In play a child is always above his average age, above his daily behaviour, in play, it’s as though he were a head taller than himself.’ (Lev Vygostsky 1978)
Guided play and children’s development
Both child-led play and guided play have a fundamental role in children’s development. In child-led play, children have full independence and true autonomy.
Alternatively, through guided play teachers can deliver games, activities or a setting for children to play and target specific areas of development.
Product Spotlight
Mud Kitchen
Rope and Pulley Materials Mover
Messy Play Dig Pit
In both cases, children should be actively engaged and have fun whilst participating.
All activities should be child-centred.
Indoor Play Vs Outdoor Play
Now that we have established the importance of play and learning, many recent studies have revealed that indoor play can be disadvantageous to children’s growth.
Research by Burdette and Whittaker in 2005 discovered, that outdoor imaginary play encourages the brain to mature at a considerably faster rate, than those children who play indoors.
This results in better language development and more sociable children, who are generally happier.
Health Benefits of Outdoor Play
When it comes to playtime, many parents and teachers frequently worry about children picking up germs which may result in them becoming unwell, consequently choosing indoor play instead.
This is a common misconception and in fact, recent research by Epstein (2001) has found that playing indoors has a higher probability of encouraging Asthma than playing outdoors.
Many studies have shown that outdoor play can enhance the immune system.
In fact, research suggests that children from rural areas, or those children who spend a lot of time engaging in outdoor play have the best overall general health.
Playing outdoors increases children’s Vitamin D levels, provided by the sun. Vitamin D is fundamental to children’s overall health as it encourages; a better mood, increased energy levels, and improved memory.
Outdoor learning experiences through play can work hand in hand with the curriculum. Through play, children are encouraged to makes sense of the ‘real world’ and put into practise the concepts and skills that they have acquired in the classroom. This in turn better equips them for the future.
At Pentagon Play, all our products are created with the vision of encouraging children’s growth. We offer specific products to target different areas of development. We also understand the importance of free play and have products to help children use their active imagination, whilst having true independence.
For additional information on how we can support you to select the finest play equipment for your school, please Contact Usfor free specialist advice.
Our Playground Consultants will work with your school to design a playground environment that suits your children and schools needs. Contact Us for free, expert advice.
Kay Hamid
Copywriter
14/05/2018
The Play Theories of Parten and Piaget
There are two different “stages of play” theories commonly discussed in child development. For caregivers of infants and toddlers, understanding the theory behind stages of play helps identify what a child is learning. Caregivers can create better learning environments to support a child’s development.
Table of Contents
Parten’s 6 Stages of Play Theory
Unoccupied Play
Solitary Play
Spectator/Onlooker Play
Parallel Play
Associative Play
Social/Cooperative Play
Piaget’s 4 Stages of Play Theory
How Parents and Educators Can Encourage Play
How Accurate are Stages of Play Theories?
Jean Piaget’s theory of cognitive development includes four stages of play: functional play, constructive play, symbolic/fantasy play, and games with rules.
Mildred Parten Newhall‘s social stages of play theory (known as Parten’s Stages of Play) covers play progression for children from newborn to age six. This theory has six stages: unoccupied play, solitary play, spectator/onlooker play, parallel play, associative play, and social/cooperative play.
Parten’s 6 Stages of Play Theory
Mildred Parten Newhall’s play theory was part of her dissertation in 1929. Through observing young children, Parten Newhall created a framework for understanding how children’s play becomes more complex as they age.
Of course, when I say complex, I do not mean to diminish the incredible brain development of infants and toddlers. Their play may seem simple, but they are actually soaking in all the information about the world around them that they will then apply to more complex play.
Infants and young toddlers are focused on their own sensory experiences. As they grow, their play becomes more social and interactive with peers.
#1 Unoccupied Play | Birth to 3 Months
Unoccupied play is when infants play, seemingly without purpose or needing interaction from others. While very young children are dependent on caregivers, they are alone and exploring the world around them using their senses during unoccupied play.
“Unoccupied” refers to playing alone without obvious objectives, not that they aren’t playing and learning.
·Example: A baby doing tummy time, clenching and unclenching a blanket, looking out, and turning their head towards sounds in the environment.
·Nature Play Example: Taking tummy time outdoors. A baby can feel the sun’s warmth, reach past the blanket to brush their hand across the grass, observe the shadows as clouds move, and hear the sounds of nature.
#2 Solitary Play | 3 Month to 2 1/2 Years
Solitary play is when children play alone with no particular goal except to explore objects, the environment, and the impact they can have on objects and the environment. Simple loose parts play (aka object play) is a crucial part of solitary play.
Children are motivated to explore objects and toys that interest them. This type of play is essential because it gives toddlers a chance to understand how their bodies and the things in their environments function.
·Example: A toddler exploring a themed treasure basket of loose parts.
·Nature Play Example: A toddler filling and pouring a pail of water over and over again.
#3 Spectator Play | 2 1/2 to 3 1/2 Years
Spectator/Onlooker play is when children watch other children as they play nearby. While playing, children may interact for a moment and then step out to merely observe. At this age, children will begin practicing entering and exiting group play.
During this stage of play, a child may seem to be “lonely” or “isolated.” Caregivers should appreciate that a child learns and observes lots of information while watching others. What they learned can be used in their own play later. Aren’t humans just incredible social beings?
·Example: …when a child watches a YouTube video of another child doing a toy unboxing. JUST KIDDING. That is not part of the recommendation on screen time for toddlers. A real example is an older toddler walking through a classroom and pausing to watch as children play in the block center.
·Nature Play Example: An older toddler at a playground climbing to the top of a playset and observing while others play.
#4 Parallel Play | 3 1/2 to 4 Years
Parallel play is when two children play side-by-side, often with the same materials. The children may engage in a short conversation or onlooker play. One child may mimic the words or behaviors of the other.
To caregivers, it may appear that the children are not playing together. In reality, children are collecting information from one another and building social skills. Parallel play becomes a safe way to practice entering more complex play.
·Example: Two children sitting together at the table with their own paper and paint. One child says, “A mess!” The other child repeats the words and continues painting.
·Nature Play Example: Two children digging in a sandbox together, each with their own shovels.
#5 Associative Play | 4 to 4 1/2 Years
Associative play is when children begin interacting more while playing but are still focused on their own goals and interests. The interactions, collaboration, and sharing of materials are more complex than parallel play. Still, each child focuses on their own interests and motivations.
·Example: Two children taking blocks from the same bin but building their own structures. Each child talks aloud about what they are creating and may respond to one another.
·Nature Play Example: Two children each climbing a hill and running back down it. They are both laughing and mimicking each other’s screams. Sometimes they run together; sometimes, each child runs on their own.
#6 Cooperative Play | 4 1/2 Years and Up
Cooperative/social play is when children’s play becomes the most complex and interactive. In this stage of play, children build social bonds and establish more exclusive friendships. Children practice collaborating and communicating. Children get to take turns practicing leadership roles.
·Example: Superhero play or playing house
·Nature Play Example: A group of children building a snowman together or digging the world’s deepest hole
Stages of Play Theory | Piaget & Parten PDF
You’re welcome to use this resource. Please link to https://wellbeingswithalysia.com/stages-of-play/ to credit me. Thank you!
Piaget’s 4 Stages of Play Theory
Jean Piaget’s theory of cognitive development has four stages of play: functional play, constructive play, symbolic/fantasy play, and games with rules.
The four stages of play shouldn’t be confused with Piaget’s four stages of cognitive development. The stages of play are part of how children learn about the world as they move through the stages of cognitive development.
Like with Parten’s theory, these stages progress through early childhood. A child will build play skills as they move through each stage but still partake in earlier stages.
Functional play is when very young children explore objects using their senses. Functional play is classic object/loose parts play, where a child is using all their senses to understand an object fully.
Constructive play is when children take those objects they have explored and start to use them with purpose. Instead of mouthing or gathering markers, a child begins to draw with them. Instead of banging or throwing blocks, a child starts to stack and build.
Symbolic/fantasy play is when children incorporate objects into pretend play. Imaginative activities can be as simple as using a block as a phone. More complex symbolic play includes role-playing. Children can move beyond concrete thinking and can use their imagination to expand their play.
“Games with rules” is when children can understand and follow different types of rules. “Games with rules” is often part of group play but can also be part of solitary play. The rules are used as guidelines on moving forward with an activity.
How Parents and Educators can Encourage Play
Parents and early childhood educators can support children’s play by providing developmentally appropriate toys and materials, plus plenty of opportunities for open-ended play.
During conversations, caregivers can use open-ended questions such as:
“What would happen if you…?”
“What could you do next?”
How Accurate are Stages of Play Theories?
Play is essential to learning. That part is absolutely accurate.
That being said…
For students of the field of child development, we have based so much of our knowledge and practice on theorists. And in my experience, Piaget’s and Parten’s stages of play can both be observed in children.
But that being said…
The American education system is based on a minimal part of the global human experience. There is simply not enough cultural diversity in the studies of these child development theorists. For example, Piaget (a white man) developed much of his cognitive theory while observing his own children. And Parten Newhall (a white woman but serious credit for that doctoral dissertation in the 1920s!) was completing one-minute observations of children playing.
Play is important. Knowing the theory behind stages of play will make you a more in-tune caregiver. You’re not wrong if you ask your own open-ended question of these theories.
I hope you’re all along for the ride while I start deconstructing all the child development knowledge I spent ten years building up.
More recent posts
Play – Piaget Stages Of Development, Children, and Therapy
Activity that is not required, but is enjoyed.
While the term “play” may refer to an extremely varied range of activities, certain broad, defining characteristics have been noted. Perhaps the most basic one is that play is something that is not required. Although the enjoyment derived from it may be needed emotionally, no single play activity itself is necessary for survival. Thus, play is referred to as “autotelic”—it is engaged in for its own sake, with the reward inherent in the activity itself. Nevertheless, in spite of its detachment from survival and financial gain, play is engaged in wholeheartedly. During the time allotted to play, it commands a person’s entire attention.
Play takes place in a realm divorced from ordinary reality and governed by its own rules, which may be more complex and absolute than those of many “serious” activities. It is also bound in terms of both time and space. The period during which one engages in play has time limits: it begins, proceeds, and inevitably ends when one returns to “real life. ” Play is also set apart in space—a person generally goes somewhere special (even if it is only the “play room” or the “playground”) to engage in play. The relationship between play and tension has also been noted. While tension is not absent from play itself, the ultimate result is the reduction of tension and conflict. Based on this feature, play has often been viewed as a “safety valve” for the harmless discharge of tensions and conflicts.
In children, play is a necessary vehicle for normal physical, social, and cognitive development. The well known early 20th-century American psychologist G. Stanley Hall (1844-1924) viewed the evolution of children’s play as recapitulating the evolution of the human species. Individually, play develops in stages that correspond to a child’s social and cognitive development. Initially, a child’s play is solitary in nature. Next comes parallel play, where children are in each others’ company but playing independently. Socially, the final stage is cooperative play, which consists of organized activities characterized by social roles.
Jean Piaget formulated a series of developmental stages of play that corresponded to the successive stages in his influential theory of cognitive development in children. The sensorimotor stage (birth to approximately two years old), when children are focused on gaining mastery of their own bodies and external objects, is characterized by “practice play” consisting of repeated patterns of movement or sound, such as sucking, shaking, banging, babbling, and, eventually, “peekaboo” games in which objects are made to repeatedly disappear and reappear. As children learn more about the properties of objects and learn how to manipulate them, they begin to monitor the effects of play on their environment, and their relationship with that environment becomes increasingly systematic.
The preoperational stage (ages 2-7 years) is marked by the ability to master symbolic functions, including the association of objects with words, and the transition from an egocentric focus to an awareness that events have causes outside themselves. At this stage, children begin to engage in make-believe games marked by the use of objects for purposes other than their intended function. Between the ages of 4 and 7, when their thinking is still dominated by intuition rather than logic, children first become interested in games characterized by rules, structure, and social interaction. As they move through the concrete operational stage (ages 7-11), during which categorizing activities and the earliest logical operations occur, the types of rules governing their play and the reasons for following them change. At first, rules are centered on the sensorimotor aspects of play and largely provide structure and repetition. Gradually, they become more focused on the social aspects of play and are connected with acceptance by the group. By the fourth, or formal operations stage (ages 12 and higher), with the gradual emergence of a mature ability to reason, competitive games and games with codes of rules begin to predominate.
While other psychologists have proposed schemes that vary from this one theory, there is general agreement on its broad outlines. Some additional categorizations of children’s play that have been proposed include diversive play, composed of aimless activities that serve as a diversion when a child is bored; mimetic play, which is repetitious, structured, and symbolic; and cathartic play, which is therapeutic in nature.
One of the first to use play in therapy with children was Hermine Hug-Hellmuth in 1921, following Freud’s work with “Little Hans,” a five-year-old boy with a phobia. British psychoanalyst Melanie Klein used play as a source to a child’s unconscious from which she could make interpretations, starting in 1919. Just as adults used free association to communicate about their unconscious and talk to communicate about their feelings, theorists reasoned that children communicate through their natural play what they cannot yet verbalize. Play therapy was used by Anna Freud to help children develop a closer connection to the therapist. A more structured approach came about in the 1930s with David Levy using play therapy to help children work through and re-enact stressful situations to release them. In keeping with Carl Rogers’ non-directive play work in the 1940s, Virginia
These Columbian girls are engaged in cooperative play, the final stage of playing activities.(AP/Wide World Photos. Reproduced with permission.)
Axline used non-directive play to allow a child to freely be himself or herself, working toward self-realization. By the 1960s, schools had introduced guidance and counseling services. A number of counselors, including Garry Landreth urged in writings that school counselors incorporate play therapy to meet the developmental needs of all children. The International Association for Play Therapy formed in 1982 and now has 3,300 members worldwide. Play therapy has grown in its applications, expanding to include adults and families and into hospitals as well. The therapy usually occurs in a playroom, specially designed for children and furnished with toys and equipment to facilitate children’s play.
Dolinar, Kathleen J. Learning Through Play: Curriculum and Activities for the Inclusive Classroom. Albany, NY: Delmar, 1994.
Gil, Eliana Play in Family Therapy. New York: Guilford Press, 1994.
Landreth, Garry L. Play Therapy: The Art of the Relationship Muncie, Indiana: Accelerated Development Inc., 1991.
Moyles, Janet R. The Excellence of Play. Philadelphia: Open University Press, 1994.
Hughes, Fergus P. Children, Play, and Development. Boston Allyn and Bacon, 1991.
The Importance of Constructive Play
One of my favorite activities as a young child growing up on a farm in the beautiful border country between England and Wales was to go outside after the frequent heavy rains we often experienced (or even while it was raining) to dig and build little ditches, channels, aqueducts, tunnels, diversions, and dams for all the runoff. I also loved creating fantastic marble shoots with my peers at school using several sets of unit blocks. I remember some of these block creations were so high that they touched the classroom ceiling! Both these activities involved constructive play. In this article I argue that, while constructive play is often viewed as secondary to both physical and symbolic/fantasy play, it is critically important for young children, and should be encouraged and supported both in the classroom and on the playground.
Piaget’s Stages of Play
According to Piaget, children engage in types of play that reflect their level of cognitive development: functional play, constructive play, symbolic/fantasy play, and games with rules (Johnson, Christie & Wardle 2005).
Functional play is the use of bodily movements, with or without objects, such as running and jumping, sliding, gathering and dumping, manipulating and stacking objects, and informal games without rules.
Constructive play uses objects—blocks, Legos, Tinkertoys, or different materials (sand, modeling clay, paint, blocks)—in an organized, goal-oriented way to make something.
Symbolic/Fantasy play is role playing or make-believe play, such as pretending to be a baby, firefighter, superhero, or monster, and make believe actions, such as driving a car by moving a pretend steering wheel, or using a block of wood as a cell phone.
Games with rules are games with peers that are controlled by pre-established rules, such as tag, Mother-May-I, checkers, Duck-Duck-Goose, and so on.
Piaget also viewed these forms of play as progressive, or cumulative, beginning with functional play (i.e. an infant playing with a rattle) and progressing to games with rules. But, because a game with rules requires someone to make sure players adhere to these rules—usually an adult—it is often not included within the framework of free play. And, while functional play is the kind of play encouraged in most outdoor playgrounds (swinging, sliding, riding tricycles, running, and climbing), symbolic/fantasy play is viewed by many experts as the highest level of play in the preschool and kindergarten years (Leong & Bodrova 2015). Early childhood scholars believe that symbolic/fantasy play develops children’s social skills, basic mathematical abilities, early literacy concepts, and behavioral self-regulation. Unfortunately some have even called it mature play (Leong & Bodrova, 2015). Thus constructive play is often left out of the discussion regarding the critical importance of play, or is simply viewed as a bridge between functional play and the supposedly more desirable and sophisticated symbolic/fantasy play.
Constructive Play is what Young Children Do
With the current focus on early childhood standards, assessment of young children’s progress, and early childhood academic activities, early childhood educators continually have to justify the use of play in the curriculum. Often this justification is that play prepares children for later academic, social, and emotional successes (Leong & Bodrova 2015). But, while constructive play teaches children to be flexible thinkers (Bruner 1972), and develops a sense of control and self-esteem by encouraging children to control their environment (Chaille 2008), I believe the main value of constructive play is that it enables children to be children: to do what children need to do and want to do!
In fact, research shows that when given a choice of free play activities, constructive play is chosen more than 50% of the time by preschool children (Rubin, Fein, & Vandenberg 1983), and for preschool children, constructive play was also their favorite outdoor activity (Ihn 1998). Further, constructive play is wonderful for children who may not be quite ready to move on to symbolic/fantasy play: many boys, children with delayed or slow language development, those whose social development may be immature, and children with certain disabilities.
Constructive play allows children to manipulate and control their environment
Constructivist Learning
I often enjoy playing with my 4-year-old grandson, Isaac. When he visits us at our home, he loves to play with the set of unit blocks that we acquired for our own children. He loves to make patterns on the floor, matching up different size blocks, and placing blocks of the same shape and size together. But recently everything changed: he decided his goal now was to place all the blocks on end, and to see how high he could build them! He even tried constructing these structures on a gymnastics mat (which happened to be on the floor) until he discovered that this did not provide the needed stability.
Isaac’s goal had changed because his view of the world had changed as a result of his cognitive development. Our understanding of constructive play comes from the constructivist view of development and learning (Chaille 2008). This approach to early childhood education is about responding to children who are, by nature, exploring, discovering, and theory building in everything they do. It is a theory that believes children construct knowledge through interactions between their own ideas and experiences in the social and physical world. Thus, learning from a constructivist perspective is intrinsic, because children continually try to make sense of their world, which is what Isaac was doing.
Hands-on exploration allows children to make sense of their world.
Encouraging Constructive Play
The most important thing in encouraging constructive play for young children is to understand the value of this kind of play, in and of itself, and not to view it as preparation for future academic success and development, or as a bridge to symbolic/fantasy play. Children should be encouraged and supported to fully enjoy, explore, and appreciate constructive play. Further, enough time every day needs to be provided for all kinds of play, and constructive play should be encouraged inside, in transition areas (i.e. porches or decks), and on the playground. This begins by providing a vast array of stimulating materials such as:
Unit and hollow blocks
A woodworking area
A variety of puzzles
Mosaic tiles and patterns
Milk crates, boxes, and other cubes
Clean pieces of wood of different sizes, shapes, and strengths
Sticks and stones, leaves, bark, and other natural materials
Sand and sand toys
Water and water toys
Clay, play dough, and other modeling materials
Paints, brushes and easels, chalk, crayons, stencils, drawing tools, and other art materials
Car tires (bias and clean)
Wagons and tools to move sand, dirt, and other materials (Wardle 2000).
Indoors
Because constructive play is driven by children’s interactions with their environment (Chaille 2008), changing the environment encourages all sorts of constructive play. Adding new and novel materials to indoor learning centers is one way to increase constructive play indoors; another is to integrate materials across learning centers: the woodwork bench with the art area, the science and block area, the literacy area with the math manipulatives, and so on. Finally, taking materials outside and bringing materials into the classroom from the playground, are additional ways to increase constructive play.
Providing inspiring materials is key to promoting constructive play.
Outdoors
Well-designed water play areas and sandboxes encourage constructive play because so much can be done using these very flexible materials (Ihn 1998). A hardtop area within the playground or transition area between the classroom and playground encourages play with unit and hollow blocks, water tables, woodwork benches, art easels and paints, and other traditional classroom materials. A large garden also encourages a variety of constructive play.
However, children also need to be encouraged to use traditional classroom materials and equipment in novel and innovative ways outside, such as painting on the sidewalk or fence, making garden signs and building birdhouses on the workbench, and building higher and bigger with blocks. In general, outdoor play is louder, takes up more space, uses more—and often different—materials, and is messier than indoor play(Johnson, Christie & Wardle 2005).
Conclusion
Constructive play is what young children do naturally. While other forms of play can be justified as preparing children for later academic and life successes, constructive play should be encouraged and supported because it lets children simply be children. This, many believe, is the best possible preparation for later achievements. Providing adequate time each day for play, and continually changing, combining, and adding new and more complex materials, both indoors and on the playground, are the best ways to support constructive play.
References
Bruner, J. (1972). The nature and uses of immaturity. American Psychologist, 27, 687-708.
Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms. Big ideas as inspiration. Upper Saddle River, NJ: Pearson.
Ihn, H. (1998). Analysis of preschool children’s equipment choices and play behaviors in outdoor environments. Early Childhood News, 10(4), 20-25.
Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. Upper Saddle River, NJ: Pearson.
Leong, D. L. & Bodrova, E. (2015). Assessing and scaffolding make-believe play. In Bohart, H., Charner, K., & Koraleck, D. (Eds.), Spotlight on young children: Exploring play (pp 26-36). Washington, DC: NAEYC
Rubin, K., Fein, G., & Vandenberg, B. (1983). Play. In E. Hetherington (Ed.) & P. Mussen (Series Ed.,), Handbook of child psychology: Vol.4. Socialization, personality, and social development (pp. 693-774). New York: Wiley.
Wardle, F. (2000). Supporting constructive play in the wild: Guidelines for learning outdoors. Child Care Information Exchange (May), pp 26-29.
Self-concept of the child
Contents:
Development of the self-concept. Subjective Self. Objective Self Defining oneself at an early age.
Try an experiment. Before reading further, write 20 answers to the question “Who am I?” Then look at the list and think about what you wrote. My answers are:
I am a consistent, analytical person.
I love certainty and feel uncomfortable in situations of uncertainty.
I am a persistent, purposeful person who finishes what he started.
I am not greedy about money and time.
I play many roles: wife, mother, stepmother, grandmother, daughter, sister, singer, board member.
I have many close female friends.
I am much taller than average and sometimes clumsy.
I don’t fit the traditional idea of femininity.
My list, and perhaps yours, contains information about my appearance, the roles I play, and my qualities, attitudes, and self-image. These are all aspects of my self-concept – my self-schema, in Piaget’s words.
For each of us, the self-concept serves as a kind of filter of experience, influencing our choices and determining our reactions to other people. Our ideas about gender role form a significant part of the self-concept. Because these beliefs and attitudes about ourselves are so important to our personality and therefore our behavior, it is important to understand how they are formed.
Our ideas about the emergence of a sense of self in a child are strongly influenced by the theories of Freud and Piaget, since each of them believed that at the beginning of life the child does not have a sense of separateness. Freud pointed to the symbolic relationship between a mother and a small child, in which two beings are united together as if they were one. He believed that at first the baby is not aware of himself as a being separate from his mother, only gradually the child understands that he is special. This representation was studied by Margaret Mahler (Mahler, 1977), a well-known theorist of the psychoanalytic orientation, who suggested that the child has a “psychological birth” a few months after the biological birth.
Even more influential than the theories of Freud or Piaget, however, was the work of the American psychologist William James (James, 1890, 1892), who made an important distinction between two aspects of the self, called I and Mine. The aspect of the Self, often referred to as the subjective Self , refers to the inner feeling “I am”, “I exist”. Aspect of Moe, sometimes referred to as objective self, covers a set of properties or qualities that are objectively known or inherent in a person: this includes physical characteristics, temperament and social skills. It is the aspect of My that is the Self-concept – a set of ideas or beliefs of each of us about our own qualities. However, it is our Self that determines the Self-concept and has beliefs and ideas about itself. So when we describe ourselves to someone else or answer the question “Who am I?” as I asked you at the beginning of this article, you are describing Mine, but it is your Self that is doing the description.
This division, originally proposed by James, can be found in most modern works devoted to the study of the formation of feelings of oneself , although modern researchers and theorists use different names for these two aspects. For example, Michael Lewis (Lewis, 1991, 1994) in his writings refers to Self as the mechanism of self and Mine as the self-image. Robbie Case (Case, 1991) makes a similar distinction between the categories of Implied Self (I) and of the described I (Mine). In the following, I will use the terms subjective self and objective self, as I consider them to be the clearest of the available alternatives.
Subjective Self
Most self-development students today would challenge Freud’s assertion of a primary symbolic relationship between infant and parent in which the infant does not yet have a sense of separation (Harter, 1998). It is now generally accepted that the child has some primitive sense of separateness from birth. In the first months, the baby’s task is to coordinate the various sources of information he has about his own actions or their influence. In particular, in the first year of life, the infant is aware of himself as a figure capable of organizing events around him. The joy that a child experiences when he manages to make hanging toys move or to make a sound by pressing a toy with a squeaker is proof that the child has a feeling of himself as a doer. Albert Bandura develops his theory in the same vein, believing that the foundations of the feeling of self-efficacy are formed in the first year of life, when the baby realizes that he can control certain events in the world around him.
This feeling of self-efficacy or control is noted not only in relation to inanimate objects, but to a much greater extent it is expressed in the relationship of the child with adults who react to his behavior in quite predictable ways: smile in response to the smile of an infant, with a funny facial expression react to his tricks, changing diapers or giving food, observing a certain ritual, play hide and seek. Of course, in most cases, these events are not “caused” by the child – it is the parents who often initiate the game or certain behavior. But these actions contain myriads of repeating sequences in which the parent responds / reacts with some predictable behavior to a certain action of the child. From the child’s point of view, it was he who “made” some event happen – thus, the child begins to feel his effectiveness and strength, that is, to feel yourself.
Piaget also believed that the decisive element in the development of the subjective self is the understanding of the permanence of objects by about 9 or 12 months. Once the baby begins to understand that mom and dad continue to exist even when they are out of sight, he understands, at least on an elementary level, that he exists independently.
Objective Self
The second important step for the child is to understand that he, too, object in the world and therefore has certain qualities and properties, such as gender, size, name, as well as qualities such as shyness or courage, dexterity or clumsiness. It is this self-awareness that is the hallmark of the concept of Mine.
The study of self-awareness. When does a child really develop such self-awareness? This question is difficult to answer, although the results of several different strategies indicate that the age of 15-18 months is a transitional period in this respect. The most widely used strategies for studying the interaction of a child with a mirror. First, the child is placed in front of a mirror and simply observed for his behavior. Most children aged 9-12 months will look at their own reflection, make faces or try to communicate with the “baby in the mirror”. After a certain period of time, the experimenter, pretending to wipe the child’s face with a handkerchief, puts a stain on the child’s nose with lipstick, and then again allows him to look in the mirror. The conclusion about the presence of self-recognition and, thus, self-awareness of the child is made on the basis of his further behavior: whether the child touches a spot on his nose or on the “nose” of the reflection in the mirror.
The results of one of Lewis’s studies using this technique are shown in the figure. As you can see, none of the 9-12 month old children in this study touched their nose. But by 21 months, three-quarters of children showed self-recognition at this level. The figure also shows how often children refer to themselves by their first names when they are shown a picture of themselves, which is another very common technique for measuring self-awareness. You can see that this step in development occurs almost at the same time as self-recognition in the mirror. Both events occur around the middle of the second year of life (Bullock & Lutkenhaus, 1990).
As soon as a child develops self-awareness, a whole range of manifestations of his behavior changes. The child begins to insist on independent performance of actions and demonstrates a new possessive attitude towards toys or other objects that are dear to him (“mine!”). Knowing these features allows you to understand a lot about the behavior of the legendary “intolerable two-year-olds. ” In a literal sense, the result of the emergence of self-awareness in children is that they become self-willed.
Recognition of oneself in a mirror and use of one’s own name occur almost at the same time
Another consequence of the emergence of self-awareness in a child is the expression of such emotions as embarrassment, pride, or shame. These emotions are usually observed in children only towards the end of the second year of life, probably because they all involve some aspect of self-esteem that requires at least a minimal level of self-awareness to emerge (Lewis et al., 1989; 1992). According to Lewis, the emergence of emotions such as shame or pride occurs as a result of becoming aware of certain standards of behavior and comparing oneself with these standards – a developmental step that also occurs at the end of the second year of life. For example, only at this age do children begin to use the word “dirty” to describe themselves or some object, believing that they evaluate themselves or others in relation to a certain standard. A child experiences a sense of shame if, in his opinion, he does not meet the standard, while pride, on the contrary, arises when the child is able to meet the standard, for example, to build such a high tower of cubes as the teacher asks, it is enough to wash his hands ” clean,” etc. One aspect of development in general is this: after age 2, children are increasingly seeking the approval of adults, using their reaction as a signal that they have reached (or not) a certain standard or lived up to expectations. By school age, children already internalize these standards and expectations and become more autonomous in their judgments (Schaffer, 1996), in addition, the rules and norms of behavior dictated by parents are assimilated, as a result of which children can regulate their emotional manifestations and behavior.
Defining oneself at an early age.
Having reached the initial level of self-awareness, a preschool child begins to define “who I am” by studying his qualities and social roles. A two-year-old child not only knows his name, perhaps he can also tell if he is a boy or a girl, small or big. By about age 5 or 7, a child can give a fairly complete description of himself across a range of dimensions. For example, Susan Harter (Harter, 1987; 1990; Harter & Pike, 1984) found that children of this age have a clear idea of their competence in various specific areas: in solving puzzles, in the ability to count, in those knowledge and skills that are acquired in kindergarten, in climbing trees, in the ability to jump rope and the ability to make friends.
By the second year of life, children begin to realize themselves as participants in a social game, learn to interact with other people. Case (Case, 1991) indicates that the child is beginning to form an understanding of his own role in life “scenarios”. Therefore, in some situations, he begins to think of himself as a “helper”; in other situations, when he, for example, advises another child what to do, he feels like a “boss”. You can already see this clearly by watching
role-playing game of preschoolers, in which specific roles are immediately distributed: “I will be a dad, and you will be a mom” or “I am a teacher”. Understanding one’s role in the totality of family roles is part of the same process of self-determination. The child is aware that he has sisters, brothers, father, mother, etc.
All this is a great advance in the child’s awareness. However, he is still aware of his I as a set of specific qualities. For example, each facet of the self-concept of a preschool child seems separate and resembles a list: “I can run well”; “I don’t like to play with dolls”; “I live in a big house”; “I have blue eyes” (Harter, 1998). These individual aspects of the self-schema have not yet coalesced into a global sense of self-worth (Harter, 1987; 1990; Harter & Pike, 1984). Kids this age don’t say “I’m a terrible person” or “I really like myself.” The perception of oneself is closely related to the specific environment and specific tasks.
The self-concept of a preschool child is also specific in other aspects: he tends to focus on the external characteristics of himself – is he a boy or a girl, how does he look, what and with whom does he play, where does he live, what does he do well to do and what not to do, rather than on more enduring inner qualities. This pattern has obvious parallels with the patterns of cognitive development characteristic of the same age: it is at these years that children’s attention is focused on the external signs of objects, and not on their permanent qualities (this is most clearly manifested in solving conservation problems, for example, when a child thinks, that the number of coins in a row increased because you stretched this row in length, or there was more water when it was poured into a taller thin glass).
Read further: Self-concept at school age.
Read also: Self-actualizationSelf-actualization
. What is a role-playing game? Features of the role-playing game in preschool age.
Game theory f. Piaget
Life
demanded from child psychologists
practical advice
related to learning and
behavior
children, which made them turn to
game research,
mainly as a means of learning and
therapeutic
techniques. Explanations received in them
The results were taken from a variety of
theories available in
disposal, mainly from neo-Freudian ones.
On the other hand, psychologists who study
normal development, mostly
were describing
facts and their classification.
Children’s
psychologist Stern divided the games into
individual
and collective, which have their own
divisions.
Individual play includes
improvement of physical activity,
for example,
running and jumping, mastering properties
objects in creative and destructive
games,
transformation of objects and people through
miscellaneous
kind of transformation. Collective game
is imitation and struggle.
Another
child psychologist, Charlotte Buehler,
divided
game into a functional one, using
sensorimotor
child’s apparatus, fantasy game and play
with a deception of feelings, a passive game (such as
browsing books) and playing
construction. Titles
games in this classification, as well as
definition
games in terms of enjoyment, which
the child receives thanks to his
own
activity and pleasure
“to be
cause”, in fact, is the essence
similar concepts.
exception
of this series of theories is psychology
development of J. Piaget (1896-1980), professor
University of Geneva and Director
Rousseau Institute. Since childhood, interested
zoology and studying
snails, he started from the age of 10
actively
publish your research.
His biological background and interest
to philosophy, especially to the theory of knowledge,
led Piaget to study the mental
development of children. He believed that logical
analysis of “knowledge” can
be clarified by information about how children
are learning
think logically. To analyze the received
data
and search for the causes of children’s activities in
different
age he uses (especially in his
late
research) logical and mathematical
models.
Theory
Piaget’s play is closely related to his point
vision
for the development of mental abilities.
He
postulated the existence of two
processes that he considered fundamental
for everything organic
development, namely, assimilation and
accommodation. Most
a simple example of assimilation is food. Food
changes
in the process of eating and becomes part of
organism.
Accommodation is regulation
relations
organism with the outside world, such as
change of direction for
Togo
to avoid obstacles, or cut
muscles
eyes in bright light. Both processes
assimilation
and accommodation, complement and
overflow
into each other. If the pieces of food that
need to learn
large, then the animal has to
disclose
wider mouth. A series of
physical
and chemical processes that
fit
it to the type of food received (accommodation),
changing
at the same time what is already being digested.
Piaget
uses the terms assimilation and
accommodation
in a broader sense for
and to
mental processes. Assimilation
applies to any
the process by which the body converts
information received in the process
turning it into part of the body’s knowledge.
Information,
as it should be, “assimilated”. Accommodation
means
any device that an organism
forced
carry out in relation to the environment
the world to assimilate (assimilate)
information. intellectual development
is due to the long
active interaction of assimilation
and accommodations. mental adjustment
takes place when these two processes
balance
each other. In the other case, dominating
either accommodation or assimilation.
When accommodation prevails, we
observe
imitation. When playing, it is observed
pure assimilation that changes
incoming
information according to individual
needs. play and imitation
are part of the integral development
thinking and, therefore, pass
through the same stages
development.
Piaget
distinguishes four main periods in
intellectual
development, each of which is subdivided
for a number of sub-periods. From birth to
18 months – sensorimotor
(sensory-motor) period. AT
According to Piaget’s point of view,
during this period, the child begins with chaotic
impressions from different
sense organs,
which he still cannot separate from
of your own
reactions to them. During this period
he is gradually getting
sensory-motor
coordination and necessary fitness
for perception and manipulation
objects in space, time, and
also for
determining meaningful relationships between them.
AT
next big period, period of development
representative
thoughts at the age of 2 to 7-8 years, these
achievements
are repeated again symbolically and
verbally. Starting from a simple
ability to imagine
missing objects, the child learns
symbolize
entire object classes and relationships
between them. But he still can’t see
them aloof. This “egocentrism”
not a manifestation
selfishness, and the consequence
forced attention to only one
aspect
developments. This makes it impossible for the logical
thinking, because it implies
ability to return to compound
parts of the causal
chains and see their relationship with
different points of view. At this stage
baby not
can group objects based on
their general characteristics.
He classifies “syncretically”,
comparing one thing with another
because
there is something in each of them that attracts him
Attention.
The reasons for the action are explained as follows.
in the same way:
the ball flies because it is red and towards it
rope tied.
Concepts
quantity, quality, time, space
and the reasons are on the dological
level.
If two equal vessels are filled
the same
liquid to the same level, and
the contents of one of them are then poured
into two other similar vessels,
then a small child will
deny that the amount of liquid in
two vessels
equal to the amount of liquid in one
vessel, because
only one attracts his attention
aspect:
the height of the water level in the vessels. He is not yet
able
mentally trace in your imagination
all operations in reverse order
fluid transfusion
into two vessels.
On the
third, main stage of development, in
11-12 year old child
gradually becomes reversible
all
operations, but only in specific,
familiar and understandable situations. FROM
child’s attention is “de-centered”.
Reverse thought operations
initially carried out at the level
allowing you to see the connection as a property,
pertaining to the whole class. Only in youth
age, these operations become
fully
abstracted from all
specific content elements,
which allows you to build formal,
logical, evidence
interrelationships of facts.
On the
each stage, concepts develop with
acquisition
experience, through interaction and
balancing
assimilation and accommodation. But one
experience
not enough. There are internal
restrictions
development at each stage, in part
dependent
from the stage of maturation of the central nervous
systems,
and partly due to knowledge
physical and social environment.
It is important that interaction with others
performances, and later
and their interchangeability, make
individual to look at things from different
points of view. it
essential to the ability to see
brain teaser
relationships and contradictions.
The game
begins in the sensorimotor period.
This view of Piaget is based on
detailed observations
for the development of their three children and
inventive experiments with them,
conducted between 1925 and 1929
d. According to Piaget, a newborn baby
does not perceive the world as permanent
objects that exist in space
and time
regardless of his own
existence.
Judging by the difference in the reactions of the child,
the bottle that disappeared from his field of vision,
becomes
lost forever. The child is watching
stain
light until it hits
his field
vision, and stops responding immediately
as soon as
it disappears. When, a little later, the child
does
sucking movements, while continuing
without
a visible reason to look at the point at
which disappeared
the spectacle that interests him, then this is not yet
counts
game because it is a continuation
enjoyment of feeding
or observation.
The child’s behavior is now out of
stages
reflexes. In a circular reaction between
incentives
and responses include new elements,
but the activity of the child remains all
still repeating
what he did before. Piaget calls
it is “reproductive assimilation” –
performing a previously available action.
Such repetition
“for the sake of repetition” is a precursor
games.
Early
sensorimotor development is inadequate
described
in terms of individual reflexes,
which
develop with experience.
Some coordination between individual
perceiving
receptors and movements exist
already
from the moment of birth, and many reflexes,
available
in a newborn, rather, are replaced,
how
combined with later arbitrary
movements. However, in such cases
some interaction is required
between receiving and assimilating information.
Random “attempts” to blow bubbles,
wave your fist
etc., which is characteristic of all normal
babies
most likely related to this
(Anokhin P.K., 1964, in English. lang.).
At
Piaget does not need to invent
special
momentum for the game as he considers
as an aspect of assimilation, i.e. repetition
achievements in order to adapt
and fastenings. By the fourth month of life
looking and touching become
coordinated and the child learns
what if you push a suspended toy,
then she
will wobble or rattle. One day
learned,
this action will be repeated again
and again. it
already a game. “Functional” pleasure
and “pleasure
cause” are generated by repetition
actions as soon as they have been worked out in
flow
successful milestones in
sensorimotor period. In the process of searching
toys, learning
open lids, baby 7-12 months
makes opening lids and doors
into an exciting game. Randomly received
result
it will repeat almost like a ritual.
The game is already
not only by repeating successful actions,
but
repetition with variations. However, only
aged
12-18 months the child begins to actively
experiment.
By this time, various
opportunities for coordinated action
with items.
This allows the child to distinguish
actions
from the object to which they are directed,
what
gives rise to a systematic study
and search
new. At the last stage of the sensorimotor
period, actions become possible
in the absence of items and related
with them symbolism,
pretense, imagination.
Symbolic
play or play—imagination characterizes
period of figurative thinking at the age
from
2 to 7 years old. Piaget’s point of view on this
period is based
on his observations of arbitrary
children’s conversations and answers to
questions, as well as later
experiments to study the formation
children have the concepts of number, space,
quantities, etc. Initial thinking
takes the form of substitution actions,
which belong to the late
sensorimotor period of development.
A knotted rag depicts
small child.
Actions applied to one subject,
transferred to his deputy. By
words
Piaget, imagination is the result
adaptation
to the missing object. His
presentation without completed obvious
movements is the basis of imagination.
At the initial stage, these internalized
actions replace the object of it
symbol, later they act as signs,
indicating
or defining an object. Language is
socially limited set of signs-words,
which the
helps this process, but does not determine
his.
Symbolic
game, or game-imagination has such
same
function in the development of figurative thinking,
like
practical game of sensorimotor
period. it
is pure assimilation, and it consistently
reproduces
and organizes thinking on the basis of already
learned images and symbols, for example,
given
question for fun ask and
telling stories for fun
tell them.
The symbolic game also serves to
assimilation
and consolidation of emotional experience
child. All the important things that happen
reproduced
in Game. But what happens in reality
distorted
in the game, because there is no desire
adjust
To her. However, the special nature of children’s
imagination games develop from
features
process of children’s intellectual
development
at this stage, with his egocentric
position
and individual character of images
and the characters it uses. In
time
“figurative” period role-playing game
everything becomes
more complex and organized. FROM
accumulation
knowledge about the physical and social environment
going on
transition to more accurate reproduction
reality. The game is increasingly
sensorimotor
and mental activity
become more
constructive and close to
reality. At the same time, the child
increasing social adaptation,
and he resorts to less distorted
deputies
reality. Ages 8 to 11
individual
symbols change after interaction
with others, thanks to which understanding and
the use of symbols becomes
more logical and objective. The game
now controlled by the collective
discipline and laws of honor, and thus
Thus, games with rules replace
individual
symbolic game-imagination of the early
period. Although games with rules are socially
“adapted”
and gradually develop into adults
they still show rather
assimilation
rather than adjusting to reality.
Theory
Piaget gives play a purely biological
the function of active repetition and cognition,
which
“internally digest” new situations
and experience.
This theory allows consistently
describe development
successful activity from pushing
hanging
rattles to play out plots and
rugby game
and chess. But there are some here
difficulties. Some of them are related to
Piaget’s approach, which
focuses more on what
maybe
be a logical structure of thinking
children based on their mistakes than on the selection
conditions under which errors are made.
His
methods designed to uncover
sequence of actions leading
to
mistakes or correct decisions, and
supply us
specific, undeniable
data. But they don’t give accurate information.
about specific
factors influencing the received data,
for which they are often criticized.
Assumption
that play is pure assimilation,
allows us to predict what the child
will beat any kind of activity,
which he mastered, and the game will
distort reality
according to needs
child. But limits are not specified
which
such distortion may be
influence of experience
this age level. For example,
must
does it happen at all well
adapted
and a reasonably informed 5 year old
child. Statistical accuracy
quantity
surveyed children and the percentage of those who
specific logical error, counting
outcome options,
obtained through systematic
changeable options for solving the problem,
– this is
what characterizes research
Piaget. But attempts
translate his research into traditional
experimental form often
difficult
in relation to his theory. For example, in
general
and overall American children achieve
relevant stages of thinking before
the age that Piaget describes
for Swiss
children. However, although Piaget establishes
certain age at which
acquired certain cognitive
operations, it also implies
that they are determined by both age and maturation.
Such a difficult concept as specific
weight, talented
5-6-year-old children learned relatively
short time using specially
developed
training course. Children loaded things
different materials, different sizes
and weight into water, weighed the volume of water,
displaced by these
objects, etc. Thus, they
studied the concept on specific experiments.
These 5 year olds
the children were clearly not on the “prelogical”
level
thinking. It can be argued that
decisive
factor in this case was
a period of time,
in which the children learned
it’s a concept, not a sequence
stages of development of logical thinking.
Essence
Piaget’s theories are composed of three main
background. His theory means
that intellectual development takes place
in a sequence that can
be accelerated or slowed down
but cannot change on its own
influence
experience; this sequence is not
continuous
line, but has a number of stages, each of
which
must be completed before
will join the next educational
step,
and finally this sequence can be
explain by describing the types used
logical
operations. There is evidence that
some concepts are given to children
comparatively easier,
than others. However, it was shown
that this fact is due not only to
the need to apply
certain logical operations, but
also depends on the
specific experience
which children of this age acquire
in our society.
The number of elements in the problem in the larger
degree,
than the logical operations included in it,
can be a major obstacle
for her right
solutions. For example, Piaget found
that 5-year-old children are not capable of exactly
reproduce
sequence of colored beads
chain or order
dressing the doll. But if the quantity
beads reduce to seven, then the younger ones
children cope
with a task.
So
thus, the number of elements, not the requirement
follow the sequence
should form the main
difficulty. A significant part of the described
Piaget
phenomena is beyond doubt, but all
more evidence is needed
to finally answer the question
about being explained
whether they are best based
theories of development of logical structures
individual, or in terms of gradual
changes in perception and adjustment
to information. If Piaget is right, what
factors did not determine intellectual
development, they also determine the development
games.
Piaget
distinguishes between the game
repetition
already learned actions and repetition
actions in order to comprehend them, which
include
includes the function of adapting to
reality.
In the game, on the contrary, reality adapts
to own
the needs of the child. In your form
“pure”
assimilation game ends at the end
period of figurative thinking, when
weakens
“egocentrism”.
Presentation for the master class and the master class itself “Development of logical thinking with the help of LEGO construction”.
| Related presentation:
Good afternoon dear colleagues!
I am glad to see you at the master class. And what will today’s master class be about, I would like you to reason and try (slide) to guess using the images on the slides. Quite right, the topic of this master class is: (slide) “The development of logical thinking with the help of LEGO construction.”
The purpose of the master class is presented on the slide. (slide)
First, I want to ask you what does the constructor develop?
Yes, that’s right: the designer encourages both the head and hands to work equally, while the two hemispheres of the brain work, which affects the comprehensive development of the child. (slide) Stimulates the development of speech, creativity, fantasies. The child does not notice that he is mastering the mental count, the composition of the number, he is performing simple arithmetic operations. (slide)
Every child is a born constructor, inventor and explorer. These tasks laid down by nature are especially quickly realized and improved in constructive activity. (slide)
A unique phenomenon in the world of games for children all over the world, allowing everyone to easily communicate in one universal language – the language of the game, is the designer. (slide)
Today I bring to your attention several types of construction kits that I use in my work with children. For this I will need helpers. I ask you, dear colleagues, to come to the tables.
We’ll find out later what they can do.
(slide) Lego has long been a legendary brand and still an ordinary miracle: children’s interest in it has not faded for many decades – since its appearance in Denmark in 1949. From that day until now, Lego has never changed its motto (slide) “Play with pleasure”.
The secret is that Lego (LEGO) penetrated the most secret nooks and crannies of the child’s soul and knows everything about it – about its features and dreams; creative impulses and fantasies; about the game and learning through it; about what is not always available to adults and is so generously open to children.
Adults understand how important it is to develop a child from a tender age with the best and most exciting toys in the world. (slide)
A child from the cradle learns the structural properties of parts. Having learned to roll over on his tummy, he will begin to explore the world around him. Offer him a constructor, and when he touches objects, pick them up, twist, turn and stack cubes one on top of the other. You can help him with these words, “I twist, I want to put,” then he will succeed.
From simple cubes, the child gradually moves to constructors, consisting of simple geometric shapes. (slide) Here, for example, are large cubes. Where the children of the first junior group roll the ball along the track, (slide) and having changed the goals and objectives for the children of the middle group, we built a ship from the same LEGO set and went on a trip around the world.
In my work I use different types of teaching children how to design (slide) you see them on the screen.
LEGO construction set encourages the development of children’s research and creativity, as well as the ability to observe and experiment.
The guys and I examined the details: size, shape, color, what they are made of, tested them experimentally for strength and buoyancy. (slide) Determined the name of each form: brick, cube, beak, slide, etc. After joint experiments with the designer, the children began to play with Lego more often, moreover, they used it not only as an independent game, (slide) but also as a way to complement role-playing games. From the details of the LEGO constructor, children create (slide) a fence on the farm, a playground as in the territory of a kindergarten, their own house and a road to the kindergarten. One of the favorite types of Lego construction for children is the performance of work on a given topic, when, for example, (slide) after reading fiction, the children are invited to “build” a fairy tale: characters (animals, people) or the place where the action takes place (forest , house).
On the one hand, the child is passionate about creative cognitive play, on the other hand, the use of a new form of play that promotes all-round development (slide) in accordance with the Federal State Educational Standard and the TEMP program. Develop, develop and develop again.
The designer plays a big role in preparing for school. (slide) It contributes to the formation, the ability to learn, to achieve results, to gain new knowledge about the world around us, to lay the first prerequisites for educational activities.
Children and I actively participate in various (slide) competitions and festivals at different levels. Here, for example, participation in the regional LEGO-festival “City of the Future”, where children embodied their dreams and ideas. (slide) It has become a tradition in our kindergarten to hold LEGO competitions, together with parents, where game motivation is aimed at helping an adult and creating an object with his own hands.
.(slide) With the use of LEGO constructors, children independently acquire knowledge when solving practical problems or problems requiring the integration of knowledge of various subject areas. you see them on the screen. So subsequently, the project activity makes it possible to educate the doer, and not the performer, to develop the volitional qualities of the individual and the skills of partnership interaction. (slide)
Nothing makes us adults so happy as the smile of our children! Children experience special joy when they study in the LEGO “Skillful Hands” circle (slide), where children have an unlimited opportunity to invent buildings, designs, showing curiosity, ingenuity, ingenuity. Creating a circle in kindergarten, we tried to make it a place of endless children’s delight and creativity. And we did it. (slide)
As a result of my work, I noted that children have a higher interest in constructive activities. The guys are actively constructing, they are ready to fantasize (slide) and create on any topic, they are not afraid to create something new, the phrases: “I don’t know how” or “How to do it?” began to sound less and less. Already during the discussion of the upcoming new building, many children offer design options; in the very process of activity, communication between the guys becomes more productive and respectful towards each other.
Dear colleagues, let’s see what my assistants did? I take the first volume designer. You use this constructor every day in your work, what is it called? (volumetric)
(slide) We use this type of LEGO on the plane as an unusual mosaic, which allows us to consolidate the ability of children to navigate on the plane. (Tangram, split pictures, mosaics, puzzles, Columbus Egg, etc.).
(slide) Our kindergarten is equipped with educational kits, the child independently assembles not only the model, but also the launch scheme in motion. This constructor is called LEGO-WEDO (motor, tilt sensor, parts of the designer, computer for launching).
(slide) And here are some other models we collect from this constructor.
Dear colleagues! Was there anything new for you to use in your work? What impression did my master class make on you? I ask my assistants to go through and evaluate the master class by building turrets. THANK YOU FOR YOUR ATTENTION.
The role of argumentation in the intellectual development of children
Argumentation as a necessary skill, which is formed in the process of teaching rhetoric, contributes to the intellectual development of the child – the transition from simple fantasy through egocentric attitudes to an objective position in solving the problem. The theoretical basis of this hypothesis was the ideas of J. Piaget, the studies of A.N. Perret-Clermont, T. Zittun, B. Schwartz and others, as well as the cultural-historical theory of L.S. Vygotsky, Elkonin–Davydov’s theory of developmental learning, P.Ya. Gal’perin’s theory of the formation of mental actions, G.A. Zuckerman. The study was conducted at the Moscow Children’s School of Arts. M.A. Balakirev. It was attended by children aged 9-12 years. The egocentric and objective statements of children in rhetoric classes were analyzed. These positions are correlated with the quality and consistency of the use of arguments from the point of view of the rhetorical theory of argumentation. The study made it possible to reveal how decentralization occurs in the process of discussion, i.e. the transition of the child from an egocentric position to the consideration of the problem on the basis of objective criteria.
Our study was devoted to identifying effective ways and means of developing the argumentation of children in rhetoric classes in order to form in them the persuasiveness of a demonstrative statement. The relevance of this topic is due to the practical interest of the educational system in the problems of introducing discussion methods into the educational process. Teaching argumentation to children aged 10–12 years in a rhetoric course helps to increase communicative competence associated with the formation of the ability to convince and prove. Argumentation as a means of coordinating one’s own point of view and the opponent’s point of view also stimulates the intellectual development of children: the clash of positions of the participants in the discussion regarding the topic of discussion contributes to the transition from simple fantasizing through egocentric attitudes to an objective position in discussing the problem.
Argumentation in our study was considered in two aspects: psychological and rhetorical. In the rhetorical aspect, the objectivity of the child’s arguments is determined by the knowledge and use of logical rules and patterns of using arguments in the discussion. The psychological aspect of argumentation is manifested in the process of an organized discussion environment in rhetoric lessons, the student is regularly placed in a situation where it is necessary to prove his own point of view, which entails decentration, i.e. the ability to correlate his point of view with the point of view of another person and look for reasons for evidence for one statement or the other.
Decentration occurs in a child in a situation of aggravation of the contradiction between his own point of view and the position of the opponent, i.e. in situations of socio-cognitive conflict. From this, a research hypothesis was formed, according to which argumentation, the need for which arises as a result of the contradiction between one’s own position and the position of an opponent or group, contributes to the intellectual development of the child – the transition in argumentation from simple fantasizing through egocentric attitudes to an objective position in understanding the problem under discussion and to its reasonable solution .
To test the hypothesis, the following tasks were set: to analyze the existing methods of teaching rhetoric; to study the organization of a joint dialogue in the process of teaching rhetoric; explore theoretical approaches to the study of argumentation as a form of social interaction in the educational process; develop a program for the development of argumentation in the course of teaching rhetoric; identify criteria for analyzing the obtained experimental data.
The scientific and methodological basis of the study was the sociocognitive approach to understanding the intellectual development of the child. The scientific basis of this approach was two methodological sources. The first source is the ideas of J. Piaget on the role of cooperation in the intellectual development of the child, as well as the studies of A.N. Perret-Clermont, T. Zittun, B. Schwartz and others, which present a neo-Piagiist approach to the study of the child’s intellectual development. The second source is the cultural-historical theory of L. S. Vygotsky, Elkonin–Davydov’s theory of developmental learning, P.Ya. Gal’perin’s theory of the formation of mental actions, G.A. Zuckerman.
The sociocognitive approach originates in the studies of J. Piaget, J.G. Mida and L.S. Vygotsky. One of the main questions that was raised in these three theories is: what is the specificity of the mental development of the child and its difference from other types of development? Although from different points of view, these three scientific approaches substantiate the hypothesis that social interactions play a crucial role in the development of a child’s thinking.
J.G. Mead, a representative of the Chicago school of sociology, argued that the psyche arises from the interaction of organic individuals in the social matrix. It is a form of participation in the interpersonal (i.e., social) process, the result of accepting the positions of others in relation to one’s own behavior [4].
In the cultural-historical theory of L. S. Vygotsky considers the environment not as a condition, but as a source of development [5]. L.S. Vygotsky wrote that “…behind all the higher functions and their relation are genetically social relations, real relations between people”[1, p. 51–64].
In the Geneva School of Genetic Psychology, the child’s relationship with the social environment is divided into relationships with adults and relationships with peers. Only in relations with peers, that is, in equal interaction between peers, J. Piaget saw the reason for the intellectual development of the child [14].
Piaget argued that in the course of a joint discussion, an objective position in reasoning is formed in children, i.e. in the process of cooperation in the intellectual development of the child, egocentric attitudes are overcome. He wrote about cooperation as follows: “From an intellectual point of view, it is she (cooperation) that is most suitable for shaping behavior that fosters a critical spirit, objectivity and discursive reflection” [12, p. 263]. Relationships of cooperation become available to the child by the age of seven.
From this arose one of the key questions in the post-Piagisian period of the existence of the Geneva school: what plays a decisive role in cognitive development – logical-mathematical experience leading to the emergence of logical structures or social interaction, during which a socio-cognitive conflict arises and is resolved? A.N. Perret-Clermont, a representative of the interactionist concept of the development of intelligence, formulated this question as follows: “Can social interactions stimulate the intellectual development of a child?” [Cit. according to: 4].
Other representatives of the interactionist approach V. Duaz and G. Mooney as well as A.N. Perret-Clermont point to the crucial role of social interactions in the development of intelligence. In one of the works of A.N. Perret-Clermont wrote that the main reason for cognitive development lies in the form of interactions that ensures the clash of individuals with different points of view on how to solve problems. Thus, the child compares his point of view with the opinion of an opponent or group, and as a result, a sociocognitive conflict arises, the solution of which leads to inter-individual coordination and the development of the child’s intellect [5].
Based on experiments on the conservation of liquid A.N. Perret-Clermont formulated the following thesis: “In some phases of development, the joint action of several individuals, which requires the resolution of the conflict between their different concentrations, leads to the construction (construction) of new coordinations in the individual” [5, p. 47].
A.N. Perret-Clermont’s experiments on fluid conservation and length showed the importance of studying how, in the process of collectively solving conservation problems, children argue their own position. The argumentation that the child uses in the course of the experiment can act as a criterion for the child’s intellectual development, on the one hand, and as a means of coordinating his own point of view and that of his opponent, on the other hand. It has been experimentally proven that one child’s arguments about the amount of liquid affect the nature and quality of the other child’s arguments. At the same time, the most important stimulating mechanism is collective activity, where argumentation contributes to the decentralization of the child’s position regarding the amount of fluid. The mechanisms and causal factors of the child’s transition from one position to another have become the main task of further study of argumentation [5].
Based on many years of research by N. Müller-Mirza and A.N. Perret-Clermont wrote the book “Argumentation and education” (2009). In it, the authors posed the following questions: how and when is it possible to carry out training using argumentation? Is the argumentation applicable in the study of all school subjects? how can the faculty of reasoning be enduring? What psychological problems arise in a dispute with others? How to analyze the arguments presented by students?
N. Müller-Mirza and A. N. Perret-Clermont argue that the ability to argue must be given the opportunity to improve in the process of child development. To carry out this activity and master the methods of assessing the child’s abilities, teachers must have special social skills and have a special pedagogical education [11].
Many years of work have resulted in theoretical research and experimental development by T. Zittun, M. Grossen, F. Archidiacono, R. Rommetveit, R. Marro, M.L. Schubauer-Leoni, B. Schwartz, who opened up new perspectives in the study of the socially developing learning environment and the possibility of using reasoning in teaching children. These works also present advanced teaching methods for using discussion forms of interaction in learning, developed on the basis of argumentation.
B. Schwartz, one of the authors of the special training program Kishurim, identified the specific role of argumentation in learning processes and opened a new direction in education, which is characterized by the introduction of argumentative practices in the education of children. The Kishurim program, implemented since 1998, promotes the development of argumentation and dialogic thinking among students in secondary schools [4].
Scientific views of A.N. Perret-Clermont can be compared with the works of G.A. Zuckerman in the field of discussion forms of interaction in the educational process. “Educational discussion,” notes G.A. Zuckerman, is a means of identifying, polarizing the individual sides of the contradiction in the points of view, the opinions of the participants in the discussion with the aim of subsequent coordination of different points of view for joint coordination of action” [10, p. 170].
The course “Philosophy for Children”, created under the guidance of Professor M. Lipman, is also an important methodological resource in the development of argumentation programs. The specified program forms the ability to clearly express one’s thoughts, listen to other participants, give arguments, weigh the solidity of the arguments and look for contradictions. This program was developed in the studies of N.S. Yulina, A.A. Margolis, S.D. Kovaleva, M.V. Telegina, E.A. Kondratieff [2; 3; 6; eight; 9].
Below we present a fragment of a study on a training program designed to develop the skill of argumentation in a training course in rhetoric. The purpose of this training course is the formation of argumentation as the ability to take into account the point of view of the opponent in the discussion. Within the framework of the training course, an attempt is made to synthesize the theoretical foundations of rhetoric, argumentation and debatable forms of joint work in the classroom. The program consists of three parts – diagnostic, training and control.
The study was conducted at the Children’s School of Arts (DSHI) named after. M.A. Balakirev. The sample consisted of two groups of subjects: the experimental group – 14 students of the Children’s School of Art. M.A. Balakirev at the age of 10–12, who were trained according to the experimental teaching methodology; control group – 14 students of the Children’s Art School named after. M.A. Balakirev at the age of 10–12 years old, who passed the preliminary diagnostic stage and the control stage.
The debate method was used in the study.
Debate is a role-playing game, which is a form of discussion that is conducted in accordance with clear rules. The teams participating in the debate consider a pre-selected controversial topic from opposing points of view.
According to the research hypothesis, two units of analysis were used in processing the results of the experiment: the egocentric position and the objective position.
Egocentric position. It is characterized by operating with fictitious facts, fantasizing, monologue. From the point of view of the logical foundations of argumentation, the basic laws are violated: there is a loss of the thesis, a shift in the thesis, i.e., frequent proof of the opponent’s thesis, tautological explanations (a circle in the argument), the use of false facts as arguments, etc.
Objective position. It is characterized by a focus on understanding the points of view of opponents, the scientific foundations of the subject of discussion, a focus on discussion (not only to express, but also to listen, and respond), criticality to the positions put forward by opponents, observance of the rules and regulations of the discussion, ethics in relation to the interlocutor. This position is characterized by the use of multiple arguments, expressed in logic, consistency, predictability and tolerance.
The transition from an egocentric to an objective position in the children’s reasoning was assessed on the basis of an analysis of the students’ statements. In each of the two types of positions, structural elements of analysis were distinguished, characterized by a certain set of speech units that refer a reasoned statement to a certain type of position in statements.
Figure 1 shows the structural elements of the analysis of the subjects’ reasoning, where the scores reflect the level of mastery of the skill of argumentation and the dynamics of decentration. At the same time, it is assumed that the higher the level of mastering the argumentation, the higher the dynamics of decentration.
Table 1
Argument analysis parameters
Structural element
Structural unit
Points
Argumentation structure
Use of singular argumentation. Justification of one thesis is carried out with the help of one argument
1
Use of multiple arguments Substantiation of the thesis is carried out using more than one argument
2
Use of complex argumentation. Argument containing more than one argument
3
Argument specificity
Arguments are succinct and concise
1
Belonging to the thesis. No bias on arguments not related to thesis
1
Representativeness
Social orientation of argumentation. Arguments reflect the state of the problem in a general perspective. Reasoning is carried out from a public position
1
Consistency of the relationship between thesis and arguments
Thesis persistence. The thesis remains the same throughout the proof. No substitution of the thesis by another thesis
1
Arguments are not identical to the thesis. Arguments substantiate the thesis, not repeat it
2
The thesis to be proved follows from the grounds. Reasons are sufficient to put forward a hypothesis
2
Logical literacy of the use of arguments according to one of the methods of argumentation
Argument with an example. Introduction of one or more examples to support generalization
1
Argument by analogy. Transition from one specific case to another
1
Argument with reference to authority. Link to informed sources.
1
Argument about causes. Reliance on objective examples, conclusions based only on cases from personal experience are excluded
1
Emotional coloring of argumentation
Lack of emotional exaggeration of the state of the problem. Lack of subjectivism in explaining the problem
1
Consistency of concepts among themselves within the argumentation
Using a single set of concepts for each idea. There is a connection between arguments, and between arguments and thesis
3
Credibility of argumentation
Arguments correspond to reality (true). Absence of fictitious, false facts in reasoning
1
Thus, the utterances of the children received after practical classes were evaluated by the experimenter in accordance with the above criteria. A scoring system with an uneven distribution of points reflects the level of difficulty in mastering a certain aspect of the argument.
Analysis of the results of the study revealed significant shifts in the argumentation of the subjects of the experimental group. At the control stage, the reasoning of many subjects was dominated by an objective position, the arguments in evidence-based statements corresponded to both truth and logical literacy. On the contrary, in the reasoning of the subjects of the control group, no dynamics of transition from an egocentric position to an objective one was found.
Comparison of the results obtained in the experimental and control groups is presented in Table. 2.
Table 2
Results of the experiment in the experimental and control groups
Group
Diagnostic step
Teaching stage
Cont. stage
1*
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Expert. group (number of children)
EP
12
11
12
10
10
9
9
8
7
8
6
4
4
2
1
PP
2
3
2
3
3
3
4
4
6
4
3
3
2
2
2
OP
0
0
0
1
1
9029eight
2
1
2
1
2
5
7
8
10
11
Control group (number of children)
EP
11
–
–
–
–
–
–
9
–
–
–
–
–
–
10
PP
3
–
–
–
–
–
–
5
–
–
–
–
–
–
3
OP
9029eight
0
–
–
–
–
–
–
0
–
9029eight
–
–
–
–
–
1
* – debate topic number; EP – egocentric position prevails in the argument; PP – an intermediate position in the argument; OP – an objective position in the argument.
Three fragments of discussions in the experimental group are discussed below. These fragments reflect the dynamics of the transition from an egocentric position to an objective one.
Fragment No. 1 (preliminary diagnostic stage).
The topic of the debate is “The Case of the Unfair Grading”. The point of the discussion was to evaluate the actions of a history teacher who gave a low grade to a student who, in the teacher’s opinion, did not retell a paragraph from the textbook close enough to the text, although the student cited many historical facts on the topic that were not included in the content of the paragraph. The children’s opinions were divided into two poles: one group supported the thesis “The teacher’s actions were correct” (hereinafter “+”) and the other argued that the history teacher was wrong (hereinafter “-“).
Here is a dialogue between Anton (9 years old) and Sveta (11 years old).
Anton (“-“; speech No. 1). Of course the teacher is wrong. He had no right to do so, because he must have found fault with this student. It happens often. The student knows the topic, but the teacher asks him incorrectly, somehow in his own way.
Light (“+”). And then how do you know how to answer correctly? Maybe retelling by paragraph is the right way?
Anton (“-“; speech No. 2). The paragraphs are boring, they are not even interesting to look at. I tried to read a story yesterday at recess. I read two lines and thought: “Boring.” If we read them, then at night, in order to fall asleep faster. And I usually play computer games in the evening before going to bed, I have no time to read. Therefore, it is more interesting for me to spend time in front of the computer.
Light (“+”). And what should be paragraphs in textbooks?
Anton (“-”; speech No. 3). Such that they do not put twos and threes.
Light (“+”). Explain, I don’t understand what you mean.
Anton (“-“; speech No. 4). Well, for example, such that there is little text, a lot of pictures, like in comics, because I love comics, it is interesting for me to read them. I would love these tutorials.
Anton’s statements can be schematically represented as follows.
Speech #1
Thesis
The teacher is wrong
Argument
He must have been picking on this student. The teacher asked him incorrectly
Speech #2
Thesis1
Paragraphs are boring
Argument1
I was reading a story yesterday and I was bored
Argument 2
Such textbooks are only for evening reading to fall asleep
Thesis2
I have no time to read
Argument3
I play computer games in the evening
Output
Therefore, it is more interesting for me to spend time in front of the computer
Speech #3
Thesis
Paragraphs should contain little text and many pictures, as in comics
Argument
I love comics, I’m interested in reading them
This dialogue reflects Anton’s stable argumentation on the issue of the fairness of knowledge assessment from the point of view of personal interest. He evaluates the situation from the position of his preferences and his own experience of relations with teachers. The leading questions of the opponent (Svet) about the possibility of creating knowledge assessment standards do not change Anton’s point of view. A stable egocentric position is associated with logical errors in the use of argumentation. Indicative in this regard is speech No. 2, where the substitution of the thesis takes place. Anton begins the statement with the statement that the paragraphs are boring, then a “breakdown” occurs in the chain of arguments: the arguments turn out to be somewhat distant in meaning from each other, since a new thesis appears in the middle of the speech. This leads to an incorrect conclusion, which cannot support the original thesis: a personal preference for computer games before studying does not explain the “boring” paragraph in the textbook, since this argument cannot confirm the opinion of the majority of students.
Fragment No. 2 (learning stage).
The theme of the debate is “City ecology – the task of every citizen or special organizations?”. The children were divided into two groups. One supports the thesis “Ecology of the city is the task of every inhabitant” (hereinafter “+”), and the other argues that ecology is the task of special organizations (hereinafter “-”).
Artur (“+”; speech No. 1). I believe that the ecology of the city is the task of every resident, because sometimes special organizations may not see the garbage that a person leaves in fence bars, under benches and in other hard-to-reach places. It’s easier for me, passing by, to take out and throw out this wrapper, rather than wait for special people with their equipment. Therefore, I think that people should deal with garbage, it’s easier that way.
Masha (“-”). And how do you know, maybe a person will be able to create such a perfect technique that garbage collection will be possible even in hard-to-reach places?
Artur (“+”; speech No. 2). Wrappers are thrown every day, polluting rivers, lakes, air. No super technology is enough.
Vla d (“-”). Then how can each individual person be able to deal so well with such great pollution on his own?
Artur (“+”; speech No. 3). I believe that if the government starts to create special organizations, purchase equipment, build buildings for these organizations, hire workers, then in 20 years the country will either go bankrupt, or they will stop treating, teaching and protecting people, since all funds will go to the maintenance of such organizations . Eventually people will lose their jobs. Wouldn’t it be better to entrust each person with the duty to preserve nature?
Masha (“-”). But people are different, there are responsible, and there are those who do not care. Do not you think so?
Artur (“+”; speech No. 4). I do not think so. All my friends throw garbage in a bucket.
Arthur’s statements can be schematically represented as follows.
Speech #1
Thesis
Ecology of the city is the task of every inhabitant
Argument
It’s easier for me to throw it myself than to call specialists
Speech #2
Thesis
Special equipment will never be able to cope with pollution
Argument
The environment is being polluted at a very rapid pace
Speech #3
Thesis
It is better to place on man the duty to preserve nature
Argument
Maintenance of special organizations would rather ruin the government than clean up the environment
Speech #4
Thesis
All people responsible
Argument
My friends are throwing garbage in a bucket
This example shows that the student’s position is unstable. Initially, in speech #1, the problem is considered from the personal position of the student. Then (speech No. 2) the student comes to the conclusion that it makes no sense to consider the issue subjectively, since what is convenient for one may be unacceptable for others. Further, the problem is considered from the point of view of the state, which embodies society as a whole. However, in the last statement (speech No. 4), Arthur again, as it were, closes the chain of argumentation within the boundaries of his environment (“all my friends are responsible people, therefore, all people are responsible”). Thus, here we observe an intermediate position in the student’s argument.
Fragment No. 3 (control stage).
The topic of the debate is “What is more important, mercy or justice?”. The question was put before the children: what is more important in a person’s life – mercy or justice?
Here is a dialogue between Alice (10 years old; “+”, mercy) and Matvey (10 years old; “-”, justice).
A l i s a (“+”; speech No. 1). Mercy is more important than justice. Mercy is formed from two words: “sweet” and “heart”. Sweet means kind, means it knows how to forgive. A person must be able to forgive.
Matvey (“-”). Why is it necessary to forgive if, for example, guilt is proven? If the driver is to blame for the accident, then – to jail.
A l i s a (“+”; speech No. 2). A person needs mercy to help those who are in trouble. Even in justice there is mercy. There are cases in the law when the punishment for criminals is mitigated, because they may have done something not on purpose or confessed to the crime themselves.
Matvey (“-“). Yes, I agree. But this does not mean forgiving the offender. Mercy cannot replace justice.
A l i s a (“+”; speech no. 3). Justice is something people have invented. As far as I know, each country has its own law and punishes the same crimes differently. And wars occur because of justice, because everyone has their own justice. Here Napoleon believed that Russia should be conquered. Fair? From his side, yes. But for Russia, no.
Matvey (“-“). Napoleon attacked Russia, it was not fair. Where is the justice?
A l i s a (“+”; speech No. 4). I believe that justice is like a point of view. Everyone has her own. And mercy, as I have already said, is kindness, which does not have a point of view, kindness is one, there is no other. Even the English poet Alexander Pope said: “In matters of faith and hope, people differ, but all mankind is united in mercy.”
Alice’s statements can be schematically represented as follows.
Speech #1
Thesis
Mercy is more important
Argument
A person must be able to forgive
Speech #2
Thesis
A person needs mercy to help someone who is in trouble
Argument1
Even in justice there is a place for mercy
Argument2
There are cases in the law when the punishment for criminals is mitigated
Speech #3
Thesis
Justice is a human invention
Argument1
Wars are about justice, because everyone has their own justice
Argument2
Napoleon believed that Russia should be conquered, this is his justice
Speech #4
Thesis
In mercy, kindness is one, there are no points of view in it
Argument
Alexander Pope said: “In matters of faith and hope, people differ, but all mankind is united in mercy”
In the last fragment, Alice’s statements are correlated with the objective position according to the following characteristics:
1. Almost all of Alice’s arguments are based on reliable examples (speech No. 1, speech No. 3, speech No. 4). Achieving objectivity in the examples given is a difficult task for the child. Most often, children use examples from personal experience, the experience of people they know, there are frequent cases of fantasizing, citing false facts as arguments.
2. Alice’s arguments are meaningfully related to each other. In speech #2 and in speech #3, the last arguments logically continue the previous ones.
3. Alice used facts in her argument, as evidenced by speech No. 2, speech No. 3, speech No. 4. Before participating in the discussion, she carried out work on the selection of information to prove her position. In this process, students develop an interest in research.
Thus, the study carried out a qualitative analysis of students’ statements during all three stages of the experiment. The main hypothesis of the study, according to which reasoning contributes to the intellectual development of the child – the transition from simple fantasizing through egocentric attitudes to an objective position in solving the problem, was confirmed. After evaluating the students’ statements in accordance with the analysis criteria at the control stage, we determined the argumentation of 11 children as a manifestation of an objective position. In the control group, the dynamics of the transition to an objective position was not observed.
The key concept for the analysis of the transition from an egocentric position to an objective one is the initially particular nature of the evidence, which can be briefly described as follows: “it is more convenient for me if it is so.” Decentration occurs in the process of refutation by opponents of the speaker’s initial arguments. The transitional moment here is a refuting question or counterargument of the opponent. A group of students asking questions acts as a mechanism that starts the process of shifting the position and objectifying the child’s thinking. Observing the process of using arguments by children from the point of view of rhetoric and oratory, we can say that students only manage to formulate an argument logically correctly when they reach the level of an objective position in their own reasoning.
Thus, this study contributes to the solution of an urgent psychological and pedagogical problem – the search for effective means of developing the child’s speech and thinking.
Literature
Vygotsky L.S. Concrete human psychology // Vestnik Mosk. university Ser. 14. Psychology. 1986. No. 1.
Margolis A.A. Program “Philosophy for Children” // Psychological Science and Education. 1996. No. 1.
Margolis A.A., Kovalev S.D., Telegin M.V., Kondratiev E.A. Gathering Your Thoughts: A Methodological Guide to the Philosophy for Children Program. M., 1997.
Obukhova L.F. Sociocognitive approach to the study of the intellectual development of the child // Psychological science and education. PSYEDU.ru. 2010. No. 5.
Perret-Clermont A.N. The role of social interactions in the development of children’s intelligence. M., 1991.
Retyunskikh L. T. The School of Socrates: Philosophical Games Ten Years Later. M., Voronezh, 2003.
Rubtsov V.V. Social Interactions and Learning: Cultural and Historical Context // Cultural and Historical Psychology. 2005. No. 1.
Telegin M.V. Educational dialogue: an educational program for children of senior preschool age. M., 2006.
Philosophy for children / Ed. N.S. Yulina. M., 1996.
Zuckerman G.A. How do younger students learn to learn? Riga, 2000.
Muller N., Perret-Clermont A.N. Argumentation and Education: Theoretical Foundation and Practices. N. Y., 2009.
Piaget J. Psychology et pedagogie. Paris 1969.
Schwarz B.B., Linchevski L. The Role of Task Design and of Argumentation in Cognitive Development During Peer Interaction. The Case of Proportional Reasoning // Learning and Instruction. 2007. No. 17.
Zittoun T., Perret-Clermont A.N. Four Social Psychological Lenses for Psychology of Learning and Development // European Journal of Psychology of Education. 2009. No. 24.
1.2 Game theory. The game as a means of developing the creative abilities of a person
The game as a means of developing the creative abilities of a person
course work
By the end of the 20th century, there were so many concepts of the game and in such a variety that they can be systematized in a certain way. The basis can be, for example, the leading factors on which this or that theorist relies in explaining the origin and functions of the game.
We received the following groups of game theories:
1. Theories that comprehend the game based mainly on biological (biopsychological) factors.
2. Theories based on psychological factors.
3. Theories that give a sociological, mainly socio-psychological interpretation of the game.
4.Synthetic theories that take into account various factors.
The beginning of the development of game theory is usually associated with the names of such thinkers as F. Schiller, G. Spencer, W. Wundt. Developing their philosophical, psychological and mainly aesthetic views, they incidentally, only in a few positions, also touched on the game as one of the most common phenomena of life, linking the origin of the game with the origin of art.
For F. Schiller, the game is rather a pleasure associated with a manifestation of excess vitality free from external need: “The subject of the impulse to play, presented in the general scheme, can be called a living image, a concept that serves to designate all the aesthetic properties of the phenomenon, in a word, everything that in the broadest sense of the word is called beauty. For Schiller, play is an aesthetic activity. An excess of forces, free from external needs, is only a condition for the emergence of aesthetic pleasure, which, according to Schiller, is delivered by the game. F. Schiller’s introduction of pleasure as a common feature for aesthetic and play activities influenced the further development of the problems of play.
According to Spencer, play is a form of exercise that is “enjoyable” and therefore, according to the universal psychological law of pleasure, is good for the organism. In his opinion, higher animals and man, due to their better adaptability, have an excess of energy not spent on physical existence. All organs of animals and humans are purely expedient and serve either survival or procreation. Because of this, they instinctively require constant training. However, not all organs are used at once. The conclusion follows from this: if the desire for energy discharge does not meet with an external reason for real activity, then an imitation of this activity arises, from which, the author claims, the game in all its forms occurs. The game usually reproduces those actions that are especially important for saving the life of the individual. The main instincts are manifested in the game: “whatever the game, its pleasure lies in winning a victory, in triumph over the enemy … This victory is tantamount to success in the struggle for existence and finds satisfaction in winning a chess game, for lack of a more rude victory properties “Spencer G. Foundations of psychology. SPb., 1897. S. 412. . In the realization of instincts, Spencer establishes the nature of the game as a game-competition, a game-competition. The physiology of the game extends to art: the game is the training of “lower” abilities; aesthetic activity – “higher” (hearing, vision), gymnastics of the nervous system, hygiene of the mind. G. Spencer does not devote too much space to the game and does not specifically deal with the creation of game theory. He expresses his views on the game in this way: “The activities called games are connected with aesthetic activities by one common feature, namely, that neither one nor the other helps in any direct way the processes that serve for life” Spencer G Foundations of psychology. SPb., 1897. S. 412. . For Spencer, the difference between play and aesthetic activity lies only in the fact that the lower abilities find expression in play, while the higher ones find expression in aesthetic activity. The above statements did not have the character of a systematic exposition of the theory of the game. They laid; only the tradition of considering the nature of the game in the context of the emergence of aesthetic activity. According to Spencer, play is biologically utterly useless and pointless, it occurs where serious life is not needed or cannot take place. The reason for the game, according to Spencer, is the accumulation of vital energy that has remained unused; this energy seeks its outlet, if only in aimless activity, such as play.
W. Wundt came closest to understanding the emergence of the game. However, he is also inclined to consider pleasure as the source of play. “Play is the child of labor,” he wrote. – There is not a single game that would not have a prototype in one of the forms of serious work, which always precedes it both in time and in essence. The necessity of existence compels man to work. And in it he gradually learns to appreciate the activity of his forces as a source of pleasure. The game, – continues Wundt, – eliminates the useful goal of labor and, therefore, makes the goal of this most pleasant result that accompanies labor ”Wundt Wilhelm. Ethics. – St. Petersburg, 1887. .
If G. Spencer, considering the game, included the game of man – in biological; aspect, Wundt includes it in the socio-historical aspect. A game for a person is such a recreation of human activity, in which its social, actually human essence is distinguished from it – its tasks and norms of relations between people. The game is multidimensional, it organically combines and coexists value, emotional-volitional, intellectual and effective “dimensions” realized through game activity, game consciousness and game relations.
Next, we will consider the concept of V. Stern’s game. Defining the game, Stern writes: “Free activity, which is an end in itself – this is how it must be defined if we want to characterize the existing at; game state of mind. This activity is an end in itself, that is, it is completely content with itself, it is not directed to any goals that lie outside it. The goal of the game in the mind of the player is reached and exhausted when the game is over “Stern V. Psychology of early childhood up to the age of six, 1922, p. 167.. Stern sees the specificity of the game in the absence of an external goal of the game and in a specific relationship to reality; fantasy, which, in terms of relations to reality, is intermediate forms between a complete confusion of subjective and objective realities and a complete consciousness of appearance, illusion.
From the point of view of the concept of gestalt, K. Koffka develops his idea of the game. He assigns an extremely large place to the game in the children’s picture of the world, “the world of the child.” “Even when a child does not play, his attitude to the world is still different in a playful way” Koffka K. Fundamentals of psychological development. M. -L., 1934.. The world of a child, according to Koffka, is similar to the world of a “primitive person” in that it does not distinguish between living and non-living things, the mystical nature of perception. An illusion is inherent in a child when handling some thing as long as it is in his children’s world. If he encounters this thing in the world of adults, he treats it completely differently – for him it is already a different thing.The structure of the world of adults is expanding more and more, and gradually what was a full-fledged world for the child becomes only a game.Koffka analyzes the game as a manifestation of a special, qualitative of the child’s unique world, and not from the point of view of assimilation of the norms of the adult world, preparation for adult life, and the like, consequently makes the world of the child at play as an independent phenomenon the subject of consideration.0009
According to J. Piaget, play is a form of creativity, but creativity with a specific purpose. The game serves to restore the balance of the object with the environment, it is a kind of self-organizing dynamic mechanism that allows the subject to adapt to the changing conditions of existence. In this case, a leading reflection occurs in the game. In the conditional world of the game, a person learns to navigate and overcome the difficulties prepared for him in the world of reality. “A game is a kind of preparation for possible forms of behavior at a given level, not involving their immediate practical use.” Piaget’s concept is about the strategic importance of the game. Based on the fact that intelligence is formed on the basis of initial skills, Piaget believes that by analogy one can trace the evolution of the game, starting with the simplest forms, up to creative games, which are ultimately formed in art, science, i.e. trace the development of creativity. According to Piaget, the game manifests itself at each subsequent stage of human development, while new forms absorb the previous ones:
1) game-exercise – leads to the formation of the most complex skills; 2) symbolic game – contributes to the formation of the semiotic function and the processes of replacing reality with signs and symbols, thereby creating the basis of artistic activity;
3) game with rules – allows competition and rivalry.
Each of these categories of games reflects the level of intellectual development of the individual. Faced with any situation, the organism resorts to one of three forms of behavior: a) instinct; b) acquired automatism or habit; c) intelligence. Behavior can combine elements of all three forms. Piaget believes that there are no special differences between the mechanism used by the intellect to find a solution and the mechanisms of the game. J. Piaget introduces new meanings into the traditional understanding of the signs of the game and gives them a unified interpretation.
· Criterion of the game’s self-goal , its “disinterest”. We are talking about a very common assertion that work does not have a goal contained in the activity as such, while the goal of the game lies in itself. Piaget recognizes the validity of this criterion, but seeks to clarify and rethink it. He notes that any game is deeply “interested”, in the sense that the player is interested in the result. In addition, in a number of games, the result may be financially more profitable than work.
· Pleasure criterion . Play is an activity for pleasure; work is for the good, regardless of the pleasure. Noting the importance of this criterion, Piaget refers to the opinion of E. Claparede, who saw in the game a direct, and in the work only an indirect realization of a desire or need, and, in addition, to Z. Freud with his distinction in human activity between the principle of pleasure and the principle of reality. Piaget believes that the pleasure principle and the reality principle are quite consistent with the pleasure derived from assimilation. Piaget also notes that there are games that represent a symbolic reproduction of events that are unpleasant and painful for a person. This proves the primacy of pure assimilation in the game (in the form of a repetition-event) and the secondary nature of pleasure. Playful pleasure, Piaget argues, is the affective expression of this assimilation. Considering other criteria of the game – its arbitrariness in contrast to the duty of work, non-conflict in contrast to the same work, Piaget interprets them from the point of view of the principle of assimilation, which is the source of the feeling of freedom that arises in the playing person and the way out of the grip of duties imposed from outside. Piaget’s general conclusion is that activity becomes playful depending on the internal orientation of the individual. The general criterion of the game is the dominant assimilation – the adaptation of reality to the subject, the victory of the Self over the world, the desire to repeat the usual patterns and the resulting feelings of freedom, completeness, mastery. This point of view – a personal attitude as the only criterion for the specificity of gaming activity – has become widespread.
Gradually conquered the world at the beginning of the 20th century. Freudianism could not but be reflected in game theory. As you know, the need to penetrate “beyond pleasure” arose in Z. Freud in connection with the analysis of traumatic neurosis. Having established that in traumatic neuroses the nature of sleep and dreams, in which the wish-fulfillment tendency is usually expressed, is disturbed and deviated from their goals, Freud concludes: “I propose to leave the dark and gloomy theme of traumatic neurosis and turn to the study of the work of the mental apparatus and its normal, the earliest activities. I mean the play of children” Freud 3. Beyond the pleasure principle. M., 1912. S. 43. . However, due to the general nature of Freudianism, its ancestor failed to draw a joyful picture. Having critically commented on various concepts of play, Freud expounds his ideas on the basis of observing the play of a one and a half year old child: “… we are approaching the assertion that, under the dominance of the pleasure principle, there are means and ways to make unpleasant in itself an object of memory and mental processing” Freud 3. Beyond the pleasure principle. M. , 1912. S. 47. . Freud interprets the motives and results of such “mental processing” in the traditional way for himself: the child seeks to move from a primitive experience of the situation to an active transfer of unpleasant experiences to a friend into the game and thus “revenge” on the one whom this latter replaces. Ultimately, Freud comes to the conclusion that the dreams of traumatic neurotics and the child’s tendency to play are of the same nature: the tendency to compulsive reproduction.
The game, in the concept of Bern, is considered as a way of self-realization of the individual, as the structure of his behavior, as the basis of communication and interpersonal communication. In Berne’s theory, play appears on two levels: play as an intersubjectivity, an integral analog of a way of life and a way of acting; the game as a psychoanalytic toolkit, a way and method of “pulling out” the subconscious and, consequently, a remedy. In this capacity, the psychoanalytic game is an analogue of business games and a tool for group psychoanalysis. “It should be remembered,” E. Bern points out, “that the concept of a game is scientific. The game is not just a habit, behavior or reaction, but a specific sequence of operations, each of which is expected to have a specific response: the first move (or strike) is the response; the second move is the answer; the third move is the answer; checkmate “Bern E. Transactional analysis and psychotherapy, St. Petersburg., 1992, p. 200 . The first of the levels of the game we have indicated, Berne makes the basis of his concept of life scenarios and transactional (in some publications – transactional) analysis. The second – in the practice of diagnostics and psychotherapy, carried out in individual or group psychoanalysis, in training scenarios and in psychotraining classes. Bernov’s game theory is fundamentally different from the traditional local understanding of the game as a particular kind of activity. The game is not an exercise or an experiment, not just a defense mechanism used from time to time. The game is a way of life hiding in other forms of a person’s life activity. Each person, as Bern demonstrates, plays constantly, in overwhelming cases – unconsciously, realizing his idea of himself, of those around him, of the goals and meanings of existence. Berne abandons the traditional notion of play as an activity for profit or pleasure. The motives of the game are much deeper, and the outcome is more tragic. The game can be a human drama with a fatal outcome, destroy a person, bring misfortune to loved ones, represent
public danger; in the end, even war in the context of proposals for the interpretation of the game is sinister, but also a game. Thus, the game is a form of realization of the life scenario, and the scenario is the gradual unfolding of the life plan, which is formed in early childhood, primarily under the influence of parents, although not only. Scenario analysis is a way to understand the game that this or that person is playing at this or that period of his life. The goal of Berne’s concept: to understand the game you play, its hidden motives and possible consequences for the subject and his environment means to demystify personal life, and even destroy your habitual, comfortable inner image. It is no coincidence that Berne claims that the ultimate goal of his theoretical concept and psychoanalytic play practice is to teach a person to play less; seek genuine sincerity, human intimacy, mutual understanding.
A large number of studies are related to the analysis of opportunities to use the game to understand the child, for his education, adaptation, therapy. In some papers, an attempt is made to theoretically analyze the game. The child uses play, writes Erickson, “to compensate for failure, suffering and frustration, especially those associated with technically and culturally limited use of language” Eric G. Erickson. Childhood and society. – Ed. 2nd, St. Petersburg, 1996. .
Play is important for a child because it gives him the opportunity to express feelings and desires that cannot be expressed outside of play. This is due, firstly, to the fact that the child can express any feelings in the game without fear of sin or danger, which are associated with the expression of these feelings outside the game, and, secondly, with the fact that the game provides rich non-verbal means of expression. , closer and more natural to the child than speech. Play is the natural language of children. The child gives meaning to his play. Of particular value to the child in this regard is a dramatic or role-playing game: Erickson points out that such a game is the most natural autotherapeutic measure for a child. With the help of the game, he resolves his internal conflicts.
In Soviet psychology, play has been studied since the 1930s, and psychologists have tried to understand children’s play based on “peculiarities of the relationship between the individual and the environment” Basov M.Ya. General foundations of pedology, M.-L., 1931. . M.Ya.Basov, analyzing the objective conditions of the child’s existence, indicates that they are characterized by the child’s lack of duties, since his existence is provided by the parents. This leads to freedom in the relationship with the environment. This freedom determines the main feature of the game.
P.P. Blonsky, considering the game “the main type of activity of a preschooler, during which he exercises his strength, expands his orientation, assimilates social experience, reproducing and creatively combining the phenomena of the surrounding life” Blonsky P.P. Pedology. M., 1999. , at the same time, he believed that the term “game” combined a variety of activities:0009
intelligent.
The problem of creating a theory of children’s play was first raised in our psychology by LS Vygotsky. “The game is the fulfillment of desires, but not individual desires, but generalized affects” Vygotsky L.S. Play and its role in the psychological development of the child. Questions of psychology, 1966, N6. . The game creates a zone of proximal development of the child. Vygotsky singles out an imaginary situation as the central moment of the game. This imaginary determines the consciousness of the playing child.
In recent years, research has been carried out on the game related to its pedagogical use. The game itself is understood as “an adult-organized form of preparing a child for a future life in human society” Karpova C.N., Lysyuk L.G. Game and moral development of preschool children. M., 1986 . In the study by S.N. Karpova and L.G. Lysyuk, the influence of the game on the moral development of the child is considered. The game, from the point of view of the authors, is essential for moral development because the game provides the development of the necessary prerequisites for the formation of moral regulation of behavior, and because in the game the child learns the moral relations that exist in society.
From the point of view of Karpova and Lysyuk, the true appropriation of moral relations in plot-role relations is impossible.
In order for the moral content to really become a guide in the child’s behavior, it must be included in the performance of real tasks, in solving which the child will act on his own behalf, and not from the position that he performs in the game. In this regard, the authors form a hypothesis about the different influence of two game plans on the moral development of a preschooler: “The plot-role relations mainly determine the development of a preschooler’s ability to single out and better understand those aspects of their relationships with other children that are regulated by moral norms. Relationships about the game mainly contribute to the appropriation of moral relations by children and the formation of appropriate motives in them. Mastering the research related to the concept of the game, makes it possible to formulate a number of provisions that characterize it. They are as follows :
– the game acts as a valuable and independent activity in which the process itself is important, not the result;
– play is a free activity that is not determined by urgent practical needs and cannot be mechanically imposed from outside by someone else’s will;
– the game is the doubling of reality, the creation of a “parallel world”, the mutual imposition of real and imaginary reality;
– the game acts as an active form of simulation of real life situations, but since the game world is virtual, these situations can be easily varied in the game, including, they can be played with a fantastic change in the main parameters of reality.
We have seen a variety of concepts of children’s play, many scientists have been solving this problem, but there is no unequivocal answer, as it happens in science.
Workshop “Perspectives and opportunities for LEGO design in the framework of the integration of the system of preschool, general and additional education” a kindergarten of the combined type “Rainbow”, a structural subdivision of the kindergarten “Solnyshko”) with the support of the Nizhny Tagil branch of the State Autonomous Educational Institution DPO “Institute for the Development of Education”, a workshop was held
« Perspectives and possibilities of LEGO-construction within the framework of the integration of the system of preschool, general and additional education» .
It was attended by 54 people, including heads and teachers of educational organizations in the cities of Verkhnyaya and Nizhnyaya Salda, representatives of educational authorities, NTF IRO and the parent community.
At the opening of the seminar, the participants and guests were greeted by the head of the Department of Education of the city district Nizhnyaya Salda Terekhova Rimma Viktorovna, associate professor of the Department of Pedagogy and Psychology of the Scientific and Technical Faculty of the State Autonomous Educational Institution DPO “IRO” Osipova Marina Borisovna, director of the MDOUDSKV “Rainbow” Bazarova Anna Mikhailovna and director of the MOU Gymnasium Storozhkova Tatyana Aleksandrovna .
The idea of making LEGO building a process that can be guided and expand the content of children’s building activities through the use of new generation building sets, as well as by involving parents in joint technical and communicative creativity, formed the basis of the workshop. By assembling the designer, the child not only develops fine motor skills, imagination and abstract thinking, he learns to fantasize, invent and tell stories, logically express his thoughts, arguing and proving his own position, enriching vocabulary and personal socio-cultural experience. And with what pleasure he plays with the resulting objects, figures, images …
Play becomes a road to learning, and it’s no coincidence that the name of the Danish company that produces the world’s most popular Lego constructor is translated as “Play easy” or “Play with pleasure”.
The well-known words of J. Piaget “In constructing, the child acts like an architect erecting a building of his own potential” can be considered the epigraph of this event.
Presenting the experience of the structural unit of the kindergarten “Solnyshko”, its head, Zorikhina Natalya Viktorovna, emphasized that designing is one of the favorite activities of children, in which their interests, hobbies and potentialities are revealed. Lego pedagogy today is one of the well-known and widespread pedagogical systems that use three-dimensional models of the real world and a subject-play environment for teaching and developing a child. The relevance of LEGO technology has increased in the context of the introduction of the Federal State Educational Standard for Preschool Education, because it allows the integration of all educational areas (“Social and communicative development”, “Cognitive development”, “Artistic and aesthetic development”, etc. ).
The first part of the seminar is initially focused on getting to know the educational practice of preschool educational institutions. All events within the framework of the seminar were held in the Design Center , , created for the effective organization of educational and leisure activities on design as an important part of the modern educational environment of the kindergarten “Solnyshko”, aimed at the comprehensive development of the child’s personality in various activities through the use of design technology.
Participants of the seminar attended two classes: “Animals of the Lego Country” (middle group, Tsepova Tatyana Evgenievna) and “Lunar Transport” (preparatory group, Uglova Natalya Georgievna). Then the experience of the work of the kindergarten “Solnyshko” in this direction was presented: the topic of the speech was Tsepova T.E. – “Construction as a way to develop spatial imagination in younger preschoolers”, a Uglovoi N.G. – “Designing is a tool for the comprehensive development of personal qualities and abilities of a preschooler. ” The introduction of new approaches into practice that ensure the full development of preschoolers within the framework of the main general educational program of preschool education was presented by O.V.
About their satisfaction with the level of educational services, about the close attention of the staff of the preschool educational institution “Solnyshko” to increasing the competence of parents in raising and educating children, developing their intellectual and creative potential through LEGO design, as well as the degree of involvement in educational interaction, the parents of pupils spoke .
The result of the mini-discussion “Designing in preschool educational institutions: a tribute to fashion or a requirement of the time?” there was a unity of understanding that the use of LEGO – technology in creating a modern educational environment in a preschool educational institution with the aim of educating a socially active, comprehensively developed personality of a child is a hot topic in the system of preschool education and is inextricably linked with all types of children’s activities: play, research, labor, communicative etc.
The logical continuation was the presentation of Lego construction in the lower grades of the Gymnasium. In the speech “Lego construction: engineering thinking, controlled fantasy and educational effects” Osipova M.B. drew the attention of the seminar participants to the fact that the growing up of a child is a tense, intense and creative work that is done as a joint work or cooperation with adults in the “multi-age space”. The priority goal of modern education is to prepare such a person who could not only successfully adapt to constant, cardinal and regularly occurring changes / serious changes in the world around him, but also effectively develop in these conditions.
Of course, both the teacher and the student, as well as the technologies for organizing the educational process and educational interaction, must change. E effective T technology O learning and T creative process, as well as from the result obtained)!
The formation of the foundations and the development of engineering thinking in MOAG takes place from the early grades in the logic of the student’s development, taking into account his age and individual characteristics, established gymnasium traditions and the experience of teachers on the basis of an integral system of educational EVENTS (training courses implemented according to the curriculum, and activities carried out in the MOAG and outside it, within the framework of basic and additional education, during school and vacation time).
In order for an educational organization to become effective, it must constantly develop, introduce new technologies, set and solve new tasks, and implement new projects, one of which is Lego Studio.
The participants of the seminar with great interest, together with students of the 2nd grade and Zayats Ulyana Alexandrovna, “opened” one of the pages of the course “Lego stories: creating a fairy-tale world”, getting acquainted with the fairy tale about the kingdom of the dragon, the good fairy and princess Isabel and having been protected results of group project activities.
Master class “Lego construction: a dialogue of creative practices as a condition for the development of technical and creative abilities of younger schoolchildren”, where Zayats U.A. using the example of her own activities, presented the experience of the MOU Gymnasium of the Nizhnyaya Salda urban district in the context of the implementation of the Federal State Educational Standard of primary general education, became a bright culmination of the workshop.
Child Care Centers and Preschools in Muscle Shoals AL
Child development centers in Muscle Shoals vary in size as well as in scope. While some offer progressive curriculums and the latest advancements for preschools, others are more intimate daycare centers that take a more relaxed approach to childcare.
Whatever your priorities, finding the right daycare center for your child is important. We’ve made the seemingly overwhelming task easier by collecting basic information such as size, location, and licensing information for child development centers in Muscle Shoals into a single location.
Simply click on the links below to learn more about Muscle Shoals childcare centers that are dedicated to providing families with safe, quality childcare.
You can also read reviews about various childcare providers to learn more about which is the right choice for your family. We always welcome comments and corrections, to better the browsing experience on our site.
You may also want to check out 3 family child care providers and group home daycare in Muscle Shoals Home Daycare.
Prestigious Childcare of the Shoals
Muscle Shoals, AL 35661 | (256) 762-5630
We are a State licensed facility that offers a friendly, educational and nurturing environment for preschool, pre-K and those entering kindergarten within North Alabama. Prestigious Childcare of the Shoals encourages early learning and the developmen …
MARS HILL BIBLE SCHOOL-COLBERT
Muscle Shoals, AL 35661 | (256) 678-6003
We at Mars Hill realize the importance of the positive approach toward learning in the early childhood years. Bible stories are taught daily. The children learn that God loves them; that Jesus is the child’s best friend and that teachers love them. …
HIGHLAND PARK CHURCH OF CHRIST
Muscle Shoals, AL 35661 | (256) 381-8311
We are so glad that you have visited our website today. Highland Park is a congregation of the Lord’s people who are committed to worshiping God in spirit and truth and who aim to encourage one another in love. We are also dedicated to carr …
EKKLESIA PRESCHOOL & CDC #3
Muscle Shoals, AL 35661 | (256) 320-7401
EKKLESIA PRESCHOOL & CDC #3 is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 6 WKS Through 6 YRS. The provider does not participate in a subsidized child care program.
GUARDIAN LIL ANGEL II
Muscle Shoals, AL 35561 | (256) 814-1116
GUARDIAN LIL ANGEL II is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 2 1/2 YRS Through 12 YRS. The provider does not participate in a subsidized child care program.
JOHNSON’S DAY CARE & CRADLE CARE
Muscle Shoals, AL 35661 | (256) 381-9379
JOHNSON’S DAY CARE & CRADLE CARE is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 3 WKS Through 11 YRS. The provider does not participate in a subsidized child care program.
JUST KIDS CHILDCARE/LEARNING CENTER
Muscle Shoals, AL 35661 | (256) 314-1116
JUST KIDS CHILDCARE/LEARNING CENTER is a Day Care Centers in Muscle Shoals AL. This child care center helps with children in the age range of 6 WKS Through 12 YRS. The provider does not participate in a subsidized child care program.
KIDS DEPOT LEARNING CENTER
Muscle Shoals, AL 35661 | (256) 446-0048
KIDS DEPOT LEARNING CENTER is a Day Care Centers in Muscle Shoals AL. This child care center helps with children in the age range of 6 WKS Through 12 YRS. The provider does not participate in a subsidized child care program.
NEW DESTINY LEARNING CENTER
Muscle Shoals, AL 35661 | (256) 383-2498
NEW DESTINY LEARNING CENTER is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 6 WKS Through 12 YRS. The provider does not participate in a subsidized child care program.
NORTHWEST SHOALS COMMUNITY COLLEGE
Muscle Shoals, AL 35662 | (256) 331-5245
NORTHWEST SHOALS COMMUNITY COLLEGE is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 2 1/2 YRS Through 5 YRS. The provider does not participate in a subsidized child care program.
NEW DESTINY MINISTRIES CHURCH
Muscle Shoals, AL 35661 | (256) 383-2498
NEW DESTINY MINISTRIES CHURCH is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of N/A. The provider does not participate in a subsidized child care program.
SUMMIT KIDS DAY CARE
Muscle Shoals, AL 35661 | (256) 386-0028
SUMMIT KIDS DAY CARE is a Day Care Centers in MUSCLE SHOALS AL. This child care center helps with children in the age range of 6 WKS Through 13 YRS. The provider does not participate in a subsidized child care program.
Thank you for using ChildCareCenter.us. We are constantly enhancing our website to better service you.
Please check back frequently for more updates. If you have any suggestions, please contact us.
We appreciate your business and feedback very much.
report this ad
Daycares in Muscle Shoals AL
Daycares and Preschools
>
Alabama
>
Colbert County
>
Muscle Shoals
Highland Baptist Church
Highland Baptist Church is a child care center in Florence, AL. Please email us for more information.
St. Joseph Catholic Church
St. Joseph Catholic Church is a child care center in Florence, AL. To learn more about us, please send us an email.
Prestigious Childcare of The Shoals
Prestigious Childcare of The Shoals is a family child care provider in Muscle Shoal, AL. Prestigious Childcare of The Shoals cares for children as…
First Free Will Baptist Church
First Free Will Baptist Church is a child care center in Florence, AL. To learn more about us, please send us an email.
Kilby Child Development Center
Kilby Child Development Center is a child care center in Florence, AL. Please email us for more information.
Victory Christian Fellowship Church
Victory Christian Fellowship Church is a child care center in Florence, AL. To learn more about us, please send us an email.
First United Methodist Church
First United Methodist Church is a child care center in Florence, AL. Please email us for more information.
Kids Club Early Care & Education Academy
Kids Club Early Care & Education Academy is a child care center in Florence, AL. At Kids Club Early Care & Education Academy, we enroll children as. ..
See More Results
Filter by:
Type of Program
Home DaycareDaycare CenterPreschoolsInfant
See All
Hours
Opens before 6amCloses after 6pm24 hours a day6:30am – 6:30pm
Tina’s Little Angels Christian Day Care is a family child care provider in Florence, AL. Tina’s Little Angels Christian Day Care cares for children…
Little Miracle Child Care Center
Little Miracle Child Care Center is a child care center in Florence, AL. At Little Miracle Child Care Center, we enroll children as young as 6 weeks…
Day Spring Church
Day Spring Church is a child care center in Sheffield, AL. To learn more about us, please send us an email.
Solid Rock Christian Church
Solid Rock Christian Church is a child care center in Florence, AL. Contact us to schedule a tour and discover for yourself all Solid Rock Christian…
Handy Head Start
Handy Head Start is a Head Start child care center in Florence, AL. At Handy Head Start, we enroll children as young as 3 weeks through 6 years old….
Living Spirit Church
Living Spirit Church is a child care center in Florence, AL. Contact us to schedule a tour and discover for yourself all Living Spirit Church has to…
1 Step At A Time Day Care
1 Step At A Time Day Care is a family child care provider in Florence, AL. 1 Step At A Time Day Care cares for children as young as 6 weeks through…
See More Results
Frequently Asked Questions
How many daycares are there in Muscle Shoals?
There are 10 daycares in Muscle Shoals, based on CareLuLu data. This includes 3 home-based programs and 7 centers.
How much does daycare cost in Muscle Shoals?
The cost of daycare in Muscle Shoals is $424 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.
How many daycares accept infants in Muscle Shoals?
Based on CareLuLu data, 3 daycares care for infants (as well as toddlers). This includes 2 home-based programs and 1 centers.
Top Resources Related to Daycares
Child Care During Coronavirus (COVID-19): The Definitive Guide
Is daycare safe? How to find child care during COVID-19? Get answers in this guide.
Is daycare safe right now? Do parents still pay if daycares close? How to find daycare during closures? Here’s your guide to child care during coronavirus.
See More
10 Tips for Finding Quality Child Care
Here are 10 tips to help you find affordable and quality child care.
When I needed a daycare and a preschool for my girls, I spent days on Google, phone, and visiting in person. I toured 16 centers before settling for the one that felt right for us. Here are 10 tips to help you find quality child care more easily.
See More
Child Care Center vs. Home-Daycare: Pros & Cons
Which environment is better, a child care center or a home-based daycare? The answer is simple…
During a child care seminar for parents and parents-to-be, I realized the differences between child care centers and home-based daycares were unclear to a lot of families. I was asked which environment was the best, center or home. My answer was simple…
See More
Is Daycare Bad for Kids?
For years, parents have debated what seems like a simple enough question: is daycare bad for kids?
For years, parents have debated what seems like a simple enough question: is daycare bad for kids? There is still no definitive on the long-term effects of daycare, but there are steps parents can take to give their children the best daycare experience.
See More
Find Daycare Cost Near You: Use the Daycare Tuition Calculator
How much does full time daycare near me cost? Is home daycare more affordable than a center?
How much does full time daycare cost? Is home daycare near me more affordable than a center? Use our Daycare Tuition Calculator to find out average daycare tuition rates in your zip code.
See More
How To Get Your Child Care Tax Credit
Here are 10 things you need to know to claim your Child and Dependent Care Credit…
For most families, child care is the highest single household expense. But, there’s good news! Uncle Sam is here to help and can offset some of your daycare costs. Here are 10 things you need to know to claim your Child and Dependent Care Credit…
See More
FOR PARENTS
Parent ResourcesHow It WorksTestimonialsTerms of UsePrivacy Policy
FOR PROVIDERS
Provider ResourcesHow It WorksTestimonialsTerms and ConditionsList Your Program
MORE
About UsPressJobsContact Us
About UsHow It WorksContact Us
Parent ResourcesProvider Resources
Help Center
Daycare Assistant Jobs in Muscle Shoals, AL (Hiring Now!)
Amazon DSP Driver – Starting at $17.
25/hr
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
14d ago
14d ago
Opens new tab
Direct Support Professional
Help at Home
Direct Support Professional Job in Muscle Shoals, AL
Opens new tab
As a Direct Support Professional, you will: New caregivers as well as previous caregivers who have not worked for Help at Home since prior to 1/1/2021 will be Help at Home is hiring caregivers in your community TODAY! Caregivers who are transferring from an organization within the Help at Home, LLC portfolio of companies are not eligible to receive the bonus. Become a Help at Home Hero TODAY!
Entry Level
$22k-33k yearly est.
5d ago
New
5d ago
Opens new tab
Homemaker Companion
Right at Home Decatur
Homemaker Job in Decatur, AL
Opens new tab
Performs patient-specific activities that are taught by a Right at Home staff. Right at Home, In-Home Care & Assistance, is seeking to hire CNA’s, Caregivers, and Companions to join a dynamic care team providing clinical expertise in-home.
Entry Level
$10-13 hourly
26d ago
26d ago
Opens new tab
3.9
Caregivers – Great PT job
Home Instead
Family Caregiver Job in Decatur, AL
Opens new tab
The most important and rewarding responsibility you’ll have as a Home Instead Caregiver is to develop a meaningful relationship with the client. Home Instead is looking for compassionate individuals to join its team of Caregivers who provide in-home care services to aging adults. Caregiver Find a rewarding career in senior home care near you Ongoing training will enable you to become a trusted member of the Home Instead franchise network, the world’s leading home care provider. Each Home Instead Senior Care franchise office is independently owned and operated.
Full Time
Part Time
Entry Level
$18k-23k yearly est.
2d ago
New
2d ago
Opens new tab
4.3
Direct Support Professional/Caregiver (FT)
Sevita Health
Direct Support Professional Job in Cullman, AL
Opens new tab
If you re compassionate, patient, and find meaning in this type of work, you’ll find a promising future at Sevita. Apply today and explore careers, well-lived at Sevita. Our mission at Sevita is to create a world where every person has the right to live well. At Sevita, we believe that everyone deserves to live a full, more independent life. Do you want to provide direct support to help people live fulfilling, independent lives and make a career out of it? This role is part of [details around a specific location or local entity REM Alabama, a member of the Sevita family.
Junior Level
High School Diploma Preferred
$26k-31k yearly est.
27d ago
27d ago
Opens new tab
Attention Evening Work Caregivers
Seniors Prefer Homecare
Day Care Worker Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
WYENsXxPSA
Full Time
Part Time
Entry Level
$18k-28k yearly est.
10d ago
10d ago
Opens new tab
Home Health Aide and/or Personal Care Assistant
Right at Home Northeast Ms
Personal Care Assistant Job in Tupelo, MS
Opens new tab
We have a great work culture at Right at Home and look for people with a similar mindset: We believe that our Home Health Aides (HHA) and/or Personal Care Assistants (PCA) are the heart of our business. In this role, we stand prepared to equip you with the right personal protective equipment (PPE) and are ready to assist as you care for our vulnerable population of seniors and adults with disabilities.
Entry Level
$17k-23k yearly est.
15d ago
15d ago
Opens new tab
3.9
Caregiver (3pm-7pm)
Senior Helpers-Huntsville
Family Caregiver Job in Huntsville, AL
Opens new tab
Senior Helpers is the first national in-home care company to be recognized as a Great Place to Work as a leading senior care provider! Senior Helpers was founded in 2002 with a vision to help seniors age with dignity. Senior Helpers culture is based on solid core values, recognition of achievements, and respect. Satisfaction As a Senior Helpers Caregiver, you experience the privilege of giving back to your community with every shift you complete.
Entry Level
$18k-25k yearly est.
7d ago
New
7d ago
Opens new tab
Homemaker Companion
Right at Home Huntsville
Homemaker Job in Huntsville, AL
Opens new tab
We stand prepared to equip you with the right personal protective equipment (PPE) and are ready to assist as you care for our vulnerable population of seniors and adults with disabilities. Are you ready to serve a population who needs you right now? By joining the Right at Home Hunstville team, you will have the unique opportunity to improve the quality of life for those you serve by working for one of the fastest-growing international home care companies with over 25 years of experience. #BeEssential as a Right at Home CNA or Personal Care Assistant!
Junior Level
Bachelors Preferred
High School Diploma Required
$21k-27k yearly est.
23d ago
23d ago
Opens new tab
4.0
School Age Teacher
Childcare Network, Inc.
Toddler Teacher Job in Huntsville, AL
Opens new tab
Overview A Childcare Teacher is responsible for maintaining a safe and fun environment for young children to preteens. Childcare Network offers a warm, caring environment with high- quality education for children ages 6 weeks to 12 years.
Junior Level
Offers Benefits
High School Diploma Required
$18k-21k yearly est.
5d ago
New
5d ago
Opens new tab
Personal Care Aide at Let Us Assist Home Care
Let Us Assist Home Care
Personal Care Assistant Job in Huntsville, AL
Opens new tab
Let Us Assist Home Care, In Huntsville, AL is looking for personal care aide to join our team .
Part Time
Junior Level
$11-15 hourly
33d ago
33d ago
Opens new tab
Personal Care Assistant
Right at Home Decatur
Personal Care Assistant Job in Decatur, AL
Opens new tab
The Personal Care Assistant performs light housekeeping tasks that will facilitate the client s self-care at home. Six months experience as a Personal Care Assistant in health care (in homes or facilities) and successful completion of a State approved Nurse Aide or Personal Care Assistant course. The Personal Care Assistant should not contact the physician directly, but rather refer all questions The Personal Care Assistant is responsible for documentation of service provided, using the Client Care Record. Assisting with self-administered simple urine tests for sugar acetone or albumin (Personal Care Assistant may not interpret results)
Full Time
Entry Level
Junior Level
Mid Level
Senior Level
Bachelors Preferred
High School Diploma Required
$10-13 hourly
26d ago
26d ago
Opens new tab
Attention Overnight Work Caregivers
Seniors Prefer Homecare
Day Care Worker Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
vS7dHA2YYP
Full Time
Part Time
Entry Level
$18k-28k yearly est.
28d ago
28d ago
Opens new tab
Amazon DSP Driver – Starting at $17.25/hr
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
9d ago
9d ago
Opens new tab
Personal Care Assistant
Right at Home Huntsville
Personal Care Assistant Job in Huntsville, AL
Opens new tab
Performs patient-specific activities that are taught by a Right at Home staff. Performs personal care activities that assist the patient with activities of daily living. Right at Home, In-Home Care & Assistance, is seeking to hire CNA’s, Caregivers, and Companions to join a dynamic care team providing clinical expertise in-home.
Entry Level
$10-13 hourly
25d ago
25d ago
Opens new tab
Direct Support Professional
Help at Home
Direct Support Professional Job in Athens, AL
Opens new tab
As a Direct Support Professional, you will: New caregivers as well as previous caregivers who have not worked for Help at Home since prior to 1/1/2021 will be Help at Home is hiring caregivers in your community TODAY! Caregivers who are transferring from an organization within the Help at Home, LLC portfolio of companies are not eligible to receive the bonus. Become a Help at Home Hero TODAY!
Entry Level
$22k-33k yearly est.
2d ago
New
2d ago
Opens new tab
Attention Evening Work Caregivers
Seniors Prefer Homecare
Day Care Worker Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
qtirj QY9nu
Full Time
Part Time
Entry Level
$18k-28k yearly est.
28d ago
28d ago
Opens new tab
Home Health Aide and/or Personal Care Assistant
Right at Home Northeast Ms
Personal Care Assistant Job in Corinth, MS
Opens new tab
We have a great work culture at Right at Home and look for people with a similar mindset: We believe that our Home Health Aides (HHA) and/or Personal Care Assistants (PCA) are the heart of our business. In this role, we stand prepared to equip you with the right personal protective equipment (PPE) and are ready to assist as you care for our vulnerable population of seniors and adults with disabilities.
Entry Level
$17k-23k yearly est.
29d ago
29d ago
Opens new tab
Amazon DSP – Driver – Training Provided
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
19d ago
19d ago
Opens new tab
Weekend Day Caregivers
Seniors Prefer Homecare
Day Care Attendant Job in Huntsville, AL
Opens new tab
DO NOT APPLY IF…
•You can not pass a drug screen
•You can not pass a background check
•You don’t have reliable transportation
•You don’t have a valid driver license
[Evening Shifts]
***Flexible hours***
Part-time / Full-time
Responsibilities:
•Activities of daily living
•Transportation
•Medication reminder
•Light housekeeping
•Light personal care
Home assistance – Provide light housekeeping, run errands or provide transportation if needed. Accompany clients to appointments . Prepare meals, purchase food and provide personal assistance with general living needs. Personal services could include toileting, bathing, feeding and grooming.
Companionship – Provide companionship and conversation by stimulating, encouraging and assisting an individual.
Requirements:
High school diploma preferred.
Must be able to complete a Criminal Background report.
Ability to lift up to 25 pounds at a time
Ability to reach, bend, kneel and stand for (sometimes) a long period of time
Give us a call to fast forward the hiring process!
#256-426-6546
Powered by JazzHR
au LWhyCoyn
Full Time
Part Time
Entry Level
High School Diploma Preferred
$18k-26k yearly est.
32d ago
32d ago
Opens new tab
Morning and Afternoon Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
Who is Seniors Prefer Homecare: A Day in the Life of a Caregiver:
Entry Level
$18k-25k yearly est.
40d ago
40d ago
Opens new tab
Home Health Aide and/or Personal Care Assistant
Right at Home Northeast Ms
Personal Care Assistant Job in Baldwyn, MS
Opens new tab
We have a great work culture at Right at Home and look for people with a similar mindset: We believe that our Home Health Aides (HHA) and/or Personal Care Assistants (PCA) are the heart of our business. In this role, we stand prepared to equip you with the right personal protective equipment (PPE) and are ready to assist as you care for our vulnerable population of seniors and adults with disabilities.
Entry Level
$17k-23k yearly est.
45d ago
45d ago
Opens new tab
Amazon DSP – Delivery Driver
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
19d ago
19d ago
Opens new tab
Attention Night Time Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
– Are you the caregiver that enjoys the flexibility that night shifts bring?
Full Time
Part Time
Entry Level
$18k-25k yearly est.
4d ago
New
4d ago
Opens new tab
Delivery Driver – Amazon DSP – No Experience Needed
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
8d ago
8d ago
Opens new tab
Caregiver All Shifts
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
Seniors Prefer Homecare (SPH) specializes in offering exceptional care to each client in all stages of life!
Entry Level
$18k-25k yearly est.
43d ago
43d ago
Opens new tab
Delivery Driver – Amazon DSP – No Experience Needed
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
19d ago
19d ago
Opens new tab
Attention Night Time Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
– Are you the caregiver that enjoys the flexibility that night shifts bring?
Full Time
Part Time
Entry Level
$18k-25k yearly est.
10d ago
10d ago
Opens new tab
Amazon DSP – Delivery Driver
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
8d ago
8d ago
Opens new tab
NEW Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
32HLGSW0Hn
Full Time
Part Time
Entry Level
$18k-25k yearly est.
17d ago
17d ago
Opens new tab
Amazon DSP Driver – at least $17.25/hr, Speedway, TN, DTN8
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
19d ago
19d ago
Opens new tab
Attention Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
BkHZME8O1E
Full Time
Part Time
Entry Level
$18k-25k yearly est.
28d ago
28d ago
Opens new tab
Amazon DSP Driver – at least $17.25/hr, Speedway, TN, DTN8
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
8d ago
8d ago
Opens new tab
Attention Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
9jyyWgaWFA
Full Time
Part Time
Entry Level
$18k-25k yearly est.
32d ago
32d ago
Opens new tab
Amazon DSP – Package Delivery Driver
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
Opens new tab
services to Amazon and are independent employers. Interact with Amazon customers and the public in a professional and positive manner that relates to Amazon s tools, systems, or work areas and therefore 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 DSPs are independent businesses that partner with Amazon to deliver packages.
Entry Level
$17.3 hourly
19d ago
19d ago
Opens new tab
Amazon DSP – Package Delivery Driver
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
8d ago
8d ago
Opens new tab
Calling ALL Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
– Are you the caregiver that enjoys the flexibility that night shifts bring?
Full Time
Part Time
Entry Level
$18k-25k yearly est.
32d ago
32d ago
Opens new tab
Amazon DSP – Driver – Training Provided
Amazon DSP Driver
Direct Support Professional Job in Middleton, TN
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
8d ago
8d ago
Opens new tab
Attention Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
f93qQfmbII
Full Time
Part Time
Entry Level
$18k-25k yearly est.
34d ago
34d ago
Opens new tab
Attention Night Owl Caregivers
Seniors Prefer Homecare
Family Caregiver Job in Huntsville, AL
Opens new tab
DO NOT APPLY UNLESS:
You can pass a drug Screen
You can pass a background test
You have reliable car
You have valid driver license
You have valid car insurance
[Job Duties ]
Companionship
Light house keeping
monitor fall risk
Preparing Dinner
Medication reminder
Assistance with personal care
[8am-8pm / 8pm-8am shifts]
***Flexible hours***
Part-time / Full-time
– Are you the caregiver that enjoys the flexibility that night shifts bring?
APPLY NOW!!
*Want to skip ahead of the line? Give us a call at 256-426-6546 to get started!
Powered by JazzHR
1RRMHAQPDk
Full Time
Part Time
Entry Level
$18k-25k yearly est.
40d ago
40d ago
Opens new tab
How much does a Daycare Provider Assistant earn in Muscle Shoals, AL?
The average daycare provider assistant in Muscle Shoals, AL earns between $14,000 and $35,000 annually. This compares to the national average daycare provider assistant range of $20,000 to $44,000.
$22,000
$14,000
10 %
$22,000
Median
$35,000
90 %
What is the job market like for daycare provider assistants in Muscle Shoals, AL?
The job market is good for daycare provider assistants in Muscle Shoals, AL. The number of daycare provider assistant jobs have grown by 65% in the last year. Right now there are currently 51 daycare provider assistant jobs available in Muscle Shoals, AL.
Active Daycare Provider Assistants Job Openings By Month
Year
Month
Number of Daycare Provider Assistant Jobs
2022
May
51
2022
April
57
2022
March
62
2022
February
28
2022
January
58
2021
December
18
2021
November
28
2021
October
27
2021
September
19
2021
August
47
2021
July
16
2021
June
42
2021
May
31
2021
April
36
You can compare the number of available jobs in Muscle Shoals to the number of daycare provider assistant jobs in surrounding cities.
Active Daycare Provider Assistant Jobs In Nearby Cities
Nearby City
Jobs In Nearby City
Jobs in Muscle Shoals
Difference
Florence, AL
22
51
29
Job type you want
Full Time
Part Time
Internship
Temporary
All Daycare Provider Assistant Jobs
Jobs In Muscle Shoals, AL
Find Available Babysitters Near Muscle Shoals, AL
Last-minute, school and tutoring, date nights—find the right babysitters for you.
Get started:
I need a babysitter
On a regular schedule
On occasion
-or-
See Babysitters
Available babysitters in Muscle Shoals, AL
2 years paid experience
5 miles
$
12–18/hr
I am the oldest of 3 siblings, so I have a natural instinct to care for the younger ones around me. At my current age, having little ones of my own isn’t an option so surround myself by other little ones daily just keeps my heart warm!
4 years paid experience
4 miles
$
14–20/hr
Hi!! I am a UAB graduate and I’ve been babysitting since i was about 15 or 16!! I have two little cousins I used to keep on a regular basis, and I worked in a church nursery!! I also babysat for other various families. I love children, and can do lots of fun activities with them!!!
1 year paid experience
14 miles
$
9–12/hr
My name is Anna, and I absolutely adore kids and babies ! I have been babysitting for a year now. I have had experience/ babysitter with special needs kids, infants/toddlers and kids . I I also have niece and nephews that live with me that I help raise with my parents.
1 year paid experience
8 miles
$
13–15/hr
Hello, my name is Miranda, I am 18 years old and have been babysitting for one year now. It is absolutely my passion for babysitting. I love watching the children I am caring for grow with every day. I have cared for girls and boys ages 3 months old to 10 years olds. I have ensured the children who …
6 years paid experience
< 1 mile
$
12–20/hr
Hey everyone! My name is Alex and I’m looking to babysit/nanny while I have the time! I’ll be a senior nursing student at UNA come the fall. I’ve been babysitting for a few years now and a love getting to know and hangout with kids! I’m fairly flexible with my schedule so please reach out if needed . ..
More babysitters in Muscle Shoals
More babysitters in Muscle Shoals
Find the sitter you need:
Date night babysitters
Daytime babysitters
Last-minute care
Mother’s helpers
Newborn care
Infant care
CPR training
First aid training
School help
Before-school care in Muscle Shoals
After-school care in Muscle Shoals
Tutoring in Muscle Shoals
Hybrid learning assistance in Muscle Shoals
eLearning assistance in Muscle Shoals
Homeschool help in Muscle Shoals
More care options
Nannies in Muscle Shoals
Child care in Muscle Shoals
Special needs care in Muscle Shoals
Companion care in Muscle Shoals
Pet sitters in Muscle Shoals
Babysitting FAQs
The national typical hourly rate of babysitters in 2022 is $17. 50 per hour. Rates can vary based on your babysitter’s experience, certifications, and travel expenses. When calculating the cost of child care, you should also account for the number of children they’ll care for and additional responsibilities like household tasks or homework help. Learn more about how to set competitive rates for attracting the best babysitters.
The best way to find babysitters near you is to post a job detailing your needs on Sittercity, which will be shared with our community of available babysitters. We’ll notify you when sitters apply to your job, and from there you can proceed with interviews, background checks, and reference checks so you can find the perfect fit for your family.
You can find experienced and passionate babysitters near you to provide the best care for your child, either in-home or virtually. Babysitters can help families with managing strict schedules, transportation to activities, homework help, last-minute coverage, date nights, and more. Whatever occasion you’re looking to find a babysitter for, including full-time, part-time, or last-minute care, you can count on Sittercity for finding passionate and experienced babysitters.
Families find trustworthy babysitters on Sittercity who are passionate about providing safe and enriching care for their children. Many babysitters report they are First Aid and CPR certified to provide the best care for your family. Babysitters have the option to complete regular background checks, and you can easily request a recent background check if they don’t have one or it is not recent. Families can also request to see professional references!
Our dedicated team also champions safety across our platform every day. Babysitters go through an identity verification process with Berbix when registering an account. Some additional safety measures include Family Watchdog screening, sitter reviews, and secure messaging.
Babysitters and nannies share the same primary responsibility of providing safe and enriching care for your child, but there are a few differences between them. Babysitters are typically hired for occasional work on an irregular schedule. If you’re looking for last-minute care for date night, or the occasional few hours after school, a babysitter is a great option.
Nannies, on the other hand, are more commonly associated with regular work, whether full or part-time, offering daily or consistent care to a particular family. There are also several different types of nannies, including au pairs, house managers, doulas, live-in, and overnight nannies.
Identifying the type and frequency of child care you’ll need is the best way to decide whether a babysitter or nanny is a better fit for your family.
Babysitters on Sittercity love providing enriching experiences for your children, and sharing their passions with them. They’re happy to participate in outdoor activities like sports, or indoor activities like music, baking, tutoring help, and art. Wherever your child’s interests lie, babysitters on Sittercity are prepared to engage them in a nurturing way.
Day Care Centers Site
More and more in today’s world both parents have employment and need suitable day care centers for their children. These early stages in a child’s life are very important to their growth and development. Choosing a good child day care center is vital, one where the adult won’t just plunk your children down in front of a soap opera all day and feed them Top Ramen. You should look for day care centers that provide learning programs and playtime for your child, along with a safe and healthy environment.
There are many different types of day care centers, ranging from basic nurseries to preschools that will provide more of a learning environment for your children. Some day care centers specialize in a specific age range, while others are more open. When you’re contemplating placing your child in a specific day care center, you should visit each one with your child. In this way, you can see how your child reacts to the other children who are there and to the caregiver. You want your child to be happy and comfortable.
While some day care centers provide a greater variety of activities than others, any good day care center is going to encourage positive interaction among all of the children. They will also have rules that promote good behavior, learning, manners, and child development. You certainly don’t want to have to worry that your child is going to develop bad habits from day care.
Our Most Recent Additions to the Child Care Provider Directory
Wee Care Three
809 Coldwater Rd Murray, KY 42071 Phone Number: (270) 759-5425 Providing the child care and day care services:Day Care Center / Nursery, Child Care Provider
While you don’t need to go overboard in choosing suitable day care centers, you should approach the subject seriously and with thought. Your child is going to be spending a good-sized portion of his or her life in day cares and you want to make sure it is going to be a positive experience. Family is the most important thing in the world and you should make sure that your children are your first priority. When you are considering a day care center, you should look at where it is located and how much it costs. There’s not much sense in putting your son or daughter in daycare so that you can work full time and spending most of what you earn on the day care center’s tuitions and your travel expenses. If that’s the case, you might as well stay home with your child. However, if you do truly need the money, there are usually plenty of day care services available and it shouldn’t be too difficult to find one close by that is reasonably priced.
Different Kinds of Child day Care Centers
While child day care centers are common, there is such a huge demand for this service that there are now quite a variety of options available other than basic day care. These include the following:
Home child care or family childcare
Child care services
Preschool
Nursery
Home child care tends to be the most popular option because it is generally more affordable and a smaller environment. While some day care centers are quite large and can provide better early childhood education, it is also more difficult for each child to receive personal attention. Day care centers that are based out of someone’s home are usually more personal and your child can receive more care and nurturing. Most parents want their children to be receiving love and affection, the care that they themselves would give them. They don’t want a day care business that is merely going to make sure that their child is still alive and adequately healthy.
Home child care providers are also more adaptable, generally speaking. This means that if your child likes a certain song sung to them before they take their nap each day, the home care provider is more likely to be willing to do that than someone in a larger day care facility. Most adult home child care providers are parents themselves, making them better able to understand and love your child.
Other Things to Think About
One of the first steps you should take after picking out a family day care center that you think will be suitable for your child is do a little investigating. This can involve talking to the parents of the other children that use the child day care center to see what they think about it. You should also always check to make sure the child care service you are considering is legally licensed to operate in your state. Licensing officials check criminal records and ensure that the child care provider has emergency response training and a safe and healthy environment for the children. As mentioned earlier, it is a good idea to visit the child day care center that you are considering. You should do this at least a couple of times, and try to go at different times of the day so that you can get a better idea of what kind of schedule they have. This will help you to see how your own child would fit in. If you are having difficulties finding the appropriate child care environment for your son or daughter, there are some other options. Some people get family and friends to help out, while others hire a nanny. Adult nannies are a good option because they ensure that your child receives personal attention and quality child care. However, this also means that your child will not receive as much social interaction since he or she won’t have other children to play with like in a family day care center.
No matter what option you decide to go with, make sure that you know who you are leaving your child with. Meet them, get to know them, and let your child do the same. Do some research on the internet to make sure that no one has had negative experiences with the day care center you are considering. Check to make sure that they are legally licensed. Once you have done all of this, you can feel more confident and secure in knowing that you have chosen the right day care center for your child.
Switching Day Care Centers
Choosing Another Child Care Provider
So you want to switch day care providers for your kids but you don’t know where to start or what to choose among the plethora of options out there in this world. It is fittingly one of the most important decisions of a young parent’s journey due to the fact that a child’s first formative years up until the age of six is critical. It is important for parents to not just consider the monetary impact of these choices but also the emotional, intellectual, and social future impacts the choice of a day care provider will have on their kids in the long term future. So let’s discuss some general tips to consider for the parent and the child to consider when one is looking to switch day care providers within a short time frame.
First, you must consider the cost of attending some of the more prestigious and rigorous day care provider centers in your area. In some areas, let’s face the reality that the more money per month per child spent; the better the facilities and the educational value experience offered for your child. Things such as using smart boards and I Pad’s to enhance the learning experience is a very real possibility in these places. However, if a parent is budget conscious they can still afford this experience but it would mean cutting back on all or most non-necessity spending. This would include curbing your eating out habits as well as any leisure entertainment or travel activity and place that money instead into your child’s future day care home. If an expensive day care sees that you are making an effort to keep up with the payments; then they will be more willing to work with you and not let your child leave that place. For a child going to this environment, they need to consider whether or not they will fit into this environment, things like playtime, feeding time, and individual care of the staff- is it received well by the child? These will make the difference between choosing these ones or a cheaper alternative. Cheaper is not all bad if the quality and availability of care is there for your child in the first place.
Secondly, you need to consider your travel times and distance of day care relative to your work and other important places like the hospital, grocery store, bank, and places that you frequent on a daily basis. Is it near enough that you can get to your child should he/she become ill or need special attention so that the day care center can contact you and arrange a meeting with you the same day if needed.
Furthermore, you need to consider the overall cleanliness and friendliness of the day care center provider. Do not underestimate a clean environment for your kid to play and learn in with other kids. Your kid will enjoy making new friends in a clean and safe environment. Plus you as a parent will enjoy the peace of mind of knowing that your child will not be being home any unwanted germs and diseases into your house. Parents must also consider if there is a dispute over payment and care; how does the management and staff deal with such requests? If there is a lackadaisical approach to your core issues; then that is a bad prelude of things to come concerning your child’s care. Your child will probably feel like he/she is being neglected or not fed on time and will start to complain to you ever so slightly that something is not right. When they do, do not hesitate to take them out of that day care center and find another one immediately.
In a recessionary economy, it is okay and permissible for both parents and kids to demand the best care for their dollar. Make your day care dollar stretch by reading all of the material and brochures and visiting every day center on your list until you find that perfect fit for your child. It’s out there; it is just waiting on you to find it!
Child Care Options for Low Income Families
One of the most frustrating aspects of being a working citizen is not having the ability to afford childcare. The majority of day care facilities charge as much as $300 per week for each child. That amount is difficult for middle-class citizens to pay. Low-income families cannot fathom paying such an expense. Luckily, the government and the various states have developed programs that help low-income families get the childcare they deserve. The following is some information on those programs:
Extended Day Program
The extended day program can assist low-income working parents during the regular school year. Many school districts offer this program. The school keeps children before and after school hours for a small monthly fee. A parent can drop a child off as early as 7:00 a.m. and pick the child up as late as 6:00 p.m. This program is excellent for low-income workers with daytime weekday jobs. The cost is approximately $150 per month for before and after school. The weekly rate is approximately $37.50, which is extremely competitive.
The attendants participate in various activities with the children before and after school. They help the children with their homework so that the parents have less stress when they come home from work. They give the children a full breakfast in the morning program and a snack in the evening program. Parents can opt to pay for the morning program only, the evening program only, or both programs. The evening program is the more expensive of the two because it lasts so many hours after the school releases the children. The evening program is $100 while the morning program is $52.
The Child Care Assistance Program
CCAP is a special program that provides childcare assistance to certain low-income families. People who are collecting TANF are automatically eligible to receive this assistance. Teenage parents who are working on obtaining their educations are also eligible for CCAP. Those who are not collecting TANF can still qualify if they are pursuing education that will improve their work skills and job opportunities. Parents can apply for CCAP assistance with the Department of Children & Family Services. The financial guidelines for qualification are along the lines of a $3,000 per month income threshold for a four-person family. The applicant must have proof of income, social security cards, birth certificates, and immunization records for all children. Application processing can take up to 30 days.
Head Start
Head start is a program for children between the ages of three and five. The program provides childcare services and medical services to the children who qualify. It is funded by the Administration of Children’s Services. The Head Start program covers childcare from 7 a. m. to 5 p.m. Teachers work with the children to fine-tune their social and developmental skills. Those who are interested in the program may apply online. Applicants go on a waitlist until there is an available slot in the program. It is best for an interested person to complete an application as quickly as possible since the wait may be extended.
Child Care Voucher Program
The Child Care Voucher Program is in effect in many states throughout the United States. It provides a subsidy of up to 95 percent of childcare cost to low-income families. Subsidy recipients will choose an eligible provider from the list of licensed providers. They may also select a relative or an in-home provider. The Child Care Voucher Program covers the childcare from 7:00 a.m. to 6:00 p.m. on Monday through Friday. This is known as the traditional childcare period. However, the program also covers non-traditional times for parents who work odd shifts. It covers nights, weekends, and evenings.
A wide variety of options is available for low-income childcare. Many stay-at-home moms also run small day care businesses in which they discount their services. There is a way to make working and taking care of your children affordable.
Technical Assistance – Don’t Be In The Dark About Child Care
Below you can find an overview of technical assistance resources available to child care programs statewide. If you’re a child care provider interested in becoming licensed, then we can assist you in the process! Through one-on-one communication, we will help connect you to local resources, such as your regional Child Care Quality Enhancement Agency. For assistance, you can email alabamachildcarefacts.com or call (866) 711-4025 toll-free.
DHR Licensing
DHR’s Office of Child Care Licensing will provide a packet of information to child care centers interested in obtaining a DHR license, which includes a copy of the Minimum Standards for Day Care Centers and Nighttime Centers and an application for a DHR license. The office is available to answer questions and provide clarification on the licensing process and DHR Child Care Consultants can provide Minimum Standards training upon request. Contact: (334) 242-1425 or (866) 528-1694 or by email at [email protected]
Training & Technical Assistance
DHR’s Regional Quality Enhancement Agencies provide a variety of trainings to staff and directors of child care centers, including training for child care staff to obtain the required 12-clock hours of training in child care and development listed in the Minimum Standards for Day Care Centers and Nighttime Centers. Often the agencies will post a training calendar online, but you can also request one.
Child Care Central – Huntsville serves Colbert, Cullman, Franklin, Lauderdale, Lawrence, Limestone, Madison, Morgan, and Winston County. Contact: (256) 551-7016
Child Care Central – Talladega serves Calhoun, Clay, Cleburne, Coosa, Etowah, Randolph, St. Clair, and Talladega County. Contact: (256) 362-3852
Child Development Resources – Tuscaloosa serves Bibb, Choctaw, Fayette, Greene, Hale, Lamar, Marengo, Marion, Perry, Pickens, Sumter, and Tuscaloosa County. Contact: (205) 348-2650 or (800) 791-5437
Childcare Resources – Birmingham serves Blount, Jefferson, Shelby, and Walker County. Contact: (205) 945-0018 or (800) 822-2734
Child Care Resource Center – Opelika serves Chambers, Lee, Macon, Russell, and Tallapoosa County. Contact: (334) 749-8400 or (800) 238-0872
Childcare Resource Network – Fort Payne serves Cherokee, DeKalb, Jackson, and Marshall County. Contact (256) 845-8238
Family Guidance Center of Alabama – Dothan serves Barbour, Coffee, Covington, Crenshaw, Dale, Geneva, Henry, Houston, and Pike County. Contact: (334) 712-7777
Family Guidance Center of Alabama – Montgomery serves Autauga, Bullock, Butler, Chilton, Dallas, Elmore, Lowndes, Montgomery, and Wilcox County. Contact: (334) 270-4100 ext. 289
Gulf Regional Early Childhood Services – Mobile serves Baldwin, Clark, Conecuh, Escambia, Mobile, Monroe, and Washington County. Contact: (251) 473-1060 or (800) 276-2134
Alabama Department of Public Health’s Healthy Child Care Alabama provides a variety of free health & safety classes to licensed and exempt child care centers statewide, including free First Aid & CPR training. There are 12 regional Nurse Health Consultants available to provide the trainings. Click here to access their contact information.
UCP Child Care Enhancement with a Purpose provides specialized training and technical assistance to child care providers caring for children with special needs. Contact: (256) 859-4900 or by email at [email protected]
Lending Libraries
DHR’s Regional Quality Enhancement Agencies have lending libraries with resources for child care centers, including books, videos, and other classroom resources.
Child Care Central – Huntsville has a resource center in Huntsville, Muscle Shoals, North Tanner, and Hanceville. Contact: Huntsville center at (256) 551-7016, Muscle Shoals center at (256) 375-4974, North Tanner center at (256) 282-9453, and Hanceville center at (256) 375-4974
Child Care Central – Talladega has a resource center in Calhoun, Talladega, Anniston, and Gadsden. Contact: Talladega center at (256) 362-1390, Anniston center at (256) 835-3151, and Gadsden center at (256) 439-6800
Childcare Resources – Birmingham has an Early Learning Resource Library and Van. Contact: Betty Abbott at (205) 945-0018 ext. 315
Child Care Resource Center – Opelika has a lending library/resource room. Contact: Belinda Paul by phone at (334) 749-8400 or by email at [email protected]
Childcare Resource Network – Fort Payne has a lending library in Fort Payne and Guntersville. Contact: Fort Payne library at (256) 845-8238 and Guntersville library at (256) 582-8806
Family Guidance Center of Alabama – Dothan has a resource lending library. Contact: (334) 712-7777 or (800) 290-0933
Family Guidance Center of Alabama – Montgomery has a resource lending library. Contact: (334) 270-4100 or (800) 499-6597
Gulf Regional Early Childhood Services – Mobile has The Resource Place. Contact: (251) 473-1060 or (800)276-2134
Scholarships
T.E.A.C.H. Early Childhood® ALABAMA provides scholarships to staff working in licensed child care centers to assist them in obtaining a CDA (Child Development Associate), Associate Degree in Child Development and Early Care and Education, or Bachelor Degree in Child Development and Early Care and Education. Contact: (866) 711-4025 or by email at [email protected]
Leadership in Child Care Scholarship program provides financial assistance to qualified child care professionals working in child care centers to obtain a Child Development Associate (CDA) Credential, Short-Term Certificate, Certificate, or Associate in Applied Science/Technology Degree in Child Development/Early Care and Education studies from an institution in the Alabama Community College System. Contact: Virginia Frazer by phone at (334) 293-4552 or by email at [email protected]
We strengthen the children’s tongue or about the benefits of articulatory gymnastics.
Our children now talk less, they listen more and look at TV screens and monitors. And talking in early childhood is very useful! Not only speech develops, but also the muscles of the tongue, lips, cheeks are strengthened. For the organs of articulation, training is just as important as for the legs and arms. In a sedentary child, the muscles are weak and sluggish. They always start talking with a baby with the sounds: “ah-ah”, “oo-oo”, “ay”, “agu”, “ghouls-ghouls”, “poke-poke-poke”. These first sound complexes are the first articulatory gymnastics. It is not for nothing that the child is also allowed to lick various objects: toys, spoons, saucers, chew rubber nipples, teethers. This strengthens the muscles of the jaw, cheeks, tongue (when licking, the upper rise of the tongue is formed). Most modern kids by the age of five have “porridge in the mouth”, because the tongue “dangles”, the cheeks are sunken, and the lips are tense and a little spastic. Simple exercises will help strengthen or relax the muscles of the articulatory apparatus. Here are a few simple exercises.
Lip exercises.
If the baby’s lips are clamped, tense, the best exercise is
“Smile”. You just need to stretch your lips in a smile, you can with the sound: “ee-ee” and hold for 3-5 seconds, while the teeth are on top of each other in the position “Fence”.
“Tube” — lips are stretched forward, it is possible with the sound “uuuuuu”, while the movement of the lips forward is developed and fixed. You can accompany the exercise with a poem:
The little elephant’s proboscis is pulling,
He’s about to get a banana,
Fold the lips into a tube
And show the little elephant.
And then alternately
“Smile” – “Tube ” with the sounds “iu-iu-iu”. This strengthens the lateral muscles of the mouth, it is important that the shoulders and neck are not tense.
To strengthen the circular muscle of the mouth and activate the upper lip, it is good to do the exercise
Exercises for the cheeks.
“Cheeks frozen” — rub the cheeks with circular movements of the fingers, knead the muscles of the cheeks.
“Hamster” – alternately inflate and deflate the cheeks, alternate tension-relaxation, accompany the exercise with a poem: we will help.
Nut or Candy »we imitate with the tongue that we are sucking a candy, resting the tongue alternately on the left, then on the right cheek. This exercise is good for strengthening the buccal muscle and in the future for setting the sound [p] . When using a poem, you can also fix the orientation in space – right-left:
Squirrel clicks nuts,
Thoroughly, without haste,
We rest the tongue
Left, right, on the barrel.
Language exercises.
Exercises for strengthening and relaxing the muscles of the tongue are perhaps the most important in speech therapy practice, since the tongue is involved in the production of many sounds. If the child’s tongue is tense, then the best exercise to relax is “We will punish the naughty tongue.” To do this, you need to open your mouth, stick out your tongue and, slapping it with your lips, move it forward and backward with the sound: “pah-pah-pah”. It is also good to bite the tip of the tongue with the teeth with the sound: “ta-ta-ta”.
To strengthen a flaccid, weakly muscled tongue, use the following exercises:
“Shovel” – holding a tense tongue spread on the lower lip for a count of five. At the same time, it is important that the mouth is wide open, the lips are in a smile, the lower lip does not support the tongue and that it does not deviate to the side.
“Needle” – keeping the tongue sharp. You should open your mouth, stretch the sharp tongue forward, the lips are slightly stretched, the tongue does not bend up or down. Hold the pose for a count of five.
“Watch” – this exercise develops the mobility of the tongue, and also teaches how to sharpen it. Open your mouth, stick out the tongue and swing it from side to side from the right corner of the lips to the left, while the tongue should not bend and touch the lips, it is important to ensure that the lower jaw remains motionless.
“Swing” – an exercise to strengthen the muscles of the tongue for the upper lift. At the top of the tongue, we form many sounds: [p], [p’], [l], [l’], [d], [d’], [t], [t’], [w], [g], [u], [ h]. Usually sonorous and hissing sounds are absent in the child’s speech, the reason for this may be weakened muscles of the tongue. The essence of the “Swing” exercise is to lift the tongue up and down with your mouth open, imitating the movements of a swing. At the same time, the accuracy and activity of the tip of the tongue develops, the ability to quickly change its position, it is necessary to ensure that the lower jaw and lips remain motionless, the tongue is wide, and the lower lip does not help support the tongue. You can also use a nursery rhyme:
Above the oak, above the spruce
On the swing we took off
“Delicious Jam” – the exercise is aimed at strengthening and upper lifting the tip of the tongue. This exercise is good to use when preparing for the production of the sound [w], , since the movement of the front of the tongue forward and upward is close to the shape of the cup, which the tongue acquires when pronouncing this sound. At the same time, it is important to ensure that only the tongue works, so that the lower lip and jaw do not help it, the tongue should remain wide, and its lateral edges touch the corners of the lips.
Tongue Brush – this exercise is aimed at activating the tip of the tongue, both for the upper lift and its flexibility in the lower position. We imitate brushing the teeth with the tongue, while the mouth is wide open, the lower jaw is motionless, the tongue should be wide and move from the bottom up. First, brush the lower teeth on one side and the other, then from the molars to the center of the upper teeth on both sides, it is important that the tip of the tongue reaches the gums. The exercise is useful when staging sounds [w], [p], [l], [u].
“Malyar” – movements with the tip of the tongue across the palate, as if we are painting the “ceiling” in the mouth, the mouth is wide open. The exercise strengthens the muscles of the tongue for the upper lift, it is especially good to use when setting the sound [r].
“Pussy laps milk” — moving the tongue back and forth, when moving into the oral cavity, the lateral edges of the tongue are slightly bent, as if forming a ladle. This exercise trains the ability to quickly change the position of the tongue, strengthens its lateral muscles, stretches the hyoid ligament (bridle).
“Horse” – clicking the tongue like a horse. The exercise stretches the hyoid ligament well, strengthens the upper rise of the tongue, and is used when setting the sound [p]. It is very important that the mouth is open and the lower jaw remains motionless.
“Woodpecker” is one of the important exercises for setting the sound [r]. The mouth is wide open, tapping the tip of the tongue behind the upper teeth along the alveoli with the sound: “d-d-d-d”. The sound [d], in general, is fundamental for setting [p], as it helps to keep the tongue up for a long time. First we pronounce “d-d-d” in slow motion, then we speed up the pace and pronounce it more intensely and clearly. When performing this exercise, it is very important to ensure that the mouth is open all the time, only the tongue works, the lower jaw is motionless, the lips are in a smile, the tip of the tongue should not tuck in, and the nature of the sound should be in the form of a clear blow, not squelching. This is one of the most difficult exercises, so it should be performed after fixing all of the above. Since it is necessary that the muscles of the mouth and lips are well strengthened, the mouth must be able to stay open for a long time motionless, the tongue can easily rise upwards, the lower jaw should stand in one place and not interfere.
All these simple exercises can be started with the baby from the age of 1 in a playful way, imitating the movements of various objects and animals, accompanied by songs, nursery rhymes, claps. At the same time, it is important to first show the movement yourself, so that the child fixes it visually. So, you can have fun and usefully spend time with your beloved child, and by the age of five have good sound pronunciation of even the most complex groups of sounds, because articulatory gymnastics is one of the most important components of speech therapy work.
30 best diction exercises
A person is not born with the ability to speak, much less to do it correctly and clearly. If a child has problems with the pronunciation of individual sounds, articulation gymnastics can help him. This is a set of exercises aimed at correcting these difficulties. In what cases is it sufficient, and when is a more serious approach required? What exercises of articulation gymnastics can you do at home yourself? Speech therapist Olesya Yugova tells.
Olesya Yugova, speech therapist, Associate Professor of the Department of Speech Therapy, Moscow City Pedagogical University, Candidate of Pedagogical Sciences
What is articulation gymnastics
Children of the first years of life very often distort sounds that are difficult to pronounce, because their speech organs are still developing. There are practically no babies who immediately speak perfectly clearly.
For a clear pronunciation of sounds, correct articulatory motility is necessary, that is, the coordinated activity of the organs of the speech apparatus. If there are any problems in articulatory motor skills, they will always be reflected in sound pronunciation.
When talking, we use about a hundred muscles, including the muscles of the neck, chest, face, tongue, soft palate. Many more neurons are used to control all these muscles than walking and running. Articulatory gymnastics is aimed at those organs in which there are muscles: tongue, lips (circular muscle of the mouth), facial muscles. But first of all, it is intended for the language. The tongue is the main organ of speech, and the development and strengthening of its muscles will help to pronounce all sounds more accurately and clearly.
Types of articulatory gymnastics
Such gymnastics can be active and passive. Most often, when talking about articulatory gymnastics, they mean its active form : the one that the child performs on his own. It is suitable in cases where articulatory motility is not impaired, but simply needs to be improved and practiced for individual movements.
But there are also more serious situations, such as dysarthria, when the pronunciation side of speech is impaired as a result of damage to the nervous system, and the mobility of the speech organs is limited. In this case, it is extremely difficult or impossible for children to perform such gymnastics on their own. After all, their speech organs are not ready for this.
passive gymnastics is used here: an adult with his own hands or with the help of devices – probes, spatulas, brushes – performs the movements and postures that we would like to receive. For example, very often children with motor disorders cannot lift their tongue up. Naturally, in this case, they cannot clearly pronounce the sounds that require this movement. And by itself, this problem is unlikely to disappear, serious work is needed on this.
I would also like to dwell on such a problem as a short hyoid frenulum. It can also be the cause of limited tongue mobility. It can be stretched a little through exercises, but if it is too short, then to normalize the sound pronunciation, it remains only to cut it.
What gymnastics does your child need? Pay attention to the following signs:
the child cannot stick out and fix the tongue on request,
can only partially stick it out and quickly pulls it back, ,
when the tongue is raised, the lower jaw rises along with it,
The sticky tongue begins to tremble or deviate to the side,
There is abundant salivation,
The child frantically pronounces several groups of sounds at once (hissing, whistling, sonorous),
violated the pronunciation not only agreed, not only the pronunciation of the agreement, not only the agreements were pronounced but also vowel sounds (the pronunciation is averaged, there is no clear difference between the sounds).
If several of the listed signs are observed, then, most likely, the child, in addition to consulting a specialist, needs passive gymnastics and speech therapy massage. In combination, they will prepare the baby’s speech apparatus for active articulatory gymnastics, make it possible to produce sounds.
It is better to learn about passive gymnastics from a speech therapist during a consultation. The fact is that violations can be different, there are no universal exercises that would suit everyone. Only a specialist can explain which methods will be most effective in each case.
General principles of articulation gymnastics
Regularity. This means that there will be more benefit from daily five-minute classes than from hourly gymnastics once a week.
Play uniform . Articulation gymnastics can be not only useful, but also a fun activity for the baby.
Visibility. The more analyzers (sight, hearing, touch) are connected when performing exercises, the more effective gymnastics. How to achieve visibility? You can use a mirror in which the child will see his reflection. The adult himself, sitting opposite the baby, can act as a model for performing movements. Use pictures, videos with other children doing this gymnastics. Find out by experience what suits your child more, what motivates him more.
Convenience. Gymnastics should be done in a comfortable position: the back is relaxed, the hands lie calmly, the head has support. The child should be comfortable.
Gradual complication. Try the easiest exercises first, gradually increasing the difficulty. Each time, enter no more than one new exercise, and only if all the previous ones have already been worked out well.
Appropriateness . If the child copes with all the exercises very easily, it is worth considering whether he needs this gymnastics at all. After all, the main task of these exercises is to learn how to do what is not very good at the moment.
Correct attitude. It should not be regarded as a panacea, it is only one of the methods.
Gymnastics techniques
You can easily master these active gymnastics exercises, aimed at statics or dynamics. Each pose is held for 5-7 seconds, repeated several times.
Pipe. Lips should be folded into a tube and pulled forward as far as possible.
Fence. We explain that you need to smile in such a way as to show your teeth.
Alternating exercises “Pipe” and “Fence” .
Rabbit. It is necessary to lift the upper lip to slightly open the incisors.
“Evil Horse” . It is necessary to depict the snorting of a horse. Forcefully exhale air through the mouth without opening it. At the same time, the lips will begin to vibrate.
Piglet. It is necessary to stretch the lips with a tube, and then with closed lips rotate in a circle in different directions.
Horse. The child should click his tongue, sounding the clatter of hooves.
“Fungus”. The tongue is firmly applied (attached to the palate) and held in this position.
Accordion . Keeping the tongue in the “fungus” position, you need to open / close your mouth several times.
Pop the balloon. The cheeks are puffed out, then the child should tap them lightly to release the air.
Hamster. First, both cheeks are inflated, then the right and left alternately.
Fish. The cheeks are retracted and held in this position.
Spatula. The relaxed tongue should be placed on the lower lip (not protruding).
Needle. Narrow tongue protrudes as far as possible.
Watch. Open your mouth slightly and alternately touch the left and right corners of your mouth with the tip of your tongue.
Cup. With your mouth wide open, hold the tongue up.
Focus. Raise the tongue to the “cup” position and gently blow on the tip of the nose. You can put a piece of cotton on the tip of your nose.
Tasty jam. The upper lip is licked with a wide tongue (you can lick real jam).
Painter. We draw the tongue across the sky in the direction from front to back (from the teeth to the throat). You can tell the child that the tongue is a paint brush that paints the sky.
“Brushing your teeth” . The tip of the tongue should be drawn along the upper and then along the lower teeth from one edge to the other.
Monkey. Open your mouth slightly and place your tongue between your lower lip and lower teeth. The lips are close together.
Bulldog. From the “monkey” position, move the tongue to a position between the upper lip and upper teeth. Lips close.
Circle. Mouth closed. The tongue moves from the inside, smoothly outlining a circle with the tip of the tongue.
“Sail”. The end of the tongue rests on the upper teeth and is held in this position.
Swing. The mouth opens and the tongue moves up and down alternately.
“Drummer”. Smile, open your mouth, put your tongue behind your upper teeth, loudly, distinctly, repeat many times: “D-D-D-”. Gradually speed up the pace, do not bring your teeth together.
Knead dough. The tongue rests on the lower lip (as in the “scapula”), while the mouth opens and closes, the lips slap on the tongue.
“Let’s bite the tongue.” Smile, open your mouth, bite the tip and center of your tongue.
“Where’s the candy?”. It is necessary to tightly close the mouth, with the tip of the tongue pressing first on one, then on the other cheek from the inside.
“Turkey” (“Chatterbox”). Smile, show teeth, open your mouth, put a wide tongue on the upper lip and make quick movements with the tip of the tongue along the upper lip back and forth, trying not to tear the tongue from the upper lip.
“Steamboat is humming”. When smiling, you need to bite your tongue and pronounce “y” for a long time.
Do these exercises regularly, but without making them a chore for the child, and you will definitely see progress! And do not forget about other methods of speech development.
See also:
Why is it so important to read aloud to a child
How to teach a child to pronounce complex sounds without the help of a speech therapist
13 classic games for the development of speech com
The causes of muscle weakness are many and there are a wide range of conditions that can cause muscle weakness. These can be both well-known diseases and rather rare conditions. Muscle weakness can be reversible and persistent. However, in most cases, muscle weakness can be treated with exercise, physiotherapy, and acupuncture.
Muscle weakness is a fairly common complaint, but the word weakness has a wide range of meanings, including fatigue, decreased muscle strength, and the inability of the muscles to work at all. There is an even wider range of possible causes.
The term muscle weakness can be used to describe several different conditions.
Primary or true muscle weakness
This muscle weakness manifests itself as an inability to perform the movement that a person wants to perform with the muscles on the first try. There is an objective decrease in muscle strength and strength does not increase regardless of effort. That is, the muscle does not work properly – this is abnormal.
When this type of muscle weakness occurs, the muscles appear to have fallen asleep, smaller in volume. This can happen, for example, after a stroke. The same visual picture occurs with muscular dystrophy. Both conditions lead to weakening of the muscles that cannot perform the usual load. And this is a real change in muscle strength.
Muscle fatigue
Fatigue is sometimes called asthenia. This is the feeling of tiredness or exhaustion that a person feels when the muscles are used. The muscles don’t really get weaker, they can still do their job, but doing muscle work takes a lot of effort. This type of muscle weakness is often seen in people with chronic fatigue syndrome, sleep disorders, depression, and chronic heart, lung, and kidney disease. This may be due to a decrease in the rate at which the muscles can receive the required amount of energy.
Muscle fatigue
In some cases, muscle fatigue mainly has increased fatigue – the muscle starts to work, but quickly gets tired and takes more time to restore function. Fatigue is often associated with muscle fatigue, but this is most noticeable in rare conditions such as myasthenia gravis and myotonic dystrophy.
The difference between these three types of muscle weakness is often not obvious and a patient may have more than one type of weakness at once. Also, one kind of weakness can alternate with another kind of weakness. But with a careful approach to diagnosis, the doctor manages to determine the main type of muscle weakness, since certain diseases are characterized by one or another type of muscle weakness.
The main causes of muscle weakness
Lack of adequate physical activity – inactive (sedentary) lifestyle.
Lack of muscle exercise is one of the most common causes of muscle weakness. If the muscles are not used, then the muscle fibers in the muscles are partly replaced by fat. And over time, the muscles weaken: the muscles become less dense and more flabby. And although muscle fibers do not lose their strength, but their number decreases, and they are not reduced as effectively. And the person feels that they have become smaller in volume. When you try to perform certain movements, fatigue sets in faster. The condition is reversible with reasonable regular exercise. But as we age, this condition becomes more pronounced.
Maximum muscle strength and a short period of recovery after exercise is observed at the age of 20-30 years. That is why most great athletes achieve high results at this age. However, strengthening muscles through regular exercise can be done at any age. Many successful distance runners have been in their 40s. Muscle tolerance during a long activity, such as a marathon, remains high for longer than during a powerful, short burst of activity, such as a sprint.
It is always good when a person has sufficient physical activity at any age. However, recovery from muscle and tendon injuries is slower with age. At whatever age a person decides to improve their physical fitness, a reasonable training regimen is important. And it is better to coordinate training with a specialist (instructor or exercise therapy doctor).
Aging
As we age, muscles lose strength and mass and become weaker. While most people accept this as a natural consequence of age – especially if the age is decent, however, the inability to do what was possible at a younger age often brings discomfort. However, exercise is still beneficial in old age, and safe exercise can increase muscle strength. But the recovery time after an injury is much longer in old age, as involutional changes in metabolism occur and bone fragility increases.
Infections
Infections and diseases are among the most common causes of temporary muscle fatigue. This occurs due to inflammatory processes in the muscles. And sometimes, even if the infectious disease has regressed, the restoration of muscle strength can take a long period of time. Sometimes this can cause chronic fatigue syndrome. Any disease with fever and inflammation of the muscles can be a trigger for chronic fatigue syndrome. However, some diseases are more likely to cause this syndrome. These include the flu, Epstein-Barr virus, HIV, Lyme disease, and hepatitis C. Other less common causes are tuberculosis, malaria, syphilis, polio, and dengue fever.
Pregnancy
During and immediately after pregnancy, high levels of steroids in the blood, combined with iron deficiency, can cause muscle fatigue. This is a completely normal muscle reaction to pregnancy, however, certain gymnastics can and should be carried out, but significant physical exertion should be excluded. In addition, in pregnant women, due to a violation of biomechanics, pain in the lower back often occurs.
Chronic diseases
Many chronic diseases cause muscle weakness. In some cases, this is due to a reduction in the flow of blood and nutrients to the muscles.
Peripheral vascular disease is caused by narrowing of the arteries, usually due to cholesterol deposits, and is triggered by poor diet and smoking. The supply of blood to the muscles is reduced, and this becomes especially noticeable during exercise, when the blood flow cannot cope with the needs of the muscles. Pain is often more characteristic of peripheral vascular disease than muscle weakness.
Diabetes – This disease can lead to muscle weakness and loss of fitness. High blood sugar puts the muscles at a disadvantage, their functioning is impaired. In addition, as diabetes progresses, there is a disturbance in the structure of the peripheral nerves (polyneuropathy), which in turn impairs the normal innervation of the muscles and leads to muscle weakness. In addition to the nerves, diabetes causes damage to the arteries, which also leads to poor blood supply to the muscles and weakness. Heart disease, especially heart failure, can lead to impaired blood supply to the muscles due to a decrease in myocardial contractility and actively working muscles do not receive enough blood (oxygen and nutrients) at the peak of the load and this can lead to rapid muscle fatigue.
Chronic lung diseases , such as chronic obstructive pulmonary disease (COPD), reduce the body’s ability to consume oxygen. Muscles require a fast supply of oxygen from the blood, especially during exercise. Decreased oxygen consumption leads to muscle fatigue. Over time, chronic lung disease can lead to muscle atrophy, although this mostly happens in advanced cases when blood oxygen levels begin to drop.
Chronic kidney disease can lead to an imbalance of minerals and salts in the body, and may also affect the level of calcium and vitamin D. Kidney disease also causes the accumulation of toxic substances (toxins) in the blood, as a violation of the excretory function of the kidneys reduces their excretion from the body. These changes can lead to both true muscle weakness and muscle fatigue.
Anemia – is a lack of red blood cells. There are many causes of anemia, including poor nutrition, blood loss, pregnancy, genetic diseases, infections, and cancer. This reduces the ability of the blood to carry oxygen to the muscles in order for the muscles to contract fully. Anemia often develops rather slowly, so that by the time of diagnosis, muscle weakness and shortness of breath are already noted.
Diseases of the central nervous system
Anxiety: general fatigue can be caused by anxiety. This is due to the increased activity of the adrenaline system in the body.
Depression: general fatigue can also be caused by depression.
Anxiety and depression are conditions that tend to cause feelings of tiredness and “fatigue” rather than true weakness.
Chronic pain – general effect on energy levels can lead to muscle weakness. As with anxiety, chronic pain stimulates the release of chemicals (hormones) in the body that respond to pain and injury. These chemicals lead to feelings of tiredness or fatigue. With chronic pain, muscle weakness can also occur, as the muscles cannot be used due to pain and discomfort.
Muscle injuries due to trauma
There are many factors that lead to direct muscle damage. The most obvious are injuries or injuries such as sports injuries, sprains and dislocations. Performing exercises without “warming up” and stretching the muscles is a common cause of muscle damage. With any muscle injury, bleeding occurs from damaged muscle fibers within the muscle, followed by swelling and inflammation. This makes the muscles less strong and also painful when performing movements. The main symptom is localized pain, but later on weakness may appear.
Medicines
Many medicines can cause muscle weakness and muscle damage as a side effect or allergic reaction. It usually starts out as fatigue. But damage can progress if medication is not stopped. The most commonly reported medications are statins, some antibiotics (including ciprofloxacin and penicillin), and anti-inflammatory pain medications (such as naproxen and diclofenac).
Long-term use of oral steroids also causes muscle weakness and atrophy. This is an expected side effect of steroids with long-term use and therefore doctors try to reduce the duration of steroid use. Less commonly used medications that can cause muscle weakness and muscle damage include:
Certain cardiac drugs (eg amiodarone).
Chemotherapy drugs.
HIV drugs.
Interferons.
Medicines used to treat overactive thyroid.
Other substances.
Long-term use of alcohol can lead to weakness of the shoulder and hip muscles.
Smoking can indirectly weaken muscles. Smoking causes narrowing of the arteries, which leads to peripheral vascular disease.
Cocaine abuse causes marked muscle weakness, as do other drugs.
Sleep disorders
Problems that disrupt or reduce the duration of sleep, leading to muscle fatigue, muscle fatigue. These disorders may include: insomnia, anxiety, depression, chronic pain, restless leg syndrome, shift work, and having young children who stay awake at night.
Other causes of muscle weakness
Chronic Fatigue Syndrome
This condition is sometimes associated with some viral infections such as Epstein-Barr virus and influenza, but the genesis of this condition is not fully understood. Muscles are not inflamed, but get tired very quickly. Patients often feel the need for greater effort to perform muscle activities that they previously performed easily.
In chronic fatigue syndrome, muscles that are not collapsed and may have normal strength when tested. This is reassuring, as it means that the chances of recovery and full functional recovery are very high. CFS also causes psychological fatigue when performing intellectual activities, such as long reading and communication also becomes tiring. Patients often show signs of depression and sleep disturbances.
Fibromyalgia
This condition is similar in symptoms to chronic fatigue syndrome. However, in fibromyalgia, the muscles become tender to the touch and tire very quickly. Muscles in fibromyalgia do not collapse and remain strong on formal muscle testing. Patients tend to complain more of pain than fatigue or weakness.
Thyroid dysfunction (hypothyroidism)
In this condition, the lack of thyroid hormones leads to general fatigue. And if hypothyroidism is not treated, then muscle degeneration and hypotrophy may develop over time. Such changes can be serious and in some cases irreversible. Hypothyroidism is a common disease, but, as a rule, with timely selection of treatment, muscle problems can be avoided.
Lack of fluid in the body (dehydration) and electrolyte imbalance.
Problems with the normal balance of salts in the body, including as a result of dehydration, can cause muscle fatigue. Muscle problems can only be very serious in extreme cases, such as dehydration during a marathon. Muscles work worse when there is an imbalance of electrolytes in the blood.
Diseases accompanied by muscle inflammation
Inflammatory muscle diseases typically develop in the elderly and include both polymyalgia and polymyositis and dermatomyositis. Some of these conditions are well corrected by taking steroids (which have to be taken for many months before the therapeutic effect appears). Unfortunately, long-term use of steroids themselves can cause muscle loss and weakness.
Systemic inflammatory diseases such as SLE and rheumatoid arthritis often cause muscle weakness. In a small percentage of cases, rheumatoid arthritis, muscle weakness and fatigue may be the only symptoms of the disease for a significant amount of time.
Cancer
Cancer and other cancers can cause direct muscle damage, but having cancer anywhere in the body can also cause generalized muscle fatigue. In the advanced stages of cancer, body weight loss also leads to true muscle weakness. Muscle weakness is usually not the first sign of cancer and occurs more often in the later stages of cancer.
Neurological conditions resulting in muscle damage .
Diseases affecting the nerves usually result in true muscle weakness. This is because if the nerve of the muscle fiber stops working properly, the muscle fiber cannot contract and, as a result of the lack of movement, the muscle will atrophy. Neurological diseases: Muscle weakness can be caused by cerebrovascular diseases such as stroke and cerebral hemorrhages or spinal cord injuries. Muscles that become partially or completely paralyzed lose their normal strength and eventually atrophy. In some cases, muscle changes are significant and recovery is very slow or function cannot be restored.
Diseases of the spine: when the nerves are damaged (compressed at the exit of the spine by a herniation, protrusion or osteophyte), muscle weakness may occur. When a nerve is compressed, conduction and motor disturbances occur in the zone of innervation of the root, and muscle weakness develops only in muscles innervated by certain nerves that have undergone compression
Other nervous diseases :
Multiple sclerosis – caused by damage to nerves in the brain and spinal cord and can lead to sudden paralysis. With multiple sclerosis, partial restoration of functions is possible with adequate treatment.
Guillain-Barré syndrome is an acute autoimmune inflammatory polyradiculoneuropathy, manifested by flaccid paresis, sensory disturbances, autonomic disorders, caused by a viral infection
Parkinson’s disease: this is a progressive disease of the central nervous system, both the motor sphere and the intellectual and emotional sphere. It mainly affects people over the age of 60 and in addition to muscle weakness, Parkinson’s patients experience tremors and muscle stiffness. They often have difficulty starting and stopping movement, and are often depressed.
Rare causes of muscle weakness
Genetic diseases affecting muscles
Muscular dystrophies – hereditary diseases that affect muscles are quite rare. The most famous such disease is Duchenne muscular dystrophy. This disease occurs in children and leads to a gradual loss of muscle strength.
Some rare muscular dystrophies may debut in adulthood, including Charcot-Marie-Tooth syndrome, and Facioscapulohumeral dystrophy syndrome. They also cause a gradual loss of muscle strength and often these conditions can lead to disability and wheelchair confinement.
Sarcoidosis – is a rare disease in which clusters of cells (granulomas) form in the skin, lungs, and soft tissues, including muscles. The condition may heal on its own after a few years.
Amyloidosis – is also a rare disease in which there is an accumulation (deposits) of an abnormal protein (amyloid) throughout the body, including in the muscles and kidneys.
Other rare causes: Direct muscle damage can occur in rare hereditary metabolic diseases. Examples include: glycogen storage diseases and, even more rarely, mitochondrial diseases, which occur when the energy systems within muscle cells do not work properly.
Myotonic dystrophy – is a rare genetic muscle disease in which the muscles tire quickly. Myotonic dystrophy is passed on from generation to generation, and, as a rule, with each subsequent generation, the manifestations of the disease become more pronounced.
Motor neuron disease is a progressive nerve disease that affects all parts of the body. Most forms of motor neuron disease begin in the distal extremities and gradually involve all the muscles of the body. The disease progresses over months or years, and patients rapidly develop severe muscle weakness and muscle atrophy.
Motor neuron disease is most common in men over 50, but there have been many notable exceptions to this rule, including famous astrophysicist Stephen Hawking. There are many different forms of motor neuron disease, but no successful treatment has yet been developed.
Myasthenia gravis: – is a rare muscle disease in which the muscles tire quickly and take a long time to recover from contractile function. Muscle dysfunction may be so severe that patients cannot even hold their eyelids and speech becomes slurred.
Poisons – poisonous substances also often cause muscle weakness and paralysis due to the effect on the nerves. Examples are phosphates and botulinum toxin. In case of exposure to phosphates, weakness and paralysis may be persistent.
Addison’s disease
Addison’s disease is a rare disorder in which the adrenal glands become underactive, leading to a lack of steroids in the blood and an imbalance of blood electrolytes. The disease usually develops gradually. Patients may notice a change in skin color (tanning) due to skin pigmentation. There may be weight loss. Muscle fatigue can be mild and is often an early symptom. The disease is often difficult to diagnose and special examinations are required to diagnose this disease. Other rare hormonal causes of muscle weakness include acromegaly (an overproduction of growth hormone), an underactive pituitary gland (hypopituitarism), and severe vitamin D deficiency.
Diagnosis of muscle weakness and treatment
If you have muscle weakness, you should consult a doctor who will be primarily interested in answering the following questions:
How did muscle weakness appear and when?
Is there any dynamics of muscle weakness, both increase and decrease?
Has there been a change in general well-being, weight loss, or recent travel abroad?
What medications is the patient taking and has anyone in the patient’s family had muscle problems?
The physician will also need to examine the patient to determine which muscles are affected by weakness and whether the patient has actual or suspected muscle weakness. The doctor will check to see if there are signs of the muscles becoming softer to the touch (which could be a sign of inflammation) or if the muscles are tiring too quickly.
The doctor should then check the nerve conduction to determine if there is a conduction disorder from the nerves to the muscles. In addition, the doctor may need to check the central nervous system, including balance and coordination, and may order laboratory tests to determine changes in hormone levels, electrolytes, and other indicators.
If this does not allow determining the cause of muscle weakness, then other diagnostic methods can be prescribed:
Neurophysiological studies (ENMG, EMG).
Muscle biopsy to determine the presence of morphological changes in the muscles
Scanning tissues using CT (MSCT) or MRI in parts of the body that can affect muscle strength and function.
The combination of medical history, symptoms, physical examination data and the results of laboratory and instrumental research methods allows in most cases to find out the true cause of muscle weakness and determine the necessary treatment tactics. Depending on the genesis of muscle weakness (infectious, traumatic, neurological, metabolic drug, etc.), the treatment should be pathogenetic. Treatment can be either conservative or surgical.
33 useful wall bars exercises to show to children
Even the most useful thing in the world will be just decoration if you don’t know how to use it correctly. Let’s talk about the best exercises of varying difficulty that your children can perform on the Swedish wall.
Even simple climbing on the Swedish wall helps relieve stress, get rid of muscle clamps that appear from sitting still at a desk.
or in front of a computer. Regular exercises that the child performs on the wall stimulate his immunity, as well as
development of physical and intellectual abilities. Separately, it is worth mentioning that climbing up and down the stairs strengthens the arch of the foot, which prevents flat feet.
Depending on the purpose for which it is used, the wall will become a strength or stretching trainer, an excuse for morning exercises, or a way to relax before bed. The main thing is to show the child (you can by personal example) how to use it with benefit and pleasure.
Nuance: all the walls are useful, but the more modern and safe option is installed in your house, the calmer you are for a child, even a small one and not prepared for serious training. If, however, complete with a wall you get a variety of shells: rope ladders, ropes, rings, horizontal bars, slides, swings – it will be more fun and interesting for a child to do exercises.
On our website you can buy an excellent Swedish wall for a child, which will meet all safety standards and requirements, while it will perfectly fit into your apartment, will look appropriate and aesthetically pleasing.
Morning Exercises
Mini Pull-ups : rest your feet on the base of the wall, place your arms on the bar at shoulder level and straighten them completely. Then we pull ourselves close to it, while the grip can be changed, for example, put your hands narrower or wider, grab the crossbars not from above, but from below – this will help to use all the small muscles of the hands. We perform mini-pull-ups 10-15 times.
Foot warm-up : stand on the lower bar, hold hands at a comfortable height. We cross our feet for a minute, as when walking in place. Then we move the feet forward / backward – from toes to heels.
Inclinations to the wall : put your left hand on the bar of the Swedish wall at shoulder level or slightly lower and stand sideways to it. Then we tilt the body to the left, while trying to reach the crossbars with a straight right hand, but we do not turn the body. We perform 10 times, and then repeat 10 more times – already for the right side of the body.
Bar Squats : Stand with your feet on the bottom step of the wall bar, grab the bar at chest level with your hands and squat 10-15 times.
Before and after morning exercises, invite the child to hang on the crossbar or horizontal bar (if any) for at least 20-30 seconds. The exercise seems simple and even boring, because you do not need to do anything – but it is one of the most useful for straightening the spine, as well as strengthening the muscles of the back, shoulders and arms. Gradually increase the length of the hang. The ability to hold out for 5 minutes is aerobatics!
Exercises for a healthy back and good posture
Children sit at their desks a lot, not controlling the correct position of the back. In addition, a “duty” tilt to the screen of a tablet or smartphone can lead to muscle clamps in the neck and even to a curvature of the spine. The Swedish wall of the house is the key to a healthy back.
Stand with your back to the wall, breathe evenly and calmly, focus on how each bar touches your back.
We hang on the crossbar, which is convenient in height, for a minute. If it takes longer, great!
Hanging on the rings (if any) – this kind of hang adds variety to the usual training program and involves muscles that do not work when hanging on a fixed bar.
We carry out the bar. To do this, we cling our legs to the first or second crossbar, put our hands on the floor or on the mat – and stand still for at least 20-30 seconds. Correct execution technique is important:
make sure that the child’s lower back does not bend down, and the pelvis does not go up. The correct plank is straight.
We hang facing the Swedish wall and tear off the pelvis and straight legs from it. We fix the “vertical boat” for 1-2 seconds, then return to the starting position. We repeat 5-7 times.
We stand facing the wall, put our feet near the lower crossbar, grab our hands at waist level or slightly lower. Then we lean forward, taking the body and pelvis back, and keeping the back straight. We fix the position at the extreme point for 2-3 seconds, then return to the original vertical position. We repeat 5-7 times.
Strength Exercises
Home workouts on the Swedish wall can be a backup option and an alternative to sports sections in case of self-isolation, quarantine at school, or a break for the holidays. And, of course, regular exercise at home will improve your child’s physical education scores over time.
We stand with our backs to the Swedish wall. Grab a bar high enough so that your feet don’t touch the floor and hang on your hands. Slowly, without jerking, we raise the legs bent at the knees perpendicular to the body. We repeat 10-15 times.
The starting position is the same, we raise straight legs 8-10 times.
The starting position is the same, in turn we pull the knees to the opposite shoulders. Repeat 8-10 times on each side.
The starting position is the same, in turn we raise the legs straight legs to the sides – 10-15 times on each side.
We turn to face the wall, grab our hands high, hang down and then bend both legs at the knees, trying to touch the buttocks. We repeat 10-15 times.
We stand with the right side against the wall, put the straight right leg on the crossbar at the level of the pelvis or slightly lower (the higher the crossbar, the higher the load, so choose the height taking into account the physical fitness of the child). We squat on the left leg 5-7 times. Then we turn left side and squat on the right leg. It is important to properly distribute the load: it should not lie on the knee joints, so make sure that the child keeps his back straight and while squatting, the pelvis is pulled back, and the knee does not go far forward.
We do lunges: we stand with our backs to the Swedish wall, we step with our right foot far forward (the angle at the knee is 90 degrees), then we make a lunge with our left foot. Repeat 5-7 times on each leg.
We lay down on the mat perpendicular to the wall, fasten the legs to the lower bar, perform 10-15 twists for the press.
Endurance exercises
For children up to 3-4 years old: ascent to the very top of the Swedish wall, then descent. We repeat 3-5 times.
For children 4-6 years old: climb to the very top of the rope ladder (if available), then descend. We repeat 3-5 times.
For children over 7 years: rope climb (if available). We repeat 1-2 times.
Exercises for the development of flexibility
We stand facing the Swedish wall at a distance of an outstretched leg, put the right foot on the crossbar and lean towards it with the body. We repeat 3-5 times. We perform in 2 sets: first with a round back, then with a straight one.
We perform the “pendulum”: we hang on our hands with our backs to the wall, we swing our legs from side to side, while holding them together. The amplitude should not be large. Make sure that the movements of the child are not sharp, impetuous.
We make a “bridge”: we stand with our backs to the Swedish wall at a distance of 2 steps, grab the bar with one hand, “step” lower with the other – and so on until the stretch is enough. Do not rush to perform a full-fledged bridge, wait until the child’s muscles are stretched and strengthened, and he himself will not experience fear, hanging in an unusual position for himself.
We stand at arm’s length facing the wall and grab the crossbar with both hands. Legs together. Keeping your arms straight, lean forward, then bend your legs slightly in turn.
Game exercises for the smallest
“Monkey is naughty” : hang on the crossbar, hold with both hands for 10-15 seconds, then “step” (let go of one or the other hand for a while, while the parent insures against fall). Repeat “steps” 3-4 times for each hand.
“The clock is ticking” : we perform the “pendulum” exercise – we swing slightly from side to side, holding with both hands. Legs together and straight.
“The fish swims” : hang on the crossbar or horizontal bar (if any) and make rotational movements with the legs. 2-3 circles clockwise, then 2-3 circles – against it.
Grass Grows : hang on the bar and pull up to it (at the same time, the parent insures and slightly pushes the child up). We repeat 2-3 times.
Roly-Poly is training : doing squats near the Swedish wall. We stand facing her, holding our hands at waist level. We repeat 5-6 times.
“Cosmonaut climbs into a rocket” : climb the rope ladder. We repeat 1-2 times.
“Pirates Attack” : Climb up the rope (with the help of a parent) or swing on it, holding on tightly with your hands.
“Swallow flies” : stand with your feet on the lower crossbar facing the Swedish wall. Keep your hands at chest level. Raise your head up, arch your back and take your straight right leg back as far as possible. We fix the position for 1-2 seconds, then raise the left leg.
On our site you can buy an excellent Swedish wall for a child, which will meet all safety standards and requirements, while it will perfectly fit into your apartment, will look appropriate and aesthetically pleasing.
Safety
When working with a child on the Swedish wall, follow simple rules.
Consult your pediatrician before purchasing a wall bar and before starting home workouts. Even such a useful sports simulator has contraindications.
Be sure to warm up before doing the exercises: perform rotational movements of the head, shoulders, arms, hands. Rotate your feet. Get up on your toes and get down. Make 2-3 tilts of the body in each direction.
Take care of a soft landing: lay a high-quality, dense mat near the wall bars.
Complicate the exercises and increase the number of approaches gradually. At the same time, follow the correct technique for performing the exercise.
Finish your workouts with a little stretching (see section above) otherwise your child will have sore muscles the next day and will not want to repeat the “unpleasant” experience.
Do not force! There will be little benefit from exercises “through I don’t want to”.
Do not exercise immediately after eating. Wait at least 30-40 minutes.
Do not exercise on the Swedish wall if the child is overexcited: concentration will decrease and the risk of injury will increase.
Stop exercising if you feel unwell.
Insure your child: a baby up to 4-5 years old – all the time, an older child – on difficult exercises and when climbing to a height.
Read 👀 online 📲 Jormundur
14. The sin of fatherhood
Once upon a time there lived a glorious warrior in the northern coastal kingdom. His ancestors were not distinguished by blue blood, but belonged to one of the eminent Norwegian families. By his mature years, the inhabitants of Nidaros, which is at the mouth of the Nida, a brave and enterprising husband was elected a hövding, that is, a local leader. The ruler disposed of the affairs of his people according to his mind and conscience, he taxed the tillers, fishermen, hunters and cattle breeders, and with the proceeds he built a prosperous city in his fjord.
When Jarl Hladir, to whom Nidaros also belongs, set out on a campaign, Hövding removed his shield and ax from the wall. The warrior handled weapons as skillfully as with trading letters and laws, therefore he was valued no less in raids than on land. But it was scary for the heading to leave his native Nidaros to bond proteges. Many landowners looked at his tall house and wide courtyard, where many thralls worked.
In the raids, the leader became so rich that he desired to see in his possessions a noble, reasonable wife who would look after the household in his absence. Then the handsome and not yet old heading began to search all over Hladir for a worthy party. And the jarl there, very conveniently, had an older sister, the beautiful Guthrum, in the care of. The late father, sung by the sagas, did not have time to marry her off, and in the family the poor thing began to be called an old maid behind her back.
Having wooed Guthrum, the ruler of Nidaros immediately received a turn from the gate. It was not for nothing that the Jarl’s sister was called the obstinate proud woman, because the hövding, who fell in love in earnest, sought her hand for almost a year. When either common sense or a warm heart made the ice melt, the young people played such a wedding, which had not happened in all of Hladir.
Guthrum, not getting younger with age, began to dream of a child. The jarl also remembered his sister, every time he spoke with his brother and relative about the future heir. But how passionately he disliked heading his wife, time passed, but it was not possible to conceive.
There lived a seer near Trondheims Fjord, who was not exactly famous for his divination, but out of curiosity and hopelessness, the people went to him, repaying him with food and rarely with coins. The prophetess built himself a modest dugout on a picturesque quiet coast, where he scattered bones and runes on a large flat stone in front of gullible guests and, by and large, did not know grief and poverty. And yet life from day to day became not a joy, but a burden. Petty human worries and superstitions hardened the heart, participation was replaced by contempt, but more than all fortune tellers, he was disappointed in himself. How truthfully he did not guess people’s thoughts and how he did not grimace, the spirits of nature, and even more so the aces, never spoke to him – they were not even a light breath of a candle.
When the seer was almost convinced that he was deaf to the words of the gods and seriously doubted their existence, there was a persistent knock on the door of the dugout. On the advice of his people, Hövding came to the fortune-teller for the last help. He promised him a generous reward and honorable friendship, if only Guthrum would finally become heavy. Listening to the entreaties, tears and promises, the seer fell into deep thought. If the wife has not been able to bear it by any means, giving heading hope is only a test of time. The sorcerer spread the bones and gave the petitioner the whole truth as if in spirit. Guthrum is barren, but it’s not too late to find a second wife, younger and good if she has a child from her first husband.
At first, fierce anger overcame the warrior: he did not want to hear about Guthrum’s betrayal. Month after month, the couple did not unstick from each other, trying to conceive, but the seer did wait for his own, and the leader’s hands dropped. At the instigation of the sorcerer, he got married a second time, bringing a divorced young woman with a baby in a basket into the house. Guthrum could not stand the betrayal, and soon the jarl took his sister to the old father’s house.
Days passed, the head of the gloomy heading gradually turned gray, and the second wife carelessly nursed the child, slowly informing about the new heir. Then the seer again heard a knock in his dugout. The warrior shed tears more bitterly than before: his beloved Guthrum left him, and the jarl and the townspeople say that their chosen one is as fruitful as a field in the middle of a fierce winter. Spreading out the runes, the prophet became thoughtful and proposed the following scenario: the heading will call a young combatant, better than a father of many children, to his chambers, and lie down with him and his wife on the same bed. Then the wife will become pregnant from someone else’s seed, and the legal husband will be considered the father.
The warrior was more angry than before: the doors flew out of their hinges when he left the dugout. But there was nothing to be done: having clenched his teeth, the heading carried out the order exactly, and bought the silence of the combatant with a high rank and a donated share of the land. In the spring, the leader went on a long campaign, and when he returned, he exclaimed with joy, because his young wife with a round belly was walking. Until she was born, the future father decided not to leave Nidaros, and until winter the family lived happily ever after.
Good luck also came to the seer, for whom the benefactor rebuilt a large stone house and brought thralls there, plus puffy tyrs to boot. On the sacred holiday of Yule, when the frosts were so bitter that the banks of the fjord were covered with a crust of ice, the wife of the hövding went into labor. The midwives clapped their hands and sang songs, because an old belief promises great happiness and good luck to a child born on Yule. Father, with the nearest bondsmen and retinue, hastened to feast, and in the crowded house from dawn to dusk cider was poured and sagas sounded. After a sleepless night, the sun rose, but the children’s squeak from the passage did not reach.
While the owner was warding off a severe hangover with another glass of mash, a sad shooting gallery descended on his drinking buddies. When the last sheet in the house was saturated with blood, with an inconceivable effort, the mother vomited the child out of herself, but it was already dead. It was rumored that in front of the midwives the woman in labor cursed both the negligent husband and the vigilante who dishonored her, only her grief passed along with bodily wounds, and the scars on the heart of the hövding did not heal.
For the third time the seer heard a faint knock at his door. The daughter of his second wife was already growing up, and the steward took two children from friendly families for upbringing, who became brave devoted warriors under his command, but none of them was a real heir. The jarl and his companions laughed at him, the spouses despised him, and the leader himself was ready to drown himself in a bowl of ale.
The soothsayer did not scatter runes and bones. Everything that there is a human will, they have tried. Only the will of the gods remained, but wise over the years, he remained deaf to them. The two men were silent for a long time, sitting at the wide stone table. What is the purpose of someone like him, the seer asked himself, why did the aces give him such a worthless life? The soothsayer gave himself the answer: he swore to hevding to search until, by hook or by crook, he finds a way to prolong his family.
As soon as the petitioner left, the sorcerer ordered the thralls to collect food for seven days in advance and deliver the cart to the mountains on the nearby Fosen Peninsula. There he settled in a deep dark cave near a waterfall, where he warmed himself only with skins and bread mash. He spent many days and nights in pitch darkness, without making a fire, listening to the measured sound of water and his own echo. He devoted all his time to meditation and prayer to the Ases. If the ears do not listen to the gods, and the eyes do not see, then let him become deaf from the roar of the waterfall and blind from the eternal darkness.
The clock was flowing along with drops crashing to the ground. After some eternity, the hermit lost track of time, his body was overcome by weakness and aches. It seemed that even outside the cave the whole world had dissolved into an impenetrable abyss. The blind man ceased to feel his flesh, even to think of himself as a bodily entity, dissociated from the unified mind of being. He was afraid of what lies beyond the world of the living. Rushed to the exit, but did not find it.
Then, in a mad turmoil of feelings, the sorcerer heard voices. Hundreds, maybe thousands of women whispered incoherently: the ear snatched fragmentary phrases from the choir, but the mind did not catch the essence. It seemed that during the painful years of silence, the words fell like a waterfall on the soothsayer, and he screamed, begging the spirits to take pity.
The voices faded into one, loud and clear. Trembling and disintegrating with multiple echoes, he turned to the petitioner with the question: who speaks with the goddess? But the witch no longer knew who he was. The voice said: the seer has only to be born and fulfill his destiny. And it is to bring heading not one, but a great many descendants.
Then the soul of the petitioner rejoiced: what should he do? The goddess ordered to gather a large army and sail south with it. There to fight – a lot and mercilessly, taking captives as slaves, but even more willing – to kill for the glory of the gods. Losing men must be put on fire, because they do not honor the aesir and are not worthy to bear their will in Midgard. The seer will bring a bloody harvest of babies and small children to the goddess, so that she becomes their mother. Hövding and his people will recompense the loss of their wives by becoming the fathers of new offspring. Only when the sacrifice is sufficient, the leader will return home with the long-awaited heir.
But how long will the Normans fight in foreign lands? How many ears of corn must be cut in a bloody harvest? A whole field, the goddess replied. And even it will not be enough if the seer does not lay down fate for a just cause.
The voice asked the last question: is the petitioner ready to bear this burden? The witch doubted. In the soul, animal fear argued with the greatest pride: at last the gods despised him, chose him for a great cause!
The answer was obvious. The servant of the Ases came out of the cave no longer as a peasant fortune-teller, but as a personal priest of the hövding, with whom he went on the next campaign. The mentor’s passion and unyielding faith turned his soldiers into fierce reapers of the goddess. The ruler of Nidaros disappeared in raids more and more often, he brought more and more good things, and soon the troops under his command began to be feared and glorified throughout Hladir.
Then Hövding’s brother-in-law, who wrested power over Norway from the hands of his rivals, named his sister’s husband Jarl. Soon Guthrum saw dressed matchmakers with gifts from the windows of her parents’ house. The husband rebuilt their old nest even more beautiful and spacious, and the household could not wait for the rightful mistress to return to them. Yes, and the Jarl himself yearned with all his heart for the one he wanted to make a mother and loved more than life.
Guthrum loved him too. But only the kind and wise warrior he was many years ago. The beautiful Guthrum preferred the life of an old maid in a decaying house, like herself, to the child-killer and rapist. Gundred had no choice but to continue his eternal campaign.
In those days the Jarl could not have imagined how far the path would lead him. And the army of the Hladir Vikings found themselves in the very heart of Al-Andalus, where, along with murmuring fountains, secret conspiracies flowed from mouth to mouth. They met, like rivers flowing into the sea, under the shadow of the caliph’s reception hall. Al-Hakam spoke with his subjects and overseas guests in the bright daylight falling from the large barred windows on the east side. The walls of the huge hall in blue, burgundy and gold are entirely lined with mosaics and gold, all kinds of ornaments intertwined with the ligature of the lines of the Koran. Rare valuable gifts from all over the world were also adapted as decorations. In the corners, Greek amphorae rise on stone pedestals, the floor is covered with finely woven carpets, flowers, sheathed trophy weapons and other curiosities are hung.
Under a canopy of a stone portico, surrounded by marble columns and a balustrade on the sides, al-Hakam sits on a throne. Everything around him shines with gold and silks. The throne itself is not a massive armchair of northern kings, but a soft wide sofa with comfortable pillows. The frame of the sofa is forged from gilded ribbed metal, the footboard is closed to the floor and smoothly passes into a completely straight back and armrests. At the head of the metal is drawn out in a pyramid, and strict lines give way to sinuous ones.
The Caliph’s first morning visitor was his wife, who returned to her eternal appearance of Jafar wrapped in dark clothes. Al-Hakam received Subh reluctantly and yawned widely, but her determination was unshakable.
“My husband, the jarl, and his people whom you sheltered with such cordiality are not who they say they are,” Aurora’s voice rang out against the spacious walls of the hall. “My sources have reported in detail the atrocities of these barbarians in Galicia.
– What are you doing? – the ruler propped his bearded cheek with his fist, looking askance at the pecking guards-spearmen. Christians got what they deserved. Have you forgotten how they treat us and the Jews?
– Gundred mows down peaceful peasants indiscriminately! The priest of Lundvar advised him to put to the sword not only adult men, but all children – even babies! These shaitans rape widows so that they give birth to sons, but women are so heartbroken that they do not want such a life!
Al-Hakam straightened up on his throne, his guards opened their eyes, staring at Subh.
— Probably, your unknown sources embellish the truth. ..
— The Prophet taught us to take care of widows, since they have been deprived of their husbands and fathers. Spare and love children as if they were your own. My husband, you anger Allah! Aurora’s brown eyes flashed above the black mask.
“Wait, isn’t that ugly eunuch that Gundred gave us telling you lies? al-Hakam perked up.
— So you don’t believe me? – the woman proudly looked at the stone faces of her husband and his servants. — Let it. I’ll be back very soon, and you won’t like my evidence.
Having risen with the first roosters, Lundvar allowed himself to take a nap for a couple of hours. Although the luxurious chambers of the Alcazar are conducive to relaxation and pleasure, the priest listened to the rattling of every thread in the web of rumors and conspiracies with which he entwined himself. Very soon, the search led to two guards of the royal casemates. He invited them to the tower, reserved by Jafar especially for Gundred and his retinue. Having passed the numerous nooks and crannies of the fortress, the Saracens, with the permission of the gatekeepers, set foot on the territory of the caliph’s guests. The jarl himself and his warriors slept peacefully after drinking at the tournament. Passing the snoring bodies with broken dishes and leftovers scattered around them, the Moors entered the bedroom of Lundvar, bright and tidy.
The priest looked up from the large window, behind which the edge of the city opens from a height and the area in front of the tower, where the guards scurry around. First of all, the scammers were promised a generous payment in order to untie their tongues. Since the case, apparently, concerned the Normans, the Arabs told that a fair-haired northern woman had dropped in on them the day before. She chatted, made her drunk, and even stole the keys from innocent guards. She also asked with interest where the prisoner given by Jarl Jafar was being held.
Enlisting support, Lundvar ordered the caliph’s servants to wait for their reward. The picture of events began to take shape. The priest suspected that Korrian had not been allowed to die of hunger and thirst by his berserker friends, but it was Thordis and no other. There is a conspiracy with a traitor! The servant of the Aesir put on his robes, his hand rested on a snake-headed staff, and the high doors of the chambers swung open, letting the owner into the corridors of the tower.
A couple of awakened Normans sobered up quickly when Lundvar told everyone to get everyone up and call for an urgent meeting in the great hall on the first floor. The castle slaves also came running, hastily cleaning up all the bedlam and opening the shutters. Before the drunken stench had faded, the priest appeared before a crowd of sleepy, rumpled bastards.
– Which of you has seen Thordis or know where she might be? Lundvar asked loudly. The Vikings closed their eyes, silently exchanging glances. — What about Toki and Esbern? Think drunk! – slowly walked along the gathering, the staff beat off an alarming knock.
— What did they do wrong? shouted one of the warriors.
– I’m afraid all three have conspired with the traitor Korrian. Yesterday, during the fighting, they entered the prison to rescue him. Of course, they knew that if they failed, the caliph would behead us all.
The whispers in the crowd turned into an indignant hubbub. Anger and bewilderment flashed across their faces.
– Thordis challenged Korrian! They fought for real!
– I saw the guys at the tournament! They feasted with everyone!
Returning to the middle of the hall, Lundvar stood in a confident stance. The iron-tipped shaft hit the floor, shutting up chatty mouths.
— It looks like the time has come to open your eyes. We have long suspected, but it is now clear that Thordis is not Gundred’s real daughter. The rootless girl lied to us in order to ingratiate ourselves and overthrow the Jarl when the opportunity presented itself. And then kill. The priest waited until the turbulent feelings of the bewildered soldiers subsided along with the hubbub. “That whore messed with Corrian’s head. Yes, he cursed himself for his connection with her, even wanted to kill her, but this does not detract from the severity of betrayal! Thordis gets mixed up with both Esbern and Toki. I won’t be surprised if soon the guards of the caliph deceived by the conspirators line up on our doorstep.
The dissatisfaction of the northerners turned into such a deafening uproar that, unable to stand it, Gundred, wearing only trousers, went down to his subordinates from his bedroom. The jarl looked shabby and confused, and a half-naked Berber woman darted from behind, hurried to join the other servants. Seeing the commander, the Vikings fell silent, and Lundvar took the opportunity to continue broadcasting.
— Close the doors and windows to the tower immediately with bolts! No one comes out until we decide what to do next. Don’t release slaves!
Without thinking twice, the soldiers crowding at the main entrance locked it with a heavy ironed bar. Alcazar’s servants screamed in alarm at the crash of the falling bolt, sandwiched between barbarians speaking in an unfamiliar language. The shutters of the windows also slammed tightly, hiding from the eyes of the Moors who had time to alarm.
Shaking off sleep, the barefoot Gundred threateningly jumped up to the priest, the damask glove jerked someone else’s hand until it crunched.
— And now that even my privates are aware, will you let the old jarl know what is going on? growled the Norman. “And what kind of yolasweiner is everyone staring at me like that!”
Malik al-Safar, as usual, met the day in his room under the roof of one of the buildings of the Alcazar, where the lancet viewing window overlooks the picturesque palm alleys of the castle. The light of the winter sun fell directly on a large desk with many lockers. There the ambassador kept business correspondence and not only. The Ambassador was busy at work in his quarters when the shuffling of his pen was interrupted by the eerie creaking of the door hinges. Malik almost rolled off his chair when he saw a crowd of guards dressed in black with their faces covered, who burst into the chambers without asking or warning.
The Moor hurried to push all the drawers where he had raked up the old letters along with those that were not yet dry, a frail body with a huge head due to the multi-layered turban blocked the table like a priceless treasury. But the brigands knew their business, and the spy was easily flung back onto the carpet in the middle of the room as the door slammed behind the last soldier to enter.
– Jafar? Malik rose to his knees, staring blankly at the uninvited guest. “Take the trouble to explain what those damned Iblises are doing!”
The Guardians at this time took the opportunity to turn upside down all the currently open drawers of the table, deep and full of hidden treasures, like Aladdin’s cave. Malik was about to rush at the vandals with a knife, but a pair of strong henchmen of the Khajib painfully twisted the man on the floor.
“Calm down.” Subh stepped closer, looming over the ambassador in all the elegance of her small, slender figure in male clothes. – I’m taking the papers. Don’t complain about being rude – you wouldn’t give it away without permission. Prove your honesty – you get everything back.
Having torn out the drawers with the meat, the soldiers began to take the letters straight into them. The rest of the belongings savages raked into the bag, like garbage.
– But I don’t understand. Malik wailed in a voice trembling with anger and fear. “I am a servant of the Caliph!” What did I do wrong? How many years faithfully…
— Quiet. Subh held out her hand with a sharp movement, brown eyes bulging menacingly. “Tell that to al-Hakam himself. And for one thing about his tender friendship with the Norwegian Jarl.
When the last note left the room among hundreds of them, Subh went to the exit, waving to the guards to drag the prisoner after her.
– Aurora! The Caliph’s wife turned nervously at the call, standing in the doorway. “Have you forgotten about all those letters from the Basque country from your parents that I had such a hard time finding?”
— No, Malik. Subh paused, staring blankly at the floor. – You will have to spend time in the casemates. Then we’ll find out what you know about Gundred.
Al-Hakam’s wife knew that in the middle of the day in calm weather, her husband liked to sit on the terrace by the pool with water lilies under the shade of cypress trees. A couple of armchairs and a chess table were brought to the water, as well as wine and a few dishes more for pleasure than for a hearty meal. The holder of the Alcazar library, where no less than 400 thousand volumes were collected, chose several amusing books for the lord, and, if he guessed well, by the evening he could expect a generous reward. The loneliness of the caliph was brightened up by the guests of the castle, the Cordoba nobility, overseas visitors and petitioners of all stripes with urgent state issues. But sometimes al-Hakam devotes the pre-dinner hours to exclusively pleasant leisure and communication with his harem.
So, Subh caught her husband at a game of chess with one of the khurams, a black Egyptian in yellow and gold clothes. The men were distracted from the game when two escorts dragged Malik with the sleeves of his robe torn. The ambassador trembled in indignation, and the blood drained from his face.
“That means you haven’t abandoned your idea,” the Caliph sighed, gesturing for khurama to pour wine into the cup. In the pool, a colorful fish jumped out of the water to flop back down.
— I had a feeling that this slave had mellowed with the barbarians. Subh took out a small folded note from her belt. “I had to re-read a whole mountain, but we found this thing that Malik did not say a word about!
The Moor tensed in the hands of the escorts, his neck stretched out, trying to guess what the hajib had passed on to the ruler.
– Most Serene King of Time, I…
– Be quiet! the woman hissed at the prisoner, while her husband unfolded the note. – You will still be allowed to fawn.
The Caliph peered at the small lines for a long time with blind eyes, and the letter passed to the more vigilant Egyptian, who read the most important aloud.
— Guards of Bishop Rosendo Menendez… Children were killed before our very eyes, we will tear them to pieces and devour them… The deceased cried out to a certain Mormo… Continue reading, sire? Somehow creepy.
— Malik, is this news from Compostela? Al-Hakam’s face changed from interested to seriously indignant. – How old is it, and why don’t I know?
The spy swallowed with a dry throat. Sweat dripped from under the turban.
— I swear, my lord, not out of malice… I foolishly thought that you would not believe…
— Or I was afraid to harm such a profitable deal with the Norwegians. interrupted a frowning Subh. “The devil is following these thugs all over Galicia!”
“I beg your pardon, sir, but let’s talk sensibly,” Malik found the strength to gather his courage. “You, who waged wars on two fronts in Damascus and Al-Andalus, are well aware of human cruelty. What horrors do not happen in troubled times. Remember what our blood enemies, the Abbisids, did to overthrow the old caliph. Remember the deeds of the Christians and the rulers of León: their persecution of Jews and Moors, which for centuries brought to Spain only the light of science and streams of money. These unbelievers, filled with envy and malice, brought down the wrath of the Almighty on their heads! They, and not the Norwegians, he justly punishes. For each will be rewarded according to his deeds and his faith.
Aurora clicked her tongue. Still, it was worth putting an executioner in casemates to this talker. Al-Hakam’s eyes sparkled. Over the years of marriage, a woman has learned well what this means.
“Hmm, there is probably truth in the words of the slave,” the caliph waved his hand away before the wife opened her mouth with another indignation. “I don’t like that you withheld the letter, Malik. Maybe your privileges will be transferred to someone else. And yet, I do not see any unforgivable sins for the Norwegians.
– O king of time, please think how much good the alliance with Norway will bring to the Caliphate! Let them beat our enemies in the north, but if Gundred convinces Jarl Hakon and then Harald Blue-tooth himself not to attack our shores, but to conduct trade and military affairs together, the Umayyads will receive unprecedented power! – Malik was out of breath from passionate speeches, his face reddened from the rush of blood.
A fish jumped out of the water onto the edge of the pool. The animal thrashed to the ground in its death throes, trying to slide back until it ran out of air. Subh felt the complete confusion that covered her yesterday, when the blow of Thordis showed what all the training really cost. The Caliph’s wife was trained in the use of a dagger by the best masters, but if you make a mistake for a moment, you will be thrown from the top to the very bottom. Even such a vile trick as the gift of persuasion without any help from the truth destroys the most grandiose plans and works.
Subh suddenly had a thought. Yielding to inspiration, the hand pulled the black mask down. Approximate al-Hakam knew well who Jafar really was, only no one’s eyes, except for the lord, dared to see the face of the first woman in the caliphate. To tear off a turban was akin to clothes that hide nakedness from male lust. But al-Hakam’s anger changed the moment he saw a swelling on his wife’s tender lips, blue from gore. Such beatings are worn by slaves who have been guilty or who have refused the guards an unsolicited caress.
— Who dared to do this to you?! jumping up, al-Hakam touched the chessboard, and the pieces fell to the floor. “Hide your face now!”
“Sorry, husband, but you didn’t listen,” Subh turned to Malik, not a single muscle trembled, but the spy clearly read a triumphant smile in her eyes. “I warned you that you wouldn’t like it.”
Having scooped up a handful of figures scattered at his feet, khuram finally turned his attention to the dying fish. A caring hand released a sluggishly fluttering body into the pool, it deftly darted into the depths, and soon there was no trace of a red spark in a greenish pool.
Lundvar ordered the squad to tightly reinforce all the tower windows, and close the front doors with a barricade, but in such a way that it could be easily dismantled if necessary. The northerners tied up the castle servants, leaving them to sit under the wall, while a crowd of excited warriors rushed through all the floors, throwing furniture and decorations into the trash. Everyone was on edge from a heavy hangover and bad news, in which it was hard to believe. At first, Lundvar led the vandals, but later left a couple of people in charge and retired to the top floor.
Gundred rushed about the priest’s quarters, now rushing to the window, now moving away with bitter curses. The only witnesses to the Jarl’s mental anguish were a couple of casemate guards: they, sitting on the edge of the bed, fell silent like church mice. Through the wooden lattice, Gundred watched as the armed men of al-Hakam with bows, spears and swords were drawn to the tower. Behind the even, dense rows, a handful of dignitaries could be seen, and the caliph himself among them. He sat on a chair, waiting for the commanders to finish building their squads. From time to time, trumpets hummed in his ears, and from each piercing call, the ruler of Nidaros trembled. When the bedroom door creaked, he turned with a jerk. Lundvar took a step into his chambers, as a full mug flew into his bald head, breaking against the wall.
— Damn… — the snarling jarl began to walk from side to side, like a bear in a cage. – Get out of my sight!
– I am not your enemy. Lundvar calmly slammed the doors behind him. “You have lost your guard, Gundred. Just look at what’s going on under your nose while you feast and fuss over your daughter.
– Don’t you dare talk about her! the jarl threatened with his finger, bulging his bloodshot eyes.
— Forgive me, but I cannot remain idle while a good half of the army has rallied against you. Can’t you see how much you were mistaken?
Unable to bear the very presence of the priest, the jarl rushed to the table, where he left the opened amphora of wine. Squeezing the narrow neck, Gundred threw back his head, and crimson trickles shone in his beard. Just then, a large boulder hit the window bars, making everyone in the room alert. Creeping up, the commander saw below Malik, who had come out ahead of the crowd and raised his palms to his mouth.
– Gundred! Caliph demands to immediately unlock the doors to the tower! the ambassador shouted in Norwegian at the top of his lungs. “Give him your priest Lundvar!” He doesn’t want to listen to me, I’m sorry!
The Jarl burst into a malevolent bass laugh.
“Another traitor,” the priest grabbed his armpit and disarmed one of the Saracens, the crooked blade dangerously squeezing the seething jugular veins. “I will deal with everything, Gundred. You can get up, goof, not your friend will die.
— And… there won’t be any reward, I understand? the Arab mumbled, tearing his butt off the bed.
Lundvar mentally prayed to the gods for patience:
— Well, you will. She’s upstairs.
Al-Hakam remained unanswered, and Malik felt with his back how the eyes of the Caliph, blazing with hatred, were ready to burn a through hole in him. Silence hung for a minute, broken by the whistle of the wind and the fuss of the Normans on the first floor. And then someone of their guards roared, pointing with his hand at the tower bell tower, surrounded by a long balcony. In the shadow of one of the high lancet arches, looking in all directions of the world, a man appeared, pushed outward by a push in the back. Seeing their confused brother, the Moors raised an indignant hubbub.
— Brothers, they are asking for an explanation! the keeper of the casemates shouted loudly to his comrades below, and his voice echoed.
The Caliph did not immediately come up with an answer: he and his advisers did not in any way assume that one of the troops could be in captivity among the pagans. Just in case, al-Hakam ordered that the head of the coward be cut off as soon as the tower was taken.
– Lundvar! Finally, the lord spoke through the mouth of Malik. – If you hear, you are accused of encroaching on the honor of the Caliph’s wife! She was beaten and she pointed at you!
– He doesn’t know any wife! answered the screamer on the balcony, glancing briefly behind him.
– If Lundvar doesn’t come out, they will set fire to the tower!
“What a cowardly worm,” Subh whispered without restraint, hiding behind the backs of the nobles.
The woman’s hand was squeezed by someone else’s, cold and wet. Behind his shoulder, a man was found in dark closed clothes, which are worn by the personal guards of the Caliph’s wife. She recognized Corrian’s warm brown eyes at once.
— They promise to consider your terms! – issued the guard of the casemates, now and then turning to the teller in the shadow of the bell tower. But they have their own! Give them the traitors: the jarl’s daughter and her two accomplices! Otherwise, do not wait for negotiations!
Al-Hakam laughed nervously, throwing back his head. Just as suddenly, the commander of the guard was ordered to take the doors by storm and take out the window shutters in order to smoke out the shaitans to one and all. The dignitaries intervened in the conversation: there are captive slaves inside, and it would be bad to leave them to their own devices without trying to save them. Subh squeezed between the elders and whispered something to her husband, leaning close to her ear. Al-Hakam scratched his curly beard in thought, and his fingers clicked loudly, attracting the attention of his subjects.
The priest with the hostage stepped up to the very entrance to the balcony, observing a strange sight on the ground. Two tall figures stepped out of the crowd of Arabs and moved towards the closed doors of the tower. From the light and dark blond hair let go, Lundvar guessed Esbern and Toki. Although the damned Moors did not give up Thordis, they nevertheless made a big concession, which was a surprise.
The fellow conspirators stopped at the tower doors, bulky, almost like gates. After waiting for a minute, the Normans heard the creak of a rising bolt, the groan of iron hinges and the rumble of clumsy doors, between which a dark gap appeared. Without opening the doors completely, the Vikings left a narrow passage for the brothers, and Toki and Esbern sank into the stuffy twilight. Inside, a good two dozen warriors waited with raised swords and axes in case the enemy stormed. But the Moors stood as if rooted to the spot, so that the gates immediately closed behind those who entered. The Vikings moved the two heaps into one barricade under the door. Esbern and Toki were taken into the ring not by yesterday’s brothers in arms, but by embittered enemies, eager for explanations. Seeing the new captives, the gagged slaves mooed pleadingly in an attempt to attract attention.
– Where’s Thordis, guys? one of the Vikings asked.
On the balcony, meanwhile, a conversation began between two disgraced servants of the caliph: a traitor guard and a deceived ambassador. Al-Hakam was curious how the northerners still see the situation, who managed to bribe the faithful guards of the Alcazar.
— Why does the jarl think his daughter is a traitor? shouted Malik in a hoarse voice.
“I can’t say, but yesterday during the tournament in our casemates there was a girl very similar to her,” the Arab easily admitted. “She put us to sleep with some kind of potion and took all the keys. And she also asked about the prisoner, it seems, donated by the jarl. The man leaned back, listening to something. – Yes! The bunch, by the way, returned to the guard post! Lund… that is to say, I think there was a traitor in the castle too. And he must still be among you!
Caliph grimaced in annoyance, scratching the arm of his chair. Subh involuntarily clicked:
– So we believed you!
“This is…” the sentry looked behind him again. “They’re asking me to tell you they still need Thordis!” And you can tell her: the jarl has already given the order to cut the throats of Toki and Esbern, so let him hurry!
A loud thud of hooves reached the negotiators from nowhere. Reflected on the walls and paved areas of the castle, the fractional sound multiplied many times, as if a whole cavalry detachment was advancing. The Moors looked around, but the silhouettes of the riders were nowhere to be seen. Unable to stand it, Lundvar released the captive guard to rush to the archway, which opens a view of the fortress wall.
Exposing his bald patch to the gusty wind, the priest was stunned for a moment, his eyes fixed on a growing black dot in the distance. Soon the Caliph’s people below were almost deafened by the clatter above their heads. Dozens of eyes tensely rushed to the edge of the gray sky between the high wall and the top of the tower. Then the ringing of horseshoes abruptly stopped, and a black shadow jumped out from the wall like a bird, hovering in an unthinkable flight. The onlookers gasped as a huge black horse with a rider on its back jumped as far as the best Arabian horse could not. Stretching from head to tail, the beast jumped over the balcony parapet and fell straight at the Saracen standing there, who fell down in fear with a piercing cry. Thordis jumped off her saddle, stepping into the bell tower.
— It looks like we have a lot of questions for each other, but Lundvar?
The priest jumped out onto the balcony like a hare and a moment later he emerged from another archway, dropping deep into the flight of stairs. Soon, several Normans with bared axes poured into the bell tower. Shaking his head, the freed Arab raised his thrown dagger, ready to clear his conscience in battle with the enemy. Thordis’ ax clanged as it slipped from its buttonhole. The northerners, who exchanged glances, rushed at the deserter with a cry, but the horse’s head poking out of the opening forced her to step back. Fire burned in the red eyes of the demon, and the kelpie snorted at the enemies so that columns of smoke from infernal cauldrons poured out of the nostrils.
Downstairs, one of the Vikings yelled an order from Lundvar to kill Toki and Esbern immediately. Before the conspirators had time to raise their weapons, a wall of enemies moved towards them. Companions were thrown to the doors and immediately thrown back from the powerful push of the battering ram outside. Chips flew from the window shutters. With a furious cry, the Moors began to storm the tower. The comrades did not know what was going on behind the walls, but it seems that Thordis got involved in a notable squabble. In it, they can not hold out even a couple of extra minutes.
Esbern retreated to the bound hostages: some managed to jump to their feet, leaning against the wall. Watching the rear, the partners threw all their strength and skills into a desperate defense, but they knew that they could not repel all the blows. It seemed that the ceiling was about to burst from the onslaught of dozens of husbands. There was a loud roar somewhere in the depths. Raising their heads, Esbern and Toki saw how the Norman formation seemed to break through a gale of gale-force wind from the side of the stairs. The warriors fell as if they had been cut down, and from above they were crushed by the hooves of a black-colored horse, who arranged a real bloody feast.
The horse began to scatter their husbands, rearing up, crushing everyone on the floor, sharp teeth biting through even thick leather armor. In the first minutes, the warriors could only scream, while the beast rushed between them throughout the hall, like a madman. Toki and Esbern shielded the captives, though their own hearts sank with fear. The northerners almost climbed the wall, escaping from the legs and teeth of the monster. Jets of blood and pieces of bodies flew in all directions. The horse threw up and bit into helpless people on the fly, swallowing bitten off flesh and whole limbs.
A deep ax blow to the side ripped a heart-rending neigh out of the kelpie’s mouth. The surviving daredevils immediately rushed at the steed, plunging blades into the legs and croup. Realizing that the stallion Thordis was about to be slaughtered, her followers moved on to a larger number of the enemy.
Upstairs, the yarlica barely kept up with the attacks of the three rivals who strove to take the shrew into the ring. Thordis now jumped out onto the balcony, then suddenly appeared in one of the four openings to stealthily rush past the superior husbands, leaving a burning cutting wound. Only the sighs and roars of the maiden and the clang of weapons, multiplied many times by the design of the tower, reached the curious caliph.
The sentry, who put his dagger in front of him, did not move, miraculously managing to watch how yesterday’s laughter circled the Normans, dodging blows and diving under their arms. After confusing and separating the enemies, Thordis with a running start pushed one shoulder to the balcony: helplessly waving her arms, the poor fellow leaned over the parapet, and the yarlitsa helped him go on a long flight.
She dealt with another warrior even more spectacularly. From the back, with a loop, she threw a rope from the bell around someone else’s neck, and while the Viking removed the tight noose, she cut through the spine, throwing it out after the friend. The retinue of the Caliph turned away from the chilling sight of the gallows flailing his legs. Only al-Hakam, Subh, and Korrian followed the agony of the pagan, short-lived with a broken neck: his soul flew off with the final chime of the bell.
Thordis, covered in blood, froze for a moment in the balcony opening when a third enemy lay in wait for her from behind. Hiding the weapon, he grabbed the woman’s neck with his bare hands and would have unscrewed his head like a chicken, if he had not buckled under the ribs from the blade. The guard barely dodged, not expecting an instant response from the wounded man. The ax cut through the air like a heavy pendulum, long and heavy, as if made for a giant. The bleeding daredevil was enough for a couple of sweeping attacks, when the Moor and Yarlitsa jumped at once from two sides, and the last enemy was stabbed to death.
The Saracen, who met his eyes with burning bright eyes, without further ado threw the dagger at his feet. Not so much out of gratitude, but out of indifference, the warrior spared the hostage: a really important meeting awaited her down the stairs. Trembling with impatience and Lundvar, who squeezed between the wall and the open door, avoiding death under the hooves of a horse rushing along the corridor.
Down to the floor, Thordis did not find a soul there. The legs boldly walked to the distant rooms, but only the yarlitsa wanted to look into one, as behind her back someone hit her spine with force.
The maiden spun around, staggering, Lundwar’s staff aimed at her shoulder. At the last moment, the hands intercepted the carved snake, and then the priest turned the mechanism on the shaft, tearing out an unbearable cry from the lips of others. From the pommel, piercing into the chest and collarbone, long sharp needles jumped out. Although the wounds were not deep, with a reverse jerk, the sorcerer tore the flesh even more, bringing down the opponent to her knees.
“Don’t get up,” the out of breath man put the mace upright, his stooped back straightened with an effort. “The poison on the needles will immobilize your muscles. You can’t fight.
While clutching her bleeding chest, Thordis began to shake as though she were in a fever. With great difficulty, the staccato moans formed into a weak plea:
“Why… are you so persistent… to kill me?” What will my death give you?
– Time. Lundvar stepped closer, the door to the room closed under the pressure of his palm. You may be strong, but you are very dumb. There is no need for a redneck to know her miserable origin, but so be it: I will tell you out of the kindness of my soul. Jarl Gundred believes that you are his illegitimate daughter. I could, like everyone else, call it the nonsense of an old fool, however … I myself hammered this idea into his head.
The priest’s footsteps made every beat of Thordis’s heart more painful. The poison poured through the veins like ice metal.
— You see, for many years we have all tried our best to give Gundred what he wants. Heir. The old man’s mouth twisted into a smile, but his eyes remained eerily calm. And now the prophecy has been fulfilled. — the rod resoundingly hit the floor a step away from the warrior. “Of course, I know that there is not a drop of jarl in your dirty blood!” But I checked. I tested you in all honesty.
Thordis laughed soundlessly, her rising trembling masking misplaced amusement. Well, an unequal fight by proxy is the most honest approach.
– What’s funny, you really didn’t blunder. I found boyfriends to match myself: one monster and rapist, the second child-killer, just as touched by the mind. ..
– Please… don’t kill them, – Thordis barely realized that she was falling on her side, sliding down the wall.
— Why the hell did they surrender to you! For a moment, impotent rage prevailed over cold reason. “Korrian, let it be known, took care of the Jarl’s wife while he was on the same bed with them!” Toki tore apart a dozen small children, covered himself in blood from head to toe! But he could refuse. But no! Do you know why? – on the verge of unconsciousness, it seemed to Yarlitsa that behind the back of Lundvar, who was leaning towards her, the door was quietly opened ajar, as if a draft was walking or someone curious was eavesdropping. “Because Gundred needs an heir. Because hundreds died for the sake of the heir. And I, too… will die. the priest carefully peered into the fading girl’s face, looking for an answer to the question he alone knew. But apparently not by your hand.
— So prove… that I am not an heiress… a coward.
The decrepit body of Lundvar stretched out like a string, the mace soared up, and with a battle roar, the servant of the aesir imagined how he was pinning the impostor to the ground. But the cry was cut off by a heart-rending wheeze, and in the back of the prostrate northerner Thordis saw an ax so familiar that the mere sight of the hilt spread heat in her palms. Fuzzy visions rushed before my eyes: someone dismantled the hollow shaft, taking out a tiny vial, caring hands raised their heads to pour a couple of bitter drops into their mouths. Then, still in turbidity, the body let go of paralysis, and the maiden stirred, rising with difficulty. Lundvar at his feet whispered something helplessly, spitting blood on his robes. As Thordis left, a weak hand took hold of her boot.
— From the very beginning… I… always knew. It’s you. As Mormo said…
On the verge of death, Lundvar was seized by the same feeling as many years ago in the cave: animal fear and happiness of the now fulfilled destiny. He was grateful even to the killer for a step that he himself would never have taken.
Thordis stumbled in the doorway of the room, holding on to the doorposts. An abandoned ax lay on the floor ahead, in a pool of blood. Gundred, in a shirt soaked with sweat and scarlet splashes, sat exhausted on a chair with an amphora of wine, dragging weak hands to the floor. Such a worthless old hawker the girl did not expect to see her jarl.
– Gundred.
“No,” the gray-haired head rose, the damask glove lay on the mighty bare chest. – Father. – the jarl sniffed up tears that seemed to be rolling, or maybe he was limp from drinking. – My daughter, I’m sorry that I was cold with you.
– No scenes! – the yarlitsa grimaced, staggering in the opening. “I am not your daughter. Last mind lost? I invented everything to ward off your geeks and not die along with everyone else on this damn Aros!
“So your story is…” shaggy eyebrows drew together on the bridge of the nose, distrust was indicated in watery eyes.
– On the go, I remembered the story of one aunt from our area! I’ve thought of something…” Thordis insisted. “Petra, my stupid mother, kept frightening me in my childhood with that walking beauty who, in her youth, was knocked up by madhus, a northerner. She was kicked out of her father’s house, and, it seems, she ran away with some tramp. She taught me not to wander before the wedding, so I remembered! Even her name is Sylvester.
Gundred straightened up in his chair, as if stung, his eyes rounded like coppers.
– Strong … vestra. Yes, yes, I kept wondering who you look like. Why are you so familiar to me … There was a girl just about twenty years ago. It’s not like that on the face – you took after me as a breed – but the character, habits … I remember that she was given to me, but she threw such a curse at my back that it was imprinted in my memory for the rest of my life. The jarl raised his hand, his finger pointing invitingly at Thordis. “She is your mother, not Petra. Therefore, she was angry that she cursed her, a fugitive, for the rest of her life. But you knew, you should have felt your superiority over this rabble! You are my northern blood. Their fierce winds broke like ears of corn, but you are more flexible, your will is stronger!
– Shut your fucking mouth! – the yarlitsa rushed to the abandoned ax, the palms, not without difficulty, raised the handle with a formidable clang. – I will cut off your black tongue and household to boot! What have you done! Do you understand that?!
Gundred’s gaze darted around like a blissful one. Inhaling the air with a whistle, the Jarl clung to the amphora in his hearts, his greasy uncombed hair covered his face.
– I have always despised you! With a snarl, Thordis tried to raise her axe, but her hands dangled like whips. “I have come to end you and Lundvar, how can you not understand!” And, you hear, I will never be your daughter, never!
For a minute, the painful silence was broken only by drops of blood flowing into a puddle and the screams of those fighting underfoot. With a crash, the maiden dropped the weapon from her trembling hands.
“Even if you are not my own…” Gundred smashed the empty vessel with a sharp throw, his legs straightened out with a jerk, overturning the chair. – Don’t care about that! We are father and daughter – this is and will be in my heart. I know, I believe that you are mine! From now on, I don’t need anything else: I have found everything in you! Finish me if you can’t forgive. I love you.
Thordis turned away, unable to watch the hateful face of the monster called her father writhe in the storm of suppressed feelings. The cold heart sank somewhere in the stomach, and from the poison the fetters of stupor did not sleep to the end. The girl was dying to see Corrian, Esbern and Toki alive, and especially her horse, whose name she never learned.
“Gundred,” Thordis swallowed her saliva as she stepped back towards the door. “Take everyone who is ready to serve you, your henchman, if he is still alive, get into a longship and sail away from these parts. To Norway – yes, anywhere! – but if your footprint remains on this earth or one hair falls from the head of a Galician … I swear I will follow you everywhere. I will not leave until I have slaughtered all your brethren, and I will send your head to the king as a warning.
When al-Hakam, screwing up his eyes from the midday sun coming out from behind the clouds, made out the figures of Gundred with raised hands and Thordis behind him on the top of the tower, the detachments were ordered to retreat. Yarlitsa came out victoriously to the inhabitants of the Alcazar – through the main entrance, leading a fairly wounded lame horse behind her. Esbern and Toki led the captives free. The Vikings, under the supervision of the guards, were told to surrender their weapons and prepare to sail, taking care of those who could not go.
After the bloodbath arranged by the kelpies, the Normans did not even think of resisting, but only wanted to get out as soon as possible, although not all of them. Malik, who had inspected the situation faster than others, told the lord that part of the northerners was ready to break away from the jarl’s army. With this, al-Hakam called Thordis, Esbern and Toki to him, starting such a speech. The jarl’s daughter may remain in Cordoba with all the pagans who wish to unite with the Moors under the new commander. Thordis will take command of a detachment of mercenaries and, if he wishes, will serve the caliphate for a fair pay, protection and shelter, and if he wants, he will immediately leave.
It was clear from Korrian’s eyes, which now and then turned to Subh, that he had made his decision firmly. Too much at once fell upon the yarlitsa for such a hasty answer, and, barely standing on shaky legs, she listened to the Caliph’s sweet promises with difficulty. Already at sunset, with her hand and chest bandaged, Thordis entered the waters of the Guadalquivir knee-deep, holding on to the wounded horse’s back.
After exchanging parting caresses with the mistress, the kelpie slowly plunged into the river, causing bloody circles to rise to the surface. For several long quiet minutes, no longer the heiress of the jarl, but a simple Spaniard without family or tribe, she simply stood in the cold running water, and nature roared around gracefully, filling her heart with calm. In the bend of the river, blue, white and red sails against the background of the leaden sky, a Viking flotilla appeared, slowly following the flow towards the ocean. On the decks of ships that had held a good hundred sailors at the very beginning of the campaign, handfuls of small dark figures now freely roamed around. The oars were raised, and the ships glided slowly in front of the frozen Thordis until they entered another bend, where they were lost behind the trunks of the dense southern forest.
With her boots bogged down in the mud, the maiden unhurriedly got out onto the shore, and already on the approach her raised eyes collided with Toki and Esbern sitting on large stones. The men stood up, wordlessly greeting their savior. No one had the strength to smile, but the joy of meeting was reflected in the sparkle of their eyes. Thordis thought that for the first time since Petra’s death, she had taken responsibility for someone and perhaps found friends among those who were her captive enemies.
“Thordis, we’ve thought about the caliph’s suggestion and talked to the other guys left in Cordova,” Esbern began.
“Not to say that everyone is ready to call you a commander and take an oath of allegiance,” Toka picked up the story of his friend, “But they are waiting for a conversation with you and want to listen to the conditions.
— The two of us will gladly become mercenaries under your command. I’m sure Corrian does too. You are capable of it, believe me. We feel in you the strength to guide people and the courage to stand up for them like a mountain. Make up your mind, Thordis.
Women’s fingers traced the grooves of the runes on the cool metal of the axe. All her seventeen years, Thordis knew for sure who she was and who she would never become. Now she was offered to choose her fate.
Gymnastics that a mother can do with her baby on her own
In this article we will try to describe those exercises that a mother can independently carry out for her child at home without much difficulty and “risk to life”. Also, these exercises can be carried out between courses of professional massage.
Before carrying out any professional or independent massage, gymnastics, it would be optimal if the child is examined by a pediatrician, neurologist and orthopedist. Specialists will confirm the absence of contraindications, as well as suggest which areas should be emphasized when performing a massage.
Nevertheless, it should be understood that self-study with the baby, despite the undoubted benefits, will not replace professional massage courses for the child.
Gymnastic exercises for children of the first year of life are best done together with massage, and finish with aqua gymnastics.
Conditions, contraindications
During massage and gymnastics, educational toys can be used to attract the child’s attention, but there should not be too many of them.
All gymnastic exercises are divided into active and passive. Active exercises are those that a person performs on his own, passive, in other words, when they wave your arm and leg, and you lie down, bored. In children’s wellness massage and gymnastics, both types of exercises are used.
Gymnastics for children from 0 to 3 months
The optimal age at which it is recommended to start a course of massage and gymnastics is discussed in the article “general principles of massage”. Massage and gymnastics in children of the first year of life
Breathing exercises
Breathing exercises are very important for babies of this age. They contribute to the development of the respiratory muscles, the physiological abilities of the respiratory system, its reserve capabilities, and serve as a prevention of respiratory diseases.
Starting position: the child is in the arms of the mother, facing her. Produce rhythmic pressure with the palm on the back of the child, moving the palm from the neck to the waist.
Starting position: the child lies on his back. Alternate abduction of the handles to the side and up, starting from three months, this exercise can be performed simultaneously with two handles.
Reflex exercises
Infants have a certain physiological feature of the nervous system – the presence of unconditioned reflexes that appear and disappear at a certain time.
Thus, in infants, a special group of exercises can be distinguished. These are reflex exercises. They are based on the special evoking of certain unconditioned reflexes.
Naturally, no one will cause the Moro reflex as a charge (a loud blow on the surface on which the child lies, while he makes a “hugging” movement).
But some of them, such as the Babinski reflex (special stroking of the foot) or the support reflex, are very useful as developmental exercises.
The number of repetitions of reflex exercises during the lesson 1-2 times.
The exercise is based on the Babinski reflex.
Starting position: the child lies on the tummy.
Apply pressure on the sole at the base of the fingers – the child reflexively bends the fingers, then draw along the inner edge of the foot to the heel and the outer edge to the little finger – the sole is unbent. The movement is performed by the thumb of an adult. Repeat 1-2 times. Important! When performing the exercise, the child’s leg is always fixed at the ankle joint (not at the fingers).
Of the reflex exercises at this age, reflex crawling, reflex support and reflex walking are also performed. These exercises are usually carried out at the end of the lesson.
Reflex crawling
This exercise is based on the Bauer crawling reflex.
Starting position: on the stomach. The palm of an adult is placed under the stacks of the child, so that the child can rest against it with slightly bent legs. The child pushes and straightens, moving forward. Repeat 1-2 times. Important! Do not forget to leave a free place where the baby will make this movement (so as not to hit his head).
Reflex support and walking
Starting position: the child is in a vertical position, the adult’s hands are in the armpits of the child. The child should be allowed to fully rest their feet on the surface of the table. Slightly tilt the child’s torso forward, and he will reflexively take a few steps.
Laying on the stomach is useful, this is also an exercise for the child, based on a protective reflex (the baby raises and turns his head to the side). In the “on the stomach” position, the muscle tone of the extensor muscles is stimulated, the muscles of the abdomen are toned, the work of the intestines is stimulated – the removal of “gaziks” is facilitated, and is the prevention of constipation.
Laying on the stomach is recommended daily, starting from 30 seconds and up to 15-20 minutes in the first months of life.
Passive exercises
Sliding steps – “stomp”
Starting position: on the back. The leg is bent at the knee and hip joints, the foot rests on the table, the foot is glided along the table surface.
Skating in the fetal position.
Starting position: the child lies on his back. The legs are bent, brought to the tummy, the head is also bent, the chin is brought to the chest. The baby is “rolled” in this position on the back. As a rule, children really like this exercise.
Active exercises
Various bright, sounding toys are used, which are shown to the child at a distance of 25-30 cm, thus stimulating eye tracking of the object, auditory concentration, and an attempt to grab the object.
Gymnastics for children 3-4 months old
In order to avoid repetition, we will add descriptions of new elements of gymnastics to the above exercises.
Breathing exercises
Starting position: on the back. Simultaneous movement of the hands up and down, circular movements of the handles are added.
Boxing exercise
Starting position: on the back. Arms bent at the elbows alternately straighten them. The movements are like boxing. Important! The handles are fixed at the wrist joints to prevent sprains.
Half-turns and turns from back to stomach and back
Starting position: on the back. With one hand, the shins of the child are clasped from below, the index finger of the other hand of the adult is put into the palm of the baby, the remaining fingers cover his hand. Then, slightly straightening the child’s legs, you should turn his pelvis, after which the child turns his head and shoulder girdle. Similarly, make turns in both directions.
Exercises on the ball
Starting from 3 months, you can introduce a new type of activity – exercises on the ball. For these exercises, you will need a ball with a diameter of 50-60 cm, slightly deflated.
Swinging on the ball promotes the development of coordination, the vestibular apparatus, promotes toning of the abdominal muscles, back, legs.
The baby is placed on the ball in different ways: on the back, on the tummy, in turn on the sides.
Swings are carried out with support on the legs, with the legs raised.
It is important not to forget to securely fix the child on the ball.
Gymnastics for children 4-6 months
Unconditioned reflexes gradually fade away, so the proportion of passive-active exercises increases. It also increases the number of repetitions of the same exercise.
Passive exercises are carried out – flexion and extension in large joints.
Circular movements in the hip joints, with obligatory fixation of the child’s knees with your own hands.
Simultaneous flexion – extension of the legs.
Starting position: on the back. Grab the child’s legs at the bottom of the lower leg from behind, holding the feet. Bend the legs in all joints, slightly pressing them to the stomach (the child’s knees should be spread apart), then straighten the baby’s legs.
Connection of opposite and similar knee-elbow.
The range of exercises on the ball is expanding.
At this age, many children sway on the ball with interest, lifting the toy from the surface.
On the ball in the position on the back, you can rock the baby with a slight “sit down” when the legs reach the support.
From 5 months you can rock the baby on its side with repulsion from the support surface.
Gymnastics for children 6-9 months
The following exercises are added to the exercises already described:
Breathing exercises are done on the back, on the side, start doing them while sitting.
Simultaneous and alternate abduction of the arms to the sides, upwards, clasping movements with the arms.
All leg exercises are performed: “stomping”, sliding steps, circular movements of the legs, alternate flexion-extension.
A new exercise is introduced: the bicycle.
Starting position: on the back. With the child’s legs bent at the hip and knee joints, circular movements are performed, reminiscent of the movement of the legs while riding a bicycle.
In the sitting position (in the tailor’s position, when the feet are connected or in Turkish), the child is swayed, using a toy, sipping is stimulated.
Try to encourage your baby to actively turn from back to stomach and vice versa.
Useful exercise aimed at developing crawling skills. During this period of time, you can help the child by substituting your palm as a support.
Exercises for the development of walking are performed: stepping from foot to foot is stimulated, while the adult first supports the child’s armpits, and, subsequently, by the hands of both hands.
In exercises on the ball: you can use the swing on it in a sitting position.
Gymnastics for children 9-12 months
Exercises are performed in a variety of positions: lying, sitting, standing.
At this age, they try to encourage them to perform certain exercises with the words: “sit down, lie down, take the toy from the front, from behind.”
Exercises with objects are used: squatting with a stick, exercises for hands with rings.
While exercising on the ball, you can also jump on it: on the buttocks, on the legs.
At this fertile age for exercise with a child, the more imagination the better.
In conclusion, I would like to recall the remarkable folk wisdom: the hour will strike and everything will come. Therefore, it is always necessary to measure the load with the physiological readiness of the child to accept certain exercises, do not get too ahead of the natural course of events – put the child in pillows at 3 months or force him to walk when he is just trying to learn to stand with support. Try to find for the child (and yourself) the optimal time, the rhythm of classes.
Daycare, Preschool & Child Care Centers in Columbus, OH
KinderCare has partnered with Columbus families for more than 50 years to provide award-winning early education programs and high-quality childcare in Columbus, OH.
Whether you are looking for a preschool in Columbus, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.
Kimberly Parkway KinderCare
Phone:
(614) 868-8909
4235 Kimberly Pkwy
Columbus
OH
43232
Distance from address: 6.54 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
Grove City KinderCare
Phone:
(614) 875-6363
2274 Stringtown Rd
Grove City
OH
43123
Distance from address: 6. 62 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Cherry Creek KinderCare
Phone:
(614) 870-7375
550 Fox Ridge St
Columbus
OH
43228
Distance from address: 7.06 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
North Stygler KinderCare
Phone:
(614) 471-2000
139 N Stygler Rd
Gahanna
OH
43230
Distance from address: 7. 09 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
Ridge Mill KinderCare
Phone:
(614) 771-8909
3700 Ridge Mill Dr
Hilliard
OH
43026
Distance from address: 7.59 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
West Broad KinderCare
Phone:
(614) 851-1431
5381 W Broad St
Columbus
OH
43228
Distance from address: 7. 72 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Gahanna KinderCare
Phone:
(614) 471-3665
520 Morrison Rd
Gahanna
OH
43230
Distance from address: 7.79 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Norton Road KinderCare
Phone:
(614) 870-6166
1145 Norton Rd
Galloway
OH
43119
Distance from address: 8. 07 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Bethel Road KinderCare
Phone:
(614) 457-0754
2001 Bethel Rd
Columbus
OH
43220
Distance from address: 8.08 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Mount Carmel KinderCare
Phone:
(614) 759-6622
5959 E Broad St
Columbus
OH
43213
Distance from address: 8. 13 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Tamarack KinderCare
Phone:
(614) 433-0625
1955 Tamarack Cir N
Columbus
OH
43229
Distance from address: 8.20 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Cleveland Ave KinderCare
Phone:
(614) 891-4444
5351 Cleveland Ave
Columbus
OH
43231
Distance from address: 8. 52 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Berry Leaf KinderCare
Phone:
(614) 850-0180
3885 Berry Leaf Ln
Hilliard
OH
43026
Distance from address: 9.34 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Reynoldsburg KinderCare
Phone:
(614) 866-4446
6601 Bartlett Rd
Reynoldsburg
OH
43068
Distance from address: 9. 50 miles
Ages: 6 weeks to 9 years Open:
Tuition & Openings
Centennial KinderCare
Phone:
(614) 866-3750
6477 Centennial Dr
Reynoldsburg
OH
43068
Distance from address: 9.63 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Tussing Road KinderCare
Phone:
(614) 868-9422
6720 Tussing Rd
Reynoldsburg
OH
43068
Distance from address: 9. 83 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Worthington KinderCare
Phone:
(614) 888-9696
77 Caren Ave
Worthington
OH
43085
Distance from address: 9.96 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Shannon Heights KinderCare
Phone:
(614) 764-0301
5757 Shannon Heights Blvd
Dublin
OH
43016
Distance from address: 10. 04 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Avery Road KinderCare
Phone:
(614) 777-1077
4705 Avery Rd
Hilliard
OH
43026
Distance from address: 10.56 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Huber Village Kindercare
Phone:
(614) 890-1234
861 Eastwind Dr
Westerville
OH
43081
Distance from address: 10. 72 miles
Ages: 6 weeks to 10 years Open:
Tuition & Openings
Sunbury KinderCare
Phone:
(614) 523-0277
1231 S Sunbury Rd
Westerville
OH
43081
Distance from address: 10.83 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Winderly Lane KinderCare
Phone:
(614) 759-8667
1829 Winderly Ln
Pickerington
OH
43147
Distance from address: 11. 21 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Hard Road KinderCare
Phone:
(614) 764-2994
2001 Hard Rd
Columbus
OH
43235
Distance from address: 11.39 miles
Ages: 6 weeks to 10 years Open:
Tuition & Openings
South Cleveland Avenue KinderCare
Phone:
(614) 899-0026
55 S Cleveland Ave
Westerville
OH
43081
Distance from address: 11. 55 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Pickerington KinderCare
Phone:
(614) 751-9707
1545 Cross Creeks Blvd
Pickerington
OH
43147
Distance from address: 11.72 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Taylor Woods KinderCare
Phone:
(614) 575-5040
8315 Taylor Rd
Reynoldsburg
OH
43068
Distance from address: 12. 12 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Taylor Road KinderCare
Phone:
(614) 868-5267
8295 Taylor Rd SW
Reynoldsburg
OH
43068
Distance from address: 12.17 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
County Line Road KinderCare
Phone:
(614) 901-4000
1255 County Line Rd
Westerville
OH
43081
Distance from address: 13. 16 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
New Albany KinderCare
Phone:
(614) 775-0014
5524 New Albany Rd E
New Albany
OH
43054
Distance from address: 13.46 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Polaris Parkway KinderCare
Phone:
(740) 548-9669
8694 Oak Creek Dr
Lewis Center
OH
43035
Distance from address: 13. 57 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Lewis Center KinderCare
Phone:
(740) 549-0264
96 Neverland Dr
Lewis Center
OH
43035
Distance from address: 13.72 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Kimberly Parkway KinderCare | Daycare, Preschool & Early Education in Columbus, OH
All Centers >
Daycare In Columbus, OH >
Kimberly Parkway KinderCare
Welcome to Kimberly Parkway KinderCare
Welcome to Kimberly Parkway KinderCare in Columbus, OH! It’s our honor to support all of the children who are trusted to our care. With a team full of amazingly dedicated teachers and a program designed to support your child’s development in every dimension, our center fully prepares kids for school and beyond. We build a warm, welcoming, and supportive classroom for children of all abilities, backgrounds, and experiences.
Kimberly Parkway KinderCare Programs
Our Teachers
Family Stories
FAQs
AMERICA’S MOST ACCREDITED
We’re so proud!
Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.
SCHOOL-READY
What Learning Looks Like
Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.
Kimberly Parkway KinderCare Programs
Infant Programs (6 weeks–1 year)
Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.
Toddler Programs (1–2 Years)
Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.
Discovery Preschool Programs (2–3 Years)
This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.
Preschool Programs (3–4 Years)
This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!
Prekindergarten Programs (4–5 Years)
When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.
School Break Programs (preschool, prekindergarten, and school-age)
Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.
Participating Child Care Aware Center
KinderCare partners with Child Care Aware® of America to offer fee assistance for
Active Duty military families and flexible support to fit their needs when care at a Child
Development Center on the installation is not available.
Learning Adventures – Enrichment Program
Cooking Academy™ (3 – 12 Years)
In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food. They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!
Music Explorers™ (2 – 4 Years)
KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.
Phonics Adventures® (2 – 4 Years)
Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group. (Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)
Our Teachers
We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.
Meet just a few of our amazing KinderCare teachers!
A KINDERCARE TEACHER WITH
An Artist’s Heart
“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.
We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.
Family Stories
Don’t take our word for it. Hear what our families have to say about our amazing center!
“
My son started at Kindercare in 2012. I was very happy and pleased with the center, however I moved my son to another center to be with my older son. Without bad mouthing the other center, needless to say I brought my son back to KinderCare. A happy Mom April
”
April – KinderCare Parent
“
My grandson attended this KinderCare all 5 years of his life. I am very pleased with the education he received there. He is thriving well in the kIndergarten class he attends and the teacher wanted to know, “Where did he go to preschool at?” When I told her KinderCare she said they are doing a wonderful job there. I just gave her a big smile and asked her to spread the word because I felt the same way.
Proud G-ma, Anita
”
Anita – KinderCare Parent
“
My children have learned so much since attending Kimberly Parkway KinderCare. I am happy with my decision in bringing them here. I have seen my children’s knowledge grow over the past year and I’m so happy. I am sad that my 5 year old will leave soon but grateful for the time we share with KinderCare now.
”
Kimberly – KinderCare Parent
Share Your Story
If you have a story about your experience at KinderCare,
please share your story with us
.
Who Are KinderCare Families?
They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.
Hear from just a few of our amazing KinderCare families.
A Globe-Trotting Family Finds A
Home in Houston
Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.
Frequently Asked Questions
What accreditations does KinderCare have?
We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.
Do you offer part-time schedules at Kimberly Parkway KinderCare?
Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.
How does naptime work at Kimberly Parkway KinderCare?
Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.
Do you support alternative diets?
We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.
Are meals included in tuition? Can I choose to send my child with lunch?
We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.
Does my child need to be potty-trained?
Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.
20 teachers at cleveland ave kindercare Jobs Near columbus, ohio [Hiring Now]
Page 1 of 1 : 20 Jobs
found
3
days ago
Columbus, Ohio, US
26000 – 36000/year
(market estimate)
Full-Time
Columbus, Ohio, US
26000 – 36000/year
(market estimate)
Full-Time
Our Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success. As a member of our teaching sta
1
day ago
Columbus, OH
2,000 bonus
Full Time
Columbus, OH
2,000 bonus
Full Time
Are you an Early Childhood Educator who is passionate about guiding children to more independence? Join us on our mission to dramatically increase the accessibility of authentic Montessori education to children around the world! Are you. ..
New Albany, OH
14-$18/hr
Part Time
New Albany, OH
14-$18/hr
Part Time
Huntington Learning Centers Part-time K-8 Tutor/Test Prep Tutor / $14.0-$18.0 per hour / New Albany, OH Must Haves: Passion for education and helping kidsFor our Exam Prep tutors, proficiency in any of the following high school…
6
days ago
Columbus, OH
13-$17/hr
Full Time
Columbus, OH
13-$17/hr
Full Time
Growth and Success Go Hand-In-Hand! Columbus Early Learning Centers will help You With It! Apply and Work With Us!Ensure the safety and well-being of all childrenMaintain active supervision of. ..
2
days ago
Hilliard, OH
28-$45/hr
Part Time
Hilliard, OH
28-$45/hr
Part Time
*Openings for candidates with a bachelor’s degree and teaching/tutoring experience!* Tutor with the best! We are StudyPoint, a national leader in one-to-one in-home tutoring. We have been in business for over 23 years, operate in 19…
1
day ago
Columbus, OH
Full Time
Columbus, OH
Full Time
Toddler Teacher Our center is looking for Infant/Toddler teachers that bring warmth, patience, and understanding to the classroom every day, by encouraging children to learn and grow. Our center promotes social, physical, verbal, and cognitive…
10
days ago
Columbus, OH
Full Time
Columbus, OH
Full Time
Imagine your future as a teacher with a world-class team where you make a difference for children every day. Imagine learning from experts in your field, and having the opportunity to earn your college degree – for free. Imagine it all as a Bright…
Pickerington, OH
Full Time
Pickerington, OH
Full Time
SIGNING BONUSWe have an immediate opening for a full time Pre-K and Toddler Teacher. Little Tigers is searching for caring, creative & energetic teachers to join our team! We have been serving children 18 months through 4th grade in the Pickerington…
2
days ago
Powell, OH
Full Time
Powell, OH
Full Time
Childcare Teacher This is a job opportunity for a high school graduate who enjoys working with children ages anywhere from 6 weeks – 6 years. You will have a chance to lead group activities, supervise learning centers and facilitate a daily…
3
days ago
Columbus, OH
15-$18/hr
Full Time
Columbus, OH
15-$18/hr
Full Time
Build a brighter future for all children. Teaching is more than a job. It’s an opportunity to foster curiosity, creativity and compassion in children-all while helping them develop a lifelong love of learning.As a Toddler Teacher at Primrose School of…
4
days ago
Columbus, OH
15-$19/hr
Full Time
Columbus, OH
15-$19/hr
Full Time
Screen reader users may encounter difficulty with this site. For assistance with applying, please contact [email protected] If you have questions while submitting an application, please review these frequently asked questions.Current Employees and…
Columbus, OH
14-$18/hr
Part Time
Columbus, OH
14-$18/hr
Part Time
Huntington Learning Centers Part-time K-8 Tutor/Test Prep Tutor / $14.0-$18.0 per hour / New Albany, OH Must Haves: Passion for education and helping kidsFor our Exam Prep tutors, proficiency in any of the following high school…
Pataskala, OH
Full Time
Pataskala, OH
Full Time
Job Description & Requirements Speech & Language Pathologist – School – (SLP) StartDate: ASAP Pay Rate: $1450. 00 – 1800.00 We are partnering with a well-respected School District in Pataskala Ohio that is looking for a…
2
days ago
Hilliard, OH
Full Time
Hilliard, OH
Full Time
*Immediate Start! Will Train!*Back to school season is upon us once again! Kids and teachers everywhere are getting ready for a fresh start.Every new journey involves some unknowns and excitement! If you’re in the middle of a job search right now,…
12
days ago
Westerville, OH
1,000 bonus
Full Time
Westerville, OH
1,000 bonus
Full Time
We are seeking a Kindergarten Teacher for our wonderful program. As a chartered non-public elementary school, our Kindergarten program operates under the Ohio Department of Education. Newly graduated kindergarten teachers may participate in the Ohio…
3
days ago
Hilliard, OH
Full Time
Hilliard, OH
Full Time
Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal,…
6
days ago
Columbus, OH
14-$21/hr
Full Time
Columbus, OH
14-$21/hr
Full Time
CELC WANTS YOU! APPLY AND WORK WITH US! NO EVENINGS OR WEEKENDS! Lead Teachers support our mission, values, goals, policies as leaders of the classroom teaching team. Lead Teachers work to promote a mutually respectful…
2
days ago
Columbus, OH
Full Time
Columbus, OH
Full Time
Description Position at Enchanted Care IGNITE | INSPIRE | IMPACT Enchanted Care, part of the Spring Education Group family of schools, is seeking passionate educators who ignite a fire within their students, inspiring them to become…
1
day ago
Columbus, OH
40/hr
Full Time
Columbus, OH
40/hr
Full Time
****Worksite Address: 270 E. State St. Columbus, OH 43215***Special Education Teacher – SchoolColumbus City SchoolsWork Hours: 40Estimated Start Date: 10/10/2022Duration: 36 weekShift: 8am-4pmLocal Pay (under 50 mile radius): $40/hrTravel Pay (50…
10
days ago
Columbus, OH
14/hr
Part Time
Columbus, OH
14/hr
Part Time
Job Description Mango’s Place is focused on creating something that people want to be a part of. We value personal growth, serving others, and developing leaders. We hope that by becoming a part of the Mango’s team, you will discover new things…
Filter by
Date posted
Select
Last 24 hours
Last 3 days
Last 7 days
Last 14 days
Job type
Select
Best Drop-in Daycare & Child Care in Columbus, OH
Child care requests for essential workers and emergency responders are currently being prioritized during the COVID-19 crisis. If you’re looking for drop-in, back-up or full time child care, we are here to help you match with the perfect daycare for your family.
9 Daycares Accepting Drop-in Care in Columbus, OH
Latavia Jones Daycare WeeCare
Daycare in
Columbus, OH
(380) 221-7691
Hi! We’re Latavia Jones Daycare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their develop… Read More
Request price
•
12:00 am – 11:45 pm
Stepping Stone Academy Daycare WeeCare
Daycare in
Gahanna, OH
(740) 561-2321
Welcome to Stepping Stone Academy Daycare! We offer children a caring and warm environment that’s just like home. At our home daycare, our g… Read More
$116 – $264 / wk
•
6:00 am – 6:00 pm
AD
Kennedy’s Play Palace
Daycare in
Columbus, OH
(380) 205-9192
Welcome to Kennedy’s Play Palace! We offer childcare for families looking to provide their child with a loving and safe environment that’s j… Read More
$138 – $183 / wk
•
5:00 pm – 11:45 pm
RA
Rainbow Childcare
Daycare in
Westerville, OH
(614) 665-8030
Welcome to Rainbow Childcare! We offer childcare for families looking to provide their child with a loving and kind environment that’s just . .. Read More
Request price
•
6:30 am – 6:30 pm
SL
Child Etiquettes Daycare
Daycare in
Columbus, OH
(740) 498-2715
Welcome to Child Etiquettes Daycare! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our go… Read More
Request price
•
12:00 am – 11:45 pm
SM
The Learning Spot
Daycare in
Grove City, OH
(380) 333-9927
Welcome to The Learning Spot! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our goal is t… Read More
$26 – $155 / wk
•
8:00 am – 5:00 pm
SD
Sophia’s Daycare
Daycare in
Columbus, OH
(380) 888-3519
Welcome to Sophia’s Daycare! We offer children a caring and warm environment that’s just like home. At our home daycare, our goal is to help… Read More
Request price
•
12:00 am – 11:45 pm
VM
Daycare By McMichael WeeCare
Daycare in
Columbus, OH
(740) 299-2586
Daycare by McMichael is a clean and nurturing environment where your child can learn and grow. At our home daycare, we focus on teaching chi… Read More
$223 / wk
•
7:00 am – 6:00 pm
TF
Steps Ahead Daycare
Daycare in
Columbus, OH
(614) 714-6489
Welcome to Steps Ahead Daycare! We offer childcare for families looking to provide their child with a loving and compassionate environment t… Read More
$173 / wk
•
12:00 am – 11:45 pm
Map
Location not displayed
Search map as I move
List
Popular Searches
Nearby WeeCare Neighborhoods
Nearby WeeCare Cities
Assistant Director job at Kindercare Learning Centers in
Apply This Job
Job description
KinderCare Learning Companies is looking for a dynamic and passionate Assistant Director who wants to make a difference and impact the lives of the children in our centers.
Create a safe, nurturing environment where children can play and learn while following coronavirus health and safety measures and more.
Partner and communicate with parents, with a shared desire to provide the best care and education for their children.
Cultivate positive relationships with families, teachers, state licensing authorities, community contacts and corporate partners.
Why KinderCare:
Voted by Gallup as a Great Workplace 6 years in a row.
Growth Opportunities – we have recently expanded to more than 1,500 learning centers nationwide providing endless opportunities for growth.
Our staff discount — All employees receive a 50% discount on each child’s tuition and their weekly tuition fees will not exceed $110 per child.
Eager to learn more? Apply to Connect with a recruiter today & love what you do tomorrow!
KinderCare Learning Companies 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.
Job Type: Full-time
Benefits:
401(k)
401(k) matching
Dental insurance
Employee discount
Health insurance
Health savings account
Life insurance
Paid time off
Retirement plan
Vision insurance
Schedule:
Monday to Friday
Application Question(s):
What experiences do you have working in child care?
Work Location: One location
Save This Job
Apply Job
Related Jobs
All Related Listed jobs
Janitorial Cleaner Molalla
ServiceMaster Bldg. Maint. of Swan Island
Molalla, OR 97038
Today
ServiceMaster Building Services is looking for qualified and motivated individuals to join our Team. Apply TODAY and join ServiceMaster Family. Position: Janitor Location: Molalla OR
Warehouse Associate
The Right Staff
Saint Paul, MN 55113
Today
Do you have Warehouse Experience/ Do you have experience with manual and electric pallet jacks? We are assisting our St Paul, MN client with the Warehouse Associate need. The Warehouse Associate will
The Inspection Technician is responsible for the inspection and dispositioning of products. This will include using coordinate measuring machines, hand tool
Electrician
Reynolds Consumer Products
Temple, TX
Today
Job Description J Job Description and Responsibilities Join Reynolds Consumer Productsa world of opportunities! At Reynolds Consumer Products we are passionate about achieving
Planner
Wiverse
Today
Position may include full or partial responsibility of the following assignments: o Lead client meetings to coordinate multiple departments through outage planning discussions to identify
Local Driver – Home Nightly
White Cap
Columbus, OH 43201
Today
A position at White Cap isnt your ordinary job. Youll work in an exciting and diverse environment, meet interesting people, and have a variety of career opportunities.The White Cap family is
Document Management Technician
Radiant Digital
New York, NY 10001
Today
About Us: Radiant Digital delivers technology consulting and business solutions for commercial and government clients. Our flexible delivery model allows us to provide end-to-end solution
Meal Site Coordinator
Hamilton Madison House
New York, NY 10002
$16 an hour 30+ days ago
Hamilton-Madison House is seeking a part time Meal Site Coordinator who will ensure a smooth operation of the meal service catered to older adults at
Driver
Zankou Chicken
Los Angeles, CA 90058
Today
Position Title: Driver Position Summary: The driver is responsible for driving company vehicles to/from restaurant locations with food products and/or equipment. What you’ll do: Drives
Enterprise Solutions Architect
Stitch Fix
San Francisco, CA
Today
At Stitch Fix, our goal is to help our customers look great and feel great about themselves by revolutionizing how people shop. In a time-starved world where shopping often feels overwhelming, our
Login
User Name
Password
Remember Me
Lost Your Password?
7 Best Dog Daycares in Columbus Ohio! (2022)
Here’s what you need to know if you’re searching for the best dog daycares in Columbus, Ohio. Dog daycares are found everywhere in Columbus, Ohio.
Many dog owners are busy and cannot provide all their furry friends’ care. When searching for dog daycare, pet parents want to find a reputable facility where their canine can play, eat well, and receive some love from the staff members.
Before scrolling down this list of dog daycares in Columbus, Ohio, check out these recommendations: Best Dog Daycares in Oklahoma City and Best Dog Daycares in Los Angeles.
Dog Daycares Near Me in Columbus, Ohio
We have researched the best dog daycares in Columbus, Ohio. Every one of these places has a staff that is well trained and experienced in handling pets. Some of the qualities we looked for were how clean the place was, attention to each individual’s needs, and outside playtime.
These dog daycares are perfect for those wanting to give their dogs some playtime as they work throughout the week. Below, you will find out who made it on our list and information about all of them to choose from if need be.
Dog Product Recommendations: Best Toyota Dog Barriers and Best Dog Scooting Treatments.
1. Homedog Resort & Daycare
Their doggie daycare has a variety of playgroups to ensure that each dog is paired with playmates who like the same type of fun. In addition, because they provide a cage-free experience, their dog boarding resort isn’t your typical kennel.
While your dog is with them, they will not be kept in a cage, but rather in a customized, private suite that measures 4′x4′ to 8′x8′. The second component of their cage-free experience is that each dog who stays the night at Homedog receives an entire day of doggie daycare for free.
They take the needs of each dog into account and provide a variety of care alternatives. For example, some dogs require more rest time, while others require more one-on-one attention. They customize their program to fit the needs of each dog since each dog is unique and every day is different.
They also put each of their dog daycare guests into an appropriately sized off-leash playgroup that is tailored to your dog’s playing style, size, and overall disposition – this assures that your dog stays with his Homies the entire day instead of spending it alone in a cage or causing mayhem.
Homedog Resort & Daycare Details
Address: 561 Short St, Columbus, OH 43215
Telephone: (614) 525-0020
Website: Homedog Resort & Daycare
2. Camp Bow Wow
At Camp Bow Wow, you may be sure that your dog is capable and has caring hands while with them. Their top priority is providing peace of mind for those times when you can’t care for your dog.
Your dog can frolic and play all day long here, meeting other dogs and humans. Pups pull their parents to their front door every time they come to Camp, and it’s no surprise.
Their retreat provides big, temperature-controlled play areas to make your dog’s tail wag. Regular exercise to maintain a healthy weight, boredom relief, less separation anxiety, and being less destructive are just a few of the many advantages your dog may get from Camp.
They will also learn Improved socialization with people and other dogs and an improved level of happiness. In addition, counselors have received pet first-aid and CPR training to put your dog’s health and pleasure first. You may also watch live webcams from their site on your computer or smartphone.
Camp Bow Wow Details
Address: 1006 Dublin Rd, Columbus, OH 43215
Telephone: (614) 887-7871
Website: Camp Bow Wow
3. Dogtopia of Columbus-Downtown
Their brand-new facility was designed with your furry companion in mind and included three large, modern playrooms. Their daycare dogs are divided into each of these playrooms according to their size, age, and disposition to guarantee the safety of all of their dogs.
Rubberized flooring, which is incredibly kind to your dog’s paws, is included in each of their playrooms. It is also excellent for older dogs and pups with joint problems.
Their HVAC systems not only maintain your dog at the proper temperature during play and nap time, but they also circulate fresh and clean air to keep the facility smelling good.
Twice a day, the playrooms are disinfected top to bottom with pet-safe cleaning products and kept in pristine condition. They realize how difficult it is to be away from your pet.
That’s why they have real-time webcams in each of their playrooms. The app works on Android and iOS platforms and allows pet owners to log in from any mobile or desktop device and view their dog playing with other animals.
Dogtopia of Columbus-Downtown Details
Address: 406 E Main St, Columbus, OH 43215
Telephone: (614) 254-6722
Website: Dogtopia of Columbus-Downtown
4.
Catch-n-Fetch
Catch-n-Fetch is a doggie daycare facility specifically built for your dog to run and play in while you are at work. Their objective is to offer your dog plenty of attention and activity.
Their yards are designed for romping, ball-throwing, frisbee-catching, frisbee disc retrieval, and other dog fun activities. In addition, they provide more than 10,000 square feet of indoor/outdoor playgrounds for your dog, which is supervised.
Their staff oversees the play, keeps an eye on the dogs for tiring or stressed behavior, and encourages all dogs, especially those who are timid or quiet, to run and play and use up that bound-up energy.
We throw balls and play tug of war, rub their bellies, and brush down their fur. They use positive reinforcement is more effective when teaching basic obedience skills.
Suppose the owner, so requests, feedings, and meds are provided. The dogs are not kept in cages during the day, but they have kennels used for a time-out for those who need to chill.
Catch-n-Fetch Details
Address: 7200 E Broad St, Columbus, OH 43213
Telephone: (614) 868-8611
Website: Catch-n-Fetch
5. Cheryl’s Doggie Daycare
They truly understand the importance of caring for your dog like they are their own at Cheryl’s Doggie Daycare. They’re not only pet lovers, but they also have the knowledge and experience to provide the finest possible care for your dog while it is with them.
Plus, your dog will have a fantastic time playing and meeting other dog pals and will be eager for a nap and snuggles when they go home. So you may feel confident that while your dog is in their care, they are receiving the greatest love, attention, and playtime imaginable.
They provide a comfortable and safe environment for all dogs in their care by keeping their daycare air-conditioned throughout the spring and summer and heated during the fall and winter. In addition, their team is happy to answer any questions you may have regarding their services.
With that in mind, they always supply fresh water at all times, and they clean and sanitize thoroughly during the day. In addition, they take pleasure in their attention to detail and friendliness and do everything possible to guarantee your pets are safe, secure, and comfortable.
Cheryl’s Doggie Daycare Details
Address: 4712 Trabue Rd, Columbus, OH 43228
Telephone: (614) 527-1158
Website: Cheryl’s Doggie Daycare
6. B. Spoiled Doggy Daycare
The objective of I.B. Spoiled Doggy Daycare is to provide the best care and attention for your dog while remaining as cost-effective as possible.
The owner wanted to establish a safe, entertaining environment where you would feel completely at ease leaving your dog in and know that they would be loved and attended to just as much at home.
They’ll keep the numbers low to maintain space and give your dog plenty of room to romp with its new doggie pals or lay off to the side and rest comfortably without getting run over by other dogs.
To ensure that you and your dog are a good fit, you must attend a Meet and Greet. At the Meet and Greet, you’ll need to bring copies of your dog’s most recent shot records. A Meet and Greet generally lasts 20-45 minutes. In addition, your dog must be at least six months old and neutered or spayed.
If everything goes well, you may begin scheduling your dog as soon as the next available slot becomes available after the Meet and Greet are completed. If you have any further queries on anything not mentioned here, don’t hesitate to get in touch with them.
B. Spoiled Doggy Daycare Details
Address: 2516 Billingsley Rd, Columbus, OH 43235
Telephone: (614) 389-3141
Website: B. Spoiled Doggy Daycare
7. Top Dog
Last on the list of dog daycares in Columbus, Ohio, is “Top Dog.” When you’re away, you can relax knowing your dog is secure. The thorough application procedure at Top Dog Daycare fosters a safe canine environment.
They do not use force or fog horns to punish our canine patrons. It is often difficult to know how much exercise your dog needs. The usual amount of activity required by different breeds is between 30 and 3 hours a day to be healthy.
Their enormous indoor and outdoor play areas give plenty of room for your dog to run, leap, chase, retrieve, and roll. Aside from lots of activity, rest and food are also critical to a dog’s health and enjoyment. They practice daily naps, nutritious snacks, and sufficient fresh water at Top Dog Daycare.
Group activities are designed to teach dogs how to initiate, accept, and reject play invitations and learn how to manage themselves in a group. It is critical for a dog’s overall health and happiness to be properly socialized.
Top Dog Details
Address: 1965 Hard Rd, Columbus, OH 43235
Telephone: (614) 766-5440
Website: Top Dog
Conclusion For The “Best Dog Daycares in Columbus, Ohio”
We researched for you and found that there are many great options in Columbus. Whether your dog is a small breed or large, if it loves socializing with other dogs, playing outside, getting regular exercise, or just relaxing at home when it’s nap time- we have a perfect daycare for it.
For more guides similar to this list of dog daycares in Columbus, Ohio, you can check out:
Best Dog Daycares in Nashville
Best Dog Daycares in San Francisco
Best Dog Daycares in Portland
Before visiting a dog daycare in Columbus, learn more about them by watching “Tour of The Doggie Daycare” down below:
Vitebsk resident moved to Columbus at the age of 16, not knowing English
Alena moved to America at the age of 16 and has been living in Columbus for 11 years. She has a son, a boyfriend, two dogs, a cat and 9 pistols in her apartment. Their rent costs $1,000 a month, and one day of their son’s kindergarten costs about $130. Alyonin’s salary is about $1,200.
If you told me that you can forget your native Russian language, I would hardly believe it. But talking to Alena, who moved to Columbus (the capital of Ohio) 11 years ago, I believe. I know for 100% that Alena lived in Vitebsk until the 11th grade and spoke Russian, like you and I.
But the way she speaks Russian today reminds me more of the way I spoke English when I started learning it. Russian words mixed with English, I hear more simple sentences. She told Alena that she was forgetting the language, and she was very upset. She says that she herself understands this by how often she uses a Google translator when speaking in Russian.
The photo on the right is Columbus city center
The last time Alyona was in Vitebsk was in 2013. Somewhere in the middle of the conversation, I realized that by using the phrase “and we do it this way,” she means Vitebsk. 11 years of life in America, and for her “with us” is still Vitebsk. In order not to get confused, I rewrote the interview for you, now Alyonino “with us” is about America.
Alena moved to Columbus with her mother to stay with her father. In addition to dad, her aunt, uncle, cousins were waiting for her there – they all moved to America in 1995-1998. Alena and her mother immediately moved to live with her father in a rented apartment.
— The first disappointment when you arrived?
– Everything! All around – people, houses. I cried every night – I didn’t want to be here, I wanted to go home, I didn’t like anything. I didn’t want to learn English, I didn’t want to go to school, I didn’t want to see anyone – I just wanted to go home. I cried and begged my mother to come home.
“Depression and a lot of stress every day.”
– In films, Americans are often presented with a depressive mood, when the emotional state is on the verge. Psychological problems are solved with the help of antidepressants. Is it really true?
— Oh, yes! Everyone has some problems, stress, depression. This is because you have to pay for everything, and the salary is not enough. And if there are also children, then a school, a kindergarten is generally a lot of money that is not there. There is not a single person here without stress, everyone is constantly on pills.
Alena with her son Milo-Timati
— Are you depressed too?
– Of course. Every day depression and a lot of stress. But I will not solve them with pills. In fact, it’s more like a bad mood. Everyone has a bad mood from time to time, but as soon as someone says “I’m not in the mood for something”, they will immediately tell you which pill is better to take or recommend going to the doctor. What for? You can just leave a person alone for an hour or a day, let him rest, be alone with his thoughts, and everything will pass.
I think it’s just profitable – pills cost money.
“For a couple of months I learned elementary phrases: “the pen is blue”, “the tree grows”. I felt like an idiot.”
— You moved after finishing 10 classes in Vitebsk. Did you still need to study in America?
—
Yes, you need at least three classes at an American school. It turns out that I was transferred “a year ago”, and I went to the 10th grade, only 12 classes. I went to an ordinary American school three weeks after the move, absolutely not knowing English. I did not understand anything and could not say – I did not even know the alphabet and numbers. In Vitebsk I studied German. Before moving, I tried to learn English, but as a result, I could not say anything. As I remember now: I went to school and all I could say was “Hello”. In response, they say something to me a lot, a lot, but I just clap my eyelashes and don’t understand a word. On the first day I was given a test – I failed it.
I was lucky that my school had an extra class where they teach English as a second language. There were a lot of emigrants there – from Kazakhstan, Africa, China, and one of me was from Belarus. A girl from Kazakhstan helped me a lot, I don’t know if I would have succeeded at all if it weren’t for her.
They gave me a book and I started learning English from scratch. For a couple of months I learned elementary phrases: the pen is blue, the table is standing, the tree is growing – I felt like an idiot. It wasn’t until a few months later that I started making sentences. Even later, I began to understand what they were saying to me, but I could not answer. It took me two years to study the language in order to say anything as a result.
“For about a year my grades are from 0 to 2 according to the Belarusian system of knowledge assessment. ”
— You also had to study other subjects at the same time? How did you do it without knowing English?
– None. I had a dictionary. Only with his help. I saw familiar words – then I guessed what was what. The assignments were similar to those that I had already done at school in Vitebsk. In general, I did the tasks anyhow. For about a year, my grades are from 0 to 2 according to the Belarusian system of knowledge assessment. Every day I had to do my homework and also learn English. That is, for example, to do mathematics, physics, biology, write an essay, and then teach “this is a blue pen”.
I cried every day, nothing worked. I began to lag behind the school curriculum – it was a complete stress. All that saved me then – during breaks at school or as soon as I had free time – I wrote letters to my girls in Vitebsk: my second cousin and friend Lera. We wrote paper letters to each other every week.
Alyona with her mother
— You probably sat with textbooks all the time?
— Always and everywhere with a dictionary. I didn’t have friends – I didn’t understand them, but they didn’t understand me – a language barrier. We also had drinking parties, as they show in the films, but I didn’t go to them – I didn’t understand anyone.
Only two years later I was able to speak normally and understand what was said to me. By the third year, I was talking at the same speed as my classmates.
I watched a lot of TV, all with subtitles. Especially the cartoons that all my classmates watch – there is modern slang that I needed to know. As they taught in Vitebsk: “Hello. How are you?” – no one talks like that here, it will be funny if they talk like that. Maybe that’s what they say in England. Just like in Belarus, they have their own slang, their own words.
“Most in their 30s or 40s are in debt for college they graduated from long ago.”
— Did you go to college after high school?
— I went to the police academy, I only had to study for two years. Since at that time my mother and father divorced, and I did not work, plus I was an immigrant – I had something like benefits – I did not have to pay for education. Almost everyone pays, only gifted children do not pay tuition, but there are few of them. I don’t remember how much the training costs, but here it is very expensive. Of course, it all depends on the college, but most in their 30s or 40s have college debt they graduated from a long time ago. It is very expensive. For example, 5-6 books cost $500.
By the way, yes, education is available to everyone, there are no age restrictions. A 60-year-old woman went to my math class with me. She always wanted to go to college, and now she has an opportunity.
In college, things were different: I made a lot of friends and I loved physical training. True, I was the only one who had never driven a car. Everyone here has been driving since the age of 16. Another disadvantage is that I have never held a weapon in my hands. But I completed my studies successfully and got a job as a police officer.
Alena with her dog, son and boyfriend
Was that your first job?
—
No. The first is answering calls in an institution, a job I found in college. I don’t know how to explain in Russian which institution. Wexner Heritage Village – there are several buildings – a hospital, a rehabilitation center, a hospice. I received $ 10 per hour – this is not much, but for the first time it will be enough, you can live. The lowest pay is probably at McDonald’s – $ 8 per hour.
How do you work as a janitor – so here at McDonald’s. Then I was offered a job there as a security guard. I was suitable for such a position: I study at the police academy + I know Russian. Half of the Russians live in this institution. Then she got a job as a police officer. She worked seven days a week: operator, policeman and security guard. Then I left the position of operator, and I had two jobs left. It still remains so.
I work as a kind of security guard or administrator. I resolve conflicts, organize work, help patients. I have already climbed the career ladder, four employees work under my supervision.
— So now you also work as a police officer?
Yes. My partner and I come to challenges or just ride around the city – we keep order. I think it’s the same as yours. If we arrive somewhere and see police officers from another city, we will definitely stop and ask if we need help. The work is different: a husband attacked his wife with a knife, a dog drowns in a swamp – everything is for us. Homeless people, drug addicts, shooting everywhere. There is a work.
Everyone here has two or three jobs, because everything is very expensive. Maybe, of course, one good job, but then there should be a very high salary. As a rule, these are businessmen who work 5 days a week – their minority.
– This is not exactly a woman’s job. Do you work like men?
Yes. Discrimination is prohibited, not even hidden. Now they even do this: if you have a different skin color or you are a woman, then you will be hired or promoted before a white man. But this, of course, provided that this is the only difference from a white man. Everyone strives for equality.
“Sometimes people work 12-16 hours a day. Then – 3 days off or go to the 2nd job.
— But how do you manage? Do you work every day? Do you have an 8 hour work schedule?
– As a security guard, I make my own schedule – I work here more often. And I’m taking a few shifts for the cop. When I want it, it’s like a side job. We also have an 8-hour schedule, but sometimes people work 12-16 hours a day, then 3 days off or go to a 2nd job. Especially nurses often work 3 days for 12-16 hours, then days off. There is also a shift schedule.
If you want to work, take at least 5 jobs. Maybe it will be difficult to find one in the specialty that he received in Belarus, because there is no American school and practice. The other one is easy. At McDonald’s, they will hire you as a salesperson in a clothing or grocery store even tomorrow. Even though he is in a wheelchair, he is very old, he cannot see his eyes, he has no hands – if you want to work – work! They will pick up something for you even without education – no one is lost here. The one who does not want to work does not work.
“I earn about $600 in two weeks. The boyfriend’s income is about $5,000 a month.”
— How much do you earn?
– Security guard – $14 an hour, policeman – $20 an hour, because it is life threatening. In two weeks I earn about $600 as a security guard. That is, it would be a little more than $1,000, but about $400 is tax. I don’t count the tax from the policeman, I rarely take a part-time job, maybe 1-2 times a week. You can add 80$−160$.
I live with my son and boyfriend. He has two jobs: a police officer and a motorcycle salesman. Policemen like me – $20 an hour, and for the sale of motorcycles – $12 an hour plus commissions. For example, for the sale of one motorcycle, you can earn $ 300-500. Can sell 3, 5, 8 motorcycles per day. In general, his income is about $5,000 per month. The rent of our apartment is $1,000 with rent, electricity, water. Below $600-700, probably, there are no apartments here. We spend $120-140 on food in two weeks. But here no one goes to the store often. From the salary – once every two weeks they stuff a basket with food, and then, at most, for bread.
In the store
— What about dairy products? They also deteriorate.
— No. Nothing spoils here, everything can lie for months, synthetics are everywhere. Very expensive vegetables. For example, a vegetable salad costs $3, and at McDonald’s you can buy half of the menu with this money. Therefore, all the fat ones are cheaper to eat at the Mac. There are farm vegetables, they are even more expensive, store-bought ones are like artificial ones. 1 kg. potatoes in the store costs $ 1.5, on the farm – $ 3.
– Are any of our products missing?
— Here everything is in Russian stores. Only for some reason it comes from warehouses in Brooklyn, there is a Russian district there.
Black bread, which I miss, lard, dumplings – everything is there, but not the same as in Vitebsk. When I came to Vitebsk, I ate sausage, herring, black bread and pillows – I adore them. Everything is here, but not to your taste…
I found pasties. I missed them so much, but still they are not the same. And those that you need, I remember, were sold at the station in Vitebsk, such fatty ones.
My boyfriend is very fond of Belarusian cuisine. I cook potato pancakes, borsch, pancakes with meat, Russian salad, vinaigrette, herring under a fur coat. Everyone likes. American salad is 2/3 vegetables. Somehow they opened a can of sprats, so the Americans said: “Fu! It needs to be prepared!” They sell sprats, but no one buys them – this is an amateur.
In the store
— Do you often order food?
— No, it’s expensive. A large pizza costs $13 and delivery is $5. It is more profitable to go somewhere and buy this pizza yourself. Eateries at every turn.
Breakfast for two + coffee + water or coca-cola = 25 $. This is fine. Dinner – from $25 to $60. If you go to the most expensive restaurant, then it is $120-$200. In most – $ 40 – $ 80.
Breakfast in a cafe
— How much is left for clothes?
— I don’t go to brand stores, you can find cheap good clothes here. A great winter jacket can cost $50-80. For example, for $ 150 I will never buy a jacket – only a branded one can cost that much. There are a lot of second-hand shops here, just like in Vitebsk, but here they are very, very good! For $150, you can probably buy half the store. The quality of things is very good: T-shirt $4, pants $8. This is where the rich people give everything. You can buy three branded T-shirts for $10.
My salary is enough for me. I already paid off my car loan, but if you want a house, you need to earn more. There are something like classes here: low, medium, high. My salary is in the middle.
— What car do you drive?
– I have a 2011 Chevrolet Cruze. I bought it five years ago for $14,000. This is an American made car.
Rich people buy from BMW and AUDI showrooms. People who live in poverty buy a car for $500 that hardly drives. Basically, people buy American Chevrolets or Fords.
Columbus is 5 times larger than Vitebsk – you can’t get here without a car. We have taxis, buses and cars of course. Mom lives 30 minutes from me (this is by car). By bus, probably two hours.
In Columbus
– You have a child, you were married, but now you live with a boyfriend. Didn’t own your property?
– I got married at 24. The wedding cost us about $5,000. We cooked our own food and much more, no one helped. We still pay off the wedding loan. After a year of marriage, our salaries increased and we were able to borrow a house for $135,000. Home is the American dream that is often talked about. On average, houses here cost $130-200 thousand. Here everyone is in debt, loans, because they want a lot, but there is not enough money.
When my husband and I separated, I left the furniture and the house with him. He paid me some money for part of the house, for which we paid together.
I had an American dream – a house, but I was not happy when it came true. There is a lot of work there. Basically, after a divorce, everything remains with the wife, but not in our case. It was I who decided to leave – I could not maintain the house, it seemed to me that I was earning very little, I could not help pay off the loan. I do not regret anything.
“After a woman has given birth, she is given 6 weeks and must go to work.”
— How old is your son? Does he go to kindergarten?
—
Now he is almost 3. You can send him to the kindergarten when the child is already 6 weeks old — to the nursery group. After a woman has given birth, she is given 6 weeks, and she must go to work. I was given 12 weeks, I had a difficult birth.
This is normal, everyone has to go to work, pay loans. We gave our son to our parents. One day of kindergarten costs about $ 130, you can take your child to kindergarten for 2 days, you can take 5 – as you decide. Therefore, a nanny is often hired here – it’s cheaper. Most often, teenagers have their first job as a nanny or at McDonald’s.
– Does the ex-husband see the child?
– We could not agree among ourselves, and according to the court decision, the husband spends 50% of the time with the child. This is 3 days a week, plus 1 day every week we change in turn. Holidays are the same. The ex-husband himself decides whether to spend time with the child at home or send him to the garden.
— Do you miss Belarus?
— Of course! Every day I remember, I often roar. I miss the air, the birch trees, the house I grew up in. I miss the country as a whole, for everything that is there. I remember road turns, traffic jams, districts. The atmosphere is lacking. I miss, but I miss, probably more, those times that you can’t return. By the time spent with friends, at school, at the dacha. Lots of memories.
Alena’s house in Columbus
— Do you miss people?
—
I don’t miss people. In Belarus, they are more evil or something. Here everyone is kind to you, even if you are a stranger to them. Here on the street, a person walking by will ask how you are doing, start a conversation, even though you see him for the first time.
There is no such thing in Belarus. I know that people can work side by side, even in the same office, and not say hello. They don’t even think that something is wrong. I would probably not be able to live in such an atmosphere. When I came to Vitebsk in 2013 and accidentally stepped on my foot in the crowd, I apologized, they looked at me with such a murderous look that it became scary.
Everyone here is kind. Even if someone does not like you, you will never guess about it – they will be polite to you, and it will never occur to anyone not to say hello. I am delighted with this. Treat everyone equally, you can’t feel bad about yourself. New York, Moscow… There, as in Vitebsk, everyone is busy with themselves, no one cares about you. Smaller cities, however, are another matter entirely.
“Grandmothers in kerchiefs, women in fur coats with a fox on their collars – as soon as I see them, I immediately understand that they are Russians.”
– One may hate the other, but it’s in the depths of the soul, no one will ever know about it. No discrimination. In public, everything must be perfect.
But if you visit a Russian, he will lay a whole table for you. He gets everything out of the refrigerator, and also runs to the store. Americans are not so hospitable. Most likely, they won’t even let you into the house, it’s not about friends, of course. Everyone robs, kills – of course, people are afraid.
I don’t know my neighbors. She didn’t even know when she lived in the house. In expensive areas, behind the fence, everyone brings each other pies, as they show in films. We do not have. Here you will not go to a neighbor for salt.
– Russians stand out in America?
– Grandmothers in headscarves, women in fur coats with a fox on the collar – as soon as I see them, I immediately understand that they are Russians. Americans dress modestly. The rich, who have millions, go to the store in an ordinary T-shirt and jeans.
xxx
In the next part, you can read about how Alena, after the birth of her son, received a bill from the hospital for $65,000. That car insurance costs $80 a month. About nine personal pistols at home and what Americans think about Russians.
Prepared by Anastasia Verbitskaya
Found a typo? Select a piece of text with a typo and press Ctrl + Enter.
RUSSIAN BOUQUET – Flower delivery in Columbus from 4 280 rubles
Autumn bouquets
New
35 cm
25 cm
Yellow rose 50cm – 3, Pink rose 50cm – 2, Matthiola – 2, Lisianthus – 2, Peony shrub rose – 2, Solidago, Statica, Ruscus, Modern packaging, Lenta
Bouquet “Golden Season”
7 220 ₽
New
45 cm
35 cm
Red gerbera – 1, Hydrangea – 1, Carnations – 5. 0, rose cream – 8.0 Hyperikum, Ruscus Italian, dry flowers in the assortment, modern packaging, tape
Bouquet “Bright Grems”
11 290 ₽
Novelty
9000 cm
9000 30 cm
Alstromeria – 5, white rose – 5, cloves. 5, Mattiola – 6, Pistachio, Modern packaging, Ribbon, Statica
Bouquet “Flight butterflies”
11 450 ₽
NEW
40 cm
35 cm
Chrysanthemum is single – 1, rose is pink 50 cm, white rose 50cm – 4, cloves – 3, lysianthus – lysianth 3, bush pionivid rose – 4, Italian russus, dry flowers in the assortment, modern packaging, tape, lace
Bouquet “Movarian shine”
11 230 ₽
Novelty
45 cm
9000 cm
Support – 3, 3, 3, 3, 3, 3, 3, Carnations – 5, Lisianthus – 2, Rose Ecuador Pink 50 cm – 3, Tanacetum – 2, Shrub rose peony – 3, Ozotamnus, Fern, Modern packaging, Ribbon
Bouquet “Golden Key”
10 740 ₽
NEW
35 cm
30 cm
Herber – 1, cloves – 3, Tanacetum – 2, bush rose Pionovid – 2, white rose 50cm – 3, Gladiolus – 1, Lisianthus – 2, Modern packaging, Ribbon
Bouquet “Summer memory”
7 700 ₽
See all
Bestseller
Bestseller
40 cm
35 cm
Shrub rose 50cm – 19, Modern packaging, Ribbon
Bouquet “From the Heart”
11 190 ₽
New
40 cm
30 cm
Rose white 50cm – peony 3, Lianthus 3 – peonies – 5 Kustovaya cloves – 2, single chrysanthemum – 1, Mattiol – 4, modern packaging, tape
Bouquet “Challenge”
11 290 ₽
Seasonal flowers
9000 35 cm
25 cm
Bush rose 50cm – 4 , Irises – 5, Modern packaging, Tape
Bouquet “Attraction”
4 600 ₽
NEW
45 cm
32 cm
Bush rose 50cm – 4, Red 50cm – 3, Cloves – 3, Eucalyptus Tsineria, Modern packaging, tape, Ileks, Ilex, Ileks. Sizal
Bouquet “Secret Dream”
6 300 ₽
Sales
40 cm
30 cm
Chrysanthemum Stalion – 3, Lizianthus – 4, rose pink 50cm – 5, modern packaging, tape
Bouquet bouquet “Charm”
6 530 ₽
View all
New
New
45 cm
40 cm
Cream rose 50cm – 2, White rose 50cm – 3, Carnations – 5, Mattiola – 2, Peony rose ‘OHara’ – 2, Shrub rose peony – 2, Lisianthus – 2 , Hatbox (20x16cm), Oasis, Italian Ruscus, Leukadendron, Ribbon
Composition in a hatbox “Theatre Lights”
14 110 ₽
Large bud
40 cm
35 cm
Peony rose Kahala 50 cm – 3, Rose pink 50 cm – 2, Lisianthus – 3, Shrub rose 50 cm – 2, Carnations – 2, White rose 50 cm – 2, Hypericum, Eucalyptus cineria, Modern packaging, Ribbon
Bouquet “Theater”
8 330 ₽
Novelty
45 cm
45 cm
Bush pionoid rose – 3, Ranunkulus – 7, Lizianthus – 3, white rose 50cm – 2, eucalyptus Tsineria, modern packaging, tape
Bouquet “Miss perfection”
7 800 ₽
New
45 cm
40 cm
White rose 50cm – 3, Purple rose Deep Purple – 2, Alstroemerias – 3, Lisianthus – 3, Carnations – a rosemary – 5 50cm – 3, Ruskus, eucalyptus Academy, modern packaging, tape
Rose red 50cm – 20, Rose white 50cm – 17, Hat box (25x22cm), Oasis, Modern packaging, Ribbon 23 840 ₽
Large bud
30 cm
30 cm
Shrub rose 50cm – 3, Carnations – 7, Rose Ecuador Red 50 cm – 3, Rose Ecuador Cream 50 cm – 2, Osis 6 , Eucalyptus cineria, Leucadendron, Brunia, Ribbon, Modern packaging
Composition in a hat box “My beauty”
11 180 ₽
New
25 cm
32 cm
Rose pink Kenya – 9, Rose white 50cm – 3 (20x16cm), oasis, eucalyptus Tsineria, lemonium, hypericum, tape, modern packaging
composition in the Hat box “Delicate Kiss”
10 940 ₽
Novelty
9000 35 cm 9000 30 cm
Herberus – 3, Mattiol, Mattiola – 2, Shrub rose peony – 4, Rose pink 50cm – 3, Carnations – 3, Lisianthus – 2, Hat box (20x16cm), Oasis, Modern packaging, Ribbon, Eucalyptus
Composition in a hat box “Exquisite evening”
11 650 ₽
See all
cheap flowers
0005 “Dreams of you”
5 590 ₽
Bestseller
35 cm
30 cm
, Modern packaging, Tape
Bouquet “Centure”
5 170 ₽
NEW
30 cm
25 cm
Bush pionoid rose – 3, chrysanthemum bush – 3 chipsantema – 3, gypsophila – 1, modern packaging, tape
Bouquet “Clear Sun”
4 560 ₽
Bestseller
30 cm
25 cm
Irises – 3, Lisianthus – 2, Rose white 50cm – 3,0 Tape
Bouquet “Shine sapphire”
5 330 ₽
35 cm
20 cm
Modern packaging, Hipsophila colored, tape
Bouquet “Sky”
9000 3 140 ₽
New 9000 32 cm
cm
Bush chrysanthemum – 1, Stalion bush chrysanthemum – 1, Lisianthus – 1, Rose pink 50cm – 1, Cineria eucalyptus, Cotton bud, Modern packaging, Ribbon
Pink cloud bouquet
2 960 ₽
5
Favorites
New
20 cm
15 cm
Lilac – 3, Bush chrysanthemum – 3, Lisianthus – 2, Carnation bush – 2, Plum package for flowers with handles, Oasis, Lace, Ribbon
Sunflower – 1, Chrysanthemum bush – 1, Chrysanthemum bush santini – 2
Bouquet “Smile the Sun”
2 990 ₽
Large bud
30 cm
20 cm
Rose Violet Deep Purple – 3, chrysanthemum KUST SANTINI – 3, carbon monoxide – 3, bush rose 50cm – 5, haild rose. box (20x16cm), Oasis, Pistachio, Film, Statice, Tape
Composition in the Tiffany hat box
11 130 ₽
NEW
25 cm
17 cm
Pionovid rose ‘OHARA’ – 1, Lizianthus – 1, Bush rose 50cm – 2, chrysanthemum bush – 1, 1, 1, 1, 1, 1, 1, 1, 1, Plime package for flowers with handles, Eucalyptus cineria, Statica, Oasis, Ribbon
Composition “Tender moment”
4 080 ₽
See the whole catalog
Moxy Columbus Short North 3* in Columbus, Ohio, USA. Book Moxy Columbus Short North 3*
Columbus
230 hotels
Dates to view prices
Departure
Adults
01020304
Children
-01020304
Price
0 rub – 3170 rub 101
RUB 3170 – RUB 6350 93
RUB 6350 – RUB 9520 23
9520 rub – 12700 rub 7
12700 rub + 9
Number of stars
38
4
69
99
18
2
Rating
Facilities
WiFi 200
TV 195
Air conditioner 5
Mini-Bar 20
Parking lot 204
Restaurant 49
Bar 39
Pool 134
Fitness 148
Bath/Shower 156
Refrigerator 169
Type of allocation
Hotel 176
Apartment 19
Mini-hotel 11
Motel 8
Bed and Breakfast 3
Villa 1
Hostel 1
Aparthotel 1
Resort hotel 1
Attractions Columbus
Capitol Square 0. 02 km.
The Ohio Statehouse 0.03 km.
Ohio Theater 0.11 km.
Ohio Theater 0.11 km.
Science and Industry Center 0.25 km.
City center 0.35 km.
Airports Columbus
Port Columbus International Airport 10 km.
Ohio State University 15 km.
Rickenbacker International 17 km.
Photos and description provided by the hotel and not verified by the service.
Guest rating at Moxy Columbus Short North :
8.2/10
Very well
Hotel reviews →
Free Wi-Fi
Private parking
Description
Rooms
Reviews
Facilities
Location
This hotel is within walking distance of the city centre.
In pursuit of impressions, it is important to return to a place where you can have a good rest. Moxy Columbus Short North is located in Columbus.
A cafe is open for coffee and snack lovers. Want to stay connected? Does the hotel have free Wi-Fi.
A bar is open for guests. Time to remember our daily bread! There is a restaurant for guests.
You can organize a business meeting, negotiations and even an interview. For this, a conference room is provided.
Parking is organized especially for car travelers. Sports enthusiasts have prepared a fitness center and a gym.
You don’t have to leave your pet at home: pets are allowed. Convenient for guests with disabilities: an elevator takes guests to the upper floors.
The hotel has playrooms for children. Be prepared for the fact that the children will have fun, and you will have to while away the evening with adults.
The hotel staff speaks English.
Other services are available for guests. For example, laundry, dry cleaning, ATM, safe and concierge.
The listed services are not available in all rooms.
The room is comfortably furnished and equipped with everything you need to relax after a long and eventful day. There are TV.
Room price
from 5 330
Select number in Moxy Columbus Short North →
Phone: +16144127664
Address: : Hairdryer
Enter dates and see current prices
Prices and Availability
Book
Safe Private bathroom TV
Services and facilities : Hairdryer, Mirror, Telephone, Free toiletries, Towels
Add a review of the hotel Moxy Columbus Short North
Select number in Moxy Columbus Short North →
Hotel
Smoking areas
Garden furniture
Hypoallergenic number
Outdoor fireplace
Facilities for disabled guests
Sun deck
24-hour reception
Water bottle
Wheelchair accessible
Non-smoking rooms
Wine/champagne
Express check-in/out
Lift
Business Center
Heating
Shared lounge/TV area
Meeting/Banquet room
Mini market on site
Daily cleaning
Braille prompts
Fax/Photocopying
Fruit
Bar
Non-smoking throughout
Dry cleaning
Terrace
Wake-up service / alarm clock
Lockers
Wooden or parquet floor
Ironing accessories
Upper floors access lift
Carbon monoxide detector
Fully wheelchair accessible
Mini market
Hypoallergenic
24-hour front desk
Wake-up service
Air conditioner
Low basin
ATM
Non-smoking hotel
Gift shop
Express check-in and check-out
Reception desk
Barrier-free access
Safe
Concierge services
Luggage storage
Telephone
Conference room
Playroom
Pets allowed
Shared lounge / TV room
Lobby TV
Laundry
Organization of meetings and banquets
Internet
Room
Wardrobe or wardrobe
Work table
Bathroom in room
Free toiletries
Toilet
Toilet paper
Flat screen TV
Underwear
Alarm clock
Socket next to the bed
Towels
Bath or shower
Private bathroom
Hair dryer
Shower
Cable channels
Radio
Telephone
TV
Fireplace
Toiletries
Food & Beverage
Bar
Cafe
Restaurant
Fruit
Wine/champagne
Free tea/coffee
Breakfast
Recreation and entertainment
Stand-up comedy
Billiards
Live music/performance
Happy hours
Playroom
Bicycle rental
Bowling
Table tennis
Golf course
Board games and/or puzzles
Health services
Fitness center
Gym
Parking lot
Disabled parking spaces
Covered parking
Secure parking
Private parking on site (reservation not required)
Parking lot
Staff speaks
English
English
Moxy Columbus Short North Registration Rules
Check-in time:
C 15:00
Check-out time:
Before 12:00
Credit cards accepted:
Mastercard, Visa, UnionPay Credit Card, Discover, JCB, American Express
You must show a valid photo ID and credit card upon check-in. Please note that special requests cannot be guaranteed and additional charges may apply.
There are no age restrictions for check-in.
Select number in Moxy Columbus Short North →
Location of Moxy Columbus Short North
Nearest hotels
Graduate Columbus
Hotel
7.8/10
Good
12 reviews
15 995 per night
Graduate Columbus is located in Columbus, less than 1 km from Italian Village. It features a restaurant, private parking, a fitness center and a bar. It features a 24-hour front desk, luggage storage and free Wi-Fi throughout. The Ohio Theater is 2.1 km away and Capitol Square is 2.3 km away.
Prices and Availability
50 Lincoln Short North B&B
Bed and Breakfast
8. 8/10
amazing
10 reviews
9 010 per night
50 Lincoln Short North B&B is located in Columbus, 700 meters from the Italian Village and less than 1 km from Segway Tours of Columbus. It offers rooms with free Wi-Fi, air conditioning and garden access.
Prices and Availability
Le Méridien Columbus, The Joseph
Hotel
8.9/10
Excellent
43 reviews
12 400 per night
Le Méridien Columbus is located on the site of the former Sunan Airport. It features a spa and wellness center as well as a fitness centre. Free Wi-Fi is provided. All rooms are air conditioned and have a TV.
Prices and Availability
Select number in Moxy Columbus Short North →
FAQ
How much does it cost to stay at Moxy Columbus Short North?
The cost of living in Moxy Columbus Short North depends on the number of guests and date.
The average cost per night is 5 330
Does Moxy Columbus Short North have Wi-Fi?
Free Wi-Fi is available for hotel guests.
What popular attractions are close to Moxy Columbus Short North?
Nearest attractions:
Italian Village (0.45 km.) , Victorian Village (0.59 km.) , Goodale Park (0.63 km.) , SegAway Tours of Columbus (0.72 km.) , Columbus Greater Convention Center (0.74 km.) , Nationwide Arena (1.1 km.) , Greater Columbus Convention and Visitor Center (1.1 km.)
What are the check-in and check-out times?
Check-in at Moxy Columbus Short North is possible from 15:00, check-out until 12:00.
How far is Moxy Columbus Short North from the nearest airport?
Nearest Airport Port Columbus International Airport is 10 km away.
Does the hotel have parking?
Private parking is available for hotel guests.
Search and booking hotels
Attractions near the hotel
Italian village
0.45 km.
victorian village
0.59 km.
Goodale Park
0.63 km.
SegAway Tours of Columbus
0.72 km.
Columbus Greater Convention Center
0.74 km.
Nationwide Arena Sports Complex
1.1 km.
Greater Columbus Convention and Visitor Center
1.1 km.
Central Ohio Fire Museum
1.3 km.
Dance Academy “BalletMet”
1.3 km.
Nearest airports
Port Columbus International Airport
10 km.
Ohio State University
13 km.
Darby Dan
18 km.
Photos of Columbus | Photogallery of attractions on OrangeSmile
A fascinating event will be a visit to the Sears Tower, the tallest skyscraper in the country. Its height is 443 meters, in total the building has 110 floors. The most remarkable object for visitors is located on the 94th floor and is called the John Hancock Observatory. This is a spacious observation deck with powerful telescopes. Everyone can use them to see the main sights of the city.
… Open
Columbus topics
Columbus tips
10. There are many discounts for car owners and tourists who rent a car. If you use paid parking, be sure to keep the ticket, it can give a discount at the nearest shopping centers or restaurants. 11. Despite the fact that the city is considered quite calm, you should not walk around its outlying areas at a late time. A significant part of the evening entertainment is concentrated on the central streets. 12. If… Open
Shopping in Columbus
Tigertree department store is located in one of the most beautiful historical buildings in Columbus. It will surprise you with a variety of goods. It has shops for men’s and women’s clothing, pavilions with children’s goods and souvenirs, and you can buy luxurious jewelry and cosmetics from well-known manufacturers. Fans of unusual souvenirs will love the Candle Lab shop selling scented candles. Visitors to this store are always … Open
Columbus Vacation with Kids
For families with young children, you can choose the World of Bounce entertainment center, which is indoor and works all year round. It is equipped with a huge game room with bright inflatable attractions, there are free spaces for active games, and there is also an excellent children’s cafe. The center often organizes interesting workshops and entertainment programs for children, and it is also great for organizing children’s … Open
Traditions and flavors of Columbus
In recent years, it has been visited by more than 500,000 people from all over the world, it is hard to imagine that once the musical festival covered only a few surrounding cities. Over time, it began to attract world-famous performers, and now legendary musicians from different countries take part in the festival every year. A nice feature of the holiday is that almost all concerts within its framework can be visited … Open
Kitchen and restaurants
For the best fish dishes in Columbus, head to Mitchell’s Ocean Club. You will not be able to find such a selection of seafood delicacies as here in any other restaurant in the city. Chefs prepare chic dishes from sea bass, lobsters, crabs and shellfish. Crab cakes are one of the most original dishes. For dessert, order a peanut pie or a chocolate frappe, and the restaurant also prepares refreshing cocktails from … Open
Columbus Entertainment
It is worth noting a huge selection of nightclubs and bars. The BrewDog Franklinton club is a great place for an evening out. It was opened in an old industrial building, which managed to preserve the original finish as much as possible. The club serves popular local dishes and drinks, serves the best American beers and prepares many interesting cocktails. In summer, an open terrace is always open, … Open
Search for tourist attractions on the map of Columbus
Photo galleries of neighbors of Columbus
cincinnati
cleveland
Kentucky
Detroit
Indiana
OrangeSmile.com is a provider of convenient and reliable online car and hotel booking solutions. We offer over 15,000 destinations with 25,000 rental locations and 500,000 hotels worldwide.
Secure connection
Head office
Weegschaalstraat 3, Eindhoven
5632 CW, The Netherlands
+31 40 40 150 44
User agreement (Terms of Service) |
Privacy Policy |
About company
OrangeSmile Tours B.V. | OrangeSmile.com | Under the control of IVRA Holding B. V. – Registered with the Netherlands Chamber of Commerce: Kamer van Koophandel (KvK), The Netherlands No. 17237018
TownePlace Suites Columbus Easton Area: Apartment Hotels in Columbus
Customers should review government travel guidance to confirm eligibility and requirements for travel. See travelguidance.marriott.com.
TownePlace Suites Columbus Easton Area is an extended stay hotel near the Easton Town Center shopping mall. Suites with comfortable fully equipped kitchens and free Wi-Fi.
Tariffs
Tariffs
Tariffs
Show other numbers
See photos
At this hotel
Catering
Barbecue and picnic area
Lunch delivery from a local restaurant to the room
Kiosk shop
breakfast
Breakfast “Swedish table”, free
Continental breakfast, free
Full American breakfast, free
Hot breakfast, free
Other options nearby
Mexican, 0. 5 KM
ChuyS
opened lunch and dinner Dress code: Casual Phone: +1 614-498-0285
More details
American, 0.6 KM
Melt Bar & Grilled
Open for lunch and dinner Dress code: Casual Phone: + 1 614-934-6020
More details
American, 1.9 KM
The Cheesecake Factory
Open for lunch and dinner Dress code: Casual Phone: +1 614-418-7600
More details
Chinese KM
P.F. Chang’s
Open for lunch and dinner Phone: +1 614-416-4100
More details
Italian, 1.6 KM
Brio Tuscan Grille
Open for lunch and dinner Dress code: Casual Phone: +1 614 -416-4745
More details
American, 0.5 KM
J. Alexander’s Restaurant
Open for lunch and dinner Dress code: Casual Phone: +1 614-476-8348
More details
Pub, 0005
BJ’s Restaurant & Brewhouse
Open for lunch and dinner Dress code: Casual Phone: +1 614-532-9560
More info
Steakhouse, 1. 6 KM
McCormick & Schmick’s
1 Shirt and trousers required Phone: +1 614-476-3663
Read more
pub, 1.6 KM
World of Beer
Dress code: informal phone: +1 614-476-2962
more
American, 1.6 KM
american Girl Bistro
1
1
1
1
1 Dress code: Casual Phone: +1 877-247-5223
More info
View Pictures
Fitness Center
Hours: 24 Hours, 7 days a week
Equipment & Services
Outdoor children’s pool
View photos
Landmarks
Easton Town Center
160 Easton Town Center
1.9 km SW from the hotel
Columbus Zoo and Aquarium
4850 West Powell Rd.
29.0 km NW from hotel
Greater Columbus Convention Center
400 N. High St.
16.7 km SW from the hotel
The Ohio State University
281 W Lane Ave
17. 7 km SW from the hotel
Nationwide Arena/ Columbus Blue Jackets
200 W Nationwide Blvd.
16.9 km SW from the hotel
COSI- Center of Science and Industry
333 W Broad St.
17.5 km SW from hotel
Ohio Expo Center and State Fair
717 E 17th Ave
12.7 km SW from hotel
Short North
21 E 5th Avenue 9000 SW2 from 90.0 km hotel
IKEA
1900 IKEA WAY
15.1 km NE from the hotel
Legoland Discovery Center
165 Easton Town Center
1.6 km SW from the hotel
Jorgensen Farms
7500 Harlem RD 9000.3
American Girl Columbus
4040 The Strand E
2.4 km S from the hotel
Activities
Bicycle path (4. 8 km) Bowling (6.4 km) Hiking (4.8 km) Horse riding (7.2 km) Treadmill/fitness parkour (4.8 km) Kayaking (23.0 km) Mini golf (5.6 km) Nature reserve, trail (4.8 km)
Family and children’s events
2.4 KM
american Girl Doll Store and Cafe
16.1 KM
COSI
30.6 KM 9000 COLUMBUS ZOO
1 9000 Up: ,4 km
Legoland Discovery Center
Fee: 29.00 USD
Airport Information
John Glenn Columbus International Airport (CMH)
CMH
Airport phone: +1 614-239-4000
Hotel location: 10.5 km NE
We do not have a shuttle service.
Go to the website of the airport CMH
Rickenbacker International Airport (LCK)
LCK
Airport phone: +1 614-491-1401
Hotel location: 33.8 km S
We do not have a shuttle service.
Go to the website of the airport LCK
Organize an event
For more information on rates and availability, please send your requirements to our event planners.
Submit
Learn more about event planning
Meetings & ConferencesHolidays & Weddings
Organize an inspirational event
Member Booking Tools
We will provide you with a personalized free link to the booking page where your guests can book their own rooms.
Email invitation
Embed information in web page
Personalize with group name, event dates, hotel name and special rates
Publish to multilingual Marriott sites around the world
Effective event planning
Group Lists
If you have a guest list, we can book for everyone.
Booked lists
We can send you a report on which of your guests have booked a room and when they plan to arrive.
Mobile check-in
Guests can check-in before arrival, receive room availability alerts and check-out without going to the front desk.
Your reward
Get up to 60,000, elite status, discounts and more.
View vacancies
View vacancies Open in another tab
back to top
KTG English Preschool – Moscow region, Park Avenue Village Piskovo 121, entrance 1, 2nd floor 8(925) 090 0022
American preschool in Russia
Children start speaking in English after 3 months Teachers are native speakers from USA, Canada, and Great Britain All-round development for children 3-7 years old Preparation for Russian school
Visit America
You’ll have your own little translator while traveling.
ONLY native teachers
Children learn to speak English naturally – by being immersed in the English speaking environment
Comprehensive development through a variety of activities
Your child will learn English through singing, dancing, theater plays and science experiment
At our club we speak only English
Our students are motivated to speak with their teachers and classmates in English which leads to perfect pronunciation
KTG American Club is complete American Preschool analog in Russia
Our goal is for your 3-year-old child to speak fluently at the native level. After 3 months only, children understand English and can support the conversation.
We work according to our own methodology – American preschool education, adapted for Russian children. The child receives all the necessary knowledge through a variety of activities: drawing, reading, songs, science experiments, games.
Children easily learn letters, sounds, know the colors and names of objects through games. They form responsibility and independence due to the fact that children of different ages are engaged together and help each other.
You’ll have your own little translator who understands the English language.
Our Programs
With languages, you’re at home anywhere
Responsibility and independence 9
Fluent native English
From the ages of 3-6 years old children perceive any language like a native, if they are submerged in the correct environment
.
Happy memories for a lifetime
After visiting us, children dream of returning back again.
The opportunity to try different activities
We provide all-round development for the child through a variety of activities
Social adaptation
Children 3-6 years old are engaged together. The older help the younger ones, and the younger ones learn better from the older children.
The desire to take care of the younger
Older children like to help the youngest. It makes them feel like adults
Learning Plans
Full day group for
children 3-6 years old
110000 100000₽ per month
5 days a week from 9:00 to 18:00
First half of the day is only in english with native speakers half
Second
of the day is preparation for school
Art lessons
Music lessons
Speech therapist
Early development
learn more
Half day- for children 3-6 years old
75000 65000₽ per month Learning through play
Comprehensive development: singing, dancing, reading, drawing and math.
Lessons with native speakers
Healthy food
Full English submersion
learn more
Happy memories
Previous
Next
What do parents think about KTG?
Kate (Director) worked as an English teacher for the children in our family for a year. The children were 3.9 and 7 years old. When Kate started work, the youngest daughter did not know English, and the eldest daughter knew a few songs and words, but could not speak English.
We were very surprised by the rapid progress in mastering the English language of our children. The youngest daughter began to speak sentences three months after the start of classes. By the end of Kate’s contract, our daughters spoke fluent English, acquired a huge vocabulary that helps them Express their thoughts without problems and communicate confidently with native speakers. They watch movies and cartoons in English and do not experience any problems with the perception and understanding of speech in English. The eldest daughter reads children’s books in English, and the youngest knows all the letters and began to read. Among themselves, the girls talk in most cases in English, which indicates the level of language proficiency and the absence of barriers.
This result is the merit of Kate, who very professionally built the learning process and interested the children. The whole process of learning was very interesting for children, as Kate always used an interactive approach and the application of various innovations. Children sang, danced, made interesting scientific and creative experiments, studied information about the world around us, played sports, made crafts with their own hands, went to museums and exhibitions and all this in English. Kate is a very creative and versatile person, which helps her to find contact with the child very quickly. The results of her work surprise and delight, and we can say with confidence that she is the best teacher we have ever met.
She has become a part of the family during her career and we are eternally grateful for everything she has done for us and our children.
Oksana – Polina and Alena’s mom
Good evening!!! I would like to especially thank Your team who gave so much joy to our daughter with their work!! She You from the entire souls loved and here is already a host day us many tells as was all miraculously and interestingly!! It was our first such experience and we are glad that it was a success !! We believe that Mile was a good assistant to You, and did not cause problems!! We sincerely wish Your excellent company to spend all the camp shifts Interesting and exciting for children !! We wish you to be lucky with the weather and all the pre-planned managed to implement!! We will advise you to your friends and acquaintances !! Thank you for your work!!
Alla – Emiliya’s mom
In our family to the question of learning English approach is very serious. Therefore, for a long time we selected a school for our daughter. Neighbors advised to go to the club Kate the Great. And now for several months Lisa is happy to go to classes, and we are no less happy to watch her progress.
After the first trial lesson doubts have disappeared: the entire second half of the day the child sang songs in English and spoke some words. Now she can easily say a few phrases, sing a song completely, understands the speech addressed to her (of course, at the level of knowledge).
What I really like in our school (as Lisa herself calls classes), is an individual approach to the child. Teachers take into account the characteristics of the character and level of knowledge. A lot of creative tasks, walks, interesting activities (including with parents), learning in an easy way, a constant change of activities. The child runs with pleasure to classes.
As a mother, I like the relationship between parents and administration / teachers. Always ready to listen, go to a meeting, give recommendations or just tell in detail how the day went and what interesting things the child did today.
And the holidays deserve special words: this is the American Easter, and festive concerts for parents, and events with partners. Everything is at the highest level. Found gifts from Easter my daughter still has favorite toys.
Ekaterina, Liza’s mom
We learned about KtG from the haircut salon for children in Riga Mall. Called, answered Kate herself, I was immediately bribed. We agreed on a free lesson and a day later I came with three children (4, 5 and 6 years) for a trial lesson. The children loved it. me too. We could not practice every day, the children are still engaged in hockey. We decided to go 3 times a week. All three of us were brought in the morning from February to June and Lyudmila sent the children by taxi back to the house. It was convenient. Children immediately began to call each other at home objects in English, they suddenly pop up phrases from songs in English, they really like walks and when there is an opportunity to play different games. Many thanks to the team of KtG and personally Kate for customer focus and love for the kids!
Sergey – Emily, Sylvan, and John’s (father)
Our lessons
We not only teach English, but also help the child to develop comprehensively.
Previous
Next
We learn one letter per week
Learning goes through a variety of classes: we draw a letter, sculpt, teach the sound through different activities. We play songs and fairy tales. During the week, the child fully masters the pronunciation and spelling.
Fast progress in reading and writing
We learn to read and write with the red group. Every student at KTG has the ability to further develop their knowledge. You’ll be amazed how talented your child is.
What makes us unique?
We strive to create a perfect childhood. Children are never bored because we make science experiments and play interactive games every week which broadens their knowledge of our world
Math made simple
Your child will spend the majority of their day with us therefore in addition to learning English we make it our goal to prepare your child for all the subjects in school, including math. Students at KTG won’t notice how fast they learn their numbers because our program is simply too much fun!
We perform, dance and sing.
We dress up like superheroes or heroes of fairy tales. Or arrange a puppet theater. We also learn songs in English, which children then enjoy singing at home.
We arrange magical holidays
For the new year, our club turns into a magical forest, with Santa and even a live deer. And on Halloween, we are in costumes, with children and parents, walking around the village and collecting sweets handed out by residents.
Colorful race in painted t-shirts
We run around, sprinkled with natural hypoallergenic paints in T-shirts, which they themselves painted.
Kate Domes
Director and founder of Kate the Great (KTG)
I came from the USA , the city of Columbus, Ohio. I have a master’s degree in child psychology, as well as extensive knowledge in the field of development of young children.
My childhood passed in the USA. And it was very happy. Preschool education in America does not limit children, but reveals their abilities.
I wish Russian children to have the same happy childhood that I had . Therefore, I founded KTG English club. This is a fully American pre-school education adapted for Russians.
Sometimes it seems to me that I really was transferred to my childhood in America . For example, when we knocked on houses in suits with children and parents on Halloween and asked for candies, which I distributed in advance to all the inhabitants of the village.
We draw graffiti on the wall, plant flowers, go fishing, dance, sing, celebrate American holidays .
Thanks to these activities, children can easily learn English. ❤️
Those who walk 5 days a week can maintain a lively conversationafter 3 months .
Discover future opportunities for your child
now!
Book a place in our club and speak English without an accent
Baby Blanket Size and Dimensions Guide [With Chart]
Giving a baby blanket to a new little one in your life expresses how much you want the precious new baby to feel loved, safe, and warm! Handmade baby blankets knitted, crocheted, quilted, or sewn send an especially sweet message to a new family. If you plan to make a handmade baby blanket, you will need to know the standard baby blanket sizes and dimensions.
Baby blankets have an average size of 34 X 46 inches, but this varies depending on the kind of blanket and the type of material used. Popular kinds of baby blankets include loveys, receiving blankets, and stroller covers. These soft, small blankets often contain organic cotton, knitted or crocheted wool, or fuzzy flannel.
In this article, you will learn the standard size for each popular type of baby blanket. You will also discover safety tips for the kind of materials used. Finally, you will find practical advice on how to make a baby blanket.
Quick Navigation
What is a Baby Blanket?
What is the Average Baby Blanket Size?
Baby Blanket Size Chart
Crochet Baby Blanket Size
Quilted Baby Blanket Dimensions
Knitted Baby Blanket Size
Size of Baby Blanket for Crib
Round Baby Blanket Size
What Is the Best Size for a Baby Blanket?
How to Make an Easy Flannel Baby Blanket
Conclusion
What is a Baby Blanket?
A baby blanket is any small, soft blanket designed to keep a baby safe and warm. Baby blankets come in many shapes and sizes because newborn babies grow so fast!
Though sizes vary depending on the baby’s age, most baby blankets contain soft material suitable for sensitive newborn skin. This includes organic cotton, lightweight flannel, and soft wool.
Baby blankets also have many different uses. Some cover baby car seats, keeping a little one snug and safe during cold winter drives. Others act more as a security toy, giving the baby something to cling onto even in warm weather.
That said, the American Association of Pediatrics does recommend that babies should not have soft material like blankets near them as they sleep until they are at least one year old. This helps prevent any accidents that can happen when a baby rolls over in its sleep.
You should also choose baby blanket material carefully as a safety precaution. Babies have super-sensitive skin that can easily suffer abrasions when exposed to rough or scratchy material. Whenever possible, you should also try to avoid any material that could cause an allergic reaction, such as polyester.
Of course, you can find thousands of pretty baby blankets to buy ready-made! However, if you want to send a special message to a family expecting a new baby, you may want to consider making a baby blanket as a gift.
Baby blankets are a very popular baby shower or welcome home gift for new mothers and their babies. You can make a soft, pretty blanket by quilting, sewing, knitting, or crocheting!
What is the Average Baby Blanket Size?
Many baby blankets come in an average size of 34 X 46 inches, but this varies a lot depending on the size of the baby and the intended use of the blanket. You can find several popular types of baby blankets like swaddle blankets and security blankets, and each has its standard size. In this section, you will find information about the average baby blanket sizes for each of the most popular types of blankets.
Alternatively, you can base the size of a blanket on the baby’s measurements. This method allows you to match blanket sizes to the individual growth of the baby. Keep in mind that a newborn baby on average measures about 20 inches long, while the average one-year-old measures 29 inches in length!
Of course, individual babies may grow more or less quickly than the average, but you do want to note the baby’s age to make sure your blanket will be big enough!
1. Swaddle Blanket
Swaddle blankets come in fairly large sizes, usually 48 X 48 inches or 40 inches square. These blankets typically contain a lightweight muslin, often printed with cute flowers, bees, or hearts.
A swaddle blanket allows a parent to lightly wrap a crying baby to give the infant a sense of security and help them sleep without arms reflexively flailing around. Parents often save these useful blankets and use them for floor mats when older babies need tummy time or burp cloths.
It’s also important that a swaddle blanket have a breathable, open weave texture. An infant could easily become overheated if swaddled in a thick or closely woven blanket that didn’t allow airflow. Swaddling works best with a thin, light swaddle blanket to snuggly wrap around the baby.
2. Receiving Blanket
Receiving blankets typically come slightly smaller than swaddling blankets, often as a 36 X 36-inch squareor a very small 18 X 18-inch square. This important blanket gets its name because it quite literally “receives” a brand new infant! A receiving blanket serves as the first protective covering wrapped around a brand-new infant in a hospital.
Many new mothers save this special receiving blanket as a keepsake long after bringing their infant home from the hospital.
A receiving blanket also makes very popular gifts, as they typically come in colorful packs of 2-4 blankets intended for many different uses in the home nursery.
Some parents use the handy, lightweight receiving blanket for swaddling while their newborn baby remains small enough to fit in them. Later on, these small blankets can easily fit in a diaper bag for use as an impromptu changing mat, a burp rag, or even a nursing cover! They typically feature absorbent, lightweight flannel cotton.
3. Preemie Blanket
Preemie blankets bring color and warmth to tiny, prematurely born infants in the NICU at hospitals all around the world. Because these precious little ones can weigh as little as 1 lb, these special blankets need an equally small size. Most preemie blankets measure 18 X 24 inches or 24 X 24 inches square.
If you plan to knit or crochet a blanket for a preemie, make sure you use a hospital-approved type of yarn. You will also need a pattern that does not have lacy holes in it, as tiny preemie fingers could get stuck in that kind of design!
These small blankets almost always feature cheerful pastel colors. They serve to brighten up the clinical atmosphere of the hospital, encouraging parents while also protecting the babies.
4. Baby Quilt
Baby quilts come in a wide range of sizes, though the average lies somewhere around 36 inches square to as large as 45 X 60 inches. Quilt sizes can vary quite a bit depending on the intended use of the quilt, though. A baby quilt usually features quilted cotton in fun designs with a bound edging to keep it sturdy through many washes.
You sometimes see baby quilts made out of whole cloth, often featuring a fun, printed flannel. A handmade baby quilt usually contains piecework of fun cotton prints or even keepsake materials such as scraps of clothing from the mother’s childhood.
Baby quilts have many uses, including playtime on the floor or snuggling with a grown-up. Most of the time, they should not be used in a crib or bassinet, though! These blankets tend to have a heavier weight than many baby blankets, meaning that they could pose a suffocation hazard while a baby sleeps.
5. Crib Blanket
Once a baby reaches its first birthday, you can safely allow a blanket in the crib. Crib blankets often come in a large enough size to cover the average crib mattress. You typically find these lightweight, soft blankets measuring 40 X 60 inches.
As a point of reference, American crib mattresses have a required size of 53 X 28 inches, though the thickness of the mattress can differ. Babies often use cribs for the first two years of their lives, as the protective walls keep them from rolling onto the floor during the night!
Cotton flannel or loosely woven muslin make great lightweight, breathable, absorbent crib blankets. A quilt or coverlet in the appropriate rectangular size also makes a popular kind of crib blanket. As a word of caution, though, you should avoid any buttons, loose ribbons, or tassels, or large holes in these blankets.
6. Stroller Blanket
Stroller blanket drape over the front of the stroller to keep your little one warm as you walk around in cold weather! These blankets have a fairly standard size of 30 X 40 inches. They typically come with velcro straps to help attach them to the stroller handle, as well.
Of course, you can wrap any blanket over your stroller in a hurry! But many larger blankets can get stuck in the stroller’s wheels, so parents often choose to go with a specially designed stroller blanket for safety.
Because these blankets serve as more of an insulator and windbreak than a sleep aid for babies, you often find them in double-layered, plush fabrics such as fleece or faux mink. You can also find lightweight summer-appropriate stroller blankets in cotton flannel or muslin.
7. Car Seat Cover
Car seat covers fit snuggle over the raised handle of most infant car seats. These blankets keep your little one warm, but they also provide a key safety measure. Most of the time, you will find these blankets in a size of 30 X 60 inches, though they also come with special straps to hold them in a tent-like shape on the seat handle.
Most pediatricians recommend not padding your baby in a bulky coat or snow seat while driving because this prevents the car seat straps from fitting snuggly. Instead, stash the coat in your diaper bag for later and cover the car seat with a thick, plush blanket specially designed to seal in warmth as you travel!
You can use many different kinds of material for this special blanket. In the winter, insulating fabric such as fleece works well. In warmer months, lightweight, breathable fabric will keep your baby more comfortable!
8. Security Blanket
Security blankets give a baby something familiar and comforting to hold onto. This security measure helps babies as they begin to experience separation anxiety around the age of 7 months, though your little one may want to keep the blanket well into toddlerhood! As they get older, some babies will personify their “blankie” by giving it a name!
A security blanket could come in any shape or size, but you often find these in a very small 12 X 14 inches shape, perfect for small hands to hold onto. If you plan to make a security blanket, remember to use soft, cozy material.
9. Lovey
A “lovey” serves a similar purpose to a security blanket, and it also often comes in a small 12-inch square or a 12 inch by 14-inch size. The main difference is that a lovey often has a small plush toy attached to it.
You can knit, crochet, or sew a lovey with any kind of cute animal, flower, or figure attached. You can also buy loveys that have popular TV show figures made in plush or beloved childhood story figures such as Winnie the Pooh or Minnie Mouse.
Though babies six months old and up often adore their loveys, you shouldn’t allow a baby to sleep with this plush toy until the child reaches its first birthday for safety reasons.
10. Toddler Blanket
Toddler blankets have a flexible sizing because they cover the in-between stage while your child still sleeps in a crib but has outgrown a regular crib blanket. They typically fall somewhere between the average crib blanket measurements of 40 X 60 inches and the average twin bed size of 66 X 90 inches.
You can find toddler blankets in a wide variety of materials as well. Quilts, coverlets, and fleece blankets work great in cold weather. Breathable cotton or muslin offer comfort without too much warmth during the summer.
Baby Blanket Size Chart
If you need a quick overview of all those blanket sizes, check out this handy chart!
Average Size
Type of Material
Swaddle Blanket
40 inches square or 48 inches square
Breathable muslin
Receiving Blanket
18 inches square to 36 inches square
Absorbent, washable cotton flannel
Preemie Blanket
18 X 24 inches or 24 inches square
Yarn, cotton flannel, or muslin
Baby Quilt
Size varies: usually around 30 inches square, or 40 X 60 for a crib quilt
Quilting cotton or cotton flannel
Crib Blanket
40 X 60 inches
Material varies: flannel, musin, quilted cotton, plush fleece or mink
Stroller Blanket
30 X 40 inches
Usually an insulating fabric for warmth
Car Seat Cover
30 X 60 inches
Usually an insulating fabric for warmth
Security Blanket
12 X 14 inches
Any soft, cozy material
Lovey
12 X 14 with attached plush toy
Any soft, cozy material
Toddler Blanket
Size varies, but is usually smaller than the twin bed size of 66 X 90 inches
Material varies: flannel, musin, quilted cotton, plush fleece or mink
Crochet Baby Blanket Size
You can crochet several different types of baby blankets quite easily, including preemie blankets and security blankets. To get the correct size for each kind of blanket, make sure you check the gauge for the crochet pattern you choose. This will help you keep the blanket to the correct size.
You will also want to use a special yarn designed for babies. Most craft stores sell brands such as Bernat Softee or Mandala Baby.
Because most baby blankets have a small size, you can easily crochet them in just a few hours, especially if you select a simple design!
While fancy stitches may look elegant, a simple design such as single and double chaining creates a fairly solid texture that is safer for a baby than a lacy, swirling pattern that could catch small fingers or toes.
Some easy baby blanket crochet patterns you may want to try include corner-to-corner, chevron, and granny square designs. You can use any size of yarn and crochet hook to make a simple design like this, but you do want to make sure you match your stitch size to the pattern’s gauge.
Quilted Baby Blanket Dimensions
While baby quilt sizes vary a lot, the most common size for a baby quilt is a 36 inch square to as large as a 52-inch square. That said, newborn quilts often measure at only 30 X 30 inch square, and crib quilts often come in a 30 X 40-inch rectangle.
Quilted baby blanket dimensions can vary, depending on if you intend the quilt for use as a lap blanket, a floor mat, a crib coverlet, or even a toddler bed cover. Most baby quilts come in a square and have a pretty bound edge made of satin or cotton edging.
If you plan to make a simple square quilt using quilting squares, you can easily use forty-five five-inch squares pieced together! You can also make a whole-cloth quilt out of two or more layers of flannel top-stitched together.
Knitted Baby Blanket Size
Knitted baby blanket sizes typically follow commercial blanket sizes pretty closely, but a handmade lovey or security blanket does not have to have an exact measurement! That said, many hospitals do have strict requirements on sizing for donated preemie blankets, and if you plan to knit a stroller cover, you will need to make sure your blanket fits the stroller!
Keep in mind that the weight of yarn you use could impact the size of the finished blanket. The kind of stitch you use could also create a bigger or smaller blanket, though the knitting pattern you select should provide a gauge to help you keep the blanket at the right finished size.
In general, you should only need one to four skeins of yarn to make a baby blanket. Of course, this varies a lot depending on what type of baby blanket you want to knit! A tiny 12-inch square security blanket will only need a small amount of yarn, while a crib blanket will require more time and a lot more yarn to complete.
Just like with a crocheted baby blanket, you should also remember to choose a simple, solid pattern. Avoid anything with lots of lacy holes in it! And, of course, make sure you select a soft, comfy yarn suited to sensitive baby skin!
Size of Baby Blanket for Crib
Baby blankets for a crib come in a rectangular shape to fit the design of the standard baby’s crib, and these blankets usually measure 40 X 60 inches or 36 X 52 inches. Crib blankets have a fairly standardized size because most cribs come in standard size! That said, if you have the option, you should always measure the baby’s crib to make sure you get a blanket that fits it.
If you want a crib blanket that fits a smaller baby but doesn’t cover the whole mattress, you can also find a fairly common sizing of 30 X 40 inches. The key thing to keep in mind with crib blankets is that you don’t want an overlarge rectangle that doesn’t easily fit inside the crib.
Baby blankets for a crib come in many designs and types of material. These range from minky, plush throws to cotton quilts.
Round Baby Blanket Size
Round baby blankets typically measure about 40 inches in diameter, though this can vary depending on the knitting, crocheting, or quilting pattern you choose. Naturally, if you plan to crochet a round lovey or security blanket, you will want to follow the more common 10 X 10 or 12 X 12-inch size for that type of baby blanket.
You don’t see round baby blankets as often, but these cute circles can add a touch of whimsy to your baby’s nursery!
Round blankets will not work as well for swaddling, but they make perfect floor mats for tummy time and can also make cute loveys! Plus, of course, they look cool when draped as a throw on a nursery rocking chair or in the crib.
What Is the Best Size for a Baby Blanket?
The best size for a baby blanket depends on the type of blanket, its intended use, and on the size of the baby, but the most common size is around 34 X 60 inches or 30 inches square.
That said, the best size for your baby may be a preemie blanket in a much smaller size or a swaddling blanket in a lightweight, breathable square measuring 40 X 40 inches.
You will want to consider the baby’s age before making or buying a blanket, too. A one-year-old baby will be much bigger than a baby at two months of age, or even six months of age!
You can also check out the size chart earlier in this article to find out the most common measurement for each type of baby blanket.
How to Make an Easy Flannel Baby Blanket
If you’re new to making baby blankets, why not start with this easy flannel blanket?
To start, you will want to purchase about 2 yards of fun, velvety cotton flannel. If you want a contrasting front and back of the blanket, buy one yard each in your contrasting designs. You can find a good selection of baby-print flannels perfect for the nursery at most sewing stores, or you can browse online at Etsy or Amazon!
You don’t even need a pattern for this simple type of blanket! To make the blanket, just follow these steps:
Cut out two squares of fabric, one square three inches bigger than the other. If you bought two yards of fabric, you can easily cut one square 36 X 36″ and the other 33 X 33 inches. For the best results, use sewing scissors to get a nice, crisp cut.
Next, spread out the larger square flat on the floor or a large table. Put the right side (the side with the pretty design) facing down.
Arrange the smaller square on top of the larger square, nicely centered. Place this square with the right side facing up. You should have a 1 1/2 inch strip of the larger square all the way around the smaller square at this point.
Insert a few sewing pins to keep the squares together.
Next, use an iron on its lowest heat setting to press the cut edge of the larger square inward by half an inch. Then fold over this folded edge so that it overlaps the cut edge of the smaller square. This larger fold should measure just over one inch.
If you want to get fancy, you can use a mitered corner as you fold. If not, you can just overlap the folded edges at the corners!
Press the large, folded edge into place. Then use pins to hold it down.
Stitch along the inner edge of the fold, as close to where the big and small circles intersect as possible.
This simple blanket stays nice and warm because of the double layer of flannel, but it also remains quite breathable because it doesn’t need any batting! Plus, it only takes a few minutes to cut out and sew this basic baby blanket.
Conclusion
Baby blankets come in a wide range of sizes, depending on the kind of blanket. Some popular types of baby blankets include stroller covers, crib blankets, loveys, swaddle blankets, and receiving blankets.
Baby blankets make excellent DIY presents because you can make them quickly and they mean so much to the recipient! Baby blankets should always contain safe, soft materials such as cotton flannel or muslin. If you plan to knit or crochet a blanket as a special gift, make sure you select a simple design that has a solid texture without any lacey holes.
Have you ever made a baby blanket? What kind of material did you use? Leave a comment below to let us know how it turned out!
How to pick the right baby blanket size
One of the most traditional and beautiful items a newborn can receive is a baby blanket. It’s no wonder mothers, grandmothers, aunts and other loved ones think of the item as a go-to as a baby shower or birth gift. After all, a baby blanket is often more than just a cover to keep your little one warm. Handmade blankets can become family heirlooms that a child will cherish for years to come.
“Blankets are helpful adjuncts to clothes or toys, and babies are often wrapped in blankets to keep them cozy over the first few months of life,” says Dr. Danelle Fisher, FAAP and chief of Pediatrics at Providence Saint John’s Health Center in Santa Monica, California.
That said, before making or gifting a blanket, it’s wise to consider the various types and average sizes of blankets, as they can be used for a variety of purposes — from receiving to serving as a lovie/security blanket to swaddling. You’ll also want to take certain safety rules of thumb into consideration.
Here are blanket must-knows for parents or loved ones looking to help keep a L.O. snuggly and safe.
Basic blanket safety
Following the American Academy of Pediatrics (AAP)’s guidance on blanket safety is key for keeping a little one safe. A baby should be placed on his or her back on a firm sleep surface such as a crib or bassinet with a tight-fitting sheet. Soft bedding, like crib bumpers, blankets, pillows, and soft toys should not be used in the crib. The crib should be bare.
“Parents must ensure there are absolutely no loose blankets in [a baby’s] crib,” says Dr. Gina Posner, pediatrician at MemorialCare Orange Coast Medical Center in Fountain Valley, California. “You don’t want anything that can be pulled over the face, potentially suffocating the baby.”
Blanket materials
Fisher notes that the best blanket materials will depend on what kind of blanket you’re looking to make or buy. Taking a child’s age into consideration is a factor here, as well.
“Blankets for newborns should be made of fabric that is easy to wrap around into a swaddle,” she says. “Often blankets made of cotton muslin swaddle are better than blankets made of fleece. Fleece blankets may end up making the baby too hot, so beware of using them over strollers or in cars, where infants can overheat. ”
Another material that can work for any type of blanket is soft, washable, breathable cotton, which is unlikely to irritate a baby’s sensitive skin.
Swaddle blankets
The practice of swaddling, or wrapping a light blanket snuggly around a baby, is recommended by the American Academy of Pediatrics (AAP) to help calm a crying baby.
Fisher agrees that newborns require specific blankets for this purpose.
“Newborns need blankets for warmth and also to help them sleep through the reactions of their nervous system, which manifest as the startle or Moro reflex, where their arms suddenly move out to the sides and then around,” she says.
A thin and lightweight material, like cotton muslin, is ideal for a swaddle blanket. Sizes can vary, as they’re often meant to fit babies of different sizes. Popular Ziggy Baby Muslin Swaddle Blankets are 48-by-48 inches, while other companies, like SwaddleMe, offer a 40-by-40 size.
Just be sure the blanket is large enough. Having enough material to work with to ensure you get the swaddle just right might make the process easier.
“When they are infants, a thin, big swaddle blanket is best,” Posner says.
Receiving blankets
Receiving blankets are thin blankets, usually sold in a pack of two or four, that can be used for a variety of tasks related to early infancy. They’re usually smaller than standard swaddling blankets, typically ranging in size from a small 18-inch square to a larger 36-inch square. That said, your little one might outgrow a smaller receiving blanket rather quickly, but it might serve as a lovie/security blanket down the road.
Crib blankets
“There should absolutely be no loose blankets in cribs under the age of 1,” Posner says.
After that, however, parents may choose to keep their little one warm at night with a crib blanket. Generally rectangular in size and measuring around 40 inches by 60 inches, so that it fully covers a toddler in their crib (or ultimately, toddler bed), this blanket should be free of loose threads, buttons, yarns and large holes that can pose a safety risk for little ones.
Multi-use blankets
When you’re traveling with your baby, stroller blankets and activity blankets are essential items. A thick activity blanket can be used to provide a cushioned, clean surface for your baby to crawl and play. And the same blanket can double as a stroller or car seat cover during the chillier months! Multi-use blankets might measure in at roughly 30-40 inches.
Multi-use blankets may also serve as a lovie for a toddler.
“Toddlers often use blankets for comfort objects,” Fisher says. “Blankets for toddlers should be small enough for the toddler to easily manipulate, so they don’t have the danger of suffocation.”
Baby blanket size guide
Type
Size
Swaddle blankets
40×40 to 48×48 (approx.)
Receiving blankets
18-inch square to a 36-inch square
Crib blankets
40 inches by 60 inches
Multi-use blankets
30 to 40 inches
Baby blanket how-tos
How to make a swaddle blanket: This 40-by-40 DIY fleece swaddle blanket from Rookie Moms is truly straightforward. This cotton gauze swaddle blanket tutorial from Must Have Mom is also simple to follow and easily personalized.
How to make a receiving blanket: This receiving blanket tutorial from Little House Living is a simple pattern that takes just 10 minutes, requiring two yards of flannel fabric and matching thread. If you’re interested in making a larger blanket, you can try the extra-large reversible receiving blanket from Happy Hooligans. Double-layer blankets work great in the chilly winter months.
Summer babies will need lighter blankets, like the single-layer receiving blanket from Blue Cricket Design.
How to make a crib blanket: Any receiving blanket pattern can be altered to a larger size for a crib blanket. You can use Moogly‘s loop blanket tutorial to make a soft, cuddly crocheted blanket that’s appropriate for a toddler. For winter use, you may want to go with a thicker option, like the crib quilt by Awaiting Ada. And if you want to design a crib blanket to match the decor of your little one’s bedroom, you can try the custom crib blanket by Live Like You Are Rich.
How to make a multi-use blanket: You can easily make a multi-use blanket without sewing. This fleece one by The Frugal Girls is a good go-to for those who want to go the no-sew route. But if crocheting is an option, The Spruce Crafts also offers several crochet baby blanket tutorials.
Blanket Sizes And Dimensions Guide
Standard Blanket Sizes for Mattresses
Twin Size Blanket Dimensions
Twin blanket size is 65 by 90 inches and is appropriate for twin size beds and twin XL mattress sizes. If your child has grown into a teenager and needs a bigger blanket, then twin blankets are what you need.
Double (Full) Size Blanket Dimensions
This is the most common blanket size noticeable in all houses. Double blankets are fitting for double or full beds. This blanket size will work as the best comforter after a long day of work. It will be a superb option for an adult, but you can also tuck in a child under this blanket. The double bed blanket size is 85 inches by 90 inches.
Queen Size Blanket Dimensions
Queen blanket size is 90 by 90/100 inches. It flawlessly fits the queen-size mattresses. However, you can also use queen blankets on a double or a full bed.
King Size Blanket Dimensions
The largest amongst the blanket sizes are the king blankets. The king blanket size is 108 by 90-100 inches. King blanket size perfectly fits the standard king size and California (Western) King Size bed. The traditional blanket size tends to be four inches longer than the California king-size blanket. This is the blanket size you need to buy if you want to sleep with your partner and your child or the paw baby.
Now, you know all the blanket sizes with the help of this dimension guide. We hope making a choice will be easier than before. Buying the right blanket size is always important because it ensures a cozy and comfortable sleep. And if you are a new parent, this knowledge about blanket sizes for your little one will guide you through proper blanket purchases.
Baby Blanket Sizes
Lovey Blanket Size
Do you often see newborn babies playing with an adorable crocheted piece fixed with a unicorn head or similar, and you just go ‘Awwww’? Well, that is what a lovey blanket is.
Also called a security blanket, it stands true to its name. This blanket provides a child with a sense of security. The bonus being the baby gets an object to play with and instantaneously receives psychological support in certain unaccustomed situations. Ideal for babies and toddlers, lovey blankets are security blankets measuring 12 by 12 inches. AAP recommends that you should let babies of a year or above sleep in lovey blankets.
Baby Blanket Size
Have you ever noticed the tiny baby blankets when shopping in a mall? They feel oh-so-cozy and are so soft! They are baby blankets.
Baby blankets are colorful little pieces curated for babies and act as safety blankets. The baby blanket size measures 14 by 16 inches and is generally crocheted. It gives the baby the much-needed warmth and support. These blankets are designed beautifully and come in various colors to keep the baby cheerful.
Cradle Blanket Size
You’ve just welcomed your baby home and doing everything possible to make them stay cheerful. Wondering what could add to their smile? Let us help you out. It is a comfy, cartoon-imprinted cradle blankets for them to sleep and play peacefully.
Cradle blankets measure 14 by 30 inches and are produced in innumerable shades. If your kid loves to play and is highly active, opt for a bright green or blue-colored blanket filled with dinosaurs, elephants, and more. They will surely love it!
Premie Blanket Size
Premie blanket is specially designed for premature babies in the Neonatal Intensive Care Unit (NICU). Its measurement is 18 by 24 inches and made of highly soft baby fingering yarn (specially curated for babies), providing an extra snuggly feel as if they are still in the womb. This blanket is the go-to option for all medical units; the baby is comforted in this premie blanket till they are mature enough to leave the hospital.
Stroller Blanket Size
The stroller blanket size is 22-30 by 30-36 inches and is pretty long and fluffy to cover your baby while they are in their stroller or even the car seat. This is a conducive option when simply strolling in the garden or traveling.
Receiving Blanket Size
Do you look at those newborn babies tucked in a pinkish-colored perky piece of blanket and go all mushy? Receiving blanket is exactly that. It is the receiving blanket on which your baby rests most of the time.
As a new mother, you will receive blankets in abundance. Receiving blankets provides an easy-breezy and calming feel to the child. It consists of thin material and measures 40 by 40 inches. It is squishy and can be used as a swaddling blanket, burp cloth, tummy time blanket, etc.
Crib Blanket Size
A crib blanket is the perfect quick fix for your toddlers while they are in the crib. It measures 45 by 60 inches and is equally helpful for babies wanting to get down on the floor and play. Even if your baby spits, drools, swaddles, and does naughty playful stuff, you need not worry about germs attacking them.
Decorative throw blankets
Lapghan Blanket Size
Gone are the days when you have to go all the way and button-down a sweater just to go for a walk or fetch a packet of chips from the opposite grocery store. Lapghan blanket will do the work perfectly and with more elegance in fact.
A long crocheted warm blanket’s size is 36 by 48 inches, Lapghan blanket comes in some eye-catching designs like ombre pattern, block-stitch pattern, cake yarn pattern, patriotic crochet pattern, and more. A perfect accompaniment to patients, a Lapghan or lap-size Afghan blanket is made from yarn. This can be a wonderful gift for any of your old buddies or grannies. It covers the knees and shin and is quite beneficial during cold nights.
Afghan Blanket Size
The most eminent element of home decor to add to your room is an Afghan blanket. This fascinating blanket is an evergreen trend. Afghan blanket derives its name from Afghanistan itself. This blanket is intricately designed into a vivid and fancy piece consisting of karakul wool. It emits dreamy, chic, and bohemian vibes all at the same time. The Afghan blanket size is 50 inches by 65 inches. The Afghan blanket size is perfect for use on a couch or just to add a colorful element to the bedroom.
Throw Blanket Size
The throw blanket size is 40 by 60 inches and is an impeccable addition to your sofa. Opt for a divergent throw blanket, that way, it will add that pop of color to your room. It can be used as a cover while you’re on your couch enjoying a film. The throw blanket size may not be suitable for sleeping.
Sewing 101: What Is The Average Size Of A Baby Blanket
by Agnes Williams
Baby blankets come in different sizes to cater to various needs. If you’re a new parent, you might be wondering: what is the average size of a baby blanket?
Before that, though, why should we know about baby blankets? Baby blankets are valuable pieces of fabric that provide your baby with many things.
First and foremost, they keep babies warm. Next, they help keep babies safe. They can also keep babies entertained.
Lastly, your child can see a blanket as a safe space.
What Is The Average Size Of A Baby Blanket?
It is hard to designate just one standard size for all baby blankets. Baby blankets usually come in different sizes according to their use.
However, the baby blanket sizes are generally around 18 to 40 inches in width and 18 to 60 inches in length, depending on the type.
What Are The Kinds of Baby Blankets?
Baby blankets are categorized according to their purpose. The most common uses of baby blankets are swaddling blankets, receiving blankets, crib blankets, and multi-use blankets.
Each type has a corresponding size or range of sizes appropriate for its purpose.
Swaddle blanket
The first one is the swaddle blanket. These blankets are used for swaddling or the act of wrapping a baby in a blanket.
Some pediatricians recommend this blanket for newborns. They are said to mimic the feeling of being in the womb, so it helps babies get used to the outside world.
Aside from this, swaddling blankets help keep newborns warm while their bodies can’t produce warmth for themselves yet.
Lastly, swaddling blankets help babies sleep through the night because it deals with their startle reflex.
The usual size of these blankets is 48 x 48 inches, but they also come in many different sizes.
Receiving blanket
The second kind of baby blanket is the receiving blanket. This blanket is usually thin.
Aside from being thin, the receiving blanket is also usually small. The standard size for this blanket is about 18 x 18 inches to 36 x 36 inches.
Since babies can grow very quickly, they usually grow out of these blankets fast. Still, a lot of parents prefer to keep them as security blankets for their children.
Generally, they are used for a lot of things, especially during early infancy. They are typically used for swaddling, burping, and other similar activities.
Crib blanket
As the name suggests, crib blankets are blankets used inside a baby’s crib. However, parents are usually advised to stave off loose fabrics on a baby’s crib until their child is at least one year old.
This is recommended for safety reasons because babies can get caught in them and suffer from injuries.
Crib blankets are generally 40 x 60 inches in size, but a slight variation is allowed. Crib blankets are supposed to be big enough to cover a toddler, and ultimately, a toddler’s bed.
Since crib blankets are designed for younger children, it is essential to keep loose threads or buttons away from their curious hands.
Multi-use blanket
Babies can use multi-use blankets for a variety of reasons. Children can use them as security blankets or “lovey” blankets.
Parents also like to use these blankets for traveling. They can be used as stroller blankets or car seat covers during the colder seasons.
If they’re thick enough, multi-use blankets can also be used as an activity blanket for your young one. They should provide enough cushion to prevent any injuries and enough space for your baby to crawl and play comfortably.
These blankets can measure 30 x 40 inches.
What Is The Best Crochet Stitch For A Baby Blanket?
Baby blankets are a thoughtful and practical gift to any new parents. If you’d like to add another layer of thoughtfulness to your present, making your baby blanket from scratch might be the route for you.
There are many different ways you can make a baby blanket. A popular method is through crochet.
Here are a few handy stitches you can try while making a baby blanket:
Cross-over block stitch. This stitch is a combination of three foundational crochet stitches: chain, single crochet, and double crochet.
Wattle stitch. This stitch creates a fun and unique texture that babies and parents are sure to adore.
Star stitch. This stitch takes its name from the starburst pattern you will form from this stitch.
Blanket stitch. This stitch makes use of one single crochet stitch and two double crochet stitches. It yields a simple but lovely blanket.
Bobble stitch. This easy stitch uses the double stitch. It creates a playful texture that any baby will surely enjoy.
Conclusion
Not only did we learn the different types of baby blankets (swaddle, receiving, crib, and multi-use), we also got to find out what is the average size of a baby blanket!
Aside from this, we also found out what stitches work best for crocheting your baby blanket. You can now make a baby blanket, whether as a gift to new parents or for your child.
Baby Blanket Size – Accurate Dimensions Guide & Charts
— Discover a safe space for women to meet, listen and share valuable advice!
The Mothers Community is a safe online community sharing advice on fertility, pregnancy and motherhood through to menopause. Join Community Here —
Every parent is excited to go shopping for their newborn. It includes newborn clothes, warm clothes, baby blankets, toys, etc.
When it comes to purchasing a baby blanket, how would you know its size? What is the average size of a baby blanket?
You will find a detailed buying guide to purchase baby blankets in this article.
What Should be the Average Size of Baby Blanket?
When you visit the market, you realize that there are tons of blanket materials and types available. Infants grow up quickly.
Soon you’ll realize that they’re outgrowing their clothes. The same is the case with their blankets.
So, how do you find out the average size of the baby blanket?
Firstly, it is essential to find out what type of blankets you need and what material.
Material is a significant factor to consider here, as your newborn should remain cozy.
Secondly, make sure that the blanket is big enough to last quite a few months.
Blankets aren’t cheap! You wouldn’t want to buy them again and again.
But the blanket can’t be too big that the baby ends up strangulating.
Blankets come in both square and rectangular shapes. You will at least require 12-14 baby blankets for your newborn.
Let’s have a look at the average size of a baby blanket that you’ll need:
Swaddle blankets should range from 40*40 inches to 48*48 inches.
Receiving blankets can range from 18*18 inches to 36*36 inches.
Crib blankets can range from 36*54 inches to 45*60 inches.
Multi-use blankets should be 30*40 inches.
Newborn baby blankets can be 30*30 inches.
So, you can purchase baby blankets according to the average mentioned above sizes.
See more in a related post: How Many Baby Blankets Do I Need?
1. Why Do I Need A Swaddle Blanket?
Your newborn will need a swaddling blanket so that he feels as if he’s still inside his mama’s womb.
Wrapping the baby up in a swaddling blanket makes him feel safe and secure.
Swaddle blankets are extremely warm; hence, they give the experience of a mother’s womb.
Be careful about purchasing a swaddle blanket. Ideally, such blankets should be lightweight and thin.
As I’ve already mentioned earlier, swaddle blankets can be 40*40 inches or 48*48 inches. Just ensure that the blanket is large enough to wrap it around your newborn.
You can stock up at least 3-4 swaddle blankets for your little one.
2. Receiving Blankets
A receiving blanket is far more useful than the name suggests. These blankets are ‘must haves’ when you want to comfort your infant in the best possible way.
They’re slightly smaller in size than the swaddle blankets.
This is so because swaddle blankets are used for wrapping up the baby to ensure proper warmth.
At the same time, the receiving blankets are used to cover the baby when going outside or handing him over to someone else.
They’re pretty thin and primarily come in a pack of 2 or 4. These square shape blankets mostly range from 18*18 inches to 36*36 inches.
3. Crib And Multi-Use Blankets
Crib blankets are basically used to ensure proper warmth for the baby at night. When the toddler is asleep in his crib, this rectangular blanket will cover him in his crib.
While purchasing the crib blanket, make sure that you do not purchase a bigger one.
A bigger crib blanket will take up the entire space of the crib, leaving little space for the baby to adjust.
Multi-use blankets, as the name suggests, are pretty versatile. Apart from the blankets mentioned above, you will also need these as they will serve multi-purposes.
They come in various sizes and can be used to cover your infant during the daytime.
Summary
So, now you have enough information on what type of blankets you need and the average size of a baby blanket.
Remember that you might need at least 12-14 blankets for your newborn. Launder them well; after all, your infant deserved the best.
Baby blankets provide the best experience for all infants.
And although it may be tempting to tuck your newborn in with a blanket, it is a suffocation hazard and may cost your child’s life.
Blankets have been strongly linked to SIDS (sudden infant death syndrome). This is why you should be careful about tucking in your infant too snuggly in the blanket.
Instead of using a blanket, you may opt to use sleepers, an infant sack, or pajamas with feet.
If you insist on using a blanket to keep your baby comfortable during his sleep, choose one with thin material. Tuck the blanket securely around his feet and the sides of the mattress. Make sure to tuck the blanket under your baby’s arms instead of his chin.
Frequently Asked Questions (FAQs)
Why Are Baby Blankets Square?
The purpose of baby blankets being square is basically to develop the motor skills of your infant.
In a month or two, your infant may try to hold onto the blanket. Such blankets may be available in sizes ranging from 14 inches to 17 inches.
Do I Need A Stroller Blanket?
Stroller blankets are beautifully handcrafted and are used to tuck the baby in a stroller or a car seat. However, they’re not compulsory to buy.
Their size ranges from 30-40 inches which makes them perfect for tucking in the stroller.
A multi-purpose blanket or even the receiving blanket will serve the same purpose.
What Size Blankets Should I Buy For My Infant?
Well, the average size of blankets is different for different types. For example, swaddle blankets are square-shaped, ranging from 40-48 inches.
Another one is a receiving blanket that is demanded chiefly from 18 inches to 36 inches. So, you should at least have 12-14 baby blankets in store for your little one.
Iesha Mulla
Iesha is a loving mother of 2 beautiful children. She’s an active parent who enjoys indoor and outdoor adventures with her family. Her mission is to share practical and realistic parenting advice to help the parenting community becoming stronger.
A safe space for women to meet and find support!
The Mothers Community is a place to connect with women who are at a similar stages in life–from fertility, pregnancy and motherhood through to menopause.
Join a community who are there to listen, share information and offer valuable advice. Join Community
Take matters into your own hands! Expert advice for Fertility, Pregnancy and Motherhood! Discover More Here
Parental Questions – Parenting Tips & Advice
Baby Names
Welcome to the best online resource for middle names for Guinevere Expecting a baby is just the beginning of expecting some of life’s most precious moments. Congratulations Besides, Parents go through a lot of research trying to find the perfect, traditional, historical, classical or trendy names for their baby to be born. If you take …
by Iesha Mullaupdated on Leave a Comment on 145 Middle Names for Guinevere [Cute & Adorable]
Baby Names
Welcome to the best online resource for the middle names for Daxton. It is a name that is traditionally considered by parents looking for names for a baby boy. One famous figure with the name is up and coming American Football star Daxton Hill, who currently plays for Michigan University Daxton Origin and Meaning Daxton …
by Iesha Mullaupdated on Leave a Comment on 102 Middle Names For Daxton [Cute & Adorable]
Baby Names
Welcome to the best resource online for middle names for Clay Picking a first name is hard, but a lot of parents forget one thing until the last minute. Picking the right middle name! The good news is this: Once you’ve picked the first name, it’s not too hard to find a good middle name …
by Iesha Mullaupdated on Leave a Comment on 99 Middle Names for Clay [Cute & Adorable]
Baby Names
Welcome to the best online resource for middle names for Carmen. Choosing a name for your kid is one of the most difficult undertakings, especially for new parents. Names are symbols that reveal details about your baby’s personality. When it comes to picking the appropriate middle name to go with the baby’s first name, new …
by Iesha Mullaupdated on Leave a Comment on 130 Middle Names for Carmen [Cute & Adorable]
Baby Names
Welcome to the best resource online for middle names for Camilla. Congratulations on your safe delivery. I know it has not been an easy journey, but all the same we thank God for the blessing. Now it is time to name your new bundle of joy. This is usually another tiresome task. But you do …
by Iesha Mullaupdated on Leave a Comment on 161 Middle Names For Camilla [Cute & Adorable]
Baby Names
Welcome to the best resource online for middle names for Ben Giving birth to a baby boy is taken into account as a blessing and selecting an ideal name like Ben for your cute prince is like offering him an attractive crown. However, an ideal middle name for Ben is also important. But most American …
by Iesha Mullaupdated on Leave a Comment on 143 Middle Names For Ben [Cute & Adorable]
Baby Names
Welcome to the best resource online for middle names for Beckham If you’re trying to find a powerful male name with a fun edge, Beckham may well be an excellent option for you. This surname turned forename may be a current favorite among parents. Beckham has skyrocketed into America’s eyes as a preferred given name …
by Iesha Mullaupdated on Leave a Comment on 100 Middle Names for Beckham [Cute & Adorable]
Baby Names
Welcome to the best resource online for middle names for Apollo If you’ve considered the name Apollo for your baby then you’ve already nailed the primary part for choosing a baby name. Knowing that adding a middle name for Apollo will be a good thing to make your baby special. Apollo may be a stunning …
by Iesha Mullaupdated on Leave a Comment on 115 Middle Names for Apollo [Cute & Adorable]
Baby Names
Welcome to the most effective online resource for middle names for Annelies Nothing comes near the sensation of nurturing a life inside your body. It’s never been aptly described in words. Congratulations for getting yours. Equally important, naming a baby is a responsibility of a parent because it is a symbolic information of the owner …
by Iesha Mullaupdated on Leave a Comment on 150 Middle Names for Annelies [Cute & Adorable]
Baby Names
Welcome to the best online resource for middle names for Andrea. Andrea is a more popular name among girls in America, but it’s rather more evenly split in other countries around the world. It has many alternative pronunciations, a number of which reflect kindness while others reflect a tropical flair. Irrespective of the case, the …
by Iesha Mullaupdated on Leave a Comment on 150 Middle Names For Andrea [Cute & Adorable]
Sizes of baby blankets. Dimensions, standards.
Full comfortable sleep is one of the important conditions that affect the well-being, and therefore the health and development of the child. All parents know about this and strive to make the bed as comfortable and cozy as possible: they equip a place to relax, select lighting and provide sound insulation, buy a crib and bedding sets. However, few people pay attention to the correct sizes of children’s blankets, and these parameters are important for a child’s sound sleep no less than the materials from which the bed is made.
Why is sizing important?
The size of the blankets in the baby’s crib affect the comfort of the baby’s sleep. Restlessness, discomfort, and frequent waking up at night may indicate that this bedding is simply not chosen correctly. What problems arise if the size of the blanket is not taken care of in advance?
If the size of the baby blanket does not meet the standard, it is not possible to find a suitable duvet cover. Even a deviation from the parameters by 3-5 cm will lead to the fact that the blanket will go astray, bulge, and cover the child unevenly. As a result, normal sleep is disturbed.
A duvet that is too large slides off the bed every time under its own weight. This happens if, for example, a child of preschool age is covered with a one and a half or double product.
A bulky blanket forms folds, restricts freedom of movement, interferes with air access, as it presses heavily from above.
Small – constantly slips, revealing parts of the body, does not give the opportunity to wrap up well, the child freezes at night. This is especially true for babies, newborns, who are not able, waking up from the cold, to hide on their own.
Of course, size is not the only important factor when choosing a blanket. Another important parameter is the material of the product. It should be “breathable” so that, having covered with the head, the child does not experience a lack of air. Another important indicator is hygroscopicity: if the child becomes hot, he will not have to sleep in a wet bed. The ideal choice is a combination of the right size with high-quality material of the product.
How are duvets sized?
The modern textile market offers a huge number of blankets of different sizes. On the one hand, this seriously complicates the choice, on the other hand, it makes it possible to purchase a blanket for a child that will provide him with a comfortable sleep. It is especially important to select standard parameters if parents are not ready to sew covers for bedding on their own: manufacturers of domestic and imported linen sew duvet covers in standard sizes. When choosing baby blankets, you need to be guided by the following indicators:
Age of the child. Actually, the dimensional parameters of children’s blankets are regulated by special standards for different ages – newborns, children from one year old, preschoolers, younger students, adolescents.
Body dimensions. You need to understand that classification only by age is conditional: peers can have different indicators of height, body weight, body type. So, for a full tall teenager, you may have to buy a blanket that is designed for an adult in terms of parameters. To correctly calculate the size, you need to measure the weight, height and volume of the child. A comfortable blanket should exceed your height by 15-20 cm.
Characteristics of the bed. The duvet should fit the size of the bed. In addition, you need to take into account the features of bed linen, the design of the bed, the need to fill or not a blanket under the mattress. So, for example, if the product is non-standard and ties, buttons are used to attach to the mattress, accurate measurements should be made. When buying a classic version, you need the blanket to ideally fit the size of the bed, that is, it completely covers the bed and protrudes 10-15 cm beyond it.
Individual characteristics of the child. You should pay attention to the style of sleep (the child sleeps calmly, spreads his arms and legs, spins), to physiology (the child is prone to sweating, gets cold, etc.). This will help determine not only the size, but also the material of the product.
It is most reasonable to buy a bed designed for the parameters of the child’s body. Then – pick up a blanket that matches the size of the bed. The choice rule is simple: the child must completely fit under the blanket, can freely roll over, spread his arms, legs – and at the same time, the limbs do not peek out from under him. Every age has its own size
Good sleep is a need of the human body, which is closely related to its well-being and health. And if we talk about babies who have just been born, then sleep is the main component of his life. The body of a newborn develops intensively, getting used to a new environment for it: cells multiply, internal organs grow, growth and body weight increase. This requires a lot of energy, which the child receives through sleep – which is why he sleeps most of the day. Thus, a lot of attention is paid to the standard of a baby blanket in a crib. Options change as the child grows.
Newborn
When choosing a blanket for the smallest, you should pay attention to factors that are important for newborns. As already mentioned, the smaller the child, the more his body needs to replenish energy and psychological comfort. Secondly, the skin of a child from the first days of life is very delicate, therefore it reacts to the level of humidity and air temperature, the quality and quantity of clothing.
When choosing the size of a blanket for a crib for newborns, you should not be guided by the principle “the larger the size, the better – it is suitable for daytime walks and for the crib. ” A blanket that is too heavy or dense will cause physical and mental discomfort to the child, and it simply will not fit in the stroller. Ideally, you should have multiple models. But if parents are experiencing financial difficulties and can only purchase one copy so far, it is recommended to select a blanket that is suitable in size for a crib.
The standard sizes of a crib blanket for the little ones change with age. Considering that here the child usually sleeps up to 3 years, manufacturers make blankets of this size.
For newborns – 80 x 80 or 90 x 90 cm. These models are used when discharged from the hospital, for walking in a stroller. An important point – because of the square shape, the blanket is only suitable for a wide cradle, non-standard sizes, it will not work for a regular 40 cm wide crib.
Up to 6-8 months. This is the period before the increased activity of the baby, until he starts to roll over, try to sit. The size of the 120 x 60 cm crib blanket can be selected as 60 x 90 cm. A popular standard for babies, it can be used up to a year if the baby does not roll over and unfolds. Even after the baby grows up, the blanket will find its use for winter walks on a sled or in a stroller – they can wrap the baby’s legs.
From 1 to 3 years. During this period, the child is very active and behaves more relaxed during sleep. Options 90 x 120 cm – the most suitable size for a crib blanket is 120 x 60 cm for this age. This option can be used for a child, starting from birth – you can wrap him up by tucking a blanket on all sides. A baby born in the summer is covered in a crib with a diaper, then you can already switch to a 90 x 120 cm model. A great solution for parents whose funds are limited. The only problem is that if the blanket is thick or medium thickness, it will not fit in the stroller.
In the textile market, you can find kits that include not only linen, but also bedding. Such a choice will be very convenient: you will not need to additionally look for a duvet cover – the purchased one ideally matches the size of the selected blanket.
For children from 3 years old
Sizes of blankets for ages 3 and up vary. This is due to the fact that a lot of time passes from this age until puberty. So, from 3 to 5 years old, it is recommended to purchase blankets measuring 100 x 140 and 110 x 140 cm. The model is comfortable for children of this age and will be actively used until going to school. For younger students, depending on the volume of the body, this size is also suitable. But already from 6-7 years of age and up to adolescence, it is more convenient to use a blanket with parameters of 125 x 150 cm or 120 x 160 cm.
Teen
Adolescence is a special period. At this time, the child is actively growing, and its parameters can reach the volume of an adult. That is, a blanket purchased for a primary school student can become small in size in almost one summer. Therefore, during this period, when choosing a model, you should especially focus on the volume and height of the child. A blanket for adolescence in standard sizes is 140 cm x 200 cm. This option is already close to adult parameters. If the child is quite tall, you can also purchase a full-fledged blanket for an adult – 150 x 200 cm or 140 x 205. Modern European sizes – 155 x 215 cm, they are now used most often. Just when choosing a duvet cover model, you need to remember that it should also be bought for an adult.
Actually, starting from adolescence, you can consider buying a standard one and a half blanket for an adult, since at this age children feel like boys and girls, and a single adult bed will suit them perfectly.
Crib size – what to look out for
Why is the size of a baby blanket so important?
Baby blanket sizes for different ages
The best materials for a baby blanket
Comparison table of blankets for children of different ages
If a child sleeps peacefully in his crib, it is entirely the merit of his parents. After all, they carefully select for their crumbs only the best sheets, pillows, blankets, clothes and other things. Thanks to them, the baby gets an excellent opportunity to relax in his bed and fall asleep soundly and healthy sleep. At the same time, there are separate recommendations regarding the choice of each bedding. So, today we will help you determine the optimal size of a baby blanket for a crib. And you can *buy baby bedding online* at an affordable price and made from quality materials on our website.
Why is the size of a blanket so important for a baby?
Many parents do not even think about this issue when they buy their newborn other, more necessary, from their point of view, goods – a stroller, diapers, a baby monitor. And when buying a blanket, future mom and dad pay attention to such characteristics as colors, material, and the ability to retain heat. In the future, this can lead to the following problems:
The size is not standard. As a result, it becomes very difficult or almost impossible to match a duvet cover to a duvet. This is due to the fact that a deviation of only 5 cm from the standard becomes sufficient for the blanket to wrinkle, become covered with lumps and prevent the child from sleeping;
The blanket keeps slipping off the crib. This happens if the parents purchased a bedding that is too large. Therefore, it is impossible to cover a preschooler with a one and a half or double blanket;
The purchased blanket does not fit in the correct place. This is mainly typical for large-volume sintepon models that simply do not fit in a newborn’s bed. It is best to buy either a small blanket for the legs, or a blanket made of thin fabric. To cover a child in a stroller, it is advisable to use a folded flannel blanket;
The blanket is too small. As a result, the baby will very easily dump it during sleep.
It is therefore very important to choose the correct size of the baby blanket for the crib.
Our advice
In addition to the size, the material from which the blanket is sewn plays an important role. He must necessarily pass air to the skin of the child, so that he does not have hypoxia. In addition, the blanket material must be hygroscopic so that the baby does not lie on a wet bed, even if it sweats. You will learn about the best materials for making blankets below.
Sizes for baby blankets for different ages
There is no standard size for baby blankets. This bedding is available in the following sizes:
80 x 80 cm (also available in 85 x 85 cm and 90 x 90 cm). This small square shaped blanket is perfect for wrapping your newborn baby in. The blanket is used when a child is discharged from the hospital, for swaddling in a stroller in cold weather. It can also be used if the baby will sleep in bed. But in the cradle it will be difficult to place such a blanket. You can *buy bedding for newborn boys* at an affordable price in our online store;
60 x 90 cm. The blanket is well suited to be placed in a cradle, where wider goods will not fit. They are also useful for hiding children in bed, but only if your child still does not know how to roll over. Then the blanket will serve him as a reliable shelter for up to 1 year. Even after this period, the blanket will find application – you can wrap the legs in a sled or a stroller in it;
90 x 120 cm. This blanket size is considered standard for children under the age of 3 years. It is convenient to cover the baby with such a thing, since the blanket can be tucked up from all sides. If a woman gives birth in late spring or early summer, then you can refuse to buy a smaller blanket, since on a cool evening the child can be covered with a warm diaper. And already in the cold season, you can start using a blanket of this size. However, it is not suitable for laying in a stroller;
100 x 140 cm or 110 x 140 cm. This blanket can be used until the child goes to school. If it does not grow too fast, then you can hide with a blanket even at primary school age. For children under 3 years old, it is advisable not to buy such a blanket, since it hardly fits into a bed measuring 60 by 120 cm;
140 x 200 cm. This blanket is designed for teenagers. However, they can also cover a child over the age of 5, but only if he sleeps on an adult bed.
Our advice
If you know how to sew, you can make a blanket of any size. To do this, it is enough to find the remains of various fabrics in the house and give free rein to your imagination.
The best materials for a baby crib blanket
In order for your baby to sleep peacefully, you need to be able to choose not only the correct size of the blanket, but also the material from which it is made. You can’t buy just one blanket that will keep you warm in the winter and cool in the summer. We advise you to stop at:
warm winter;
average spring-autumn;
light summer blankets.
The best blankets according to the type of materials from which they are made:
flannel;
wadded;
wool;
silk;
bamboo.
When buying a blanket, inspect it carefully. If a strongly pronounced chemical smell emanates from it or it is hard, then such a product cannot be bought.
Now you know what size of baby blanket you need for your little fidget’s bed. And *you can buy bed linen for a newborn girl* from the best fabrics on our website at an affordable price.
Comparison table of blankets for children of different ages
Blanket size (in cm)
For what age of children is it intended?
80 by 80 (85 by 85, or 90 by 90)
Ideal for newborns
60 to 90
For children under 1 year old
90 to 120
One size for children up to 3 years old
100 by 140 or 110 by 140
Best for children under 6-7 years old
140 to 200
Adult teen size
youtube.com/embed/hOWdUzbwOEY”>
October 5, 2018
Bed linen guide
Bed linen guide
Bed linen sizes
Duvet cover size
A set of bed linen is usually selected based on the size of the duvet. The size of the duvet cover should match the size of your comforter or be a couple of centimeters larger. If you don’t already have a duvet, choose a set that matches the width of your duvet cover to the width of your bed.
Sheet size
There are two types of sheets: classic and fitted (with elastic):
The classic sheet will fit almost any bed, regardless of the size of the mattress. The only inconvenience is the need to carefully fill the edges under the mattress. Due to the lack of fixation, such a sheet can wrinkle and slide off, so it will have to be corrected periodically.
Fitted sheet is selected strictly according to the size of the mattress. It is securely fixed on it with the help of rubber bands sewn in the corners, so it does not slip or slip during operation. A stretch sheet is not suitable for sofas and thin mattresses: in this case, you will have to opt for a classic model.
To determine the size of a classic sheet, add to the length and then to the width of the bed the height of the mattress plus 3-5 cm so that the sheet can be easily tucked in. The size of the stretch sheet must strictly correspond to the width and length of the mattress.
Pillowcase sizes
Pillowcases come in only two standard sizes: 50×70 cm or 70×70 cm. If you already have pillows, choose a set that matches the size of your pillowcases. In some exclusive sets, in addition to the standard options, pillowcases for decorative pillows are included. The number, specifics and sizes of pillowcases vary and are indicated on the packaging of the set.
Bed linen fabrics
Traditionally used bed linen fabrics vary in composition, quality and type of weave. Fabrics are of the following types:
Natural (cotton, linen, silk) are made from plant fibers. They are pleasant to the touch, absorb and evaporate moisture well, do not wear out for a long time.
Bedding fabrics based on vegetable fibers (viscose, modal, bamboo, eucalyptus fiber) are produced industrially from natural wood. Thanks to modern technologies, these fabrics are not inferior to natural ones in their characteristics.
Synthetic (polyester) made from petroleum products and natural gas. Synthetics look good, dry quickly and are easy to care for. However, synthetic materials are far from the best choice for a night’s rest, when the human body needs recovery and comfort. They practically do not “breathe” and poorly pass moisture.
Natural fabrics
Cotton suits absolutely everyone due to its environmental friendliness and hygiene. Cotton bedding is comfortable and pleasant to the touch, does not electrify, it is dense and wear-resistant. Cotton fabrics are well breathable, easily absorb and evaporate moisture. The best option for cotton underwear is cotton satin, thanks to a special type of weaving, it is a beautiful, pleasant to the touch fabric with a silky sheen. Satin is a dense, high-strength material, such linen will serve you for a very long time.
Linen fabrics are very durable and long lasting. This material has a pronounced texture, rough to the touch, which not everyone likes, but the special processing of the fabric for the manufacture of bed linen makes linen softer and more comfortable.
Silk is not only a very beautiful, pleasant to the touch material, but also strong and durable. This amazing matter is able to maintain a comfortable body temperature in both heat and cold. Natural silk is completely hypoallergenic, it is good for the skin and has a beneficial effect on the body as a whole. Silk underwear has only one drawback – its high cost.
Vegetable fiber fabrics
Bamboo sateen is made from recycled bamboo fibres. It is distinguished by wear resistance and a pleasant soft sheen. Linen made from such a fabric is silky, pleasant to the touch and very hygienic.
Eucalyptus satin is a fabric obtained from recycled Australian eucalyptus fibers. It is a lightweight, smooth, hypoallergenic material that wicks away moisture well and dries quickly. It is soft and silky, reminiscent of natural silk to the touch, but less durable in comparison.
Cotton satin underwear
Thread types
The type of thread weave in a fabric determines its quality, appearance and durability. Weaving is simple and complex. The former are economical and easy to manufacture. Simple types of weaving include:
Linen – the simplest and most common. Due to the simple structure, the linen fabric is rough and has gaps. Linen fabrics: calico, flannel, poplin, percale.
Twill – has a beautiful texture and relief. Forms a visible diagonal scar, due to which the fabric becomes quite rigid, rough. This is the most durable type of fabric. Twill fabric: twill.
Fabrics with complex and dense weaves are expensive, but they last longer than other materials. They are distinguished by their luxurious appearance, rich texture and amazing durability. Complex types of weaving include:
Satin – the fabric looks like silk and lasts a very long time. In terms of smoothness, satin is inferior to silk fabric, but it does not slip and is easy to care for. This fabric is versatile and will last longer than any plain weave material. Satin can have a different density, on which its price, quality and consumer properties depend. A special type of satin is Royal satin, a fabric that, after a special treatment of the front side of the surface, becomes slightly velvety, very pleasant to the touch, reminiscent of peach skin when touched.
Jacquard – this weaving turns the fabric into a work of art. The complex interweaving of threads creates spectacular textured patterns on the surface of matter. Jacquard fabrics are strong, durable, have a beautiful embossed pattern. These include: jacquard, tapestry.
Jacquard linen
Types of printing on fabric
Bed linen fabric is dyed in different ways. How long the set will retain its color depends on the method of drawing the picture, how complex and clear the image can turn out.
Plain dyed bed linen
Bed linen in one or more shades without a pattern. Can be any color. Monochromatic underwear is always relevant and easily fits into various interiors.
Rotary printing
A modern method of printing on fabric, in which the material passes through the ink rollers of the printing press. In this way, you can get any image, but within the same product it will be repeated. The color stays on for a long time and doesn’t fade.
Panel printing
This is a special way of printing on fabric, in which the image looks like a finished composition and exactly corresponds to the size of the future finished product. This type of printing is used on more expensive fabrics, such as satin, since it costs much more than rotary printing. Panel printing looks very aesthetically pleasing. Designers develop unique compositions for the duvet cover and pillowcases, with a simple pattern printed on the sheet and the back of the duvet cover usually printed in a classic rotational way.
Types of fasteners
Slot – the easiest way to put the duvet in the duvet cover.
The zipper is the most practical way to secure the duvet inside the duvet cover. It is hidden, so it is completely invisible. Fastening and unfastening a zipper is much more convenient and faster than buttons or snaps.
How many bedding sets should you have in your home
Have you decided to update your home textile collection, but don’t know how many bedding sets you need? The minimum set of kits offered below will help you meet the daily needs of your family – and make sure that relatives and friends arrive. Bed linen should be changed at least once a week, and in a crib even more often: every 2-3 days. Remember: there is never too much bed linen!
For a family of two, we recommend purchasing 3 sets: 1 – lined, 2 – in the wash, 3 – spare.
It is best for a family with a child under 7 to have:
4 sets of bed linen
3 spare sheets
If the child is over 7 years old, you will need 3 sets of bed linen.
If you are expecting your loved ones, make sure you have guest blankets and pillows and 2 sets of bedding per bed.
Care Instructions
Carefully read the care instructions on the product label or package. With proper care, your bed linen will retain the brightness of colors, strength and original appearance for a long time.
General advice
Wash new set in warm water before use.
Do not mix bedding made of different materials. Wash with items of the same color scheme.
Use a detergent suitable for the type of fabric. Do not use products intended for white laundry when washing colored clothes: the bleaches contained in it can lead to discoloration and shedding.
Always turn laundry inside out before washing and while drying. This will help to preserve the brightness of the colors and the pattern on the fabric for a long time.
Linen and cotton
Linen and cotton should be washed at 40-60°C separately from other fabrics. If heavily soiled whites can be washed at 90°C. Cotton and linen can be ironed with a hot iron. It is not necessary to dry such linen to the end: a slightly damp fabric is easier to iron.
Silk
Silk underwear should be washed at a temperature not exceeding 30°C, by hand and without pre-soaking. Turn laundry inside out before washing. Do not use bleaching or aggressive detergents. Silk should be ironed slightly damp, from the wrong side, with a delicate iron setting.
Do bed sheets need to be ironed?
Silk underwear should be washed at a temperature not exceeding 30°C, by hand and without pre-soaking. Turn laundry inside out before washing. Do not use bleaching or aggressive detergents. Silk should be ironed slightly damp, from the wrong side, with a delicate iron setting.
When should bed linen be ironed?
If we are talking about bed linen for a child who has not reached the age of one.
If a member of your family has a disease that can be transmitted through contact with bedding.
If the humidity is high and the laundry does not dry for a long time, dry it with an iron.
August 15, 2019
how to choose the right age?
Home / Sizes
Back
Published: 28.08.2021
Reading time: 2 min The task of parents is to provide a comfortable sleeping place for the child. Properly chosen size of a baby blanket is one of the components of comfort in the crib. Too bulky will gather in folds, preventing the child from moving freely in a dream. Small – it will slide, not giving the opportunity to fully hide.
1 Factors affecting the choice of
2 The selection of blankets for discharge
3 Standard dimensions by age
4 Which material is better
5 CONSENTION
How to choose the right
Approximate ratio of the size of children’s bedding and age baby To begin with, it is worth wondering what to do in order to choose the right size for the blanket. It is desirable to approach the solution systematically, and build a specific algorithm. This way you won’t miss important factors and you will be able to choose the perfect option.
You need to start from the dimensions of the child. Measure his height, weight and measurements. So, the blanket should not be too big, but should be 10-20 cm longer than the height. The width is usually selected according to the length.
The described parameters are also valid for the selection of a good bed.
Note!
In order for the duvet to be properly fitted, it is necessary to purchase a bed that matches the dimensions of the child.
Let’s say the bed is chosen correctly, taking into account the dimensions of the child. Now we will start from the parameters of the bed. So, a standard blanket is equal to the length of the bed, and exceeds the width by 7-10cm. This option will not allow the product to slide off the crib, while it will be enough for comfortable use.
Step-by-step instructions for knitting a plain blanket for a newborn
A blanket for a newborn is always knitted in the same sequence of actions. First, the required number of loops is typed on the knitting needle, then the main fabric of the product is knitted, at the end the loops are closed and the decor is selected.
Before starting work, you need to decide on the desired size and pattern of the blanket, the type of yarn and the thickness of the knitting needles. It is better to knit a simple plain blanket for a baby with simple knitted yarn and not add decor details. For beginners, it is better to start knitting with simple patterns. You can try to make a plaid 80×80 cm with a square pattern. To do this, you need 350 g of knitted threads.
Cast on stitches
All knitting must start with cast on.
It’s easy to do:
You need to take a ball of yarn and unwind a little thread.
The unwound thread is taken in the hand (for the right-hander to the left, for the left-hander to the right) and is thrown over the index finger with the free end forward.
The same end is looped around the thumb from left to right to form a figure-eight with another thread.
Both threads are clamped with free fingers.
Two needles are taken in the right hand.
The needles are inserted into the loop on the thumb from the bottom up, forming a loop.
Pull the thread from the index finger into this loop, bringing the knitting needles from top to bottom.
Next, the loop is removed from the thumb and tightened on the knitting needles.
Then you need to put the thread on the thumb again and repeat the whole procedure.
In this way, 175 loops are cast on the knitting needles, after which 1 knitting needle is pulled out.
Knitting fabric
Before knitting the main pattern, you need to finish the edge of the blanket. To do this, the first few rows should be knitted with a simple garter stitch. Usually the first loops, which are called edge loops, are removed, but here they need not be removed, but knitted with front loops.
The needle with loops remains in the left hand, and the empty one in the right.
The thread from the skein is thrown over the index finger and pinched with the rest of the fingers.
Insert the free needle into the initial stitch from left to right. At the same time, the tip of the knitting needle passed through the loop grabs the thread from the skein from the bottom up and pulls it back.
A loop is formed on the free needle. The old loop is removed from the knitting needle with loops cast on.
The procedure will be repeated as many times as necessary, in this case 175.
The row ends with a purl stitch. The thread is located in front of the knitting needle, which starts from right to left and captures the free edge from top to bottom.
In order for the product to be proportional, you need to make 10 increases in the 11th row using the yarn over method. To do this, after knitting 11 loops from the edge, you need to throw the thread over the working knitting needle and continue knitting with facial loops. Yarn over after every 18 stitches in the row.
On the last row of the main fabric, remove 10 added stitches. You need to clean up in the same sequence as they were thrown. First after 11, and then after every 18, the needle goes through two loops at once;
The work ends with 11 rows of loops in the garter technique.
The main pattern is knitted taking into account the fact that the first and last 7 loops of the row will be knitted with a garter stitch. The cycle consists of 24 rows and repeats 11 times.
Knitting scheme of the main canvas:
No. row
Scheme
1, 3, 9, 11, 14, 16, 22, 22, 22, 22, 24
loops in the 1st row knit crossed facial), 9purl, and so alternates 9 times. At the end of the row knit 9 facial loops. Then the product is turned over and the next row is knitted.
2, 4, 10, 12,12, 15, 21, 23
The knitting pattern differs only in that first purl 9 is knitted, then facial 9, and so on until the end. The row ends with 9 purl loops.
5, 7, 17, 19
knit 3, purl 3, and so on until the end of the row, which should end with 3 facial loops.
6, 8, 18.21
purl 3, knit 3, all repeat to the end, the last ones are knitted with 3 purl loops.
Cast off
Cast off the last row of stitches to prevent unraveling.
Cast off:
Knit the first edge stitch.
Knit the next st.
With a needle with loops, you need to pry off the first loop and pull the second loop through it with a working needle.
Knit again and drag to the previous one.
Repeat all round.
Finish off the ends of the thread.
Decorating the blanket
After the blanket is knitted, it must be washed, laid out on a horizontal surface and given the desired shape. After drying, the edges of the product can be decorated with ribbons, tulle or lace. To make the decor look neat, it is sewn with monofilament, a strong thread resembling a fishing line.
Why it’s important
Buying the right baby blanket can make the difference between a comfortable or uncomfortable baby’s sleep
Often overlooked by new parents is choosing the right size baby blanket. But this should not be allowed, since inappropriate parameters can cause some discomfort. What happens when the dimensions are wrong.
Difficulties in choosing a duvet cover. Often the size of a baby blanket is selected individually, that is, the measurements are non-standard. Subsequently, difficulties arise with the selection of a cover, which leads to the fact that the blanket may crumple during sleep.
Blanket slipping. Too small a product may fall off the bed, hanging under its own weight. As a result, the baby’s sleep is disturbed.
Does not fit in bed. This is also a disadvantage, and it is not worth taking a baby blanket “for growth”. If the product does not fit around the perimeter of the crib, it will crumple and interfere with normal sleep.
The cover does not adequately cover the baby. This can happen when it is too small, and when the baby turns in his sleep, slips off of him, leaving him open.
As you can see, this factor must be taken into account, otherwise the appearance of some discomfort and sleep disturbance is guaranteed. But this issue should be approached with preparation, and take into account the various factors that affect the choice.
Openwork children’s plaid with knitting needles
Such a plaid will be very beautiful and perfect for a baby’s discharge. Usually the product is made in a square shape from yarn in white or pastel colors. For a product measuring 86×70 cm, 450 g of knitted yarn will be required.
Description of work:
: all facial;
5th: knit 1, yarn over 1, pull 1 (slip 1 loop through which knit knit 1), knit 1, knit 2 loops together, yarn over 1, knit 4. Thus, knit the entire row;
7th: knit 2, yarn over 1, 1 double pull (slip 1 loop through which knit knit 2), 1 yarn over, knit 5. Repeat until the end;
9th row: knit 3, knob, knit 6. Repeat actions to the end;
15th row: knit 6, yarn over 1, pull 1, knit 1, knit 2 together, yarn over 1, knit 6. Repeat;
Row 17: knit 7, yarn over 1, double stitch 1, yarn over 1, knit 7. So to the end of the row;
19th row: knit 8, knob, knit 8. The action is repeated until the end of the row;
purl all even rows;
the whole cycle is repeated until the desired length of the product;
The placket should be knitted separately and sewn to the main fabric with a knitted stitch.
A knitted blanket will warm a newborn baby on its own or decorate his discharge from the hospital. Products for the baby are knitted with knitting needles of different thicknesses, with various types of yarn and in numerous techniques.
Article design: Vladimir the Great
Various factors influence the choice of size
Table of standard sizes for baby blankets
To make a successful purchase, you need to take into account some criteria. They will help to more accurately determine the model. We have selected the main factors to consider.
Criteria
Options
Age
For:
newborns;
preschoolers;
junior schoolchildren;
schoolchildren;
teenagers;
Material
Most common:
bike;
down;
cotton wool;
bamboo;
wool;
fleece;
synthetic materials.
Design
Varies by color and print.
Now let’s take a closer look at these criteria so you can easily decide what you need.
Each age has its own standards
The first criterion is age. Accordingly, this factor is an indicator of size. Often, a baby blanket is indicated by an age criterion. Therefore, you need to know for what age what parameters are offered, and if your requests do not match the proposed measurements, choose another age category.
Newborns
Owl Baby Square Baby Blanket
Newborn baby blankets are usually standard sizes. If you purchase an envelope, it will be 80x80cm when unfolded. Envelope is the best option. The optimal length and width are already selected in it, and after discharge, you can use it as a bedspread for a crib.
Small blanket for baby’s cradle
There are also envelopes 60x60cm and 100x100cm. The choice depends primarily on the parameters of the baby. It is worth noting that a standard 80×80 cm envelope cannot be used for a cradle, because its width is 40 cm. If you plan to place a child in a cradle before buying a crib, it is better to choose the smallest envelope. But, in general, the newborn can be immediately placed in the crib.
Preschoolers
Children’s padding blanket with backing suitable for preschoolers
If you chose an envelope 60x60cm or 40x40cm, then the preschooler will feel uncomfortable under it: such a product is already too small for him. In this case, you need to purchase a new one, 80x80cm in size. This is the optimal size for children aged 3 to 6 years. If you see the designation on the blanket “3-6 years” in the store, it is intended for preschoolers, and has the parameters described above.
Now you can determine that, for obvious reasons, it is better to buy an envelope for an extract from 80cm in size on one side. However, everything is individual, and if you plan to purchase a cradle, give preference to a different size, otherwise problems may arise, indicated above.
Toddler bedding set with sizes
Junior schoolchildren
Blanket for the bed of a schoolboy “Machinka”
The child grows, especially quickly this process occurs during elementary school. Accordingly, at the age of 6-7 years, you will have to change the baby blanket, since the previous one will obviously become small. Now choose a product from 100 cm, depending on the height and volume of the child.
Note!
When choosing, not only height is important, but also measurements of volumes.
For younger students, the thing can remain square and have dimensions of 100x100cm. Or you can pick up a rectangular 100x80cm. This option is also considered optimal. The width in this case depends on the size of the child, the size of the bed and the style of sleep. If the child tosses and turns a lot, it is better to choose a square bedspread.
Schoolchildren
Baby cot with a beautiful bed and matching blanket for a schoolgirl
At the age of 10, bed linen should be changed. The width of the product in this case is 100-110 cm, and the length increases to 140 cm. But, it should be noted that this item must be replaced when you notice that the child is uncomfortable under it and has become small for him. Perhaps a 100x100cm format is suitable for a student.
Note!
How often the blanket is changed is affected by the growth rate of the child, regardless of age.
Student Standard 100x140cm. But if he is not comfortable like that, choose the option 100-110 cm in width by 120 cm in length. Such options are also available in textile stores.
Teenagers
Handmade patchwork quilt for a teenage girl
A 140x100cm quilt is suitable for a teenager, but if he has already grown out of it, get a regular one and a half. Its name corresponds to the size, that is, its length is 150cm. The width is 100-110cm, depending on the model.
The second option is more rational. When purchasing a high-quality one and a half blanket for a teenager, you can not worry about its durability, since such a product can also be used in adolescence.
1.5 bed set suitable for older children when the child version is no longer suitable
Custom options
DIY duvet and bedding set for a baby bed, made to the desired size
In addition to the above, there are non-standard models. They are designed for beds that are unusual in size or shape. And also depend on the individual parameters of the child.
The non-standard version is harder to find in the mass market. In this case, most likely you will have to sew it to order. However, you can find some models. So, in the market there are products in the formats of 100x118cm, 100x125cm, 100x135cm. Recently, more and more non-standard forms have appeared in stores, so the chances of finding a suitable option without seeking help from an atelier are increasing.
We select the material
In addition to the dimensions, it is worth considering the material of the product. This is a very important factor. Indirectly, it also affects the selection of the size, because certain fabrics tend to shrink after washing. Moreover, the material of manufacture has a direct impact on the sleep of the child, so it should not be overlooked.
Flannelette
Delicate and soft flannelette blanket is harmless and environmentally friendly and is suitable for both newborn and older child
Let’s start with natural materials. They are hypoallergenic, so they are great for children.
Flannelette blankets are quite common. They are perfect for wrapping up the baby in the stroller during walks in the fall or on cold summer evenings. In this case, the product must be compact. It should be noted that its thickness of 5mm makes it the most convenient for use outside the home.
This material is used when sewing bed sheets for different age groups. It is quite warm, but not suitable for the winter period. Perfectly passes air and absorbs moisture. With this blanket, your baby will always be dry during sleep.
Downy
Downy duvets are one of the most pleasant and cozy among many other varieties
One has to be careful with this kind. For the smallest it is not recommended to use it. Bird fluff, which is a filler, easily attracts dust. As a result of this, a dust mite can start up there, causing various allergic reactions. For a stronger organism, it does not pose a great danger, however, for newborns and younger schoolchildren, it is better to replace fluff with safer materials.
But this option also has positive aspects. The fluff perfectly passes air and does not allow the child to sweat much. Its greatest advantage is the ability to retain heat perfectly. This option is perfect for cold winter walks.
Quilted
Quilted duvet is not the most comfortable and cozy type of blankets, as it weighs a lot, absorbs odors, moisture
Another warm option. This is a good alternative to down. Cotton filler has similar parameters, as it has excellent breathability, hygroscopicity and retains heat well. But, unlike the previous one, it does not tend to accumulate a lot of dust. As a result, it is not a breeding ground for unfavorable bacteria and dust mites. Thus, cotton natural filler is a hypoallergenic material that is perfect for warm bed linen of any children’s age category.
Bamboo
An unusual option – a blanket made of bamboo, good because it is anti-allergic and antibacterial
This is a quality material that is hypoallergenic and even has antiseptic properties. It is preferred for children with a weakened immune system and a tendency to allergies.
Bamboo has an excellent “breathing effect”, does not accumulate foreign odors, and at the same time has its own unique aroma, which has a calming effect on the baby’s nervous system. This type does not require special care, does not shrink after washing and does not go astray during it.
Woolen
Woolen blanket is one of the best and highest quality of its kind, as it keeps heat well and is very comfortable and soft. They perfectly accumulate and retain heat. Camel or sheep wool used as a filler has its own energy. Wool blankets are usually made in the form of a plaid, but there are models with a wool lining. For a child, the second option will be more acceptable. Woolen products tend to be electrified, prickly to the touch, so it is better to limit their contact with open skin.
Fleece
The fleece blanket is made from a synthetic polyester knit fabric, very warm and pleasant to the touch.
The fleece has a good fiber structure and is very soft. This is a great option for all age groups. However, a fleece blanket must be used with care, and the child should not be allowed to sweat under it, due to the low hygroscopicity of the base. This material also does not pass air very well.
This option is suitable for cold winter walks, as it retains heat well, but does not “breathe”.
Let’s pay attention to synthetics
Usually, natural materials inspire confidence, and are most often used for sewing various children’s textiles. However, they also have negative sides, they can cause allergies, accumulate dust and static electricity. Therefore, it is worth paying attention to high-quality synthetic fillers.
Sintepon is the most famous and most common material, but it does not pass air well and quickly deteriorates from washing
The most common are sintepon and holofiber. They are highly breathable and keep you warm. Such materials are hypoallergenic and have long been a full-fledged replacement for natural fillers. There are many other options for synthetic bases for children’s textiles.
A baby blanket made of high-quality holofiber will last longer and be better in terms of quality characteristics
Choosing a design
Now about one more criterion that indirectly affects the selection of size. First, about the general provisions regarding design.
Children’s blankets are full of various prints. Here are fabulous and cartoon characters, nature, flowers and various other drawings. A lot depends on age here. Each period has its own print theme. It is worth noting that psychologists do not advise choosing too bright textiles for the nursery, as this has an exciting effect on the child’s psyche. It is also necessary to take into account the material with which the print is applied.
Baby blankets with your favorite cartoon prints
Important!
Be sure to choose only high-quality paint for drawing.
The product can be decorated with your own hands by making embroidery, adding a fringe. Here it is necessary to take into account its parameters so that the design does not interfere with it to fully perform its functions.
Name Embroidered Baby Blanket
Considering the above criteria, you will be able to choose the right baby blanket and not make a mistake with the size.
Reversible baby blanket with hand-knitted front
Patterns for a baby blanket. Schemes and description of knitting
A plaid with knitting needles for a newborn can be knitted in a variety of techniques. You can consider some of the most common patterns for blankets. It will be more convenient if you use the scheme in the process of work.
The table shows several options for knitting patterns for baby blanket:
0175
Cast on loops, the number of which should be divisible by 5 + 3 symmetry loops and 2 edge loops. The cycle consists of 8 rows, each of which begins and ends with an edge loop. In each odd row, knit 3, purl 2, knit 3. In the 2nd and 6th, the opposite is true, starting from the wrong side. 4th and 8th – knitted facial. A product with such a pattern will be elastic and perfect for a baby blanket, as it does not have a wrong side.
Embossed “Wave”
Stitches must be a multiple of 11 + 2 edge stitches. Rapport consists of 14 rows. You need to start and end the row with an edge loop. In order:
All odd except rows 11 and 13: knit 2 in the lower parts, knit 3, 1 yarn over, knit 1, 1 yarn over, knit 3, knit 2 in the upper parts;
all even, except 12 and 14, as well as 11 and 13 rows: all purl;
12th and 14th: all facial loops.
“Scythe”
To start work, you need to dial so many loops that their number is divisible by 21. Then in rows:
1st and 5th: 6 facial loops, 2 purl, again 6 facial and 2 purl. So to the end of the row of the desired width. At the end, 5 facial loops are knitted.
All even. The required number of repetitions is made from: 5 facial, 1 purl, 2 facial, 6 purl and again 2 facial. Row ends with 1 purl and 5 facial loops.
3rd row includes repeats from: knit 6, purl 2, then 3 loops are removed and left behind the product, knit 3, 3 loops are removed again, purl 2 and knit 1 is knitted last. At the end, 5 facial loops are knitted.
The cycle of 6 rows is repeated again until the required length of the product.
You can choose a pattern for a baby blanket from a knitting magazine or find it on the Internet. If the needlewoman has a lot of knitting experience, you can come up with your own pattern or motif.
Photo gallery of baby blankets in different sizes for children of different ages:
Previous
TextileHow to fold bed linen
Next
TextileHow to fold a sheet with an elastic band
About pillows and pillowcases
A pillow is needed for a child over three years old. Pillow is an important bedding item designed to keep the baby’s head, neck and spine in the correct position during sleep. It is from her right choice that the beauty of posture largely depends. The pillowcase on the pillow should be practical, environmentally friendly and not have some kind of chemical industrial smell, because such an effect can interfere with healthy rest.
There are many different shapes and types of pillows that are used in children’s rooms:
orthopedic;
traditional.
Pillows vary in shape:
square;
rectangle;
round or oval;
rollers, arches and snakes;
orthopedic butterfly.
Ovals, arcs and snakes are most often used as decorative pillows, do not sleep on them. Newborns and babies do not need pillows. The first accessories of this kind can be used from the age of three, earlier – only after consulting a doctor if such a need arises.
Specialized models include:
reclining cushion for easier breathing;
side support pillow to prevent hyperactivity during care and awkward postures during sleep;
anti-suffocation cushion made of highly breathable material.
Toddler bed pillows are considered one of the basic bedding for toddlers. For them, there are such pillowcases:
pillowcase standard – 60 cm by 40 cm;
European standard – 35 cm by 45 cm.
For older children, kindergarten and school age, there are also several standard options:
square – 70 cm by 70 cm;
rectangle — 50 cm by 70 cm and 40 cm by 60 cm.
Quality sleep helps to maintain the psychological health of the child, the baby learns all the new information and impressions during the rest, better concentrates his attention on new tasks. During sleep, the child grows and strengthens the immune system.
Thin blankets for the summer season
During the summer, the child needs protection from the sun and in the evenings, which are cool. For this weather, cotton and silk materials are used. They are “breathable”, quickly absorb moisture and are light, pleasant to the body.
Cotton
Technology is improving, and now cotton products are made using modern techniques. Therefore, the children’s wadded blanket, which was produced earlier, is strikingly different from modern analogues.
The process description includes the following steps:
the fiber is cleaned;
after which it is combed and parallelized, as a result white even threads are obtained.
Please note! The most commonly purchased blankets made from these threads are the newborn flannel blanket and terry blankets.
Silk is an excellent option for covering the baby. The skin of the child under it will not fog up, but he will also not freeze under the silk coverlet. Plus, hypoallergenicity and ease of care are also noted, it can be placed in a washing machine for washing, silk dries quickly without changing its appearance.
Baby blankets and pillows. Which is better to choose?
This Personal Data Privacy Policy (hereinafter referred to as the Privacy Policy) applies to all information that the site Otmetka (hereinafter referred to as the Review Site) located on the domain name otmetka.tv (as well as its subdomains) can receive about The user while using the site otmetka.tv (as well as its subdomains), its programs and its products.
1. Definition of terms
1.1 The following terms are used in this Privacy Policy:
1.1.1. “ Site Administration ” (hereinafter – the Administration) – authorized employees to manage the site Otmetka , who organize and (or) process personal data, and also determine the purposes of processing personal data, the composition of personal data to be processed, actions (operations ) committed with personal data.
1.1.2. “Personal data” – any information relating to a directly or indirectly identified or identifiable natural person (subject of personal data).
1.1.3. “Processing of personal data” – any action (operation) or a set of actions (operations) performed with or without the use of automation tools with personal data, including collection, recording, systematization, accumulation, storage, clarification (updating, changing), extraction, use, transfer (distribution, provision, access), depersonalization, blocking, deletion, destruction of personal data.
1.1.4. “Confidentiality of personal data” is a mandatory requirement for the Operator or other person who has access to personal data to comply with the requirement not to allow their distribution without the consent of the subject of personal data or other legal grounds.
1.1.5. “Site Otmetka ” is a collection of interconnected web pages hosted on the Internet at a unique address (URL): otmetka. tv , as well as its subdomains.
1.1.6. “Subdomains” are pages or a set of pages located on third-level domains belonging to the Otmetka website, as well as other temporary pages, at the bottom of which the contact information of the Administration is indicated
1.1.5. “Website user Otmetka “(hereinafter referred to as the User) – a person who has access to the site Otmetka , via the Internet and uses the information, materials and products of the site Otmetka .
1.1.7. A “cookie” is a small piece of data sent by a web server and stored on the user’s computer, which the web client or web browser sends to the web server in an HTTP request every time it tries to open a page of the corresponding site.
1.1.8. “IP address” – a unique network address of a node in a computer network through which the User accesses the Review Site.
2. General provisions
2.1. The use of the Otmetka website by the User means acceptance of this Privacy Policy and the terms of processing the User’s personal data.
2.2. In case of disagreement with the terms of the Privacy Policy, the User must stop using the Otmetka website.
2.3. This Privacy Policy applies to the Otmetka website. The review site does not control and is not responsible for third-party sites to which the User can follow the links available on the Otmetka site.
2.4. The Administration does not verify the accuracy of personal data provided by the User.
3. Subject of the privacy policy
3.1. This Privacy Policy establishes the obligations of the Administration for non-disclosure and provision of a regime for protecting the confidentiality of personal data that the User provides at the request of the Administration when registering on the Otmetka website or when subscribing to an e-mail newsletter.
3.2. Personal data authorized for processing under this Privacy Policy is provided by the User by filling out forms on the Otmetka website and includes the following information: 3. 2.1. surname, name, patronymic of the User; 3.2.2. contact phone number of the User; 3.2.3. email address (e-mail) 3.2.4. place of residence of the User (if necessary) 3.2.5. photograph (if necessary)
3.3. The review site protects Data that is automatically transmitted when visiting pages: – IP address; – information from cookies; – browser information – access time; – referrer (address of the previous page).
3.3.1. Disabling cookies may result in the inability to access parts of the site that require authorization.
3.3.2. The review site collects statistics about the IP addresses of its visitors. This information is used to prevent, detect and resolve technical problems.
3.4. Any other personal information not specified above (visit history, browsers used, operating systems, etc.) is subject to secure storage and non-distribution, except as provided in paragraphs. 5.2. of this Privacy Policy.
4.
Purposes of collecting the user’s personal information
4.1. The Administration can use the User’s personal data for the following purposes: 4.1.1. Identification of the User registered on the Otmetka website for his further authorization. 4.1.2. Providing the User with access to personalized data of the Otmetka website. 4.1.3. Establishing feedback with the User, including sending notifications, requests regarding the use of the Otmetka website, processing requests and applications from the User. 4.1.4. Determining the location of the User to ensure security, prevent fraud. 4.1.5. Confirmation of the accuracy and completeness of personal data provided by the User. 4.1.6. Creating an account to use parts of the Otmetka website, if the User has agreed to create an account. 4.1.7. User notifications by email. 4.1.8. Providing the User with effective technical support in case of problems related to the use of the Otmetka website. 4. 1.9. Providing the User with his consent with special offers, newsletters and other information on behalf of the Otmetka website.
5. Methods and terms of personal information processing
5.1. The processing of the User’s personal data is carried out without time limit, in any legal way, including in personal data information systems using automation tools or without using such tools.
5.2. The User’s personal data may be transferred to the authorized state authorities of the Russian Federation only on the grounds and in the manner established by the legislation of the Russian Federation.
5.3. In case of loss or disclosure of personal data, the Administration has the right not to inform the User about the loss or disclosure of personal data.
5.4. The Administration takes the necessary organizational and technical measures to protect the User’s personal information from unauthorized or accidental access, destruction, modification, blocking, copying, distribution, as well as from other illegal actions of third parties.
5.5. The Administration, together with the User, takes all necessary measures to prevent losses or other negative consequences caused by the loss or disclosure of the User’s personal data.
6. Rights and obligations of the parties
6.1. The user has the right:
6.1.1. Make a free decision to provide your personal data necessary for using the Otmetka website and consent to their processing.
6.1.2. Update, supplement the provided information about personal data in case of changes in this information.
6.1.3. The user has the right to receive information from the Administration regarding the processing of his personal data, if such right is not limited in accordance with federal laws. The user has the right to require the Administration to clarify his personal data, block or destroy them if the personal data is incomplete, outdated, inaccurate, illegally obtained or not necessary for the stated purpose of processing, as well as take measures provided by law to protect their rights. To do this, it is enough to notify the Administration at the specified E-mail address.
6.2. The administration is obliged:
6.2.1. Use the information received solely for the purposes specified in clause 4 of this Privacy Policy.
6.2.2. Ensure that confidential information is kept secret, not disclosed without the prior written permission of the User, and also not to sell, exchange, publish, or disclose in other possible ways the transferred personal data of the User, with the exception of clauses. 5.2. of this Privacy Policy.
6.2.3. Take precautions to protect the confidentiality of the User’s personal data in accordance with the procedure usually used to protect this kind of information in existing business transactions.
6.2.4. Block personal data relating to the relevant User from the moment of the request or request of the User, or his legal representative or authorized body for the protection of the rights of subjects of personal data for the period of verification, in case of revealing inaccurate personal data or illegal actions.
7. Liability of the parties
7.1. The Administration, which has not fulfilled its obligations, is liable for losses incurred by the User in connection with the unlawful use of personal data, in accordance with the legislation of the Russian Federation, with the exception of cases provided for in paragraphs. 5.2. and 7.2. of this Privacy Policy.
7.2. In case of loss or disclosure of Confidential Information, the Administration is not responsible if this confidential information: 7.2.1. Became public property before its loss or disclosure. 7.2.2. It was received from a third party until it was received by the Resource Administration. 7.2.3. Was disclosed with the consent of the User.
7.3. The user is fully responsible for compliance with the requirements of the legislation of the Russian Federation, including laws on advertising, on the protection of copyright and related rights, on the protection of trademarks and service marks, but not limited to the above, including full responsibility for the content and form of materials.
7.4. The user acknowledges that the responsibility for any information (including, but not limited to: data files, texts, etc.), to which he can have access as part of the Otmetka website, is the person who provided such information.
7.5. The User agrees that the information provided to him as part of the Otmetka website may be an intellectual property object, the rights to which are protected and belong to other Users, partners or advertisers who place such information on the Otmetka website. The User may not modify, lease, loan, sell, distribute or create derivative works based on such Content (in whole or in part), unless such actions have been expressly authorized in writing by the owners of such Content in accordance with under the terms of a separate agreement.
7.6. In relation to text materials (articles, publications that are in free public access on the Otmetka website), their distribution is allowed, provided that a link to the Reviews Site is given.
7.7. The Administration is not liable to the User for any loss or damage incurred by the User as a result of the deletion, failure or inability to save any Content and other communication data contained on the Otmetka website or transmitted through it.
7.8. The administration is not responsible for any direct or indirect losses that occurred due to: the use or inability to use the site or individual services; unauthorized access to the User’s communications; statements or conduct of any third party on the site.
7.9. The administration is not responsible for any information posted by the user on the Otmetka website, including, but not limited to: information protected by copyright, without the express consent of the copyright owner.
8. Dispute Resolution
8.1. Before going to court with a claim for disputes arising from the relationship between the User and the Administration, it is mandatory to submit a claim (a written proposal or an electronic proposal for a voluntary settlement of the dispute).
8.2. The recipient of the claim within 30 calendar days from the date of receipt of the claim, in writing or in electronic form, notifies the claimant of the results of the consideration of the claim.
8.3. If an agreement is not reached, the dispute will be referred to the Moscow Arbitration Court.
8.4. The current legislation of the Russian Federation applies to this Privacy Policy and the relationship between the User and the Administration.
9. Additional conditions
9.1. The Administration has the right to make changes to this Privacy Policy without the consent of the User.
9.2. The new Privacy Policy comes into force from the moment it is posted on the Otmetka website, unless otherwise provided by the new edition of the Privacy Policy.
9.3. All suggestions or questions regarding this Privacy Policy should be reported to:
9.4. The current Privacy Policy is posted on the page at https://otmetka.tv/
Updated: 17 August 2017
what happens to the baby and mother, symptoms and signs
What’s going on with mom
9 weeks of pregnancy – the beginning of the fetal period of the child’s development. The embryo is now called a fetus! This is an important date in your pregnancy calendar, when the uteroplacental circulation enters a new stage (allantoid), giving the child a fundamentally different quality of life. From now on, the delivery of nutrients and oxygen from mother to fetus is dramatically improved. What happens on 9week of pregnancy with a baby?
Development of the child
The child’s heart is finally formed, the development of blood vessels and veins continues, the active laying of the lymph nodes is underway. In this case, blood circulation occurs differently than in an adult. While in the womb, the baby receives nutrition and oxygen along with the mother’s blood; the same way carbon dioxide is removed. The lungs do not work, the blood practically does not enter them, so the fetus has only a large circle of blood circulation. All this is possible thanks to the organs of fetal communication – the venous and arterial ducts, the oval window. This blood circulation is maintained in the child until his birth.
At the beginning of the third month, the child continues to develop internal organs, every day the urinary system, gastrointestinal tract become more perfect, the kidneys begin to function. The hemispheres of the brain are formed, the development of the cerebellum continues. The new ability of the child to open his mouth leads to involuntary swallowing of amniotic fluid, which is not dangerous and even necessary to prepare the child’s body for life outside the mother’s belly.
Fetal size at 9 gestationweeks reaches 60 mm, normally KTR (length from crown to tailbone) – 40-50 mm. If the doctor sees other indicators in the ultrasound photo, it is necessary to repeat the study in dynamics for several weeks. Perhaps due to heredity, the fetus is small. However, while maintaining deviations from the norm, increased monitoring of pregnancy and the appointment of additional tests are recommended to exclude genetic diseases and other pathologies.
At the 9th week of pregnancy, the fetus is already able to distinguish tastes and smells, he develops tactile sensitivity, he can bring his hands to his mouth and lightly squeeze his fingers. Of course, if you stroke your stomach, the baby will not feel it, because it is surrounded by amniotic fluid. From now on, it’s good to talk to him, because from 9weeks of pregnancy, the child’s hearing develops. Very soon, in addition to you, he will be able to hear his father. By the way, scientists have noted: children inside the womb distinguish male voices better than female ones.
What happens to the mother
At the 9th week of pregnancy, the average size of the uterus is 11.8 x 6.2 x 8.9 cm. While it is located in the pelvic area, but every day it stretches as the baby grows. In this regard, during the entire period of gestation, pulling pains in the lower abdomen and in the lumbar region may appear. They do not pose a threat to you and your baby, unless accompanied by spotting. In the latter case, you should immediately consult a doctor.
Pay special attention to your breasts if you have fibrocystic breasts. Because of this disease, soreness and swelling of the mammary glands are sometimes more acute than in other expectant mothers, discharge from the nipples of a brown or greenish color is possible. Among the causes of the disease is the lack of progesterone in the female body. During the bearing of the baby, the production of this hormone increases dramatically, which, according to some doctors, can relieve mastopathy.
However, hormonal imbalance outside of pregnancy often indicates that a woman has serious diseases of the endocrine system. Therefore, in the absence of maintenance therapy, fibrocystic mastopathy after the birth of a child is likely to return. Also, the premature interruption of breastfeeding can provoke the resumption of the disease, leading to stagnation of milk residues and the development of inflammation of individual breast lobules.
The belly at the 9th week of pregnancy is still almost invisible. In women with weak abdominals, as well as with individual physiological characteristics and during the bearing of two or more children, a slight rounding of forms is already possible. In sports women, the figure remains taut for a long time, and even in the middle of the pregnancy, it is difficult for others to guess about their “interesting position”.
At this time, a woman’s metabolism is changing, adjusting to the needs of the growing body of the child, because of which you may experience increased hunger. A consultation with a gynecologist will not hurt: the doctor will help you adjust your diet, focusing on protein foods, and also prescribe certain trace elements and vitamins.
Despite the development of activity in the fetus, at the 9th week of pregnancy, the baby’s tremors are not noticeable. You will notice the first movements at 4-5 months of gestation. However, a strong bond has already been established between the expectant mother and the baby. Everything that you experience, the child also feels. Therefore, it is important to avoid stress and get positive emotions as often as possible, for example, from watching a comedy film or visiting an art gallery, pleasant shopping and gatherings with friends.
Some women at this time are fond of knitting things for the baby. Needlework is superbly soothing and allows you to prepare the first children’s wardrobe.
Angels Child Development Center – SC Child Care Services
Stay up-to-date on the latest parent and child care provider recommendations regarding COVID-19. View Announcements
Child Care Center
ABC Quality Rating
What is ABC Quality?
Facility Attributes
Operator:
Charlotte Udo
Capacity:
60
Facility Hours
Sunday
Closed
Monday
7:00AM–6:00PM
Tuesday
7:00AM–6:00PM
Wednesday
7:00AM–6:00PM
Thursday
7:00AM–6:00PM
Friday
7:00AM–6:00PM
Saturday
Closed
Licensing
Licensing Type & Number:
License#: 21074
Issue Date:
5/10/2021
Expiration Date:
5/10/2023
Call your DSS licensing specialist if you have questions:
DSS Licensing Specialist
Tucker, Dana
(864) 250-8920
Facility Review & Complaint Information
(14 records found)
Severity
Inspection Type
Date
Deficiency Type
Resolved
High
Complaint
4/12/2022
Reporting of Incidents
Yes
High
Complaint
4/6/2022
Center Definitions
Yes
High
Complaint
4/6/2022
Direct Supervision
Yes
High
Complaint
4/6/2022
Ratios
Yes
Medium
Complaint
3/4/2022
Diapering
Yes
High
Complaint
3/4/2022
Discipline and Behavior Management
Yes
High
Complaint
3/4/2022
Indoor Space and Conditions – Environmental Hazards
Yes
Medium
Complaint
3/4/2022
Stimulation & Nurturing
Yes
High
Review
2/28/2022
Center Definitions
On Site
Medium
Review
2/28/2022
Staff Records
Yes
High
Review
2/28/2022
Nap Time Ratios
On Site
High
Review
5/13/2021
Center Definitions
On Site
High
Review
5/13/2021
Ratios
On Site
Medium
Review
5/13/2021
Diapering
On Site
Inspection Reports
Inspection Type
Date
Report
Review
4/4/2022
View Report
Complaint
3/4/2022
View Report
Review
2/28/2022
View Report
Review
5/27/2021
View Report
Review
5/13/2021
View Report
Review
3/8/2021
View Report
Review
10/14/2019
View Report
Note on Deficiencies
Deficiencies are listed in broad categories and are available online for 36 months. We encourage you to contact your region office for an explanation of any of the deficiencies, or for additional information about this facility’s compliance. Resolved “On Site” means that a violation was resolved during the Licensing Specialist’s inspection.
Severity Levels
High:
These are the most serious violations of child care regulations and could pose a risk to the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.
Medium:
These are significant violations of child care regulations and could negatively impact the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.
Low:
These violations are the least likely to impact health and safety, but they still show that a facility is out of compliance with some child care regulations. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.
Note on Frequency of Inspections
Centers, Group Homes, and Licensed Family Homes::
In 2014, legislation was passed that changed the number of unannounced visits from two per year to one per year in Child Care Centers, Group Child Care Homes, and Licensed Family Child Care Homes. As a result of this new law, you may see a decrease in the number of deficiencies listed on this website for these types of providers. Unannounced visits are still made in response to a complaint, and visits are scheduled with the facility during the re-licensing process, which occurs every two years.
Registered Family Homes:
Most family homes are registered, not licensed. In 2014, legislation was passed that allows Child Care Licensing to make one unannounced visit to these homes each year. As a result of this new law, you may see an increase in the number of deficiencies listed on this website for Registered Family Child Care Homes. Unannounced visits are still made in response to a complaint. Click here for an overview of each facility and the requirements they must meet according to state law.
Angels Child Care Center LLC
Angels Child Care Center LLC – Care.com Casper, WY
Costimate™
$145
per week
Ratings
Availability
Costimate™
$145/week
Ratings
Availability
—
At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.
Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.
No Application or registration fees!
Payment arrangements
Discounts for multiple children
1
2
Angels Child Care is an amazing center that offer child care for ages 6 weeks to 12 years. We have a large variety of indoor activities and an awesome play yard for your kiddos to learn and grow. We offer preschool, as well as a full rounded learning experience. We participate in the Federal Food Program and offer Breakfasts, homemade lunches and snacks to keep your kiddos happy and active. We are open from 5:30am to 6:00 pm. Full time positions only.
In business since: 2013
Total Employees: 2-10
Awards & Accreditations
Emergency Medical Responder On Site video cameras for Security
State license status: Licensed
(Care. com verified on 9/13/2022)
This business has satisfied Wyoming’s requirements to be licensed.
For the most up-to-date status and inspection reports, please view this provider’s profile on Wyoming’s
licensing website.
Licensing requirements typically include:
Complying with safety and health inspections
Achieving the required levels of educational training
Maintaining a minimum caregiver-to-child ratio
Other state-defined requirements
Monday :
6:00AM – 6:00PM
Tuesday :
6:00AM – 6:00PM
Wednesday :
6:00AM – 6:00PM
Thursday :
6:00AM – 6:00PM
Friday :
6:00AM – 6:00PM
Saturday :
Closed
Sunday :
Closed
Type
Child Care Center/Day Care Center
Preschool (or Nursery School or Pre-K)
Additional Details
Summer care / camp
Philosophy
Developmental (Play-Based)
Cooperative
Outdoor/Nature
Languages
English
Teacher/Student Ratio:
1:4, 1:5, 1:8, 1:10, 2:22
Program Capacity:
44
Costimate™
$145/week
At Care. com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.
OFFERINGS
Full Time (5 days/wk)
Full-Day
PAYMENT OPTIONS
Personal Check|
Cash|
Credit Card
We appreciate you contributing to Care.com. If you’d like to become a member, it’s fast, easy — and free!
Join now
No thanks, not right now
No thanks, not right now
Join now
AppleTree Learning Center
1147 S. Walnut St.
,
Casper,
WY
82601
Angels Child Care Center
837 East C Street
,
Casper,
WY
82601
Your First Steps- A Child’s Learning Center
195 Pronghorn St Apt B
,
Casper,
WY
82601
Quest For Learning Lc
761 W 45th St
,
Casper,
WY
82601
Bright Beginnings Learning Center
122 N Kenwood St
,
Casper,
WY
82601
No Application or registration fees!
Payment arrangements
Discounts for multiple children
By clicking “Submit,” I agree to the Care. com Terms of Use and Privacy Policy and allow
Care.com to share this information with all similar local businesses.
Care.com only verifies the license of a business.
Any other information, including awards and accreditation, hours, and cost, were provided by this business and may not reflect its current status.
We strongly encourage you to verify the license, qualifications, and credentials of any care providers on your own. Care.com does not endorse or recommend any particular business.
The Care.com Safety Center has many resources and tools to assist you in verifying and evaluating potential care providers.
Child Care / Preschools / Preschools in Casper, WY / Angels Child Care Center LLC
Join free today
Sign up now! It only takes a few minutes.
Let’s go
I’d like to…
Find care
Apply to care jobs
Who needs care?
My kids
My parents
My pets
My household
What type of ?
Babysitter
Nanny
Daycare center
Special needs
Tutoring and lessons
Date night
After school
I’m not exactly sure
Pet sitter
Dog walker
Pet day care
Boarding/kenneling
Groomer
Veterinarian
Housekeeper
Cleaning agency
House sitter
Personal assistant
In-home care
Transportation
Errands
Retirement facility
Dementia care
Companion care
When do you need ?
Right now
Within a week
Within a month or two
Just browsing
What services do you offer?
Babysitting and nannying
Special needs care
Tutoring or private lessons
Center-based child care
Senior care
Housekeeping
In-home child care
Pet care
Errands and house sitting
What best describes you?
Individual
Small business
Last, but not least…
Fill in the blanks to create your account.
Thanks—you’re almost there.
Create your login below.
First Name
Last Name
Address
City, State and ZIP
Email
Password
I am a
BabysitterNannyChild Care CenterFamily Child Care (In-Home Daycare)Special Needs ProviderTutorPrivate Lesson InstructorSenior Care ProviderNursePet Care ProviderHousekeeperErrands & Odd Jobs Provider
How did you hear about us?
Press Coverage (News, Magazine, Blog)YouTubeStreaming Video Ad (Hulu, Roku)InfluencerOther Social Media (Twitter, Pinterest, LinkedIn, TikTok)BillboardSearch Engine (Google, Bing)Friends or FamilyBanner AdParenting Group or ForumFacebook or InstagramCable TV AdRadio/Audio Ad (iHeart, Pandora, Podcast)Other
By clicking “Join now”, you agree to our Terms of Use and
Privacy Policy.
Email
Password
ZIP Code
By clicking “Join now”, you agree to our Terms of Use and
Privacy Policy.
First name
Last name
Address
City, State and ZIP
How did you hear about us?
Press Coverage (News, Magazine, Blog)YouTubeStreaming Video Ad (Hulu, Roku)InfluencerOther Social Media (Twitter, Pinterest, LinkedIn, TikTok)BillboardSearch Engine (Google, Bing)Friends or FamilyBanner AdParenting Group or ForumFacebook or InstagramCable TV AdRadio/Audio Ad (iHeart, Pandora, Podcast)Other
By clicking “Join now”, you agree to our Terms of Use and
Privacy Policy.
Little Angels Learning Center of Chicago, Inc.
LITTLE ANGELS LEARNING CENTER OF CHICAGO
Giving your child the wings to fly!
Welcome to Little Angels Learning Center! Little Angels will now become your child’s home away from home. We want you to feel confident in the knowledge that your child is receiving the best in care and education!
Learn More
Our Mission
Helping You Exceed Expectations
Our aim is to create a program that engages and interests every single child. We strive to make learning fascinating by helping children accomplish challenges and exceed their goals in a caring and supportive environment.
Changing the World
About Our Learning Center
Ever since 2002, Little Angels Learning Center Of Chicago has been providing children with a rich and diverse learning environment. Our unparalleled teaching methods help to launch children into the successful future they have always dreamed of. We always encourage both staff and children to grow, learn and create each passing day.
Little Angels offers a safe and nurturing environment where children can explore and learn. Children are given educational activities each day. Each program follows a curriculum that works to develop small and large motor skills, phonemic and phonological awareness, math concepts, sight word recognition, reading fluency, and to gain a better understanding of the world they live in. Little Angels also teaches children Spanish through song, reading, culture experiences, and so much more!
Hablamos Español!
Our Values
Our Children Come First
At Little Angels Learning Center of Chicago, Inc. we respect our children and understand that each of them has individual wants and needs. We believe that learning can only be fostered from a feeling of mutual respect, guidance, and direction, and do our very best to maintain those values in everything we do. Our unique approach supplies our children with the proper support system that will help lead them down the path to success.
IMG_2176.JPG
IMG_3233
P1000589.JPG
IMG_2176.JPG
Nelson Mandela
Every Step of the Way
Programs Offered
Infant Program
Ages 6 weeks to 14 months
Babies grow and learn every day. Our goal is to provide a safe and nurturing “home away from home” where babies can explore to make new discoveries.
Toddler Program
Ages 15 months to 2 yrs.
As toddlers develop friendships, self-esteem, and curiosity, our Toddler program will help them explore their world in a safe and nurturing environment. Each day is filled with fun activities that excite and develop toddlers.
Discovery Preschool Program
Ages 2-3
At this age, children are making new discoveries daily. And as two-year olds begin to exert their independence, our Discovery Preschool program is prepared to open their eyes to a world of learning, sharing, and exploring through a blend of music, art, and movement.
Preschool Program
Ages 3-4
Our Preschool program enhances confidence by providing activities to help children become problem solvers and lifelong learners. Through independent exploration, structured activities, and hands-on learning, children will work on early literacy, math, science, and social studies concepts.
Kindergarten Prep Program
Ages 4-5
Our Kindergarten Prep program is designed to get them ready by teaching phonemic and phonological awareness, letters and sight words, math concepts, and valuable social skills. With small group instruction, independent play in an organized atmosphere, and whole-group activities, children will have all the right skills to hop, skip, and jump right into kindergarten.
Bilingual Program
All Ages
Hablamos Español!
Our Bilingual Program focuses on teaching children Spanish through singing, reading, directions, culture experiences, and much more.
Meet Our Team
“Teachers who love teaching teach students to love learning. “
Owner Director
Associates Degree in Early Childhood Education, St. Augustine College
After working with children for more than 20 years, Mrs. Diaz continues to show her love for children and learning every day.
Director Curriculum Coordinator
Marketing & Events Coordinator
Bachelors Degree in Marketing, DePaul University
Associates Degree in Early Childhood Education, Truman College
Child Development Associate Credential
Director Credential
Loved by students and faculty alike, Ms. Yadi has been leading with knowledge, enthusiasm and joy in our school for years. We couldn’t write enough accolades for Ms. Yadi!
Social Media Manager
Infant Teacher
Sunshine Classroom
Child Development Associate Credential
ECE Level 1 Credential
With her warm and caring attitude, Ms. Selena quickly became one of the most beloved staff members at Little Angels. Ms. Selena puts so much love and care into her work, and it shows!
Infant Teacher
Sunshine Classroom
ECE Level 1 Credential
Ms. Andrea’s kind and determined attitude is present in all that she does! She works hard to make sure the children in her care feel loved and special.
Toddler Teacher
Cloud Classroom
Child Development Associate Credential
ECE Level 1 Credential
Super friendly and affectionate, Ms. Ginger enjoys working and playing with her little ones. You can see the happiness that her children bring her.
Preschool 3 Teacher
Rainbow Classroom
Child Development Associate Credential
ECE Level 1 Credential
With warmth and patience, Ms. Karla tends to the needs of all the children in her care. She has a love for teaching and creating, which is present in all that she does.
Kindergarten Prep Teacher
Star Classroom
Child Development Associate Credential
ECE Level 1 Credential
With much enthusiasm, Ms. Darline prepares her students to learn and succeed, all while still having fun! She is determined and eager, which makes for a great teacher!
Discovery Preschool Teacher
Rainbow Classroom
ECE Level 1 Credential
With fun and exciting ideas, Ms. Michelle brings so much energy into her classroom. The love and patience she has for the children in her care shines through!
Pre-K 4 Teacher
Star Classroom
ECE Level 1 Credential
Ms. Denisse brings much joy and creativity into the classroom! She loves planning experiences to help children learn and develop their skills!
From our parents themselves!
Testimonials…
“I’m so happy to have found such a caring, enriching environment for my little guy to learn and play in. Thank you, Little Angels team, for all that you do!”
Laura Patterson
“All three of my children have attended Little Angels Learning Center. Currently, my youngest is enrolled and our experience has been nothing but positive. Great teachers and a loving/caring atmosphere. They are always looking for ways to improve the already top-notch quality of Little Angels. My daughter looks forward to going to school every day and comes home singing new songs and sharing what she has learned in the classroom. Thanks Little Angels for all that you do!”
Carol Leiva
I just wanted to take a quick moment to say how much I love this little school and how much I love knowing that my girls are in your care every day. I love your professionalism, the hearts of every staff member, the incredibly detailed and thorough programming, and all of the effort that you all obviously put into making this place wonderful. It shows. All of your effort shows. I have been with you for a few years now and don’t say often enough how much I appreciate you. Thanks again for taking such great care of my kids and for loving on them every day.
Rayna Styles
“We loved Little Angels Learning Center! They provided individual support and nurturing for our boy, and at the same time made learning super fun for him! Our son developed wonderful skills that helped him love learning! We are forever grateful for all the staff!”
Mayra DeSantiago
Mayra Soto
Aminta Carrillo
“Little Angels is definitely a home away from home. My daughter has been attending Little Angles for the past 4 years and not once have I receive a call from them stating that she has been injured or that anything bad has happen to her. I can go to work/school without any concerns or worries because I know she is in a good place with great people and in good hands.”
Carmen Corona
“I am so happy I found such a wonderful place for my little guy. This place is just awesome! My 3 y/o is learning to read, write and count. Imagine my surprise as he reads the names of the crayons from his crayola box. I’m thrilled that he is learning some Spanish. Within 2 weeks of attending here, my little guy was potty trained! I can’t express how relieved I was about this. He has so much fun here, he’s made lots of sweet little friends. I just adore all the teachers who are so caring and really patient. They are the real gems of this place. I can tell they love what they do. It is so organized, they communicate very well with me as a parent. I feel so at ease knowing my child is in great hands. Gosh I can go on and on about how amazing this place is. I am so blessed to have them in my neighborhood. I highly recommend Little Angels. ♡♡♡”
“My daughter was in Little Angels for 3 years. In those 3 years she has grown to love the Little Angels family. They have established routines and expectations that really help little children thrive. They also make you feel like a family with all of the activities that they plan throughout the year such as a thanksgiving potluck, Holiday Concerts , movie nights and so forth. She is now in elementary school and I can say that the preparation from Little Angels has her at the top of her class! I would recommend Little Angels to my family and friends without hesitation.”
Visit Us
Visitors are always welcome to our school. If you’d like to schedule a tour or if there’s anything you’d like to know about our programs and curriculum, please get in touch.
Aristotle
Precious Angels Child Care Center (2022-23 Profile)
Overview
Student Body
Academics and Faculty
Tuition and Acceptance Rate
Related Schools
School Reviews
Edit School Profile
School Overview
Student Body
Academics and Faculty
Tuition and Acceptance Rate
Source: Verified school update
REQUEST FREE INFORMATION
School Reviews
Endorse Precious Angels Child Care Center. Endorsements should be a few sentences in length. Please include any comments on:
Quality of academic programs, teachers, and facilities
Availability of music, art, sports and other extracurricular activities
Academic or athletic awards
I am a:Please selectParentStudent/AlumniTeacherAdministrator
Name or Alias:
Your review:
115 NORFOLK ST CRANSTON, RI
$369,900
4 Beds | 2 Baths
(1.78 miles from school)
36 RED ROBIN RD CRANSTON, RI
$349,900
3 Beds | 1 Bath
(3.60 miles from school)
113 SUFFOLK ST PROVIDENCE, RI
$299,900
3 Beds | 1 Bath
(6.05 miles from school)
100 WOODLAWN AVE #2 NORTH PROVIDENCE, RI
$299,000
2 Beds | 1.5 Baths
(7.61 miles from school)
redfin.com™View Homes Near Precious Angels Child Care Center
Don’t Need Financial Aid? Step to the Front of the Line!
The fallout of the economic and financial meltdown of 2009 was far reaching. Private schools did not escape the consequences either. But that may be a good thing for you.
Suicide Prevention: Caring For Our Young People
At last we have a dedicated phone number for suicide and crisis support. The Suicide and Crisis Lifeline is 988. More about it and suicide prevention here.
July 20, 2022
School Security: It Could Never Happen Here Or Could It?
School shootings and other emergency situations won’t happen in your school, right? Who knows! Better to put in place the steps necessary to protect the school community than to be caught unprepared.
Email:
Name of parent:
Student first name:
Student last name:
Student date of birth:MonthJanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecemberDay12345678910111213141516171819202122232425262728293031Year200220032004200520062007200820092010201120122013201420152016201720182019202020212022
Student is:
Male
Female
Currently in grade:NurseryPre-KGr. K123456789101112
Seeking entry for grade:NurseryPre-KGr.K123456789101112
Allow nearby private schools to send me information. Share your information with nearby schools on our site and let them send you brochures.
Save this data and create your user profile. Create your own user account so you don’t have to re-type your user data each time you request information. You’ll also be able to track your information requests, get reminded of application dates, and more!
Username:
Password:
The average private school tuition in Kent County, RI is $13,980 for elementary schools (read more about average private school tuition across the country).
2:38
Rhode Island Small Business Journal – Precious Angels Child Care Center
View more school videos
Free Schools
Top School Listings by Category
5 Reasons Why You Might Change Schools
The 21 Secrets of A+ Students
Parents' FAQs About Private School
More Articles
Opinion Paying For It COVID-19 Jobs in Private Schools Elementary Issues
Christian Based Childcare Schaumburg IL
Christian Based Childcare Schaumburg IL | Precious AngelsChristian Based Childcare Schaumburg IL | Precious Angels
847-884-6228
preciousangels1833@att. net
Mon – Fri: 6:00 am – 6:00 pm
Facebook-f
Come Soar With Us!
Teaching your child to love life. We instill morals, values, and faith by teaching students to love one another and believe in themselves to guide children in moral education.
BOOK A TOUR
ExceleRate Illinois – Level Silver
Christian Academy
Professional Educators
Welcome to
Precious Angels Child Care Center
We are dedicated to the families who entrust their children in our care. The mission of our facility is to enhance physical, social, cognitive and emotional development as we grow together through the many stages of childhood. Our program stimulates creativity and enriches their early years.
The safety of our children is of the utmost importance at all times. The enjoyment of the children as they learn through play and learn to exercise their imagination will make their time here a pleasant one as well as a nurturing one. Our value system is one of honesty, integrity, loving and caring. Our employees exemplify these characteristics as they instill the same in your children under our care.
We are dedicated to ensuring quality service for you and your family. We look forward to the privilege of caring for your child. We make your child’s needs our priority.
Precious Angels Child Care Center will soar as we take your child under our wings
INQUIRE HERE
Why Choose Us
HiMama Childcare App
Get access from your phone or computer to receive updates of your child throughout the day, including pictures and reports.
Early Intervention Team
We have a team of professionals that evaluate children in the classroom to evaluate milestones.
Nurse
A nurse comes to the school to train staff on professional development regarding health and safety, such as CPR, first aid, and the use of EpiPens.
Pearson Assessments
Conduct entrance, midway, and exit assessments to evaluate student’s developmental milestones.
Positive Intervention Support
Consultant Laurie Summers provides positive intervention support to our teachers to help students achieve social, emotional, and academic success.
Parent Teacher Conferences
We conduct a bi-yearly conference to review your child’s areas of development and progression in the classroom program.
Our Programs
Infant/Nursery
Experience Baby
Toddler Room
Experience Toddler
Early Preschool
Buttercups
Preschool
Fireflies
Pre-K
Experience Pre-K
Before & After School
Program
Learn More
Happy Parents
“My daughter has attended PACC since she was 3 months old and is sadly moving on to 1st grade. Luckily, my two younger children are still attending PACC. This has been the best choice for our family, knowing our children are in the best of hands while my husband I are at work. I highly recommend this child center – the facility is well kept & clean, the teachers will love your children like their own and they are very accommodating to your needs!”
Elizabeth G.PARENT
“My daughters were there from about 6 months until they turned 3 last August. I can’t say enough wonderful things about this place. I was extremely picky when searching for day cares and I only heard about this day care through a casual conversation with a work colleague. I visited many of the allegedly “best day cares”/( expensive) and none of them compare to Precious Angels at all. Dan and Laura were amazing to us. Our girls still talk about their teachers. Ms Shereen, Ms Jay, Ms Sharon, Ms Donna, etc. and so many more were amazing. I only changed schools because we moved a considerable distance away. If you are considering coming here, do not hesitate, just do it!”
Donald R.PARENT
“I can’t believe I am even writing this review. It means that 4 1/2 years have passed in the blink of an eye and it is time for us to move on from wonderful PACC. We were referred to PACC from several friends whose children also spent their first years there and that mattered to me. I recommend you tour the facility when you first find out you are having a baby, there will be a waitlist, which is reassuring in and of itself.”
Melissa D.PARENT
Previous
Next
Getting Started Is Easy
Book A Tour
Fill out the online form to book a tour.
Visit Us
Take a tour of our center to see if we’d be a great fit.
Enroll
Begin your child’s journey at PACCC!
BOOK A TOUR
Precious Angels Child Care Center is dedicated to the families who entrust their children in our care. The mission of our facility is to enhance physical, social, cognitive and emotional development as we grow together through the many stages of childhood.
Fill in your details and we’ll get back to you in no time.
Raisin’ Angels Daycare
About Us
Pre-school and Childcare
We are a childcare facility focused on creating a fun learning environment for your child, while still maintaining quality care. We offer care for children as young as 6 weeks to 11 years. Our facility is open extended hours to accommodate a variety of schedules. We offer both full and part time rates. We offer preschool starting in our toddlers and progressing through the Pre-kindergarten classroom. Feel free to drop by for a tour any time between 9am-4pm or call us to check on availability.
We have three separate locations for your convenience
1771 E. Pine Ave, Meridian, ID 83642
143 W. Archerfield St., Meridian, ID 83646
Before & After-school Program 2511 W. Cherry Lane Meridian, ID 83642
School Age & Summer Programs
We offer transportation to several schools throughout Meridian including: Chaparral, Ponderosa, Barbara Morgan, Mary McPherson, Willow Creek, Prospect, Paramount, Chief Joseph, Discovery, Meridian, Spalding, Compass Charter, & Peregrine. We are looking at offering transport to some Kuna Schools
Our summertime program includes field trips daily. Emphasis will be placed on community service and educational outings.
Staff
Raisin’ Angels has a combined experience of over 50 years in childcare. Our facility participates in the Idaho Stars Quality Rating System and our staff are all background checked and cpr and first aid trained. Our staff also is required to take on going training courses yearly through Idaho Stars.
Our Staff
Jayne – Owner
Jayne has been in childcare for over 25 years. She started working during high school at different facilities and age groups throughout the valley. She later became a director of a facility for almost 4 years after which she decided to open her own in home daycare. After 7 years running it out of her home, she opened a small facility and in 2014 built the Pine center. In 2018 the second location at Archerfield was built in the Paramount subdivision. She still plays an active role in the facilities day to day activities. She is passionate about her daycare children and their families. Even though she is the owner she still wants to be there for parents, children and staff to ensure the best environment for everyone. She lives in Meridian with her husband and son. When they aren’t busy at the center they love going camping, spending time with family, and riding four wheelers.
Karina – Executive Assistant
Cheyenne – Site Director Pine
Cheyenne is the Site Director at our Pine location. She has been with Raisin Angels for 3.5 years. She strives to make the center feel like a second home for each and every student and enjoys watching them grow and learn. She is a single mom to her 3 year old son. In her spare time, she enjoys spending time with family and friends and helping out on her family’s farm.
Adriana- Site Director Paramount
Adriana is the Site Director at our Paramount location. She has been at Raisin Angels for 3.5 years. She loves getting to know each child and making raisin angels feel like home. She lives in Meridian with her husband and one year old son. When not at the center you can find her at a soccer game or spending time with her family and friends.
Our Teachers
Most of our staff has been with us for over two years. We focus on staff members that love the children and understand that working with children means learning new things every day. Our lead teachers are available to meet with parents during regular business hours and strive to keep parents up to date on their child’s progress.
Tuitions
Full Time Rates
Full Time Rates
Full Time Rates
Infants (6 weeks-24 months) – $200.00/week
Two’s (24months-36months) – $185.00/week
Three’s (3 years old and potty trained) – $170.00/week
Fours – $160.00/week
Fives – $150. 00/week
School Age -$140.00/week
Part Time Rates
Full Time Rates
Full Time Rates
Infants (6 weeks-24 months) – $65.00/day
Twos (24 months- 36 months) – $60.00/day
Threes (three and potty trained) – $55.00/day
Fours & Fives – $50.00/day
School Age Before School Only – $55.00/week
School Age After School Only – $70.00/week
Transportation – $10.00/each way
Additional Fees
Additional Fees
Additional Fees
Preschool fee for ages 2 & older due every September of $50. 00
Enrollment registration fees include $10/key fob to access the facility and $10/child for a cot sheet fee
Evening Rates are an additional
$10.00/week
Late Pick Up fee $1.00/minute
Billing
Additional Fees
Additional Fees
***Full Time rates are based on a 50 hour per week set schedule. Going outside of your scheduled hours may result in extra charges**
**Tuition is due in advance for the upcoming week of care**
**Rotating schedules are available for a fee. Please contact us so that we can find tuition plan that works for you**
“Angel Kindergarten” – @Diaries: Asocial Network
Title: Angel kindergarten Author: [Email Protexted] Beta: * in the search * Peyring: Angels Rating: G Genre: drabble, humor Disclaimer: is just my idea and implementation. From the author: Enjoy reading) Clarification: Michael – 18, Gabe – 17, Luce – 15, Cas – 9
read more Prank Cus was bewilderedly flapping his bright blue wings that had stuck together from the paint and thought whether to cry or not, while the two older brothers – poisonous green and bright red, cursed with bad words and tried fold your wings. – Gabrie-fir! Michael suddenly yelled loudly, apparently losing his temper. His age was so … Hormonal. Lucifer rolled his eyes and chuckled skeptically. – Of course, I hate you all, but maybe we will answer this asshole? Michael nodded without thinking, and two pairs of eyes stared at Cas, who, after a couple of minutes of hesitation, also decided to join the vengeance front. *** The “Sweet Revenge” mission took place the same night. It turned out that feathers absorb food coloring quite well, so Michael, without stinting on his own imagination, painted Gabriel’s wings into a rainbow. In the morning, Lucifer’s line near the door also did its job, and Gabe flew a good 5 meters across the floor before crashing into the wall and dropping a bucket of water on his head. But the last straw was Castiel’s evening ink candy…
Twister Castiel neatly spread a spotted rug on the living room floor and folded his hands lovingly, glowing with delight. Gabriel had long promised to bring this thing from the human world, and now the youngest was bursting with happiness. Gabe, on the other hand, was openly having fun, eating up the 5th lollipop in a row. – What, Anna, Raphael and Uriel no longer count? he asked Michael, who was taking everything else out of the box. – They are watching TV. – dryly replied the elder and angrily looked at Lucifer, lounging on the sofa – But you were not called. – And you never call me. – snapped the younger and for the hundredth time in a day, showed his brother a forked tongue. – It’s more fun… – Cas mumbled softly and placed a board with an arrow next to the rug. – I will twist! – Lucifer readily volunteered, immediately jumping off the couch and snatching the board from Cas. – Only 15, and already a dictator. Gabe laughed and stood up on the rug. – So, Michael, you – here, and you Cas – here, here. And now… After 15 minutes, Lucifer realized that his brothers did not see where the arrow was pointing, which means that it was possible to break away quite well. – Yellow left leg. Yellow right leg, yellow left arm… – It can’t all be yellow! – Michael was indignant, practically sitting on the splits, while Gabe leaned over him with a bridge. Cas was generally shriveled, but the boy was having fun from the bottom of his heart. – Not a red leg… just not… – Gabe whispered and Lucifer loudly announced: – Red left leg! The roar of the collapsed pyramid shook the living room, and Lucifer, laughing contentedly, hastened to dump into the corridor. – All. I don’t play with him anymore. – Gabe drawled resentfully and put another lollipop in his mouth, frankly lounging on his brother. Castiel continued to laugh.
Offended Michael rushed through the corridors of Paradise in a panic, trying to find his lost brother – he was still very young, he didn’t know how to fly and, every now and then, disappeared, corny, not knowing where to go. And now, even in the morning he was seen at breakfast, and now the trail has disappeared. – Castiel! – loudly called the young man, starting to massage his own temples. It’s good that he is the eldest mentor from Gabriel, like a ballerina from a boxer, so dad decided to rely on Michael in everything. – Castiel! – the guy repeated and turned at the next turn. The brother showed up in the garden of some old artist who did not even notice the presence of two angels in his own paradise. The boy hid under the bench so that only the tips of the wings protruded from there, which he had not yet learned to hide. – Castiel… what happened? – very softly said the elder, sinking to his haunches. The younger one, in response, crawled out of his shelter and abruptly hugged his brother, hugging him with his wings, poking his wet nose into his chest, and began to sob softly. – Well, well … – Michael soothingly stroked Castiel’s wings and smiled. – What happened? Raphael bullied you again? – the tone became a little rougher. – Lu…Lucifer. Castiel sighed and began wiping his eyes with his hands. Michael gently took his hands in his hands, showing that rubbing his eyes is not worth it – it’s unpleasant, but the name of the offender clearly set up a good brainwashing for the latter. – What, Lucifer? – Lucifer said that I’m a shmakodyavka and look like … – Castiel sobbed loudly again and almost burst into tears, calmed down by his brother in a new way. – On? – For fish, aqua … akuva … aquari-um-well-yu. – the youngest almost croaked, resentfully buried in Mackle’s shoulder. – He said that I have eyes … big … Michael rolled his eyes, mentally promising himself to catch Lucifer and, with his father’s permission, of course, beat him personally. – Did he see himself in the mirror? – the young man chuckled, picking up Cas in his arms and letting out his wings. The younger immediately stopped crying, fascinated by watching his brother in true awe. He loved it very much when Michael released his wings – he looked at them and dreamed that he would have the same ones – six snow-white, gigantic wings. – See? And his feathers are falling out! – Michael laughed and gently threw Castiel up, watching as he begins to flutter his wings and, nevertheless, gaining height. He couldn’t fly at your age! Michael continued to motivate his brother and took off after him. – Let’s fly home, and I’ll talk to Lucifer. Two silhouettes drowned in the bright sun to the accompaniment of the rustle of wings, and a few seconds later Lucifer came out from behind a tree and showed them a forked snake tongue after them, folding his arms over his chest. – But my horns are cut!!!
Heavenly Dining Room In the Heavenly Dining Room today betlam, You have never seen such a mess. Throwing food, spaghetti machine gun, This is how growing children have fun. Real angels, charm, well, nyashki, Pants in porridge, shirts in compote. No. 2 Squadron rushed into battle, Lucy and Michael spread their wings. Sausages, cutlets, Porridge, carrots and even biscuits flew into battle! Existing angels, if not for this, They sat down to eat, and the end of the world came.
Musical Looking into the dining room, the father did not expect to see the apocalypse, but his eyes definitely did not lie – the whole room from floor to ceiling was smeared with what had recently been lunch, and a crowd of schoolchildren, howling some kind of military anthem, closed in a ring around the two “stars” of today’s show. Michael pompously wiped mashed potatoes from his cheek and clenched his fists, singing: – That’s it! I lost my temper, my brother! Now I won’t hesitate to deal with you! The show slowly turned into a musical, and the front rows even began to sing along on the second parts and backing. Lucifer grinned and flapped his wings, brushing drops of compote with prunes into the crowd, which made the girls delighted with the amount of pathos in one movement. And away we go. – Small intestine. – I’ll prove it! – I’m stronger! – I’ll take a look! – Calls the blood in me in a victory call! – the younger took the top note and the crowd hummed admiringly, moving to a more disturbing rhythm. – You started everything! – Maybe I am. – Now the war! – Yes, I am a snake. – War! Split! And don’t start panova! Spreading their wings, the brothers began to move in smooth movements, forcing the crowd to part and give them more space, the guys, like cats, tried to intimidate each other, nevertheless, singing the following terms in unison: – Now the war! Split now! Key lost, door closed. And now we can’t turn back! Now fire! Now fire! Outside – ardor, through the veins – heat, What was burned is smoldering forever. – And now we … – Do not turn. – Back. Michael finished and, taking a deep breath, folded his wings, raising his guilty eyes to his father. – Well… – Lord, folded his arms over his chest and frowned. – You sing well, but the dining room also needs to be cleaned.
@Topics:
S.P.N.
Fanfiction
Kindergarten in the forest Angel forest
Forest Kindergarten Angel Forest is a medical school located in Oshino, Minamitsuru District, Yamanashi 401-0511. This is one of 16338 Kindergartens in Japan. The address of Angel Forest Forest Kindergarten is 3101-1 Shibokusa, Oshino, Minamitsuru District, Yamanashi 401-0511, Japan.
The website for Kindergarten in the Angelic Woods is http://business. site/.
Kindergarten in the forest Angel forest can be contacted at 81555257602.
Some places around the Kindergarten in the Forest Angelic forest are –
(Child Care Agency) 842-1 Shibokusa, Oshino, Minamitsuru District, Yamanashi 401-0511, Japan (approx. 256 meters)
Less than half a kilometer Angel Forest Forest Kindergarten, you can also find Edoya Hairdresser, Pearl Barber Shop, Amano Construction, Daitetsu, Oshino Village Tourist Information Center, Yakai Shiruku, Nagata New Architecture, ENEOS Shinobu SS/㈲ Maruhei Shoten, Yokokawa Kasei Kogyo , Nigori-ike Pond, Hinodeya Bus Stand, Oshino Shibokusa Village Public Works Center and more. ?>
Distance from major attractions
The distance between Kindergarten in the forest Angelsky Forest and Osino Hakkai is approximately 404 meters.
Distance between Forest Kindergarten Angel Forest and Shinobi Village No Sato Ninja is approximately 2 kilometers.
The distance between the Kindergarten in the Forest Angelic Forest and Deguchi-ike Pond is approximately 616 meters.
The distance between Angel Forest Forest Kindergarten and Fuji-yusui-no-sato Aquarium and Mori-no-naka Aquarium in Yamanashi Prefecture is approximately 1100 meters.
The distance between Kindergarten in the Forest Angelic Forest and Fish Park is approximately 1 kilometer.
Rank
Contact
81555257602
http://business.site/
Address
3101-1 Shibokusa, Oshino, Minamitsuru District, Yamanashi 401-0511, Japan
Location
FAQs:
What is the contact number for the Kindergarten in the Angelic Forest Forest?
The contact number of the Kindergarten in the Forest Angelic Forest is 81555257602.
Does Kindergarten in the Forest Angelic Forest have a website?
Yes, the site of the Kindergarten in the Forest Angelic Forest is http://business. site/.
What is the address of the Kindergarten in the Forest of Angels?
Where is the Kindergarten in the Forest Angel Forest located?
Forest Kindergarten Angel Forest is located in Oshino, Minamitsuru District, Yamanashi 401-0511.
What Kindergarten in the forest Angelic forest?
Forest Kindergarten Angel Forest is a medical school in Japan
What is the PIN code of the area in which Kindergarten in the Forest Angelsky Forest is located?
PIN Oshino, Minamitsuru District, Yamanashi 401-0511 is 401-0511
Write a review
☆
☆
☆
☆
☆
People also search for
Kindergartens B Oshino
Kindergartens B Minamitsuru District
Kindergartens B Yamanashi 401-0511
Name
Email
Choose a reason
–This place/business no longer exists. The listing category is incorrect. It must be in some other category. There are serious errors in this list. The contact details in this list are incorrect. Other
Explain it in more detail
MBDOU “Kindergarten of a combined type No. 95”
Created: 05/30/2022
From April 25 to 27, at the initiative of the Education Committee of the city of Kursk, the second children’s research conference “The World in the palm of your hand” was held among kindergarten students. The conference was held online in 5 sections, the participants of which were 77 pupils from 45 preschool educational organizations. A pupil of our kindergarten Maltsev Zakhar presented to the jury a work on the topic: “Soda water: benefit or harm?” and got 2nd place. Congratulations to Zakhar and his leader Tertyshnaya Anna Sergeevna.
More details
Created: 05/26/2022
Continuing to take part in the city civic-patriotic action “SPARKS OF VICTORY SALUTE”, aimed at the formation of citizenship and patriotism in children of senior preschool age as the most important spiritual, moral and social values, the pupils of our kindergarten became participants in the military-patriotic program “Victory Salute!” organized by the employees of the KTsSChiD them. A.P. Gaidar. The children learned about the heroes of the war, about the exploits of children in wartime. They collected military-themed puzzles, then in their drawings they depicted the “Salute of Victory”, multi-colored lights crumbling into a multitude.
Read more
Created: 05/24/2022
In our kindergarten, in order to introduce children to the preservation of the historical heritage of the Great Patriotic War, the musical and literary drawing room “Dedicated to the Great Victory” passed through music and poetry. The children proudly presented musical and literary works about the Great Patriotic War and the Great Victory.
Read more
Created: 05/19/2022
On July 1, 2021, the Association of Family Protection Organizations launched the family and demographic project “To Protect the Family and Childhood”, supported by the Presidential Grants Fund and aimed at creating a comfortable family environment in the regions Russia through the development of a network of Family Resource Centers, including the provision of prompt assistance to families with children. Within the framework of the project, the federal Family Line number 8-800-3006-003 has been opened for all subjects of the Russian Federation, which operates daily and around the clock, offering applicants free of charge.
Read more
Created: 15.05.2022
The All-Russian action “Garden of Memory” organized by the All-Russian social movement VICTORY VOLUNTEERS and the Victory Commanders’ Memory Foundation, timed to coincide with the 77th anniversary of the Great Victory, is coming to an end throughout Russia. The idea of the action is not just to rally people, but to leave an eternal monument – 27 million trees in memory of each of the 27 million who died in the Great Patriotic War. As previously reported in our community, teachers, parents and pupils of our kindergarten took an active part.
More
Created: 05/13/2022
In order to form patriotism on the example of the heroic deed of the Russian people during the Great Patriotic War of 1941-1945. and such a spiritual and moral basis as historical memory; strengthening the unity of Russians through involvement in the socially significant project “Garden of Memory” to plant trees in memory of those who died during the Great Patriotic War of 1941-1945. in our kindergarten, the All-Russian Victory lesson was held on the topic “Bird of Peace in Defense of the Motherland”. From the story of the educators, the children learned.
Read more
Created:
Today in our kindergarten, as part of the city civil-patriotic action “Sparks of Victory Salute”, a military-patriotic game “Zarnitsa -2022” dedicated to the 77th anniversary of the Victory in the Great Patriotic War was held. Pupils of the 2nd senior group, teachers, as well as parents took part in the game. The children, together with adults, coped with the task and successfully passed the tests prepared for them. The team captain successfully found a secret package with parting words for the future generation.
Read more
Created: 04/26/2022
Pupils, teachers and parents of our kindergarten joined the All-Russian action “Garden of Memory”, which started in the Kursk region. The action is held with the aim of forming among the younger generation the historical memory of the victory of the peoples of Russia, who defended peace in the Great Patriotic War in the face of Nazism and violence. In front of the kindergarten, the heirs of the Victory – pupils of senior and preparatory groups, military reinforcements – teachers and home front workers – the parent community of the kindergarten planted an alley of ornamental shrubs..
Read more
Created: 04/22/2022
Every year on the eve of the Easter holiday, our kindergarten hosts an exhibition of crafts “Easter Fantasies”. Both children and parents participate in this event, showing extraordinary imagination and skill. A huge thank you to everyone who made us happy with their work!
Read more
Created:
The team of our kindergarten took part in a citywide community work day under the motto “Ecology is us!”. Each participant of the subbotnik contributed to the preservation of cleanliness on our planet. Everyone was charged with good mood and spring sunshine.
Read more
When not to send your child to kindergarten
Many parents after the birth of a child forget that their direct responsibility is to raise a child and instill in him basic skills for further socialization. They believe that the main thing is to build a career, and let the kindergarten teachers bring up the child, where he needs to be sent as soon as possible. This is fundamentally wrong. However, we will consider the issues of raising children by parents in future publications, and today let’s try to figure it out, why you should not send your child to kindergarten if there are some, quite serious, in my opinion, reasons.
So, the reasons that hinder the adaptation of a child in kindergarten
1. A baby has appeared in the family, who now needs more attention and his mother has little time for his older brother or sister. If, under such circumstances, a child is taken to a kindergarten, he will feel unnecessary, he will decide that they are trying to get rid of him, because now they do not love him, but a new small family member. This situation will only complicate the entry of the child into the kindergarten group. The child must be prepared for the birth of a brother or sister in advance, explaining that the baby will require the care and attention of an older brother (or sister), and later, when the child grows up, he will be able to play with him, teach him a lot as an older and adult. A child can be sent to kindergarten no earlier than six months after the birth of the baby, when he gets used to him and is sure that his parents have not stopped loving him.
2. Parents get divorced. The fact that dad leaves home forever, the child sees his guilt: “I behaved badly, did not obey, so dad stopped loving me.” For a child, this is a tragedy. And if the mother also gives him to other people’s aunts in a strange house, which is called “kindergarten”, then for the baby this will mean that the mother decided to leave him. The child will experience this stress very difficult, which can affect his health. During and immediately after the divorce, the mother should take care of the child with much more love and affection than it was before, and the father, as often as possible, should come to the child, assuring him that he still loves, he will just spend the night in another place. As soon as the child calms down and gets used to such a situation, and this will happen not earlier than in three to five months, the question of kindergarten can be raised.
3. Family recently moved (less than one or one and a half months). The scale of the change is not too obvious, only the apartment or city has changed, but the child must accept these changes and adapt to new conditions, get used to new walls, new furniture, new people who surround him – neighbors, children on the playground in the yard; perhaps reconcile that the grandmother is now far away and will no longer see him every day. Such addiction is easier, since mom and dad are nearby, along with the child, but imposing two changes in life: moving and entering a kindergarten is not worth it from the point of view of maintaining health in order to avoid stress.
4. If one and a half or two and a half months after the child starts attending kindergarten , parents plan a vacation , that is, he will not go to kindergarten for two to six weeks. Consequently, after such a long break, the adaptation begins again, the child must again get used to all the features of the kindergarten. Therefore, it is better to plan the first entry of a child into a kindergarten after a vacation.
5. The child does not know how to do anything on his own and the parents want the teacher to teach their child how to dress, wash, hold a spoon and fork in his hands and use the toilet. Both the teacher (who has an angelic character and should not do this) and the children, who usually clearly notice the mistakes of others, will laugh at such an unadapted beginner. You should not make a laughingstock out of your child and contribute to the formation of an inferiority complex in him. It is better to teach the child everything in advance or wait a little with the arrival in kindergarten, wait for the natural mastery of the necessary everyday skills and abilities. If a child can learn anything in kindergarten, it is games and communication with peers.
6. The child has recently had a serious illness and is very weak. Wait, strengthen the health of the child. As soon as immunity improves, you can gradually introduce him to kindergarten.
We examined the main reasons that prevent a child from easily adapting to kindergarten . Their list, of course, can be expanded, because each child also has individual characteristics.
Dear parents, weigh the pros and cons, be careful when deciding whether when it is worth sending a child to kindergarten in order not to discourage him from attending a preschool institution with joy and not to inflict irreparable psychological trauma on him.
Teacher-psychologist: Alekseeva A.S.
Share :
Recent publications in this category
April 19, 2021 TO PARENTS ABOUT MENTAL DELAY
January 27, 2021 The role of finger games in the development of younger preschoolers
October 14, 2020 Consultation for parents: “The meaning of fairy tales in human life”
July 9, 2020 Police appeal to parents: the safety of children in the summer is close attention and care
July 3, 2020
March 20, 2020 In MKDOU No. 1 “Smile” a regime of free visits to pupils is introduced
March 13, 2020 How to raise a successful child?
February 20, 2020 Consultation for parents “The hand develops the brain”
October 12, 2018 “Maloezhki”
October 9, 2017 Everything that matters is happening next to you!
Angelic world. Guardian Angel
Municipal preschool educational institution
Child development center Kindergarten No. 20 Alyonushka
Moscow region, Kolomna district, village of Biorki
Development of a summary of a lesson on spiritual and moral education
with preschoolers of the senior group
on the topic: “Angel on the world. Guardian Angel”
Author: educator Gulyaeva Irina Yurievna
Goals:
moral development and upbringing of children through familiarization with the traditional spiritual values of Russia;
develop children’s cognitive interests;
to cultivate love for children’s creativity.
Tasks:
to reveal the concepts of “visible world”, “invisible world”, “world of angels”;
learn a prayer to the Guardian Angel;
drawing “Guardian angel”.
Visual material:
icons and illustrations depicting the Guardian Angel,
Areas of integration: socialization, communication, reading fiction, artistic activity (drawing), music, familiarization with the outside world.
Lesson progress .
Children approach the table with a globe on it.
Educator: Guys, what is the name of this item?
Children’s answers. (Globe)
Educator: Correct. This is a model of our planet Earth. What is on the globe?
Children’s answers. (Oceans, continents, seas…)
Educator : Who created all this?
Children: God.
Children sit on chairs.
Educator: Earth, people, sun, moon, stars, seas, oceans, birds, fish, animals – all this was created by God. But besides the visible world, God created the invisible world. It turns out that there are many things in the world that are very important to us, which we cannot see and touch. For example, do we see air?
Children: no.
Educator: How pleasant it is to take a deep breath and feel the aroma of fresh air! (Breathing exercises). Although we cannot see air, we cannot live without it.
Who lives in the invisible world that God created? Angels are invisible spirits who serve God and carry out His orders. The word “angel” means “messenger”.
Heaven is the home of angels.
Do you know how people portray angels?
Children: with wings, dressed in white.
Educator : People depict angels as beautiful young men with wings as a sign that they quickly fulfill the will of God, fly.
Listen to the poem and answer the question: what angel is it talking about?
My dear Angel!
You are with me all the time:
You keep me safe during the day
And you don’t sleep at night.
He follows us here and there
Walks quietly on our heels
Invisible kind, sensitive
No time to rest.
He prays to God with all his strength,
So that he would forgive us all,
And in matters to help
Our Heavenly Father is God.
We live peacefully with him
Do you remember his name?[1;70]
Children: Guardian angel.
Educator: The guardian angel is next to a person day and night, protecting him from troubles and misfortunes, bad thoughts and bad deeds.
Next, the children examine the drawing in the anthology “Good World” book 4, p.69.
Educator : When and why does God give a person a guardian angel?
Children’s answers.
Educator : Listen to the poem “Angel”
You have an Angel of God
Bright, faithful, best friend
He will always come to the rescue,
If something happens suddenly.
An angel is next to you
And invisibly guards you,
And when you are disobedient,
He is upset and sad.
From stubborn and liars
An angel can move away
And you won’t find such a friend in the whole world
.
Children’s answers. (When we disobey, deceive, get angry, offend others…)
Educator: Think about what your deeds and deeds please the Angel?
Children’s answers.
Educator: A person should always remember his Guardian Angel, do not offend Him, do not push Him away, and then He will always help. And all Christians turn to their guardian angel with a prayer: “Holy Angel of God, my guardian, pray to God for me.” Let’s all learn this prayer together.
And now each of you will try to draw your Guardian Angel.
(Sounds musical guide to the program “Good World” “Song about Angels”
Exhibition of drawings “My Guardian Angel”
References:
1. Shevchenko LL: Methodological manual “Good World” book .4
Schools and kindergartens in Krasnoyarsk prepared photo zones for mothers and girls by March 8 | NGS24
All news
The Novosibirsk branch of the bank held a business meeting with realtors in Krasnoyarsk – what they talked about
Deputy Dyukov proposed to the State Duma to cancel the registration of the Krasnoyarsk channel TVK
Governor Alexander Uss held a meeting of the draft commission. Here is what he said there
Krasnoyarsk lawyer told what will happen to the jobs of mobilized citizens
Some went to bed in cars. Traffic jams on the border between Russia and Finland are only growing
“Deputies have no reservations”: Volodin answered the main questions about partial mobilization
Mobile communications appeared in three villages of the Krasnoyarsk Territory
Krasnoyarsk Bank joined in solving priority tasks for Norilsk
Siberians began to pay more actively in public transport with bank cards
A boat capsized near Norilsk. One person died, rescuers are looking for the second0029
Warmth does not come to everyone. Krasnoyarsk residents can complain about cold batteries
“Complete unity with nature, beauty.” Designer Artemy Lebedev praised Tatyshev Island and restaurants stops cars to catch conscripts? Answer of the Ministry of Internal Affairs of Russia
How much will mobilized Russians get for service? Spoiler: at first glance, it seems that not very many
Co-author of the “military” amendments to the Criminal Code: “There is no choice between death and prison”
300,000 reservists will go to the border with Ukraine: news from the SVO and partial mobilization for September 21
More than 350 leading companies from Russia, China, Turkey and Central Asia will come to Novosibirsk in February
Who will be invited? And what happens if you refuse? Lawyer reviewed presidential decree and laws on mobilization
Participants of a protest action were detained in the center of Krasnoyarsk
A medical lawyer told who, due to health reasons, will definitely not be called up during mobilization
I am being drafted into the army. What to bring with you
What if I am a woman and subject to mobilization? Detailed Instructions
The President has called for partial mobilization. Who will go to serve first?
Grabbed the heart: how to deal with anxiety right now – 4 simple tricks and rating of the best sedatives
It became known whether graduates of military departments fall under partial mobilization
Will those who have completed alternative service be called up? The lawyer answers
Who has the right to a delay – a squeeze from the federal law
“The Lord granted permission”: the metropolitan said that one of these days they will start building a temple on Strelka
Employees of defense enterprises can get a “reservation”. We look at vacancies at the factories of Krasnoyarsk
Who will be called up and who will be given a deferral: all about partial mobilization in Russia
To Dubai for 500 thousand: prices for international flights from Krasnoyarsk have risen sharply
What will happen to the mortgage of the mobilized? Lawyers answer
Nobody flies anywhere? We figure out whether it is possible to go on vacation in conditions of partial mobilization
Construction gurus shared life hacks on how to make repairs quickly and without nerves
Everything you need to know about partial mobilization in one video
Studying a military ID: what specialty codes mean those who are in stock (full transcript)
What does voluntary surrender mean and who will be mobilized in the first place – an interview with the chairman of the State Duma Defense Committee
All news prepared bright surprises for their mothers, as well as for classmates and classmates. The Department of Education showed the most interesting and unusual samples of congratulations.
Kindergarten №91
Photo: courtesy of the Department of Education
Share
One of the employees of the kindergarten decided to please his colleagues and mothers of pupils by building a balloon basket out of burlap and ropes. I even made a ladder and sandbags. True, the giant balloon had to be replaced with ordinary balloons
On International Women’s Day, one cannot do without the main symbol – tulips. The teachers made a giant bouquet of yellow, purple and pink flowers. Its height is about 1.5 meters.
School No. 45
Photo: courtesy of the Department of Education
Share
There is a real spring in the school hall — green grass, trees, flowers. We did not forget about the most famous trends in Krasnoyarsk landscaping – beautiful lighting and swings.
Kindergarten №79
Photo: courtesy of the Department of Education
Share
For mothers, white angel wings were made from ordinary paper.
Kindergarten No. 132
Photo: Provided by the Office of Education
Share
Kindergarten No. 296
Photo Office
Share
in kindergartens decided to make an emphasis on bright spring flowers – they made improvised flues there. from fabric and isolon.
School No. 154
Photo: courtesy of the Department of Education
Share
Teachers made a photo zone from improvised materials — colored wrapping paper, cardboard and pallets.
Kindergarten №268
Photo: courtesy of the Department of Education
Share
In the kindergarten, we decided to “draw” portraits of mothers and teachers, making a giant foamiran photo frame.
Kindergarten №222
Photo: provided by the Department of Education
Kindergarten No. 44
Photo courtesy of the Department of Education
Share
A train from Romashkovo “arrived” in the photo zone in the kindergarten. By the way, it was made by the father of one of the pupils. The composition was complemented by a giant eight of bright ribbons.
Related
March 02, 2020, 10:49
“I never learned Russian”: foreigners started teaching in Krasnoyarsk schools and kindergartens
January 28, 2020,
medical robots and make 3D shapes
January 17, 2020, 03:41 pm
Pupils in Sosnovoborsk schools are massively refusing food due to sharply increased prices for lunch
What are Centers in Preschool and Why are They Important?
Setting up centers in preschool and kindergarten classrooms can be a pretty daunting task. Especially if it’s your first time doing so (although it’s no small feat for veteran teachers, either).
I may get commissions for purchases made through links in this post.
I get quite a few questions about centers from awesome readers who are a little overwhelmed at the prospect of putting centers together in their early childhood classrooms.
One of the reasons for that overwhelm, in my opinion, is trying to figure out everything at once. Let’s start here, with what I like to call “a basic introduction to centers” (there’s a much more in-depth centers guide here if you’re interested).
We’ll be touching on what centers in preschool and kindergarten classrooms are, why they’re important, and we’ll even look at some examples.
Ready? Let’s get started!
Table of Contents
What in the World are Centers Anyway?
The term “centers” can mean a few different things, but they’re all about the same general concept.
Centers are activities located in specific areas around the classroom. Often, each specific area is also referred to as a center. The time period on the preschool schedule for these activities is also often called centers.
Children work in small groups during center time, and they can also work independently.
Depending on your preference, some center activities can be done with the teacher, while others are completed with peers or individually.
Centers can be done at one time during the school day, with a variety of center topics available. Centers can also be split up into different parts of the day. For example, literacy centers might be held in the mornings, with art centers after lunch. The decision is based on teacher preference and class schedule.
Why is it Important to Have Centers in Preschool and Kindergarten Classrooms?
There are so very many reasons to have centers in early childhood classrooms!
I’m going to touch on a few of them here, but please keep in mind this isn’t an exhaustive list.
To begin with, center time allows children to grow in their social skills. They navigate interactions with their peers during this time, and it is happening almost constantly. Here are just some of the ways centers help children socially:
Kids need to find a way to join in on play that’s already established at one center.
They need to negotiate the guidelines to what they’ll be doing in the center.
One child may want some time to herself at a center, and she needs to express that to her friends.
Children constantly work on who is using what material at any given time, and if they’re willing to share that with some friends.
When it’s time to clean up, the kids need to divvy up who will be responsible for what task.
A child might be struggling with a task he very much wants to do. He can ask a friend for help, a friend could offer to help, or some combination thereof.
Centers in Preschool Help Kids Become More Self-Aware
In addition to the social aspect of centers, children are learning a lot about themselves at this time. They’re practicing and exploring many important concepts in a safe environment. Here are some:
Time management
Time management is one big part of centers. If your centers last an hour, and a child knows she wants to go to the math center AND the science center that day . . . well, she needs to figure out how to accomplish that.
Self-Regulation
An amazing amount of self-regulation is practiced during center time. There is always some friction when children are sharing an area and materials. There’s a back-and-forth that the kids need to navigate, and sometimes that can be frustrating.
So the kids have to keep an eye on how they’re talking to their peers, keeping their hands to themselves, and even regulating their own emotions throughout center time.
Their Own Interests
Kids can take the time to explore what they’re interested in. Since each center should be stocked with different kinds of materials, the children can determine what they like and don’t like.
Maybe one child loves painting, while another is a big fan of clay. Both can get the chance to express their own interests in the same art center.
Find the Centers Guide with Printable Center Signs here
Centers in Preschool and Kindergarten Help Kids Learn
Of course early childhood centers also help children when it comes to early learning skills. As with the social and self development concepts listed above, there are so many ways centers help with early academics:
Make Mistakes
Center time is a safe place to make mistakes. This seems like such a small aspect of the conversation, but it is so very important.
Mistakes are a part of the learning process, and center time allows for a low-stress time for them.
Practice, Practice, Practice
Children get to practice concepts they’ve been taught during centers in preschool. For example, say a child is learning to count to 10. She can explore this concept as she counts the blocks of a structure she made in the block center.
Playing with the animal counters in the math center will give her more time to explore the concept. Maybe she and her friends are setting the table for 10 people in the dramatic play center. Yet another chance to meaningfully practice the concept.
Extend the Learning
Kids can also extend early learning concepts. If a child’s mastered the basic AB pattern, maybe he’ll go on to playing with the more complicated ABB pattern.
Learn New Skills
New-to-them skills will also crop up while children are playing and learning in centers. These are the “Ah ha!” moments, and they are blast to observe in classroom centers.
“Did you know that when you mix the red paint with the blue paint, you get purple?!” “There are 10 letters in my name, but only 4 in her name.”
Develop Language
And we can’t forget to talk about the language development that happens during center time. Because preschool centers allow children to interact with their peers so much, there is almost constant discussion between kids.
Even children who don’t like to talk as much, or who are learning a new language, benefit from this.
Speaking, listening, learning new vocabulary, hearing the flow of language, learning how to take turns during a conversation – these are all important language skills.
Take a Look at Some Centers in Preschool & Kindergarten
I’ve used a variety of centers in preschool and kindergarten classrooms over the years. I bet you have too! Below are some centers that an early childhood classroom could include.
These are just the general centers to have around the classroom. The specific activities would change based on your theme or project, the time of year, your students’ needs, etc.
Keep in mind that this is not an exhaustive list!
Reading Center
A cozy spot set up in the classroom, with a variety of books available for the children to read.
Books related to the theme, class-made books, big books, interactive writing charts, and pocket chart poems are just some of the things that can be included in the reading center.
Writing Center
A place where students can practice the various stages of writing. Sometimes this center is “free writing”, with the kiddos deciding what to do. Other times, the activity is teacher-directed.
Some ideas include making words with letter tiles, writing in journals, writing in sand, and book-making.
Related: Preschool Winter Words Free Printable to Use with Letter Tiles
Dramatic Play Center
A center just for pretend play, some of my kids referred to it as the home center.
“Kitchen appliances”, a table, and chairs set the backdrop for this center.
Some ideas for the home center are acting out favorite stories, running a flower shop, selling produce in a roadside stand, and caring for patients in the ER.
Building Center
Having a large spot set-aside for building and creating is an important part of early childhood classrooms. Building can include blocks, racetracks and cars, Lego (although sometimes people keep these in the math or fine motor area), and so many other creative building supplies.
The children can have free reign to build whatever they wish, or they can build within certain guidelines. Sometimes I like to give a suggestion to the kids, then let them go.
Related: How to Stock and Organize the Preschool Block Center
Art and Crafts Center
The purpose of this center in preschool is to let the kids explore their creativity.
For this center, you might put out art materials the kiddos can use with minimal supervision. Or some days you might introduce a new art technique or material that requires and adult to hang out for most of center time.
Students might paint self-portraits, make play dough, or paint with corn cobs. Children might see what happens when they mix different paint colors, or maybe they want to experiment with mixed-media art or sculpture.
Related: Colorful Tape and Watercolor Art for Kids
Sensory Center
The sensory center in preschool helps kids focus in on (you guessed it!) their senses.
This center might hold water, rice, shaving cream, beads, straws, dyed corn in a rainbow of colors, and so much more.
Ideally, the materials would be rotated so that different senses are explored throughout the year.
Related: Rainbow Activity with Colorful Corn
Science Center
The science center in preschool helps the children learn to investigate the world around them. I love stocking this center with magnifying glasses, tweezers, and kid-sized safety goggles.
Depending on what your class is learning, you might have pumpkins to dissect, rocks, shells, insects to observe, or snake skins in the center.
Related: Insects and Plants in the Preschool Science Center
ABC Center
This center allows children to explore letters — how letters look, how they compare to each other, how they combine to form words.
If you have a teacher easel with a magnetic white board, that’s perfect for this little center. Sometimes I have the children sort magnetic letters, match uppercase to lowercase letters, make words, write words, work with word families, etc.
Related: Sorting Magnetic Letters
Math Center
Kiddos use this center in preschool to learn more about shapes, colors, numbers, quantities, and such.
Some ideas for this center include playing dice games, sorting jelly beans, matching numeral cards to quantities of items, sorting items, etc.
Related: Spring Math Game for Kids
Puzzles & Games Center
It’s always fun for the kiddos to work on puzzles or play games together. Fun, cooperative play!
I don’t always have a center set aside just for puzzles and games. It really depends on the size of the classroom and my center time goals.
Teacher Center
This is a a center that I’ve often had for me, a teaching assistant, or a co-teacher to oversee. Not every year, but some years. For years when there wasn’t space for a dedicated “teacher table”, we would just move around to another center that made sense.
This center is often for working with the kids on their name kits, writing in their journals, making books, creating special art projects, and many other activities.
Sometimes we work with the children in small groups, while other times we pull children over individually. A lot of individualized teaching takes place here!
It’s Your Turn
What centers are in your early childhood classroom? Do you have anymore questions regarding centers in preschool or kindergarten classrooms? If you’re reading for more, be sure to pop over and read about how to manage preschool and kindergarten center time.
Feel free to touch base with me!
Related: Talking to Parents about Early Childhood Centers
Amazing Resource for Your Centers in Preschool
As I mentioned above, I’ve had many readers looking for help with centers. If you’d like all the whys, hows, and to-dos in one place, along with a ton of printable center cards and signs, you need to check out this Preschool Centers Guide. Keep in mind, this would work great in other early childhood classrooms too! Below the photo you’ll see what comes in the 200+ page guide.
What’s Included
50 page planning guide
This teacher guide delves into what centers are, why they’re important, ideas for managing centers, how to set up centers in preschool, ideas for stocking centers, and how to introduce them to your students.
This planning guide would be great to print out and add to a teacher binder, or get them printed and bound separately to keep for reference in the classroom.
Printables for managing and labeling centers
There are a wide variety of centers included in these printables. This way, you can pick and choose what you need for your own classroom each year.
Here are the printables included along with the teacher guide:
Large Center Signs
Square Center Cards
Center Choices Checklists
Center Rules (with an editable option)
Large Centers Signs with Room for Students to Add Name Cards
Editable Student Name Cards
Center Sign Up Sheets
“Work in Progress” Signs
“Book Hospital” Labels
Get your Centers Guide on Preschool Teacher 101
Also available on Teachers Pay Teachers
Setting Up Preschool Learning Centers
Young children learn best by experimenting with their environment through hands-on activities and play, which is why learning centers are such a vital part of the preschool classroom. Using learning centers to give children the hands-on experiences and play opportunities they need is important, but there are a variety of factors that influence which learning centers would work best for your space, how you should set them up, and the materials you should include in each.
To help you identify those factors and make the process of setting up your preschool centers a little easier, we’ve included a list of learning centers you can choose to incorporate in your preschool classroom. Be sure to click on each center’s “How to Set Up…” page for more information about size and location guidelines, storage solutions, furniture options, and a list of suggested materials for each center.
Art
An art learning center serves as a great creative outlet for kids to help express their emotions and ideas. Children can experience different textures and use different materials as they create their works of art. Fine motor skill development and improved hand-eye coordination are other ways an art learning center will benefit the children in your care.
-How to Set Up Your Preschool Art Center-
Block
Children can improve their motor skills, practice problem solving, and learn to work with their classmates while playing in a block learning center. Block play enables children to explore their creative side by building unique structures and communities with blocks, block people, and block animals. A block learning center will also teach children about basic engineering and architecture concepts.
-How to Set Up Your Preschool Block Center-
Literacy
A literacy center is a must-have in any preschool classroom or ECE environment. Having a quiet area to practice their reading, writing, and comprehension skills will help children express ideas, explore their interests, and learn about the world around them. Including a literacy center in your classroom will help foster skills in children that will influence their overall success in school and in life.
-How to Set Up Your Preschool Literacy Center-
Technology
A technology learning center provides plenty of great educational resources that can be utilized to teach children new subjects in a fun and interactive way. You can also teach children how to appropriately use technology to find a variety of information about the world. Integrating a technology learning center in your preschool classroom will ensure that children are digitally literate and can use technology to accomplish various tasks.
-How to Set Up Your Preschool Technology Center-
Dramatic Play
Including a dramatic play learning center in your classroom will give children opportunities to role play as adults in everyday situations and a variety of careers. Dramatic play encourages creativity, self-expression, and knowledge of the community. You can also use a dramatic play learning center to help teach children about other countries, cultures, and customs.
-How to Set Up Your Preschool Dramatic Play Center-
Sand and Water
A sand and water learning center encourages children to participate in sensory play. Children can learn about sand and water and learn to share with others as they play in the learning center. Including sand and water play sets in the learning center can also help broaden children’s sensory play experiences and encourage creativity as they use sand and water to explore their senses.
-How to Set Up Your Preschool Sand and Water Center-
Nature and Science
Also known as a discovery or exploration center, a nature and science center brings the outdoors indoors and gives children opportunities to explore nature and science concepts. Including a weather station in this learning center would also give children a way to actively learn about the weather and climate in their community and make observations about daily changes they see in the weather. Using a nature and science learning center to help foster a strong connection with and understanding of the environment in children can only be beneficial to everyone’s future.
-How to Set Up Your Preschool Nature and Science Center-
Music and Movement
Including a music and movement center in your preschool classroom encourages children to be physically active and gives them opportunities to experiment with sound and music. A music and movement center can also promote self-expression, foster creativity, and help children relax. Movement props aid creative expression and offer additional fun activities for children in the learning center.
-How to Set Up Your Preschool Music and Movement Center-
Math and Manipulatives
A math and manipulatives center can help children further develop their fine motor skills and better understand beginning math concepts. Children can also practice their problem-solving skills and improve their hand-eye coordination by sorting counters and participating in other similar activities. A math and manipulative center can help children have a more positive relationship with math, which may influence their education and career choices later in life.
-How to Set Up Your Preschool Math and Manipulatives Center-
If you would like some additional assistance in planning your classroom space or setting up your preschool learning centers.
More on this Topic
How to Plan a Great Classroom Layout MyKaplan FloorPlanner Kaplan Label Maker Correlations and Classroom Lists New Center Openings Head Start Early Head Start
6 Important Benefits Of Learning Centers In The Classroom
If you struggle to maintain and manage learning centers in your classroom, you’re not alone. Many teachers begin the year with good intentions of keeping up with their learning center rotations but as the year goes on they lose speed and sometimes fizzle out. So let’s begin with the basic question…
What is the definition of learning centers in the classroom?
A learning center is a designated area in the classroom where students can practice skills that they’ve already been taught in class. Learning centers are filled with hands on activities that get students excited to learn about different areas of your curriculum. When setting up classroom learning centers, many teachers base their centers on math and literacy skills but you can also include other areas like social emotional, fine motor, art, blocks and dramatic play.
Why should you have learning centers in your classroom?
There are many reasons learning centers are important in an elementary classroom. Learning centers are often the most treasured time of a child’s day. Here are some reasons you should consider adding learning centers to your kindergarten or first grade classroom:
1. Practice
Students need the opportunity to practice the skills you’re teaching in class. They need time to work with other students, use hands on manipulative materials and play games without being under the direct instruction from a teacher. When students are given the chance to practice skills on their own they can try out new ways of doing things and truly make the learning their own.
2. Independence
Besides getting a chance to practice, learning centers give students the chance to demonstrate how much they’ve learned. During center time, teachers can monitor children while they work and play. This is the time for you to observe your students skills. Are they able to complete the tasks without your assistance? You’ll be able to tell if your students understand the concepts simply by observing them. If you see that they are struggling you can step in and give a quick intervention.
3. Responsibility
Children also demonstrate responsibility during center time. Using materials correctly, putting things away and cleaning up are all important skills for students to develop and will further foster their independence. Learning centers are a time when students are responsible for their own work. They begin and end a task on their own, then clean up after themselves. Students can also be responsible for helping others during center time. When the teacher is working with a small group in another area of the room, students may need to rely upon each other for help when needed. All of these things lead to more responsible students in your classroom.
4. Learning feels like play
Children learn through play. The more you can make an activity feel playful, make believe or game-like the more students will learn. When children feel like they are playing they’ll be more excited to do the activity and it will make the skills stick in their brain. They are more likely to remember skills when they are playing with and manipulating materials, than simply doing a paper/pencil task.
5. Opportunities for small group work
As teachers, we know that one of the most important parts of our day is working with students in small groups. When you have just a handful of students you are able to really hone in on the skills that they need. You can offer individual support and encouragement. But often teachers will ask “What do I do with the rest of my class when I’m working in small groups?”
If students are taught how to work at centers and have a good management routine in place, teachers can work with small groups of students for 45-60 minutes while the rest of the class is occupied at learning centers and other tasks.
Teacher working with a small group of children.
6. Differentiation
Learning centers offer so many ways to differentiate your instruction. You can have multiple activities at each center and these activities can be at different levels of difficulty. Students can choose the activity that’s right for them or you can assign tasks to students.
One way of doing this is by having 3 different colored trays at each center. The activity in each tray can be a different level of difficulty. For example, at your math center you might have students working on addition. In your red tray you might have an activity for struggling students to do simple addition to 5. In a green tray, you may have your on level students working on addition to 10. And your advanced students might work out of the blue tray where they will do a related facts activity. All your students can attend the same center and work on addition, but they can work at their own speed.
If you worry that students will begin to notice the difference in the work, change it up. One week have the advanced work be in the blue tray. The next week have the advanced work be in the red tray. That way, every student gets the chance to work out of each color tray without feeling embarrassed that they are working at a higher or lower level than other kids.
What learning centers should you have in your classroom?
When deciding on which learning centers you want in your classroom you need to think about several factors:
Classroom Size
Consider the size of your classroom when choosing how many learning centers you want in your room. Will you have each center at its own desk or table? Do you have room for this? If not, there are other options. Think about furniture that you already have in place in your room. The shelf where you store your math manipulative materials can become the Math Center. A pocket chart already hanging on your board can become the Pocket Chart Center. Your charging station for your classroom tablets can become the Tablet Center. Your classroom library can become the Library Center. You already have so many areas in your room that can become a center without a lot of extra work for you.
Separate Center Areas
Do you want your students to go to a center or do you want your students to bring the center to their desk? Both are a possibility. I have found that a designated area away from the child’s regular seat is ideal. Students need to move around and get out of their seat during the day.
Can you imagine, as an adult, having to sit in the same spot without moving all day? We could never do that. We all need to get up, move around, get a cup of coffee, or chat with a friend. Young children are the same. They need to move around and get a change of scenery to reduce their boredom and keep them engaged in learning. Center time is the perfect solution to fill this need.
Each center area can be designated with something that says “I am a center”. Think of using things like a small desk, a shelf, a basket, a small table or a rug to designate where students will work at each center. Students can sometimes sit at a desk or table. But they can also sit on the floor on a small rug or carpet square. You can have many centers in your room without taking up a lot of space.
Learning Center Tubs
If you come to the conclusion that your classroom simply doesn’t have the space for learning centers, think again. You can keep your learning center materials in tubs on a shelf. Designate each tub as a different center – The red tub can be your Math Center, the blue tub can be Word Work, the green tub can be Art, etc. You can put the materials needed for your activities in ziplock bags in each tub and students can just take the center back to their seat.
In my opinion, this isn’t the most ideal way of having classroom learning centers but if this is your only option than by all means do it! Your students will still love getting to do the hands on activities from your learning centers but they will simply do it at their own desk.
You can also have a combination of both separate centers areas and tubs. This can help solve the problem of lack of space as well.
Learning Center Possibilities
Many teachers focus on only math and literacy centers in their room but there are many other possibilities to choose from. Children learn in many ways and these are just some of the ideas that you could choose from:
Math
Writing
Big Book
Listening
Library
Word Work
Spelling
Phonics
Tablets
Computers
Art
Science
Social Studies
Sensory Table
Blocks
Overhead
Dramatic Play
Pocket Chart
It’s not necessary to have all of these centers in your room. Choose what works for you and the size of your classroom. Remember that the more learning centers you have in your room, the more work it will be for you. Remember when just starting out with learning centers to begin with the easiest centers first. Areas that you already have in your classroom like your library or computer area are quick and easy learning centers to start and require very little set up and maintenance on your part!
Ready to get started? Click here to Grab my Learning Centers Management System that has everything you need to get started. This resource includes tips for managing your centers, sample rotation schedules, learning center signs, checklists, logs, rules, posters and management boards.
Need math and literacy centers for the entire year? This bundle has everything you need to keep your kids engaged, learning, and on task! Click here to take a look.
Want to know more about how to use math and literacy centers in your classroom? Check out these posts.
Please follow and like us:
Preschool Learning Center Explains the Lifelong Benefits of Preschool
The preschool years are a formative part of a child’s life. From brain development to emotional and social development, children are growing rapidly, learning from and being shaped by their interactions with the adults and children they interact with. Preschool offers a prime opportunity for children to develop life skills through respectful interaction with other children and an exploration of new information, such as letters, numbers, and shapes. A quality preschool learning center program not only prepares children for kindergarten, but it also prepares them for a well-adjusted, healthy life.
A Robust Preschool Learning Experience: Foundational to Lifelong Success
The Source, an online educational resource, highlights a statement from the American Academy of Pediatrics (AAP), noting that “early brain development is strongly affected by the child’s surroundings and experiences. Children who have positive, educational early childhood experiences are more likely to experience school success, have higher graduation rates, demonstrate higher proficiency in math and language skills, have better cognitive and social skills, and are more skilled at self-regulation…. The AAP states, to focus only on the education of children beginning in kindergarten is to ignore the science of early development and deny the importance of early experiences.”
An appropriate, effective preschool learning program includes:
A curriculum informed by the best research on child development and early education
A safe, nurturing environment that encourages curiosity and confidence
Parent and family involvement, as well as regular communication between teachers and parents
Hands-on, self-directed learning experiences
Imaginative, purposeful play opportunities
Proper balance of structure and flexibility
Highly trained teachers and educational staff who contribute to the development of children through meaningful engagement with young minds
Activities that support children learning at their own pace
A Child’s Mind: Fertile Ground for Learning
During the first five years and especially between age three and age six, children are highly receptive to new information. As much as 90% of brain development occurs within this five-year time period. K-12 education, college ambitions, career goals, and life in general can be set up for success by tapping into a child’s potential during these formative years.
When children grow, connections form between brain cells, and the brain matures, creating new pathways that empower children to think and act in ways that are more complex. Positive experiences and interactions at an early age help a child’s neural pathways develop properly.
The Edvocate, an online magazine focused on education equity, reform, and innovation, writes, “The early years of a child’s life are the most important as they lay the foundation for the remainder of their life. As a young child grows and matures, it is the interactions they have with the adults in their life that dictate their mental growth…. Positive interactions help form the stepping stones for the brain which allows for greater intelligence and a healthy mind.”
A Focus on Relationships: Encouraging Healthy Social-Emotional Development
Respectfully playing and learning alongside other children at an educational preschool fosters many important social skills, such as:
Empathy
Cooperation
Patience
Teamwork
Problem-solving
Accepting help
With guidance from an adult, children also learn how to process emotions and manage these feelings in a healthy way. Even negative emotions can provide teachable moments. Disappointment about having to share a toy can create an opportunity to learn a valuable life lesson.
By interacting and engaging with others, children learn how to respond socially and emotionally to a variety of situations. Proper social and emotional development at this young age provides children with a solid groundwork for the rest of their lives.
Kids ‘R’ Kids Learning Academy: Hug First, Then Teach
At Kids ‘R’ Kids Learning Academy of Valrico, children are provided with a secure, encouraging learning environment. The Valrico, FL preschool is a place for children to bloom into responsible, considerate, and contributing members of society. Kids ‘R’ Kids Learning Academy strives to provide children with opportunities to grow physically, emotionally, socially, and intellectually by playing, exploring, and learning with others.
A family-owned and operated school, Kids ‘R’ Kids Learning Academy of Valrico encourages positive family involvement and a parent-teacher approach in which the needs of every child come first. The preschool learning program encourages cognitive, social, and emotional development. Through purposeful play, children at Kids ‘R’ Kids Learning Academy of Valrico are immersed in hands-on activities that empower them to understand their world and discover their strengths.
For more information about the educational preschool, visit Kids ‘R’ Kids Learning Academy of Valrico on the web at kidsrkids.com/valrico or call (813) 657-6200.
Types of Preschool Learning Centers
By Becker’s
Your preschoolers are inquisitive about the world, especially during this developmental phase in their life. Curiosity is running high as little hands like to explore, touch, and question everything! Learning centers are the perfect opportunity to harvest that energy into exploration and discovery.
Below you can find some suggestions on setting up some popular learning areas.
Early Childhood Art Interest Area
Let your students unleash their inner Picasso! This area is the perfect setting for students to explore colors, textures, and creativity.
Be sure to include a variety of materials beyond the basics such as playdough, collage materials, craft sticks, and Super Puffs.
Becker’s also offers a 2-Station Art Center, which comes with a handy storage unit for all those supplies.
Early Childhood Block Interest Area
Your preschool block center goes beyond building materials and manipulatives. Discover the math, literacy, science, engineering, and problem-solving opportunities in block materials and manipulatives that support so many areas of development. The blocks and manipulatives interest area of your classroom should be well-stocked, organized, and labeled so children can easily manage play and clean-up.
Early Childhood Dramatic Play Interest Area
Role-playing is always a favorite with preschoolers. Dramatic play materials should be organized and labeled, and include props and clothing for various cultures, careers, and social settings. Children are at a developmental phase where they need to imitate adult roles and have experiences that reflect real life. This is the perfect area for them to imitate what they see in the world around them.
This area also offers the perfect opportunity for students to explore their evolving social skills, as they interact and role play with other students.
Early Childhood Literacy Interest Area
It is important to give children exposure to literacy at a young age. By providing the introduction to multiple genres, students can begin to explore their preferences. They’ll never know what type of books they like unless they have a broad selection from which to choose.
Within the classroom, ensure that there are at least 20-30 age-appropriate books in good condition, from an assortment of literature categories (such as science, multi-cultural, fantasy, etc. ).
Early Childhood Music and Movement Interest Area
As educators, we know how our young students gravitate toward materials that provide musical enrichment and opportunity for self-expression. The music and movement center provides just that.
Materials such as dance props, CD’s, and instruments, will allow your preschoolers to embrace the rhythm as they express themselves every which way.
Early Childhood Math and Manipulatives Interest Area
Exposure to math through problem-solving activities, such as number games and puzzles, is a great way to introduce the subject to preschoolers.
Incorporating a play register will encourage students to count out money as they perform transactions. While on the receiving end, the “customer” can count the products they would like to purchase.
Bingo helps visually reinforce numbers, as students will need to associate the number being called out to the physical number on their card.
Number pebbles and counting stones let your students engage their cognitive skills with fun and colorful active learning tools to strengthen math skills independently.
Early Childhood Nature and Science Interest Area
Stimulate your preschoolers and inspire endless wonder as they explore hands-on science experiments. Becker’s Primary Science Lab Set provides pre-k friendly activities to get your students eager to participate!
Books and fun experimental tools will also keep the exploration momentum going as you rotate activities within the center and provide meaningful experiences with the wonders of nature.
Early Childhood Sand and Water Play Area
While sometimes referred to as the “sensory area”, the sand and water center is always a popular pick for students. This center has multiple benefits, as it gives students creative freedom to explore textures and motions, while also helping develop social skills further, as children typically tend to interact with other students during this activity.
Be sure to set up your center near a sink or washing area to try and keep messes to a minimum. Have fun with this space, and be sure to incorporate a variety of activities and different sensory tools, as it will get your students excited for science!
Early Childhood Technology Center
Current trends indicate young children are getting increasingly more tech-savvy, so they’ll likely feel right at home in this space.
An interactive tablet is the perfect budget-friendly option for this area if a desktop or laptop computer is not available. However, don’t be shy in asking parents or staff if they are willing to donate any used electronics.
When selecting digital content, limit material to those that are educational and enhance classroom themes. Digital tools should support active learning and not be used as an isolated activity. This center will help students experience how technology can be used in an educational manner, as they begin to become more comfortable in today’s technology-filled world.
Early Childhood Writing Center
A writing center provides opportunities to get preschoolers excited for writing. The more writing materials you can incorporate, the more inspired your students will be to experiment!
By setting different weekly writing activities, such as bookmaking or shopping list creation, you can keep the area fresh and exciting as students delve into the world of writing.
What activities and tools do you like to use in your preschool learning centers?
How to Set Up Your Preschool Learning Centers
Inside: In this post, I am answering common questions from teachers about setting up preschool learning centers. The key is observing your students and being mindful of the materials you put in each area. The goal is to engage your students while helping them build important skills.
You have figured out your preschool schedule.
You have set up your classroom.
Now you are wondering about setting up your preschool learning centers.
Well, good, dear teachers! I’m glad you are here, because that’s what I’m going to help you with today.
👉 Scroll down and get your free centers time planner!
How to Set Up Your Preschool Learning Centers
Note: If you teach toddlers, I discuss centers time with that age group in this post: How to Set Up and Manage Toddler Center Time
CLICK HERE for more teacher back-to-school resources!
Table of Contents
At what part of our day is centers time? How long is it?
Our learning centers are offered during free choice centers time. It is one of the first events of our day, after our morning meeting. It is 60 minutes long and the preschoolers can be at any center they wish, for as long or as short as they want. I feel strongly that with 3 year olds, they get time to explore areas they are interested in. Others have expressed concern that some children might only stay in certain centers if we don’t rotate them from center to center.
What if the children stay in one area most of the hour?
Rarely do our preschoolers stay in one area the entire hour. Because we introduce each center during our morning meeting, they are naturally curious and want to explore several areas. Many times they will leave a center and return later, realizing there is more exploring to do.
If we do see a child staying away from certain centers, we might encourage him to come try something else. (Encourage, not pressure.)
How do we set up an inviting center?
We put great thought into how we set up each center, especially at the beginning of the year when we are still learning what our preschoolers are interested in. We strive for an uncluttered atmosphere where everything has a home. (Sometimes that can be a challenge, but we are always working on it!) While observing the children working and playing in these centers, we notice how they are using the materials. If the children seem frustrated or are dumping everything, we adjust what we have available. Even though we do show them how to use the materials, sometimes the children just are not ready for them. In that case, we replace them with something simpler and will try again later in the year.
CLICK HERE to learn more about our first day of school!
How do we teach them to take care of each center?
At the beginning of the school year, we keep it super simple, not putting out near the amount we will later in the year. This is so we can stay on top of showing the children how to take care of the materials, including putting them away. With our 3 year olds, we don’t expect them to neatly clean up each area when they are finished, but we work on simple actions such as placing all the puzzle pieces back on the tray, or sweeping up spills under the sensory table. Our main time for clean up is at the end of centers time, when our class helper rings the clean up bell and we work as a group to clean each area.
Our Preschool Learning Centers
Here are the centers we have on most days during our free choice centers time.
Science Center
This is our discovery and exploration area. It usually relates to that week’s theme. We provide books, photos, and materials that can be touched and held.
Further reading: How to Set Up a Preschool Science Center
Easel
The easel is part of our art area. It is an important part of fine motor development, but also fosters creativity as children learn how to use a vertical surface.
Further reading: Preschool Art at the Easel
Art Center
Our art center is a perfect place to explore colors and textures. Like with the easel, the art center builds fine motor skills and also strengthens hand-eye coordination.
Further reading: Easy Process Art Activities
Fine Motor Center
There are so many fun ways to strengthen the hands and fingers to get them ready for holding writing tools! We use this center for activities such as transferring water, threading macaroni, and making collages on sticky paper.
Related: How to Get the Hands Ready for Writing
Dramatic Play Center
The dramatic play center is important for developing social and emotional skills, as well as motor skills and communication. We change this center out approximately every 2 weeks, depending on what the theme is.
Further reading: Dramatic Play Activities
Block Center
This is our most active area during centers time. If anyone ever doubted children learn through play, they need to watch preschoolers in this area. While building with blocks they are sorting by shape, color, and size. They are counting as they stack the blocks, using their fine and large motor muscles handling the block center materials, and building social and language skills while working with other children.
Further reading: Fun Block Activities for Toddlers and Preschoolers
Sensory Bin
Having a sensory bin (also known as a sand and water table) provides many opportunities for hands-on exploration. Preschoolers can dig, scoop, transfer, and pour. Our sensory bin is offered every day and we change out what’s in it every 1-2 weeks.
Further reading: Big Collection of Sensory Table Activities for the Entire Year
Cognitive Activity Table
We have 1 table during free-choice centers time where we offer various activities that build cognitive skills, such as counting and sorting, matching shapes, and alphabet puzzles.
Check out our shop for printable table activities!
Light Table
Not all preschools have a light table, but after visiting a Reggio Emilia inspired preschool, we just knew we had to have one. Thankfully, through fundraising, we were able to purchase a light table that conveniently fits in the corner of our reading and writing center. Not only can we explore light, but also different colors with translucent pieces. Our light table is also nice for science displays, such as leaves and shells.
Further reading: 30 Light Table Activities
Literacy Center
Having a quiet area to look and books and use writing tools is very important in the preschool classroom. This is also where we keep our memory books and our journals.
Further reading: Creating a Writing Center in the Preschool Classroom
Play Dough Center
Play dough is offered just about every day because it is loved so much by our preschoolers. (Toddlers, too!) We make our own play dough and change it every week. We vary what materials and tools we set out, but rolling pins and cookie cutters are usually part of each week. The play dough table is another fun way to strengthen fine motor skills, and because we sometimes add scent and texture, it’s a fun sensory experience.
Related post: 15+ Playdough Learning Activities
Cooking Center
Cooking is not a regular center, but when we do offer a cooking activity, it’s usually at our fine motor table. There are so many advantages to cooking with children, from building fine motor skills, learning how to cooperate with others, strengthening language development, and doing simple counting while measuring.
More: Cooking with Preschoolers – Easy Recipes!
Click on the photo below for your free pdf download:
Toddler and Preschool Activity Plans
Looking for an entire year’s worth of learning activities? We’ve done the work for you!
I have helped create each of these packets, along with a team of talented educators and homeschoolers.
Easy to follow activity plans include activity modifications and adaptations to meet the needs of all learners.
Every theme comes with recommended reading lists, songs, material lists, and more.
Click on the graphics below for more details.
Toddlers (18 – 36 months):
Preschool (3 – 5 Years):
Problems and Solutions – Expert Council for Small Areas
In small towns and rural areas, there is traditionally an imbalance between the demand for education and its supply. It largely determines the logic of the development of small territories as such, stimulating outward migration for the purpose of obtaining an education. This changes the age structure in the settlements themselves, contributing to the further deterioration of the demographic situation on the ground.
However, the changing requirements of the modern labor market: an increase in demand for professional competencies and a decrease in the importance of subject knowledge, the development and dissemination of online learning, the search for new models and forms of education both at the national and international levels, competency-based learning models that can promote self-employment , populations give small territories the opportunity to integrate into the educational agenda of the 21st century and find their own trajectory of survival and even development. The traditional advantages of small towns – compactness, mobility, proportionality to a person – make it possible, in the presence of other factors, to effectively place educational facilities in them. The future of small towns and villages depends on whether Russia can create a working model of education for small territories. This topic has not yet found its practical reflection and solutions in the main strategic documents of the federal level – from the country’s spatial development strategy to priority national projects.
Problems of development of education in small towns and villages and their solutions were discussed at the round table of the Expert Council on Small Territories, held with the support of the National Fund for Personnel Training. We present a brief summary of the round table.
Contents
The presence of educational institutions is a key element of the life support system of small areas.
Education as a factor in the migration and outflow of young people from small territories.
Problems of material and technical equipment of educational institutions located in small areas.
Problems of limited opportunities for residents of small territories in the field of education.
Problems of personnel potential and quality of education in the conditions of small territories.
Student registration problems;
Problems of a legal nature.
Restrictions on opportunities to receive higher and secondary specialized education in the field.
Complex problems of development of the “environment” of small territories.
The role of SPO organizations in the development of small territories.
The presence of educational institutions is a key element of the life support system of small areas .
The presence of an educational organization, as well as the availability of educational services of various levels in any format, is a key tool and factor in the development of small territories. The absence of the latter has a negative impact on the life support system of small territories, leads to disruption of the processes of population reproduction, problems of social and demographic development. Solving the problem of “educational migration” and keeping the population in small territories is becoming a key problem for Russia’s security. Sparsely populated small territories in the future may pose a threat to the territorial integrity of Russia.
“The most important thing in small settlements is whether there is an educational institution, a school, a kindergarten. It depends on this whether this settlement will continue to exist or whether it is absolutely unpromising. Without an educational institution, in the future 10-15-20 years, this settlement will not exist.
Education as a factor in the migration and outflow of young people from small areas .
Education for small areas today has a dual character. On the one hand, it can stimulate the processes of social development and have a beneficial effect on the development of human capital in small areas. But, on the other hand, it becomes a potential threat to the demographic stability of the territories. Promising young people leave to study in large cities and do not come back. Solving the problem of educational migration from small territories is a key issue of demographic security.
“Education is a key factor in youth migration, leaching the most active, creative and talented population from small towns. Education is an elevator, but an elevator that works in a territorial sense in one direction. Children finish school, enter secondary vocational schools and higher educational institutions, orient themselves towards big cities and regional centers. After graduating from an educational institution, they look for work either in their places of study, or look further to megacities. As a result, small settlements simply die out under the influence of migration from the village to the city and from the small town to the larger ones.”
Solving the problem of “educational migration” is a set of measures to solve the problems of the “environment” as a whole. People do not return home not because of dislike for their native land, but because of material reasons, the inability to find a job in their specialty, the lack of educational institutions for their children.
Problems of material and technical equipment of educational institutions located in small areas .
According to the Accounts Chamber, “60 thousand rural settlements, where almost 400 thousand children of preschool age live, do not have kindergartens, 55 thousand settlements do not have schools, and due to the lack of transport accessibility, many children living in in rural areas, preschool organizations are not attended at all. In rural areas, 50% of points are not connected to the information and telecommunications network “Internet”. The depreciation of the material and technical base and the lack of access to the resources of the Internet, outdated technology do not allow educational organizations to use in full electronic resources intended for education.
“City of Tulun – population 41 thousand people. Eight secondary schools, one gymnasium, three secondary schools and a total number of students of 5.5 thousand people, of which 2200 are students of three secondary educational institutions. At the moment, 80% of institutions are in need of major repairs. Computer classes are outdated, there are not enough technical means, it is not possible to conduct distance learning, advanced training or reprofiling with a similar material and technical base.
It is required to equip socially significant objects, in particular libraries, with multimedia complexes with Internet connection for their use for educational purposes. To solve the problem of depreciation of the material and technical base of rural educational institutions, it is necessary to adopt a state program for additional subsidies for education in small areas.
“It is necessary to learn from the experience of universities that actively contribute to the development of the territories of their localization. For example, Petrozavodsk State University, which is developing special projects to work with remote areas in Karelia. “Points of distance education” are being organized – in a small settlement, in a museum or library, a multimedia complex is being installed, and at this point work is being done with schoolchildren.
Problems of limited opportunities for residents of small areas in the field of education
In small areas, it is difficult for residents to access city, regional and federal competitions that are familiar to most Russian children, there are problems with the development of a system of additional education for children due to a shortage of appropriate personnel lower than in regional cities. The same competitions and olympiads are rarely held, and children who would like to take part in them cannot get there. All extracurricular, that is, educational activities, are transferred to institutions of additional education. They are not able to provide the rural outback with teachers, they simply do not exist.”
The development of a distance learning system is required, as well as the creation of new and improvement of existing educational institutions and centers of additional education in small areas.
“Open university classes – a network of remote classes within which preparations for the Unified State Exam are carried out. This increases the number of those who pass the USE positively in this area by 30%.
“The role of universities as “guides” of regional and federal opportunities for children to participate in competitions and olympiads, regardless of their place of residence, can be prescribed in the development programs of universities as an obligatory element, in the same way as flagship universities in Russia do today ”
“entry of the leading regional universities into the framework of the project management of the region, taking into account the positions and capabilities of the regional authorities and the needs of the region’s municipalities, will expand the range of educational and wider social and technical services to solve the problems of preserving and developing small towns and rural settlements »
Problems of human resources and quality of education in small areas
Out of 46,234 general education schools in Russia, 28,222 are located in rural areas. However, out of 15,474,357 students, only 3,789,806 study in small areas. The most important issue is staffing. These are the aging of the teaching staff, the lack of motivation for young teachers, the problem of the qualifications of the teaching staff, the imperfection of the retraining system. There is an acute issue with tariffs and per capita financing – the low workload of rural schools with the modern system of remuneration of teachers leads to the impoverishment of rural educators and, as a result, the absence of an influx of young teaching staff into the countryside.
“Schools are rapidly aging. In rural areas, at the moment, on average, only 10% of young teachers, another 20% are of pre-retirement age, and 70% are pensioners. Why don’t young people go? Very low wages, slightly above the living wage. As a result, the rural school is simply on the verge of survival, as the principle “no children, no money” applies.
Revise tariffs and introduce allowances for work in rural areas, similar to those for work in difficult conditions and, of course, an integrated approach. To solve the problem of qualification of the teaching staff, it is necessary to introduce a system of “vouchers” for professional retraining and transfer this area to “market bases”.
“In order to solve the problem of personnel, it is necessary to revise the system of financing rural schools, move away from the per capita principle, carry out differentiation, and work on correction factors. In an ungraded rural school, the cost of educational services is much higher than in an urban one.”
“It is critically important that a teacher, teacher of secondary vocational education have the opportunity to get access to advanced training programs at the expense of the budget. Having a funding standard for advanced training, the teacher must choose the program himself, this will give an explosive growth in the market for these programs, dramatically increase their quality and competitiveness in the system.”
“Experience of universities (Ulyanovsk, Petrozavodsk, Donskoy Technical University, etc. ) in organizing advanced training programs for school teachers in the region in the format of full-time and distance learning, focused on the purely specific needs of teachers of specific MEs in the region, and supported by appropriate funding from the region – good practice of systemic measures to rectify the situation in general education in terms of the quality of education, the USE indicator, and advanced training for teachers”
Problems of student registration.
Separately, it is worth highlighting the non-obvious problem of accounting for students in educational institutions of small territories. In schools designed for a small number of students, at the expense of summer residents and persons registered at a different address, a significantly larger number of children study.
« At the moment, it is quite common that in newly built small settlements or microdistricts, which are also de facto settlements, there are more inhabitants than registered. For example, “Moscow Vodniki”, 1700 registered at the place of residence, 8000 de facto living. The new school receives a standard, recruits teachers for 1700 registered. And as a result, it turns out that many more children are enrolled in the school than it was originally planned, we have to make additional classes, recruit additional teaching staff, for which there is neither time, nor space, nor financial opportunities, since this was not included in the budget earlier “.
It is required to create an Internet resource to record the actual number of students in schools in small areas. This will help in solving the problem of bringing the learning process to the standards.
Legal problems.
The imperfection of the legal framework and gaps in relation to the education system in small areas often provokes difficulties in the development of the educational complex in the countryside.
“Currently, there is no concept of a rural school or a small school in the legislation. Because of this, there is a misunderstanding of the range of problems of these educational institutions, not only funding.
Clarification of the powers of regional and local authorities, strengthening the ability of municipalities to influence the educational process will quickly solve problems that arise in the educational sphere in small areas. It is necessary to improve the legal framework for the education system in small towns.
« Clarification of the division of powers and strengthening the capacity of municipalities in the educational process. Issues of local importance, optional issues, powers that are exercised by all municipalities, which the municipality can additionally take on itself if it has financial resources for this.
Lack of opportunities to receive higher and secondary vocational education locally
The problem of youth migration to big cities for educational purposes indicates the most important problem – the lack of local institutions of secondary vocational and higher education.
“The experience of the Moscow region suggests that even if all conditions are created at the level of a small town for the development of families, youth, schoolchildren, the absence of a branch of any other Moscow university does not allow young people to return – they leave and do not return.”
To solve the problem of the lack of higher and secondary education in small areas, it is necessary to stimulate the presence of universities in various formats and move campuses to small areas.
“A city can be a university center. Transferring (part of) the university campus from a big city to a small one in order to specialize this city and create an infrastructure in this city that is largely tailored to the development profile of a small area.
Complex problems of development of the “environment” of small territories
The problem of education in small areas cannot be solved in isolation from the problems of the “environment” as a whole.
« Developing education alone and enabling young people to acquire knowledge and practical skills is not enough. Preservation of human capital at the level of competitiveness in our modern intra-regional development, the question of the presence in a small town of more or less decent enterprises and jobs in them”
Decision: Adoption of a concept, program for the creation and development of “boutique cities” in small areas, where the necessary conditions for this have been formed
boutique cities. In this regard, if private schools are really created and university campuses are transferred, then the reverse process will also take place. Even if we look at the Kaluga and Ryazan regions, we can see how small-scale housing construction has been developing over the past ten years. And young families, choosing where to live with their three children, and the fact that the mortgage on a house and an apartment is the same, make a choice not in favor of living in big cities. ”
The role of SVE organizations in the development of small territories.
In small areas, institutions of secondary vocational education play the role of “anchors” that help keep the population on the “ground” and at the same time receive the necessary education to work on the “ground”.
“The vocational education system is the foundation of the entire sector, both serving and distributing the working population. A huge number of people are engaged in the maintenance of life, life. The mission of secondary vocational education is to teach people to work with their own hands, to give them a working specialty. If there is no college branch that provides training for short-term programs even for enterprises, retraining of personnel that exist in the municipality, respectively, the enterprise will also lose its personnel and die. In the future, this will lead to the death of the municipality itself. ”
Solution: Creation and adoption of new educational programs for vocational schools in small areas, designed to meet the needs of local businesses in skilled workers.
“Free software should be a resource for small territories. Big business speaks of a shortage of skilled, blue-collar workers. A renaissance of secondary vocational education is possible from the point of view of a social orientation for young people.”
STEM education for children: what are the advantages and how to implement such technologies in preschool
STEM education for children: what are the advantages and how to implement such technologies in preschool educational institutions – Novation Group
July 19, 2022
STEM education is one of the priority areas in modern schools and kindergartens. This is because robotics, programming and engineering are gaining popularity in educational institutions. In this article, we will talk in more detail about STEM education in kindergarten, tell you what its advantages are and how to implement such technologies in a preschool institution.
STEM education is a model that combines natural sciences and engineering subjects into a single system. This model is based on an integrated approach: chemistry, biology, physics and mathematics are taught not separately, but in connection with each other to solve real technological problems. This approach teaches us to consider problems as a whole, and not in the context of one area of science.
The training program combines theoretical and applied skills. The child gets a chance to use the information, to check the facts on their own experience.
The natural sciences explain the laws of nature that we encounter on a daily basis.
Technology allows you to test scientific knowledge in practice.
Engineering helps to work with resources, teaches to experiment, improve the environment.
Mathematics develops logical thinking, the ability to follow algorithms.
Why is STEM education so popular?
An educational program in which the disciplines do not intersect with each other in any way leaves only scattered pieces of information in the child’s head. This no longer covers the needs of the modern student. STEM education solves this problem by creating logical connections between disciplines. This helps children look at the world globally, notice patterns and similarities in different areas of activity.
In the mind of a child, subjects are clearly separated: now he is doing mathematics, and then he has a lesson in the world around him. And when it becomes necessary to link two sources of knowledge together, the child experiences difficulties. With the STEM approach to education, the child learns to be comprehensively erudite, active.
Benefits for the child
From a very young age, children become inquisitive and strive for new knowledge. The learning process is associated with adventure, play.
Analytical thinking develops, the ability to analyze current situations and predict the outcome.
There is an interest in the exact sciences. The traditional curriculum rarely provides an opportunity to show children that math or physics can be very exciting.
Children get used to work not only individually, but also in a team. This teaches them mutual assistance, polite communication, healthy relationships in the team.
Constant work with modern technologies helps children keep up with the times.
How to introduce STEM technologies in kindergarten?
Organize constructive sessions
Various robotics kits and STEM labs are ideal for this. A variety of tasks in a playful way will help preschoolers acquire basic knowledge of programming and learn how to quickly solve practical problems.
Conduct excursions
Walks along the street or excursions to parks will give children the opportunity to observe insects, study the structure of leaves, and analyze water. All this will help them realize their responsibility to nature.
Prepare play activities
Activities in the form of outdoor games, dancing or other entertainment are suitable. Children will replenish their vocabulary, improve communication skills. It will be useful to conduct team games and rallying games that will teach preschoolers to be responsible for their actions.
STEM kits for Kindergarten
Novation offers robotic kits and laboratories that will help introduce STEM technologies in kindergarten. We can order kits for a group or for individual work. The kits will help preschoolers learn the basics of programming, develop logical thinking and introduce them to simple mechanisms. We guarantee high quality goods and prompt delivery across Russia.
we will select the goods you need,
we will offer 3-5 CPs,
we will provide a 1 year warranty for everything.
If you have any questions, please call us at +7 (345) 257-93-34, +7 (800) 200-52-53 or email [email protected] and we’ll help you figure it out.
Interesting materials
LEGO wall for school and kindergarten: what is it, how to play, what is useful
We are used to the fact that LEGO pieces can be used to assemble all sorts of three-dimensional figures, but it turns out that there is another way to use them.
Read
Share
Back to list
Refresher courses – UchMet
1443 events
International Education Center (Moscow)
Upcoming
Ensuring the availability of social infrastructure facilities and technology for accompanying people with disabilities and other categories of people with limited mobility within the framework of the state program “Accessible Environment” (72 hours)
STKM-598
Start: 05/15/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Speech therapist, defectologist, Tutor, Educator of inclusive education
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Ensuring the availability of social infrastructure facilities and technology for accompanying people with disabilities and other categories of people with limited mobility within the framework of the state program “Accessible Environment” (72 hours)
STK-598
Start: 05/15/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Speech therapist, defectologist, Tutor, Educator of inclusive education
Refresher course
International Education Center (Moscow)
Forthcoming
Computer literacy training for persons with disabilities and disabled people (72 hours)
STKM-597
Start: 05/15/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Subject teacher, Educator of inclusive education
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Computer literacy training for persons with disabilities and disabled people (72 hours)
STK-597
Start: 05/15/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Subject teacher, Educator of inclusive education
Refresher course
International Education Center (Moscow)
Forthcoming
Kuban studies: features of teaching a subject in accordance with the updated GEF NOU and GEF LLC (72 hours)
STKM-645
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Primary school teacher, subject teacher
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Kuban studies: features of teaching a subject in accordance with the updated GEF NOU and GEF LLC (72 hours)
STK-645
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Primary school teacher, subject teacher
Refresher course
International Education Center (Moscow)
Forthcoming
Socio-cultural origins in an educational organization in accordance with the Federal State Educational Standard of preschool, primary and secondary education (72 hours)
STKM-578
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Educator before, Primary school teacher, Subject teacher
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Socio-cultural origins in an educational organization in accordance with the Federal State Educational Standard of preschool, primary and secondary education (72 hours)
STK-578
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Educator before, Primary school teacher, Subject teacher
Refresher course
International Education Center (Moscow)
Forthcoming
Preservation and use of objects of cultural and natural heritage of the Russian Federation (72 hours)
STKM-653
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Preservation and use of objects of cultural and natural heritage of the Russian Federation (72 hours)
STK-653
Start: 04/17/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher
Refresher course
We will help you choose a program for you!
International Education Center (Moscow)
Forthcoming
“Inspiration” as an innovative comprehensive program of preschool education: from the values of the Federal State Educational Standard to a new educational system (16 hours)
STKM-628
Start: 03/20/2023
Duration: 16 hours
Format:
Scheduled classes (online)
For whom: Educator before
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
“Inspiration” as an innovative comprehensive program of preschool education: from the values of the Federal State Educational Standard to a new educational system (16 hours)
STK-628
Start: 03/20/2023
Duration: 16 hours
Format:
Scheduled classes (online)
For whom: Educator before
Refresher course
International Education Center (Moscow)
Forthcoming
“Origins” as a modern comprehensive program of preschool education: concept, targets, principles, structure, implementation conditions (16 hours)
STKM-627
Start: 03/20/2023
Duration: 16 hours
Format:
Scheduled classes (online)
For whom: Educator before
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
“Origins” as a modern comprehensive program of preschool education: concept, targets, principles, structure, implementation conditions (16 hours)
STK-627
Start: 03/20/2023
Duration: 16 hours
Format:
Scheduled classes (online)
For whom: Educator before
Refresher course
International Education Center (Moscow)
Forthcoming
Updating the content, technologies and programs of additional education of physical culture and sports in the aspect of modern trends in educational policy (72 hours)
STKM-651
Start: 03/20/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher of additional education
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Updating the content, technologies and programs of additional education of physical culture and sports in the aspect of modern trends in educational policy (72 hours)
STK-651
Start: 03/20/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher of additional education
Refresher course
International Education Center (Moscow)
Forthcoming
Updating the content, technologies and programs of additional education of tourism and local history in the aspect of modern trends in educational policy (72 hours)
STKM-589
Start: 03/20/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher of additional education
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Updating the content, technologies and programs of additional education of tourism and local history in the aspect of modern trends in educational policy (72 hours)
STK-589
Start: 03/20/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher of additional education
Refresher course
International Education Center (Moscow)
Forthcoming
Professional competence of a teacher of higher education in the context of modernization of modern education (72 hours)
STKM-642
Start: 02/27/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher
Refresher course
Publishing house “Teacher” (Volgograd)
Forthcoming
Professional competence of a teacher of higher education in the context of modernization of modern education (72 hours)
STK-642
Start: 02/27/2023
Duration: 72 hours
Format:
Scheduled classes (online)
For whom: Teacher
Refresher course
Teachers who need periodic refresher courses include:
teachers of preschool educational organizations,
teachers of general education organizations,
teachers of secondary specialized and higher educational institutions,
teachers of institutions of additional education.
Advantages of advanced training on the UchMet portal
On the UchMet portal, advanced training courses are implemented in a convenient and well-established distance form in two learning modes: online and offline.
Online classes are held according to the schedule, and all students receive not only up-to-date knowledge and all the necessary teaching materials, but also have additional benefits in the form of interactive interaction with the teacher and other students.
The offline mode allows the student to choose the most convenient time for working with educational and methodological materials, which are available around the clock.
The authors of the materials of the UchMet portal (lectures in the format of a webinar, presentations, methodological developments), which are provided to students of advanced training courses, are generally recognized experts in the field of education, reputable teachers and lecturers with innovative practical developments, diplomas and certificates.
Many course programs meet the requirements for the organization of the educational process in the context of the implementation of the federal state educational standard (FSES).
Educational advanced training programs presented on the UchMet portal are attractive not only as a quality product designed to meet the educational needs of teachers. A clear and indisputable advantage of advanced training courses on the UchMet portal is their cost: the price is quite democratic and accessible to a wide category of students.
Students who have successfully completed the advanced training program presented on the UchMet portal receive a certificate of the established form, which is delivered by registered mail by the Russian Post.
Subject:
Physical culture, ORKSE (Fundamentals of religious cultures and secular ethics), OBZH (Fundamentals of life safety), MHK (World art culture), Literary reading, Foreign language, Fine arts (Fine arts), Fundamentals of financial literacy, Chemistry, Physics, Technology, Russian language, natural science, world around, social science, music, mathematics, literature, history, computer science, geometry, geography, biology, astronomy, algebra.
For whom:
Occupational safety specialist, Inclusive education teacher, Trainer-teacher, Tutor, Additional education teacher, Subject teacher, Lecturer, Speech therapist, defectologist, Deputy head, Director, head, head, Manager, Labor instructor, Organizing teacher, Lecturer- OBZH organizer, Master of industrial training, Primary school teacher, Music director, Physical education instructor, Librarian, Psychologist, Social pedagogue, Educator, Class teacher, Methodist.
US education system: advantages and disadvantages
Article prepared by American educational portal PapersOwl
A well-thought-out US education system provides high-quality, consistent preparation of students, as well as high employment prospects and rapid career growth in the future. The American education system has gained recognition throughout the world, and US universities consistently occupy leading positions in global rankings, which annually select the best universities in the world.
Of course, like any academic system, studying in America has certain weaknesses. However, the numerous advantages of studying in America are so obvious and impressive that the individual shortcomings of the learning process are completely leveled against their background.
Education in the USA is represented by a whole complex of various educational institutions that provide differentiated training for pupils and students, taking into account their age, abilities in various subjects and disciplines, as well as with a consistent focus on the educational tasks set.
The US education system is considered one of the largest educational systems in the entire world community.
Consider how the US education system is built and what are its advantages.
The structure of education in the USA
A complete training package consists of 5 basic consecutive stages.
stage
age
study program
The educational structure includes both public and private schools at various levels. Students (or their parents) can independently determine the most appropriate format of education, taking into account the need to obtain the required level of preparation.
Public institutions related to the academic field, involve the study of an established set of curricula. And to track the results and progress of students, standardized testing is used. Private, as a rule, elite schools, functioning along with public ones, may have certain nuances of the learning process.
The United States guarantees free preschool education to its citizens. I must say that the American education system as a whole provides children with opportunities to receive quality training, regardless of the financial situation of their parents.
Schoolchildren in the USA begin their studies at the age of 6 and continue until the age of 18, after which a school graduate can enter American universities.
Elementary school
After attending a pre-school institution where kids learn elementary knowledge, children go to elementary school (Elementary school). The preparation of elementary school students has similar features with studies in our country. The education of younger schoolchildren is mainly aimed at the complex, versatile development of children.
Secondary
All secondary education institutions can be divided into:
state schools;
private educational institutions;
sports and educational institutions;
music schools;
religious structures of secondary education.
High school students, in contrast to junior schoolchildren, already have a fairly wide choice of academic disciplines, which provides a more individual approach. Compared to the Ukrainian school, middle and high school students in the United States receive a more highly specialized education, which is accompanied by an excellent opportunity to acquire practical skills.
The learning process in higher educational institutions is even more different.
Higher education system
Higher education in the USA is represented by the following institutions:
colleges;
universities that differ from colleges by having a larger research base and master’s programs;
vocational schools;
2-year colleges, after which students can usually easily transfer to the third year of a regular university for further education;
Master / MBA / PhD.
The higher system of student training includes several levels, after which students are awarded certain titles:
Associate – an intermediate academic degree awarded to students after completing two years of study at a university;
Bachelor (bachelor) – the first stage of education, obtained depending on the specialization after 4-5 years of study at the university;
Master – Master’s degree, awarded upon completion of the Master’s or MBA, that is, after receiving postgraduate training;
Doctor – doctoral degree obtained after the award of a master’s degree.
The presence of multi-stage education in the States provides a differentiated approach and the opportunity for students to choose for themselves the most appropriate amount of knowledge and the amount of time spent on studying at the institute.
Higher education institutions are the most popular among foreign students, since American universities are generally recognized as world leaders among universities in various countries. So, according to Wikipedia, despite the presence of weaknesses in the secondary education sphere, American higher education is certainly one of the best in the world.
Let’s look at the basic advantages and disadvantages of the educational sector in the United States.
The virtues of American education
Why is education in America today considered to be of the highest quality, prestigious and promising? What is the secret of such popularity? Indeed, in the world there are a variety of academic systems aimed at high-quality training of students.
The educational sphere of the United States has the following obvious advantages:
The inextricable connection between education and science in higher education distinguishes the American educational system from other educational systems in the world. Universities in the USA are entire research centers where the academic sphere is firmly consolidated with scientific research. Thanks to this, university students get the opportunity to acquire fundamental knowledge and practical research skills. Students are often taught by the best scientists in the country, who are simultaneously engaged in scientific and teaching activities.
Teachers in American schools have an extensive, proven over the years arsenal of learning methods.
University graduates, oriented towards preparation for real life and work, have broad practical skills that allow them not only to quickly find a job in their specialty, but also to make a rapid professional career upon graduation from college. At the same time, valuable practical skills allow the graduate to immediately find a job with decent pay and quickly compensate for the financial resources spent on the institute. According to statistics, the average salary in the country is approximately 54.5 thousand dollars a year, which makes it possible to classify America as one of the largest states with the highest level of wages.
Graduates from a variety of institutions in the United States receive, upon completion of their studies, real prospects for living and working in the country with the most highly developed economy in the world. Thus, foreign graduates are given fourteen months to find a suitable job in the country upon graduation from any institution of higher education.
The study of various disciplines in America is based on an individual approach and the development of independent thinking in students. Cramming of educational material is not welcome even in general developmental disciplines, not to mention specialized specialized training. University graduates acquire valuable skills of independent analysis, thinking and competent study of training materials.
Students of institutes have wide freedom of choice. The educational programs of colleges and universities are structured in such a way that students can independently decide which disciplines and courses they need to study in a particular academic semester. They may also individually determine the number of hours spent on a particular subject. Studying in this way at the university, on the one hand, is comfortable, and on the other, it is responsible. So two tasks are solved at once: the development of responsibility and the development of a positive attitude towards the learning process.
The flexibility of the educational process allows students to adapt standard training programs for themselves. A university student can choose an individual program that best meets the educational objectives, as well as his abilities, interests and current educational level. At the same time, students can, as a rule, be transferred from one college to another without complex bureaucratic procedures.
The country has the highest concentration of the best universities that have graduated many famous students (presidents, founders of the world’s largest corporations, politicians, etc.). Studying in America is, of course, prestigious and promising. And in addition to direct education in an educational institution, students have the opportunity to make useful contacts and connections for life.
Both local and international students are free to choose the institution of their choice, as there are more than 3,000 institutions of various types operating in the United States. Among the 18 million students at American universities, about 1 million are students who came from other countries, which indicates the highest popularity of the US education system among foreigners. Each applicant can select a college based on their financial capabilities, abilities and tasks.
The demand for the American system is confirmed by numerous world ratings. For example, according to the Best Global Universities Rankings and Round University Ranking, the top 10 best universities in the world include 8 universities from the United States. These figures clearly indicate the dominance of local institutions at the top of the ranking lists, studying the performance of the best colleges in the world.
The United States has a developed economy and a decent quality of life. According to numerous well-known ratings (Best Countries report by US News, World Report, etc.), America is today ranked among the top ten countries in the world. These ratings took into account both the political international influence, and the economic parameters of the countries being evaluated, and other diverse factors, including the value of the country’s cultural sphere. So, in 2015, the States took the third rating position in the top 30 countries of the world according to the criterion of “soft power”, which implies the ability of a country to influence the world community not with weapons and finances, but with its civil and cultural values (this rating of The Soft Power 30 is presented by the London Portland PR agency).
Diplomas and academic degrees from American institutes are recognized and quoted almost all over the world.
American colleges, when compared to institutions in other countries, have the highest funding from various sources (income from asset management, student donations, business profits, etc.). Such financial security of public and private institutions of the academic field leads to an amazing material base, which, in turn, provides excellent opportunities for student development and high-quality training.
The deep integration of institutions with employing companies is another advantage of getting a degree in America. Colleges are regularly visited by representatives of large organizations to share their experience and talk about the industry with the audience, as well as exchange contacts. And this is important both for obtaining practical skills and for potential employment opportunities. Most other countries, which are today the main competitors in the academic field, do not yet boast such close ties with employers.
We also note that direct study in an American educational institution is inextricably linked with an interesting student life, which is remembered by many students for many years. Students of American universities are actively involved in social events, so the daily study of general and specialized subjects at the institute does not seem boring and monotonous. In addition, foreign students gain experience of independent living. The classic campus provides students with a fairly comfortable environment that compares favorably with the conditions in our student dormitories.
The developed infrastructure of campuses creates all the necessary conditions for teaching and research activities and exciting leisure for students. Local campuses have diverse clubs of interest, sports sections, cultural centers and other infrastructure facilities that make student life more diverse and memorable.
Another advantage of training foreigners in America is the multinational nature of the educational industry in the country. There are many foreigners studying here who do not feel any discrimination or disrespectful attitude towards themselves from the indigenous people. Foreign students who come to study from other countries, as a rule, easily adapt and get involved in the educational process and active student life.
Weaknesses of the educational sphere
Discussions about the shortcomings of the academic field of the United States periodically appear in the press and other media, but most of the shortcomings mentioned are far from being as obvious and unambiguous as, for example, the leading positions of American universities in international rankings .
Among the weaknesses of the educational process, the lack of comprehensive development of the student and the low creativity of the process of studying subjects are most often called. The fact is that in the American educational industry there is indeed a focus of study on the direct preparation of the student for future work. The academic sphere is more aimed at obtaining professional specialization and practical skills for the upcoming work activity. Studying for the sake of studying is not particularly welcome here.
There is certainly some soundness in this criticism, especially when it comes to middle management. Schoolchildren lack the creativity of learning, and even at this age they cannot unequivocally determine the area of their future specialization, therefore, profile education in the middle link to the detriment of other disciplines does not always benefit students.
Innovative ideas and comprehensive development of students are more welcome in private schools, trying to take into account and eliminate all the shortcomings of traditional education. However, such modernized academic programs are still available only in paid secondary schools, so in the States from time to time the question arises of revising and some refinement of the school public education system.
At the same time, the aforementioned lack of high professional orientation and narrow specialization of the educational sphere in America in higher education often turns into an obvious advantage. University graduates in the United States, in comparison with the students of our country, are more prepared for the upcoming work, which allows them to quickly find a suitable job with decent pay. This gives graduates of American universities an undoubted professional advantage over students of institutes from many other countries. Let us recall, for example, graduates of Ukrainian universities who leave after studying at a higher educational institution with a huge amount of theoretical knowledge and do not immediately understand how this knowledge can be applied in practice.
In addition, narrow-profile specialization provides a more individualized approach to students than, for example, in our country, where students and schoolchildren study a single set of subjects without exception. High school and university students in the United States can choose their own individual set of subjects, as well as the teachers with whom they wish to study.
For many international students, the limited employment opportunities on a student visa are also a disadvantage. Only foreign students are allowed to work directly on the campus (campus), that is, on the very territory of the higher educational institution, no more than 20 hours a week. And despite the vast structure of such campuses, finding a job is not always easy.
But again, this shortcoming has a negative, positive side. Students who come from other countries in order to receive a quality education can fully concentrate on the educational process without being distracted by extraneous factors. But after graduating from the university, they will be able to quickly find a decent job and compensate for the financial costs of their studies.
Thus, the United States educational field has many advantages that attract students from all over the world. And some of the shortcomings of the system, concerning mainly the secondary school, are completely offset by the high quality, prospects and prestige of education.
Refresher courses under the program Pedagogical support for the development of children at an early age in preschool educational institutions in Simferopol
We invite specialists to the “Academy of Modern Technologies” for advanced training courses on pedagogical support for the development of children at an early age in preschool educational institutions. Training is remote, so you can study the material without interrupting work.
Audience category
Employees of kindergartens, development centers and other educational institutions can take a course on pedagogical support for preschoolers. Among these specialists:
educators;
educational psychologists;
teaching method specialists.
Training program
Format
We conduct courses on pedagogical support for the development of children at an early age in preschool educational institutions in Simferopol in a remote format.
You can use specialized literature, lectures and presentations on theoretical and practical disciplines 2–3 days after paying for the tuition. We provide round-the-clock access to your personal account, so you can choose the time of your classes.
You can repeat the studied material within a year from the start of classes – we will retain the right to access your personal account.
The benefits of distance learning
Classes in a remote format are chosen if:
there is no possibility to move to another city during the course;
the CVE center is far from home or place of work;
unable to regularly attend lectures at the academy.
Online training will provide the following benefits:
savings on the cost of education;
personal class schedule;
start of training without recruiting a group;
the opportunity to retake the final test for free;
reduced training time – there are no general education disciplines in the program.
Timing
Depending on the requirements of the student, we conduct classes in the following types of programs:
The standard curriculum is compiled according to the Federal State Educational Standard, so the preparation period cannot be changed. The course program contains an average of 72 academic hours of material – this is 2 weeks of classes for 6-8 hours daily.
Personal study plan – compiled by AST specialists, if the client needs to change the terms of training, redistribute the hours to study individual topics and add the necessary disciplines.
The educational program must be chosen before the conclusion of the contract. To do this, inform the manager in advance of your wishes for the advanced training course.
Acquired skills and knowledge
Having completed training in pedagogical support for the development of children at an early age in preschool educational institutions remotely, you will study:
the procedure for compiling a curriculum for groups;
ways of individualization of the educational process;
indicators of mastering the educational program in the group;
features of the organization of cognitive activity of children;
theory and methodology of pedagogical processes in preschool institutions;
methods and approaches to planning the cognitive, developmental and speech activities of children.
You will learn:
communicate with children of any age;
plan the physical activity of children;
organize circles and interest groups;
choose the forms and methods of conducting classes;
analyze and select didactic materials;
take into account the needs of all children, including those with disabilities;
apply methods of pedagogical and psychological support for pupils.
Issued documents
We issue a certificate of the established form for the profile “Pedagogical support for the development of children at an early age in preschool educational institutions”.
You can get the document at the office of the DPO center. If you are unable to come for a certificate on your own, we will arrange delivery:
courier service – according to the tariff of the organization;
“Post of Russia” – free of charge.
You will be able to confirm the qualification even before receiving the original certificate – we will send a scan of the document by e-mail immediately after the completion of the final test.
We store information about the course in the archive for 50 years, which allows you to:
recover lost documents;
generate and provide course completion statistics.
Frequency of advanced training
Educational workers need to take courses at least once every 3-5 years. The frequency of updating professional knowledge is determined by the employer and indicates the terms of the job description.
Enrollment conditions
Education
Employees with higher and secondary vocational education can receive training in pedagogical support for the development of children at an early age in preschool educational institutions – according to the professional standard. Call the manager by phone to clarify the requirements for students.
Required documents
The passport;
diploma of education;
old certificate – if any.
The cost of advanced training in pedagogical support for the development of children at an early age in preschool educational institutions in Simferopol
Academy managers calculate the price individually for each client after agreeing on the wishes for the course program. The final cost is affected by:
terms of study;
type of educational program;
number of students from one institution.
We make a discount to organizations that send a group of specialists to study. To save money, enroll three or more employees at the same time.
For a free consultation, fill out the feedback form at the bottom of the page or call us. To find out the exact cost of training, use the online calculator.
Education abroad, study abroad, study abroad – Students International
Studying in England is prestigious, interesting and popular all over the world. Not even tens, but hundreds of thousands of students from all over the world come here every year to study! There is hardly a parent who would not dream of seeing their child graduate from a British college or university. What is the secret of such popularity?
BENEFITS of studying in the UK
UK Education System
UK primary and secondary education
University preparatory programs
UK Higher Education
UK LANGUAGE COURSES
Types of language courses
Business English in the UK
Holiday programs for children in the UK
USEFUL INFO about studying in the UK
How to get into a British university?
Student accommodation during studies
Student employment
IELTS, TOEFL, GMAT tests
HOW can the educational agency Students International 9 help you0010
The Benefits of Studying in the UK
British certificates, diplomas and degrees are considered the world’s best and certainly the most prestigious. An education received in England is a reliable basis for any career and a guarantee of a high salary (even a starting one)!
State-of-the-art teaching methods, constantly upgraded educational equipment and, most importantly, professional teachers from British schools, colleges and universities help to fully reveal the academic and creative potential of students.
The quality of British education is recognized worldwide. British universities, private schools and language centers are in the “tops” of all educational rankings. Many countries of the world have taken the British model of education as a basis.
The knowledge gained in English language courses will form the basis of your future career or the key to successful study in your own country. All over the world, English is used in business, science, and information technology. Studying in the UK will allow you to fully immerse yourself in the language environment, learn to speak and think in English. The method of immersion in the language environment is the most effective for an 8-year-old child, and for a university student, and for those who choose courses “for those who are over …”
Studying in the UK turns out to be not much more expensive than studying in other countries. British bachelor’s and master’s degree programs last only 3 and 1 years, respectively, compared to 4 and 2 years in most other countries. Thus, due to the intensity of study, its duration is reduced, and hence the cost of training and living.
Great Britain is a multinational and multicultural country. It absorbed the diversity of cultures of its former colonies and many other countries. London, the capital of Great Britain, can serve as an illustration of the thesis about a globalized world. The modern world needs modern-minded and educated people!
A practice proven for centuries! This can be trusted! The educational traditions of Great Britain, among which, by the way, the tradition of accepting students from different parts of the world, are rooted in the distant past. Since the Middle Ages, English monks have been engaged in educational activities, bringing knowledge to Europe. The UK was one of the first countries to have universities. The famous Oxford and Cambridge very quickly gained popularity and fame all over the world and gradually turned into international educational centers. They have been that way for over 700 years! However, the British education system is not only traditions, but also constant creative development. Every year, the UK government allocates huge sums for the development of the educational sector and scientific research. The UK accounts for almost 5 per cent of all scientific research in the world. And British scientists have received more Nobel Prizes than any other country in the world except the United States.
Permanent monitoring! Over the past decades, a large number of different educational institutions have appeared in the UK – schools, colleges, universities, many new courses and educational programs, including special programs for foreigners. All educational institutions (both old and new) are regularly inspected and certified by special public and state institutions, such as the Office for Standards in Education, The British Council and the British Accreditation Council.
UK Education System
UK Primary and Secondary Education
Education in the UK is only compulsory for children between the ages of five and sixteen. Children under this age may or may not attend kindergartens at the request of their parents. And older (after graduation) teenagers are free to choose: go to work or continue their studies. The details of the UK education system (England, Wales and Scotland) vary. But, in general, they are the same. The entire UK education system is divided into two sectors: public and private. The conditions of admission and payment, the curriculum, the length of the semester in educational institutions belonging to different sectors may have noticeable differences, but the basic structure of education, the conditions for conducting exams and the level of student preparation determined by the state standard is the same for all educational institutions.
Early childhood education is not compulsory in the UK. Now about 30% of children of 3-4 years of age attend pre-school institutions.
Primary and secondary school education (5-16 years). In the public sector, children from the age of 5 enter primary school, where they study until the age of 11. They then move on to high school, graduating at the age of 16 after passing the “level one” exams. If the student has chosen an “academic” (theoretical) course, then he receives a General Certificate of Secondary Education (General Certificate of Secondary Education). Its counterpart in Scotland is the Scottish Certificate of Education. If a vocational training course has been chosen, a General National Vocational Qualification (General National Certificate of Vocational Qualification) is issued. There are other types of qualification certificates. In the private sector, training starts at the age of 7. Until this age, children attend kindergarten or a special one at the chosen educational institution. Until the age of 13, they study at Primary School, sometimes called Preparatory School, and then, having successfully passed the exams, they enter the Secondary School. At 16, they take the same “level one” exams as children attending public schools.
Advanced school education (16-18 years old). By the age of 16, adolescents must decide which path to take next: whether to continue their education in order to subsequently go to university, or to receive vocational training and start working. Those wishing to enter the university do not “pass by” a special two-year course. In this case, having successfully passed the first level exams, students enter the 6th Form College, where they study a certain set of disciplines, based on their own choice and the requirements of the university they intend to enter. At the age of 18 (in Scotland – at 17), at the end of this course, students take exams of the second (“Advanced”) level, the so-called. “A-levels” (“Highers” in Scotland) and receive a Certificate of Advanced Secondary Education – General Certificate of Education, GCE A-levels. Having chosen a professional training course and having completed the appropriate training, students take exams for a professional qualification of the second (advanced) level – GNVQ / NVQ Advanced.
International Baccalaureate is an alternative to traditional British schooling. IB is an international program. It exists in many countries as an equivalent to national school curricula. It is more intense than the traditional A-level. In IB, it is supposed to study 6 subjects, conduct independent research, write a term paper. Successful completion of an IB course makes it possible to enter any British and most other universities, and American higher education institutions enroll IB graduates immediately in the second year.
Preparatory programs of universities in the UK
Formally, the Russian Certificate of Secondary Education is not enough for admission to British universities. Preparatory programs (Foundation) for those wishing to continue their studies at universities in the UK are the best and shortest way to enter universities in England. The minimum entry requirements for these preparatory courses make them more and more in demand among students not only from Russia or the CIS countries, but also for applicants from many other countries. In order to be enrolled in the Foundation program, you must:
finish high school
write an essay (composition about yourself)
pass an international English language exam (IELTS or TOEFL).
Please note that under the agreement of the Center for Study Abroad Students International with a number of educational institutions, SI students can be enrolled in such a preparatory course without passing the international exam, but after passing the internal language test of the educational institution. During the year of study at the Foundation preparatory course, foreign students get acquainted with the country and its customs, learn more about the education system, the principles and methods of teaching, significantly improve their knowledge of the English language and pass the qualification exam necessary for admission to the university. In addition to language classes aimed at developing the skills of oral and written speech, the perception of printed text, students are deeply engaged in academic disciplines in those subjects that they intend to study in the future at the university. Students not only attend classrooms, but also devote a lot of time to self-study, working in the library or in the computer lab on individual or group projects. All students during their studies on the program, with the help of experienced mentors, members of the teaching staff, are finally determined with the choice of the university where they would like to continue their education, and many successfully cope with the task. Admission to the preparatory department is carried out once or twice a year (depending on the specific educational institution).
Higher education in the UK
Higher education in the UK allows you to get the most relevant knowledge and skills on the modern labor market, making graduates of British educational institutions in demand by leading companies in the world. In Russia, a British diploma provides an opportunity to get a prestigious job and even jump over several steps in the career ladder. For those international students who wish to stay in the UK, the government is taking a number of measures to allow them to legally obtain a work permit. For example, Scotland has already passed a law that all university graduates can stay in the country for two years to work. Degrees that are awarded to students after successfully completing a university course can be divided into two levels:
undergraduate (first higher education)
postgraduate (post-higher education)
Over 180 higher education institutions in the UK offer one of the following undergraduate degrees:
BA Bachelor of Arts
BSc Bachelor of Science
LLB Bachelor of Laws
BEd Bachelor of Education
EEng Bachelor of Engineering
BMus Bachelor of Music
BM or BS MB
To obtain a bachelor’s degree at a university in England or Wales, you need to study for 3 years (in Scotland – 4). But for a degree in medicine, dentistry and architecture, you need to study for 5 to 7 years.
Postgraduate education. The term “postgraduate” or “post-graduate” education refers to any type of study after higher education. You can usually get a British master’s degree in one year (sometimes two years), subject to a higher education diploma and excellent command of the English language. Postgraduate programs are divided into theoretical and research.
Taught program culminates in either a diploma or related certificate, or a master’s degree. Throughout the study, the results are evaluated by written work. Upon graduation, a thesis is written (usually 20,000 words).
Research program (research program) differs from the theoretical one in that students attend classes less often and devote more time to independent research. This course allows students to conduct their own research, which is usually part of a larger university research project. The ultimate goal is to obtain the highest academic degree – Doctor of Philosophy – Doctor of Philosophy, PhD. Types of postgraduate degrees:
PGCE, Postgraduate Certificate in Education Teaching Certificate
DMS, Diploma of Graduate Studies Diploma in Management
MA, Master of Arts Master of Arts
MSc, Master of Science Master of Engineering
MBA, Master of Business Administration Master of Business Administration
LLM, Master of Law Master of Laws
LANGUAGE COURSES in the UK
Types of language courses
There are now several hundred English language schools in the UK. All linguistic centers in England, with which Students International works, are accredited by the British Council and are members of the Association of Accredited English Language Schools ARELS. A variety of curricula and focus on students of all ages and with different levels of language proficiency is the main difference between British linguistic centers. Methodologically, training is complex: students learn to speak, write, listen and perceive English speech. In short-term courses, more attention is paid to language practice. Basic course types:
General or Basic course. Offered by almost all schools. The course is based on a combination of teaching reading, writing, listening and speaking, and also covers the basic aspects of grammar. The course is divided into standard, intensive and super intensive. As a rule, classes are held in the morning, and the second half of the day can be devoted to excursions, rest or self-training. Intensive course – combines morning and afternoon classes in special training modules for professional or academic training.
Exam courses. Allows you to prepare for the exams required for admission to universities, colleges or jobs. Qualifications recognized by universities and top employers – IELTS, TOEFL, Cambridge CAE, Cambridge CPE, etc.
Academic year. Combines in-depth study of the language with preparation for passing exams for universities and colleges. Duration – from six months to 1 academic year. This course is VERY competitive in terms of price but has fixed start dates.
Business English. Course for special purposes with a focus on the study of professional vocabulary.
English + rest. These courses combine language learning with active recreation, sports or an excursion program.
Business English in the UK
The importance of English as a means of international communication cannot be overestimated. It is difficult to imagine how the world of modern business would exist if business people from all over the world did not have the opportunity to understand each other, discuss any issues over the phone without any problems, enter into partnerships and other business relationships, draw up complex contracts and just talk over dinner. English is now taught by people of all ages. Not only schoolchildren and students, but also the heads of large corporations find time in their busy business schedule to take a language course abroad, which will eliminate the language barrier that complicates not only live communication with business partners, but also work with documentation, studying catalogs and websites of foreign partners, reading the press in English. Business English programs of foreign language schools are diverse and take into account various aspects of language proficiency, as well as the peculiarities of language learning by business people. The Business English course structure is (most often) a combination of 20 General English lessons per week and 10 Business English lessons. Classes use a wide variety of materials, including real documents, texts, and records relevant to your field of work. In order to give you the necessary practice, student performances, business games and discussions are organized. The course covers such important areas of business communication as business correspondence, role-playing games and behavior in various work situations, business meetings, negotiating, telephone communication, working in an international company, interviewing techniques. There are a number of special business English courses that provide in-depth study of some aspects of the language and its use in specialized areas of business. For example, programs such as:
English for international negotiations
English for Young Businessmen
English for top managers
English for Professionals (Tourism, Law, Medicine, Politics, Logistics, International Organizations, Banking, Insurance, Automotive, Energy, Water Management, Human Resources, Secretarial and Personal Assistant Training).
Vacation programs for children in England
All parents want their children to spend their holidays not only fun, but also useful. Specialized language programs for children in the UK allow you to spend your holidays with benefits for both health and mind! Holiday courses are full of not only English classes, but also entertainment, sightseeing, cultural and sports activities. Such an intense trip for several weeks will remain the brightest impression of a lifetime! The choice of language vacation programs is huge. It is determined by geography, type of residence, the intensity of English classes, the content of the extracurricular program (excursions, sports). Contact one of the offices of the Students International Center for Study Abroad, and our experts will help you choose the best program.
USEFUL INFORMATION about studying in the UK
How to enter a British university?
If anything needs no advertising, it is higher education in the UK… There are eternal values: French croissants, Vologda butter and… British education. With croissants and butter, it’s easier – go to a good store and buy guaranteed quality. It is more difficult with education: having money does not guarantee that you will receive this “goods”. The point is not in intellectual abilities, but in the fact that entering universities is difficult purely technically. So let’s say you and your parents decide that, say, City University in London is the right place for you. How to make a wish come true? There are only a few options:
Enter a British school (if you are still of school age), finish it, successfully completing an A-level (the last 2 years of a British school) or an International Baccalaureate (a pan-European analogue of high school) practically guarantees you a place in one of the universities in Britain. The main thing here is successful school performance.
Complete the 11th grade of a Russian school and enroll in the Foundation preparatory course. Immediately after school, our graduate will not be taken to the university. The British believe that their school education is more complex, fuller, longer, so our school graduates are simply not academically ready to study at their universities. Therefore, after the 11th grade, the Foundation course cannot be avoided. In fact, just academically our students are stronger, but psychologically, methodologically, alas, no. As it happens most often with us: the teacher tells something in class, and at the exam (test) it is necessary to retell all this as close as possible to the source …. Stone Age! Or rather, the Middle Ages, scholasticism, cramming, the absence of one’s own opinion as a blessing. In Britain, first of all, freedom of thought and initiative are valued. The more unusual you offer a solution to the problem, the better! The main thing is to be able to justify your opinion. Well, in order to justify a little courage and imagination, you also need very good English! The usual requirement for applicants to universities is knowledge of English according to the IELTS system at a level of 6.0, sometimes 6.5 To make it clearer: “our” graduate of a special school will pass this test at best by 5.5 At 6.0-6.5, only those who went on vacation will pass it for language courses abroad. Without such trips, you can “acquire” vocabulary, but it’s unlikely that correct pronunciation, ease of communication, understanding skills of non-teacher pronunciation … And the IELTS test evaluates not only vocabulary, but all speech parameters, including “speaking”. During this Foundation preparatory course, students are preparing to enter universities “in all directions”: methodologically, psychologically, culturally, they improve their English skills, pass the IELTS test, and of course, they prepare in their specialty (social sciences or IT, or what anyone needs). The purpose of the work of an educational agency is to select for each student an ideal educational institution for him, based on academic interests, psychological characteristics, etc. Therefore, we urge you not to “try on cats” (especially since these are not cats, but your own children), but to trust specialists who know their business.
The third option is to finish school and enter a Russian university. Completion of the first year of a domestic university is equivalent to the completion of the Foundation preparatory course. When studying in the first year, you will need an IELTS or TOEFL test, and if the result meets the entrance requirements, and the school certificate and grades for the first year are positive (if not excellent), then you can count on a place in one of 110 British universities. Admission to British universities takes place centrally through the Universities and Colleges Admissions Services (UCAS) system. It is necessary to fill in a special questionnaire on the Internet on the website www.ucas.com, pay the registration fee on-line with a credit card, and then wait for the decision of the universities. By the way, according to the UCAS system, documents for enrollment can be submitted immediately to 6 universities! In the first place, they usually put an “unattainable ideal” like the London School of Economics, and in the 6th place – something from the last twenty rankings, so that there is a guarantee of admission. And then you just have to wait for the universities to respond. Answer options: “your application was rejected”, “you are accepted”, “you are accepted conditionally”. Most of the first receive the CONDITIONAL enrollment. The university then informs you through UCAS which particular condition you must meet in order to receive not “conditional”, but “unconditional” or “full” admission.
If you do not do well on an IELTS test, you may be required to retake it. Or, if you are a first or second year student, you may be told to send in your academic transcript after completing your first (or second) year of study. This is the most common condition. After all, it is necessary to submit documents to UCAS in winter or early spring (otherwise it will be too late! Auditors’ benches are not rubber!), and at this time “our” conditional student has not yet completed the first year. This is usually done in the winter or spring, and the actual enrollment is received from the universities in July/August. The third of the described options is the most confusing. When entering this third way, only a few do without the intermediary help of educational agencies. Go to www.ucas.com yourself, try to fill out the application / application form, then you will understand! Firstly, you are unlikely to fill it out on your own, and if you do fill it out, it is unlikely that it will be correct. Students International has been working in the market of educational services since 1993 years old During this time, more than one thousand students went to study abroad and for language courses, and for preparatory courses, hundreds study at universities around the world. Students International will be able to help you with admission in any of the 3 options described above. Based on age, academic background, and other factors, SI specialists will select the most optimal option.
Accommodation of students while studying in England
The success of studies is largely determined by where and in what conditions the student lives. For some, the best option is a hotel: comfort, silence, independence. But for the majority, a long stay in a hotel is still a little expensive … Many choose to stay in a student residence among their peers from other countries. For the majority (especially when studying in short-term language courses), living in a family becomes the best choice. First, it is more profitable economically. But, most importantly, constant communication with native speakers complements the “full immersion” and makes it possible to get acquainted with the life of the country “from the inside”. We advise many students of long-term academic programs to “take” homestay accommodation (for 1-2 months) to begin with, and, based on their own impressions, decide whether to stay in a family or choose another option.
Employment of students while studying in England
It is quite clear that students who go to study abroad, as a rule, can study and live without a part-time job. Many students are financed by parents or relatives who carefully consider and calculate all upcoming expenses. However, students who decide to earn extra money in their free time benefit much more than their non-working counterparts, because they will be able to gain work experience, expand their circle of acquaintances and “pull up” the language. By law, students can work in the UK (up to 20 hours per week) if their study period exceeds 6 months. We want to note right away: your earnings in a spacious foreign field will not be able to cover all your expenses, however, you will be able to partially or fully compensate for the costs of accommodation, food and travel. Paid internships/students’ jobs are common these days. Many foreign educational institutions have adopted this program and are willing to help their students find a part-time job after graduation. The choice is not distinguished by particular sophistication and richness: sellers, couriers, maids in the hotel, assistants, porters, dishwashers. You may also get a more prestigious job. For example, at the front desk of a hotel. Or you will be entrusted with public opinion polls so beloved abroad. But this is only if you know the language well enough. It’s not bad to work in a bar and a restaurant – there tips are added to the salary. Or in a hotel – you can be offered free meals and accommodation in it. Another way to cut costs a bit while studying abroad is to work for the family you will be living with or the school you will be studying at. This option is more common: in the master’s house it is easier to find work, say, to babysit, clean, go to the store, etc. “Yes, it would be nice to earn extra money in my free time,” you say, “but how can I find a job?”. Very simple! So, job offers for students can be found:
in your educational institution – the bulletin board, as a rule, is full of various vacancies for part-time and weekend jobs;
at job centers. Many educational institutions have their own employment centers with their own databases of vacancies. Sometimes a special newspaper is published for this purpose. Employment services will also provide you with detailed information, give you advice on finding vacancies and further vocational training, can outline the prospects for obtaining a job after graduation, the possibility of obtaining a permit for this work and internships .;
in local newspapers;
with the help of friends.
As you can see, international students have many opportunities to find work abroad. However, keep in mind the following: * You cannot start your own business, be a professional trainer or work full-time; * With the exception of funds you will earn in a position provided to you by the university or college itself, money you expect to receive from part-time or weekend work cannot be used as a basis for obtaining a visa. You must prove that you are able to cover the costs of studying and living in this country without the need for employment or government assistance.
IELTS, TOEFL, GMAT
TOEFL (Test of English as a Foreign Language)
An English language test, developed and administered by the American Council, is used to determine the level of knowledge when applying to a university or applying for a job. Currently, a computerized version of the test is mainly used, although a paper based test is also acceptable. For the CIS, the computer based test is official. The test consists of testing several positions: Listening, Speaking, Reading, Writing with a test, respectively, of listening comprehension, grammar, vocabulary and the ability to “link words” on paper. Official information on the website: www.toefl.org
IELTS (International English Language Testing System)
This is the official British Council test. The test tests the ability to use English in everyday communication situations (General test option) and in an academic environment (Academic test option): Writing, Speaking, Listening, Reading. Official information on the website: www.ielts.org
GMAT (Graduate Management Admission Test)
The GMAT test is used for admission to Western educational institutions for the MBA (Master of Business Administration) programs and some other master’s programs. It is assumed that the tested at a sufficiently high level owns arithmetic, geometry, grammar. When testing, the following parameters are checked: Critical reasoning (language understanding and quick wits), Data sufficiency (mathematics), Sentence correction (grammar), Problem solving (mathematics), Reading comprehension (reading and understanding).
How Students International Educational Agency can help you
Students International Study Abroad Center has many years of experience in the British education market. The Center’s specialists know the UK and its educational institutions firsthand, not from brochures or the Internet. All educational institutions were repeatedly visited, inspected, and the connection “agent – student”, “agent – parent”, “agent – educational institution” is constantly maintained. Our experts will select the optimal training scheme for you, the program and the educational institution that will best suit your level of education, your goals, etc. An important point in the work of an educational agency is assistance in obtaining a visa. Students International will inform you about all the peculiarities of the visa procedure, help you collect a “package of documents” and will represent your interests at the embassy. After the visa is received and the student goes to study, Students International will continue to supervise the student: monitor academic results, help solve everyday problems, provide practical assistance to students’ parents in obtaining a guest visa (after all, many parents often visit their children in during the school year and during holidays), etc. Our Center provides a full range of consulting and practical educational services. We look forward to working with you!
UK Education List:
UK Language Programs
UK Schools/Colleges
University preparation in the UK
UK Higher Education
UK business programs
UK Vacation Programs
How do our students feel about studying in the UK?
Daria Polunina and Inna Chigareva, Insearch Essex, UK
AWS Solutions Architect Salary in 2022 by Experience and Location
When Amazon Web Service (AWS) was first unveiled five years ago, no one could foresee how fast the platform would rise in importance. Within such a short time, AWS has grown steadily to become one of the most in-demand cloud platforms. Throughout 2018, AWS remained the most dominant cloud service provider and exited Q4 of the same year in the same position. The latest market share reports show that Amazon Web Service continues to outpace the market.
Consequently, demand for AWS professionals continues to rise steadily. With each release of surveys such as the Global Knowledge IT Skills and Salary Report, AWS certifications feature prominently.
Figure: AWS has the highest market share, ahead of services like Google Cloud and Microsoft Azure
AWS has different roles (Amazon offers certifications for each of these roles, in multiple languages), and each position attracts a lucrative salary.
The average salary of an AWS Solutions Architect, the most prevalent AWS certification, earns an average salary of $159,033 in the United States in 2022. Professionals in the cloud IT industry have become increasingly interested in achieving an AWS certification.
What is AWS?
Amazon Web Services is a cloud computing service offered by Amazon. Cloud services provide the necessary computing power, on-demand delivery of content, and storage space that allow businesses to scale at a low cost. With AWS, companies can:
Host websites on cloud-based servers
Safely store files. Files saved in the cloud are accessible from any location
Store information on managed databases like SQL, Oracle, and MySQL
Use a content delivery network on AWS to deliver content around the world
Send bulk emails
Some of the world’s largest companies such as General Electric, SPLUNK, Samsung, Unilever, Netflix, Kellog’s, ESPN, Twitter, among others, use AWS for the purposes mentioned above. Medium-sized companies in industries such as media, medical, tech, retail, and manufacturing also leverage the functionalities of AWS. They use AWS to host their services, for big data management, and to predict user behavior.
Read more: Top 10 Reasons to Learn AWS
AWS offers 165 services, far more than any other cloud service platform. Each service has more in-depth functions, allowing for faster, easier, cost-effective app building, and active migration. For instance, AWS’ Kubernetes, Farage, and ECS all provide different ways of running containers. Another example is the Amazon Elastic Compute Cloud (Amazon EC2). Amazon EC2 offers a wide variety of “instance types” to cater to different use cases and balance memory, cost savings, and speedy handling of workloads.
What is an AWS Solutions Architect?
AWS solutions architects are responsible for the vision underlying AWS solutions. They sit on a development team to ensure that technical decisions made by developers result in systems that are aligned with business visions and outcomes. To achieve this goal, a solutions architect should have the necessary business acumen needed to:
Appreciate the role played by software and hardware systems in achieving business objectives
Understand end-users’ problems and their work processes, and translate the same into solutions that increase efficiency
Explain technical aspects of a project to end-users and management teams to get buy-in
Solve scalability issues
Work out integration challenges with third-party programs
In addition to the business skills mentioned above, an AWS solutions architect should possess the technical knowledge necessary to oversee the architecting and deployment of applications within AWS platforms. These include:
Planning for the adoption of cloud services
Management and monitoring of cloud platforms
Application design and building on the cloud
Software development: Proficiency in Java, Python, C++, and JavaScript, including BASH scripting
Data security and compliance laws
Networking
Linux OS: Executing Unix commands and performing containerization with Docker
Understand tools used in the AWS environment, such as Ansible, Chef, Docker, Jenkins, among other tools necessary for application building and deployment.
Complex project management, using tools like Jira.
An AWS solutions architect course is a significant first step towards building proficiency in the areas mentioned above.
Read more: How to Become an AWS Solutions Architect?
If you want to learn AWS in detail, check out the AWS cloud architect master program. This course helps you achieve thorough expertise in AWS solutions, and will be a valuable resource when looking for that new, rewarding career in the cloud!
What is the Average Salary of an AWS Solutions Architect?
In 2018, the 2018 IT Skills and Salary Survey sourced 16,000 professionals, of which, 807 were AWS certified.
As the demand for professionals with Amazon web services certification continues to rise, so too do their salaries and benefits. In the USA, AWS solutions architect certification is reported to be the highest-earning certification, at an average annual salary of $118,266.
Outside of the US, countries such as Canada, Australia, UK, Malaysia, Singapore, UAE, and India are great places for AWS solutions architects to work. Below is a series of tables showing AWS solutions architect salary for beginners, intermediary, manager, and late-career levels in the countries mentioned above. This data is compiled from Payscale.
For more details on the salary trends of AWS Solution Architects, you can also check out this salary calculator.
AWS Solution Architects Salary Summary Table
Beginner (1-4 years)
Mid-career (5-9 years)
Experienced (10-19 years)
Late career (20+ years)
Malaysia
RM. 116,000
RM 146,290
RM 164,983
Singapore
S$ 53,000
S$110,538
S$109,293
S$179,399
India
Rs 674,000
Rs 13,85,844
Rs 19,49,574
Rs 24,93,285
United Kingdom
£48,527
£57,232
£64,013
£65,747
Australia
AU$103,410
AU$124,514
AU$130,584
AU$141,361
UAE
AED 155,000
AED 212,958
AED 305,070
AED 478,895
Canada
C$89,247
C$99,395
C$103,896
C$114,138
AWS Solutions Architect Salary by Country
AWS Certification Salary In US
AWS Solutions Architects earn an entry-level salary of $138,000 per year in the United States. In the United States, the average salary for an AWS Senior Solutions Architect is $276,000 per year.
The following is a sample of the average US salary for positions that require AWS certification in 2022.
Figure: Average Salary of AWS Solutions Architect in Malaysia
AWS Solutions Architect Salary in Singapore
Figure: Average Salary of AWS Solutions Architect in Singapore
AWS Solutions Architect Salary in India
Solution Architects in India earn an average salary of $24,55,000 per year.
Figure: Average Salary of AWS Solutions Architect in India
AWS Solutions Architect Salary in the United Kingdom
Figure: Average Salary of AWS Solutions Architect in the UK
AWS Solutions Architect Salary in Australia
Figure: Average Salary of AWS Solutions Architect in Australia
AWS Solutions Architect Salary in the United Arab Emirates (UAE)
Figure: Average Salary of AWS Solutions Architect in the UAE
AWS Solutions Architect Salary in Canada
Figure: Average Salary of AWS Solutions Architect in Canada
AWS Certifications
To earn the salaries as mentioned earlier, you must first obtain a certification for maximum earning potential.
AWS Certified Solutions Architect
An AWS Solutions Architect certification has two tiers:
Associate Level
At this level, you should understand concepts such as:
Design and deployment of scalable systems on Amazon Web Services
AWS services and their suitability for fulfilling different requirements such as security, data, computation, etc.
On-premise app deployment to AWS
Data egress from and ingress to AWS
Best practices for using AWS architecture
Cost estimation and working out mechanisms for cost control
To get certified, you need to take the relevant course, then sit for the associate exam. The exam is a multiple-choice type and timed for 80 minutes. You will need to recertify every two years, and you can do this by:
Taking a recertification exam for the same level
Passing the professional level exams for solutions architect or DevOps engineer
Professional Level
After you get your experience as an associate, you should consider advancing to the professional level. At this level, in addition to the skills mentioned in the associate level, you should know how to:
Design dynamic and scalable applications on AWS that are reliable and fault-tolerant
Migrate complex applications
Enterprise-wide deployment of operations
Once you take the professional-level course, you will sit for a multiple-choice exam timed for 170 minutes. Below are prerequisites for taking the AWS solutions architect certified professional level exam:
You have to recertify every two years. Six months before certificate expiry, you will receive an email notifying you that your certificate is almost expired. Be sure to activate email notifications so as not to miss relevant emails.
Conclusion
Now that you know more about the AWS platform and AWS solutions architect salary, you can map your career path to your desired job.
As with all certifications, AWS Solutions Architect Certification Training is significant and essential only when you can demonstrate your practical skills. Apart from certificates, during your interviews, you need to show that you know how to work within AWS and understand its application within companies.
Don’t just read books, watch videos and stop there; work inside the AWS console, break multi-tier applications, and solve them. Testing architecture in an environment that mimics a real production environment is the only way you can demonstrate that you are adept at setting up applications that are:
Highly available
Fault-tolerant, and
Scalable
To achieve that level of proficiency, ensure to take your course from a credible course provider that emphasizes practical knowledge of the AWS platform. After that, with persistence, patience, and focus, you can work your way up to higher certifications that will earn you an AWS solutions architect salary for managers.
Watch out this video to know more about the roles and responsibilities of an AWS Solution Architect and how to become one.
Learn for free! Subscribe to our YouTube Channel & Be a Part of the 400k+ Happy Learners Community.
AWS Solutions Architects are responsible for designing, deploying, and evaluating applications on Amazon Web Services (AWS) while taking care of diverse and complex requirements. Solution Architects develop technological solutions in line with business needs. Solutions Architects play a crucial role in ensuring the success of IT projects. AWS Solutions Architects bear a high degree of responsibility and are duly compensated with competitive salaries.
If you want to kickstart your AWS Solutions Architect career with a top tech company, check out our technical interview checklist, interview questions page, and salary negotiation e-book to get interview-ready!
Having trained over 13,500 software engineers and software developers, we know what it takes to crack the toughest tech interviews. Since 2014, Interview Kickstart alums have been landing lucrative offers from FAANG and Tier-1 tech companies. The highest-ever offer received by an IK alum is a whopping $1.267 Million!
At IK, you get the unique opportunity to learn from expert instructors who are hiring managers and tech leads at Google, Facebook, Apple, and other top Silicon Valley tech companies.
Want to nail your next tech interview? Sign up for our FREE Webinar.
In this article, we cover various aspects related to AWS Solutions Architect salaries:
AWS Solutions Architects Job Levels
Role of AWS Solutions Architects at FAANG companies
AWS Solutions Architect Salary in the US
AWS Solutions Architect Compensation Benefits
AWS Solutions Architect Salary: Comparison of FAANG Companies
AWS Solutions Architect Salary: Comparison by Location
AWS Solutions Architect Salary FAQs
Preparing for Your AWS Solutions Architect Interview
AWS Solutions Architect Job Levels
When hiring AWS Solutions Architects, tech companies prefer candidates with considerable IT and Solutions Architecture experience. AWS Solutions Architects’ salaries depend on their job levels within a company.
Typically, there are three AWS Solutions Architect job levels:
Entry-Level AWS Solutions Architects: These are AWS Solutions Architects who are just starting in the field. You may need little or no work experience as a Solutions Architect for this level.
Junior AWS Solutions Architects: These areengineers with a few years of experience working as a Solutions Architect.
Senior AWS Solutions Architects: These areengineers with considerable experience working as Solutions Architects.
Levels of AWS Solutions Architects at Amazon:
L4 – Solutions Architect I
L5 – Solutions Architect II
L6 – Solutions Architect III (Senior Solutions Architect)
L7 – Principal Solutions Architect
L8 – Senior Principal Solutions Architect
L9 – Distinguished Solutions Architect
Who’s Hiring?
Check out latest job openings from 50+ top tech companies, all in one place!
Explore jobs
Types of AWS Solutions Architects
Solutions Architects play these key roles:
Generic Solutions Architect
Domain-Specific Solutions Architect such as Retail or Telecom Solution Architects
Technology-Based Solutions Architect such as Microservices Solution Architects
Product-Based Solutions Architect such as SAP Solution Architects
Focus-Based Solutions Architect such as Application Solution Architects, Security Solution Architects, or Integration Solution Architects
Role-Based Solutions Architect such as Chief Architect or Lead Solution Architect
Role of AWS Solutions Architects at FAANG Companies
Solutions Architects at Amazon Web Services (AWS) devise strategies to build and grow mind share and user bases of Amazon’s utility computing web services. This includes Amazon S3, Amazon SimpleDB, Amazon SQS, and Amazon EC2 within strategic accounts.
Responsibilities of an AWS Solutions Architect include:
Project planning, execution, technical engagement, and outcomes.
Developing a deep understanding and expertise of AWS technologies.
Developing technological knowledge of the construction of applications and services using the AWS platform.
Representing Amazon in client interactions.
Driving discussions with senior personnel, architects, and software developers.
Devising solutions for Amazon’s business and products and addressing technological challenges using strategic thinking.
Land an AWS Solutions Architect role with a sound technical interview preparation plan with our experts at Interview Kickstart! Register now for our FREE Webinar.
AWS Solutions Architect Salary in the US
According to Levels. fyi, the compensation packages of AWS Solutions Architects are quite competitive.
Average Base Salary: The average base salary for an L4 AWS Solutions Architect is $104,000 per year. This is a fixed component, paid irrespective of the employee’s or company’s performance.
Thank you for signing up for 7 Days Email Course! Keep an eye on your inbox for the first email.
Oops! Something went wrong while submitting the form.
Average Total Compensation:
The average total compensation of an L4 AWS Solutions Architect in the United States is $138,000 per year.
The average salary for a Senior AWS-certified Solutions Architect Associate ranges from $148,000 to $161,500per year.
Average Bonus: The average bonus offered is $15,000 per annum. This is a performance-based component and can vary for engineers within the same salary band.
Restricted Stock Units: The average stock grant / profit-sharing offered to AWS Solutions Architects is $18,000. These are Restricted Stock Units (RSUs) issued to employees. Once vested, they can be freely traded.
AWS Solutions Architects Salary by Level
The average annual AWS Solutions Architect Associate salary by level is given below:
Health Insurance: UHC or Aetna, with or without HSA
Health Savings Account
Life Insurance
Pet Insurance
Vision Insurance
Dental Insurance
Maternity Leave
Paternity Leave
On-site Clinic
PTO: Vacation and Personal Days
Sick Time
Employee Assistance Program
Gym Membership
Transport allowance
Home
Remote Work
Relocation Bonus
Immigration Assistance
Adoption Assistance
Fertility Assistance
Company Phones
Military Leave
On-site Laundry
Financial and Retirement
401k Plan
Employee Stock Purchase Program
Flexible Spending Account (FSA)
Mega Backdoor Roth IRA
Perks and Discounts
Employee Credit
Employee Discount
Tuition Reimbursement
Solutions Architect Salary: Comparison of FAANG Companies
FAANG+ companies offer competitive salaries to Solutions Architect. Here’s a comparison of top Solutions Architect salaries offered by top FAANG companies. All figures represent the average compensation for Solutions Architects in the US.
Source: Levels.fyi As is evident from the table above, some companies prefer highly experienced candidates.
Want to learn how to negotiate a salary package you deserve? Experts from FAANG+ companies at Interview Kickstart will teach you how to leverage your skills to enhance your negotiating power. Sign up for Interview Kickstart’s FREE webinar to learn more!
AWS Solutions Architect Salary: Comparison by Location
According to Talent.com, the top 9 average annual AWS Solutions Architect salaries in the United States, based on location, are:
Missouri: $170,000
New York: $170,000
California: $170,000
New Jersey: $169,125
Maryland: $150,000
Washington: $150,000
Colorado: $141,000
Illinois: $137,500
Texas: $135,000
Tips to Negotiate AWS Certified Solutions Architect Salary
Here are some valuable pointers to help you negotiate a higher compensation package:
Leverage your strengths, skills, and value you can bring to the role and company
Familiarize yourself with the company’s software engineering salary trends
Consider the value of perks and benefits in determining total compensation
Share your current compensation details only if it increases your bargaining power
Divulge your expected compensation only if it increases your bargaining power
Establish a good relationship with the hiring manager
Don’t insist on receiving written offers
Ask for a relocation package, if applicable
Research market compensation data for your prospective role
Get competing offers
Read The Ultimate Guide to Salary Negotiation at FAANG for Software Engineersto hone your negotiation skills and get an offer that matches your value.
AWS Solutions Architect Salary FAQs
Q. What is the average salary of an AWS Solutions Architect?
The entry-level salary for AWS Solutions Architects in the United States is $138,000 per year. The average AWS Senior Solutions Architect salary is $276,000 per year.
Q. What career path does an AWS Solutions Architect follow?
A typical career path to becoming an AWS Solutions Architect is:
Bachelor’s degree in Computer Science → Master’s degree in Systems Architecture (some employers prefer MBAs and certifications) → 3+ years experience working with IT systems and proficiency in one or more programming languages.
Q. How do salaries of AWS Solutions Architects differ between California and Colorado?
According to Talent.com, the average starting salary for AWS Solutions Architects in Californiais $170,000. The average salary for AWS Solutions Architects in Colorado is $141,000.
Get Ready for Your AWS Solutions Architect Interview
Nearly every AWS Solutions Architect, Software Engineer, and Coding Engineer dreams of working at a FAANG+ company. However, only a select few achieve this dream.
It takes the right guidance, a fool-proof interview prep plan, sheer hard work, and some smart decisions to get a job at a Tier-1 tech company.
Register for Interview Kickstart’s FREE webinar to understand the best way to prepare for Solutions Architect interviews at leading tech companies. To learn more about the AWS Solutions Architect interview process, from application to phone screen and technical interview rounds to on-site interviews, get advice from experts at Interview Kickstart today!
IK is the gold standard in tech interview prep. Our interview preparation courses include a comprehensive curriculum, unmatched teaching methods, mock interviews with experts, FAANG+ instructors, and career coaching to help you nail your next tech interview.
To create our salary estimates, Zippia starts with data published in publicly available sources such as the U.S. Bureau of Labor Statistics (BLS), Foreign Labor Certification Data Center (FLC) Show More
$55.93 hourly
Entry level Salary
$87,000
yearly
$87,000
10 %
$116,327
Median
$154,000
90 %
How much does a Solutions Architect make?
Solutions architects make $116,327 per year on average, or $55.93 per hour, in the United States. Solutions architects on the lower end of that spectrum, the bottom 10% to be exact, make roughly $87,000 a year, while the top 10% makes $154,000.
Location impacts how much a solutions architect can expect to make. Solutions architects make the most in California, Washington, Oregon, New York, and Maryland.
Highest Paying State
California
Highest Paying City
San Francisco, CA
Highest Paying Company
Airbnb
What Am I Worth?
Highest Paying State
California
Highest Paying City
San Francisco, CA
Highest Paying Company
Airbnb
What Am I Worth?
Highest Paying States For Solutions Architects
The darker areas on the map show where solutions architects earn the highest salaries across all 50 states.
State View
County View
Average Salary:
Solutions Architect average salary by State
Rank
State
Avg. Salary
Hourly Rate
Job Count
1
Washington
$121,027
$58.19
1,204
2
Oregon
$116,397
$55.96
865
3
California
$129,807
$62. 41
5,881
4
Arizona
$114,583
$55.09
897
5
Rhode Island
$108,995
$52.40
293
6
Virginia
$114,582
$55.09
1,931
7
Pennsylvania
$109,579
$52.68
1,526
8
Nevada
$109,231
$52.51
291
9
New Jersey
$115,438
$55.50
1,274
10
New York
$116,319
$55.92
1,841
11
North Carolina
$107,509
$51.69
1,295
12
Texas
$105,925
$50.93
3,272
13
Massachusetts
$110,943
$53.34
1,512
14
New Hampshire
$107,673
$51.77
236
15
Connecticut
$110,347
$53. 05
591
16
Maryland
$116,075
$55.81
929
17
Illinois
$108,622
$52.22
1,826
18
District of Columbia
$110,718
$53.23
705
19
Utah
$103,522
$49.77
659
20
North Dakota
$102,080
$49.08
156
21
Ohio
$104,590
$50.28
1,047
22
Delaware
$109,357
$52.58
155
23
West Virginia
$106,292
$51.10
120
24
Idaho
$104,542
$50.26
209
25
Michigan
$102,484
$49.27
776
26
Georgia
$103,555
$49.79
1,497
27
Vermont
$101,806
$48.95
158
28
Wyoming
$100,855
$48. 49
69
29
Alabama
$101,531
$48.81
336
30
Minnesota
$103,253
$49.64
783
31
South Carolina
$103,277
$49.65
327
32
Iowa
$102,274
$49.17
232
33
Colorado
$101,504
$48.80
881
34
Wisconsin
$100,410
$48.27
610
35
Nebraska
$101,041
$48.58
216
36
Mississippi
$101,137
$48.62
93
37
Florida
$101,466
$48.78
1,771
38
Indiana
$99,494
$47.83
554
39
Kansas
$99,574
$47.87
282
40
Hawaii
$99,930
$48.04
112
41
Maine
$100,374
$48. 26
131
42
Tennessee
$98,061
$47.14
513
43
Missouri
$99,838
$48.00
625
44
Montana
$98,814
$47.51
149
45
Alaska
$97,864
$47.05
77
46
Oklahoma
$98,630
$47.42
209
47
Kentucky
$96,747
$46.51
289
48
Louisiana
$98,168
$47.20
186
49
Arkansas
$89,410
$42.99
297
50
South Dakota
$92,901
$44.66
93
51
New Mexico
$92,728
$44.58
195
Recent Job Searches
Pro Health Care Services Jobs
Location
United Community Bank Jobs
Location
Guardant Health Jobs
Location
Centric Consulting Jobs
Location
Enverus Jobs
Location
Cowboy Chicken Jobs
Location
Liberty Coca-Cola Beverages Jobs
Location
Skilljar Jobs
Location
Luke & Associates Jobs
Location
PLUM Jobs
Location
Cambia Health Solutions Jobs
Location
United Way of Greater Lafayette Jobs
Location
CORT Jobs
Location
Cash App Jobs
Location
Goodwill Of Greater Washington Jobs
Location
Top Solutions Architect Jobs Near You
Highest Paying Cities For Solutions Architects
Rank
City
Avg. Salary
Hourly Rate
1
San Francisco, CA
$135,041
$64.92
2
Seattle, WA
$121,700
$58.51
3
New York, NY
$116,558
$56.04
4
Portland, OR
$116,286
$55.91
5
Jersey City, NJ
$115,541
$55.55
6
Arlington, VA
$115,159
$55.36
7
Phoenix, AZ
$114,766
$55.18
8
Boston, MA
$110,930
$53.33
9
Washington, DC
$110,662
$53.20
10
Hartford, CT
$110,114
$52.94
11
Philadelphia, PA
$109,953
$52.86
12
Chicago, IL
$108,929
$52.37
13
Raleigh, NC
$108,349
$52.09
14
Austin, TX
$107,309
$51. 59
15
Columbus, OH
$104,500
$50.24
Solutions Architect Salary Details
Average Solutions Architect Salary Graph, Trends, and Summary
What is a Solutions Architect’s Salary?
Percentile
Annual Salary
Monthly Salary
Hourly Rate
90th Percentile
$154,000
$12,833
$74
75th Percentile
$135,000
$11,250
$65
Average
$116,327
$9,694
$56
25th Percentile
$100,000
$8,333
$48
10th Percentile
$87,000
$7,250
$42
Average Salary By Related Titles
Job Title
Annual Salary
Monthly Salary
Hourly Rate
Job Openings
Lead Consultant
$103,221
$8,602
$49. 63
78,252
Architect And Developer
$110,970
$9,248
$53.35
316,181
Information Technology Architect
$116,007
$9,667
$55.77
156,730
Solutions Engineer
$95,482
$7,957
$45.91
123,287
Lead Architect
$104,687
$8,724
$50.33
266,541
Solutions Manager
$122,023
$10,169
$58.66
142,636
Here are the five companies hiring the most now:
Amazon Jobs (1,874)
Cisco Jobs (178)
Microsoft Jobs (600)
Slalom Jobs (194)
Ericsson Jobs (372)
Which Companies Pay Solutions Architects The Most?
According to our most recent salary estimates, Airbnb and Stitch Fix are the highest paying companies for solutions architects.
How Much Do Solutions Architects Make In Different Industries?
Here are some examples of how much a solutions architect salaries can based on different industries:
The retail industry pays solutions architects an average salary of $122,080
The start-up industry pay $121,481
The lowest paying industry for solutions architects is the finance industry. Solutions architects in this industry earn an average salary of $107,959
Highest Paying Industries For Solutions Architects
Rank
Industry
Average Salary
Hourly Rate
1
Retail
$122,080
$58.69
2
Start-up
$121,481
$58.40
3
Technology
$121,452
$58.39
4
Professional
$113,983
$54.80
5
Finance
$107,959
$51.90
High Paying Solutions Architect Jobs
Solutions Architect Salary Trends
Average Solutions Architect Salary Over Time
Compare salaries for individual cities or states with the national average.
Recently Added Solutions Architect Salaries
Solutions Architect Salaries FAQs
What state pays Solutions Architects the most?
California pays Solutions Architects the most in the United States, with an average salary of $129,807 per year, or $62. 41 per hour.
How do I know if I’m being paid fairly as a Solutions Architect?
You know if you are being paid fairly as a Solutions Architect if your pay is close to the average pay for the state you live in. For example, if you live in Washington you should be paid close to $121,027 per year.
What type of Solutions Architect gets paid the most?
Chief Architect gets paid the most. Chief Architect made a median salary of $168,836. The best-paid 10 percent make $210,000, while the lowest-paid 10 percent make $135,000.
How much does an entry-level solutions architect make?
An entry-level solutions architect makes $74,158 a year. The range in salary for entry-level solutions architects is extensive and starts anywhere from $55,000 to as high as $120,000 a year. Factors such as company and location of position impact how much a solution architect can make just starting.
Have more questions? See all answers to common computer and mathematical questions.
Search For Solutions Architect Jobs
Updated August 22, 2022
AWS Solution Architect Salary Trend in 2022
Whenever one thinks of cloud platforms – AWS might top the list. In a short span, AWS has been able to gain a significant amount of attention and made dominance in the world of Cloud Providers. If we look at past years, we would see that throughout 2018-2019, AWS created dominance with approx. 32.33% market share. The latest survey shows that AWS will continue to grow faster than ever in the coming years. Hence AWS Solution Architect Salary will see a boom.
Hence with the increase in demand for AWS, demand for Solution Architects also increases. So, in this blog, we will discuss the SalariesOffered and Certifications for AWS Solution Architect.
Topics covered in the blog are:
Who is an AWS Architect?
What does an AWS Architect do?
AWS Solution Architecture Salary
Factors Affecting AWS Salary in India
AWS Solution Architect Certification
Conclusion
Before discussing salaries, let’s first understand what an AWS Solution Architect does.
Who is an AWS Architect?
An AWS Solution Architect (SA) is the person holding the AWS Solution Architect Certification. A Solution Architect becomes part of the development and solution team and mainly looks at structuring the company’s cloud solution. They ensure that reliable, cost-effective, secure, operational and high-performing cloud strategies are supplemented to the organisation. These people have insights into technical and business skills to make decisions and provide solutions appropriate for the business need.
Besides AWS Solution Architect Certification, Solution Architect should possess the following skills.
Knowledge of Compliance laws and Security policies.
Must be aware of Project Management tools.
Technical literacy and software development skills.
Proficiency in Networking and Monitoring of cloud technologies.
Understanding tools like Chef, Jenkins, Docker, and Ansible and how they work in the AWS environment.
Should have expertise in Unix Commands on Linux Operating System.
Apart from these, Solution Architect must have time management skills, communication skills, rapid decision making, solving problems, leadership and analytical assessment.
Read More: About AWS Identity and Access Management.
What does an AWS Architect do?
A Solution Architect tries to merge the technical and enterprise architecture by leveraging the cloud solution and technology. To understand what the Solution Architects do, let’s divide it into two sections. First, we will see the Roles and Responsibilities of Solution Architect and second, the primary processes on which Solution Architect focuses.
Different Roles and Responsibilitiesof an AWS Solution Architect are as follows:
They must evaluate the system and suggest a robust architectural solution to meet the business objectives.
Solution Architect must clearly understand the customer’s need and then help in designing and planning the solution infrastructure.
The Solution Architect should contact the technical and development team to ensure a smooth shift into the architectural solution.
The Solution Architect will be responsible for communicating the requirement to the development team. He will also help in presenting the solution to the customer and clear their air of doubt.
AWS Solution Architect will also have a role to look after the monitoring systems and the configuration management.
Primary Processes
When solution architects play their cards, they help remove the time constraint and deliver the projects within the budget limit. The various tasks and processes in which the Solution Architect gets involved are as follows:
Fulfilling the requirements of stakeholder
Every project consists of various stakeholders. A Solution Architect makes sure that all the requirements of stakeholders are taken into account. He will also inform stakeholders about the processes, cost, and development stage of the product.
Anticipate the solution to fit in the existing environment
A Solution Architect must understand the business infrastructure, processes, application architecture, work model, and operating system. Because understanding all these aspects will help solution architects to arrive at the right solution that can be integrated with the existing business constraints.
Work on project constraints
A project involves various constraints like technologies, resources, risks, time, cost, scope, quality, and security. A solution architect needs to look at these constraints and closely monitor them to make managerial decisions.
Selection of the technological solution
The most crucial task performed by the Solution Architect is to select the right technological solution according to business need. And AWS Solution Architect does this by comparing, assessing, and evaluating different technologies.
Examine the non-functional requirement
Solution Architect must also look for non-functional requirements such as performance, reliability, security, accessibility, maintainability, availability, scalability, and usability. Keeping an eye on the non-functional requirement will help Solution Architect to ensure that processes meet the business requirement.
Also Read: Our blog post on AWS SNS.
AWS Solution Architect Salary
In the year 2020, AWS has generated net revenue of $ 12. 8 billion, a total of 28% growth from the previous year. AWS is growing tremendously and will continue to bloom in the coming years. AWS hold the largest market share of 31% in the world of cloud providers. With the exponential growth of AWS, demand for the AWS Solution Architect also rises, and as a result, they are one of the highest-paid experts in the cloud industries.
Now let’s look at the salaries offered to AWS Solution Architect in different countries.
Countries
Beginners with 1- 4 years of experience
Intermediate Professional having experience between 5 to 9 years
Experienced Professional with more than ten years of experience
USA
$113,145
$128,709
$153,900
India
₹644,000
₹13,86,744
₹24,67,543
Canada
CAD88,245
CAD99,456
CAD104,834
United Kingdom
£48,634
£57,123
£64,045
Australia
AUD104,371
AUD134,516
AUD 131,456
Germany
€62,774
€80,000
€98,675
Check Out: What is AWS WAF?
Let’s take a closer dive at the AWS Certified Solution Architect Salary figures in India and the US.
India – An entry-level AWS Solution Architect will grab around ₹644,000 per annum. Upgrading skills and reaching a mid-level career will get an average salary of around ₹13,86,744 per annum. A full-grown experienced solution architect earns more than ₹24,67,543.
The US – AWS Solution Architect starting their career will grab around $113,145 per annum. In a mid-level career, they will get an average salary of around $128,709 per annum. AWS Senior Solution Architect has a salary of around $153,900.
Read More: About Well Architected Framework AWS.
Factors Affecting AWS Salary
An AWS Solution Architect salary may affect due to the following constraints.
Qualities and Skillset – The salary figures displayed here are not engraved on the stones. Your skills and expertise are the real play cards. One must be able to demonstrate their expertise and help organisations. Hence it is vital to keep on upgrading your skills and capabilities.
Organisation and Employer – Salary is also impacted due to the type of employer and organisation. Well-established industry leaders and high caped companies offer lucrative packages. Whereas newly established and start-ups will offer a somewhat decent package.
Job Location – As we have seen from the above trend, salaries vary according to the geographical location. This difference can happen due to the country’s economic condition or the demand for a job in a particular location.
Working Experience – Experience in the cloud field also matters. Professionals with more experience and expertise are paid higher compare to be professional with less experience. Here is the catch keep working on your skills and grow expertise to achieve the heights.
Also Check: Our blog post on AWS Storage.
AWS Solution Architect Certification
AWS provides Solution Architect Certification at two different levels
This certification is also known as SAA – C02 and is for individuals with some AWS cloud experience. Individuals taking this certification should have the capability to design, built, administrate and implement the AWS system and applications. The Associate level helps in gaining knowledge to make the application. It helps in providing hands-on experience in networking, database, and storage. Individual become capable of guiding an organisation through the project life cycle.
Note: Check out AWS Certified Solution Architect Associate SAA-C02 Step By Step Activity Guides.
AWS Certified Solution Architect – Professional level
The prerequisite for the Professional level is to have Associate level certification. It is for the individual who has worked more than two years as a Solution Architect and has sufficient experience operating the AWS system. After completing the certification, one will build a highly scalable, reliable and error-free application. They will be in a state to decide the AWS services based on the requirement. In addition to that, they will also learn to implement and plan cost-effective strategies. Besides that, they will also be able to conduct the migration of complex applications.
Conclusion
No doubt, Solution Architect is one of the sought-after profession. Not in just terms of salaries but also the career opportunities it provides. To attain proficiency and a high level of expertise in AWS, one should have profound knowledge in the field and should be capable of demonstrating their skills. Hence it becomes essential to get trained from a credible source. We can help you get expert training and provide you with all the practical knowledge needed to demonstrate skills. Check out our training program.
Begin your journey towards becoming a Certified AWS Solution Architect Associate by joining our FREE Informative Class on Amazon AWS Solution Architect Certification For Beginners & Q/A by clicking on the below image.
Solutions Architect Salary
Last updated: September 22, 2022
This page is a promotion for ERI’s Assessor Series and is not intended for professional use. Professionals should subscribe to ERI’s Assessor Series.
$138,186 (USD)
Average Salary
$66/hr
Average Hourly
$3,772
Average Bonus
Last updated: September 22, 2022
The average pay for a Solutions Architect is $138,186 a year and $66 an hour in the United States.
The average salary range for a Solutions Architect is between $99,218 and $166,376.
On average, a Bachelor’s Degree is the highest level of education for a Solutions Architect.
This compensation analysis is based on salary survey data collected directly from employers and anonymous employees in the United States.
ERI’s compensation data are based on salary surveys conducted and researched by ERI. Cost of labor data in the Assessor Series are based on actual housing sales data from commercially available sources, plus rental rates, gasoline prices, consumables, medical care premium costs, property taxes, effective income tax rates, etc.
Find actuarial salary survey data and benchmark salary and pay.
Data powered by ERI’s Salary Assessor
This role may have pay shift differentials that could affect total compensation.
Check out ERI’s Salary Assessor to get differential pay for night shifts, day shifts, and swing shifts. Using ERI’s robust database, you can accurately price jobs based on industry-specific shift differential policies. ERI compiles shift differential pay data based on salary survey data to help users find reliable compensation information. Utilize ERI’s signature shift differential data to calculate pay and benchmark compensation with confidence.
For additional information on shift differentials
Contact Us
*some jobs may not have shift differentials, please contact [email protected] for additional information.
Customize:
Get a free Salary Report tailored to your job title, experience and location
Customize:
Get a free Salary Report tailored to your job title, experience and location
See how these skills and more can affect pay in our Assessor Series
View More
Take the guess work out of setting pay
Determine competitive salary levels, compare employee compensation with market benchmarks, and get instant access to reliable salary survey data online.
Try a demo
United States Cost of Living Score:
View Cost of Living Page
Description:
The United States of America (U.S.A. or USA), commonly known as the United States (U.S. or US) or America, is a transcontinental country located primarily in North America. It consists of 50 states, a federal district, five major unincorporated territories, nine minor outlying islands, and 326 Indian reservations. It is the third-largest country by both land and total area. The United States shares land borders with Canada to its north and with Mexico to its south. It has maritime borders with the Bahamas, Cuba, Russia, and other nations. With a population of over 331 million, it is the third most populous country…
More from Wikipedia
Description:
Manages Information Technology applications projects, including the design, development, and implementation of components of the IT architecture.
Develops and explicates IT solutions based on the enterprise’s strategic business or technical requirements.
Develops and communicates architectural proposals for various projects and initiatives.
Defines the approach for structuring each application, including determining appropriate use of technology solutions.
Defines and validates technical requirements and architecture quality attributes.
No listings found
See More
The average pay for a Solutions Architect is $138,186 a year and $66 an hour in the United States.
The average salary range for a Solutions Architect is between $99,218 and $166,376.
On average, a Bachelor’s Degree is the highest level of education for a Solutions Architect.
This compensation analysis is based on salary survey data collected directly from employers and anonymous employees in the United States.
ERI’s compensation data are based on salary surveys conducted and researched by ERI. Cost of labor data in the Assessor Series are based on actual housing sales data from commercially available sources, plus rental rates, gasoline prices, consumables, medical care premium costs, property taxes, effective income tax rates, etc.
Find actuarial salary survey data and benchmark salary and pay.
Data powered by ERI’s Salary Assessor
This role may have pay shift differentials that could affect total compensation.
Check out ERI’s Salary Assessor to get differential pay for night shifts, day shifts, and swing shifts. Using ERI’s robust database, you can accurately price jobs based on industry-specific shift differential policies. ERI compiles shift differential pay data based on salary survey data to help users find reliable compensation information. Utilize ERI’s signature shift differential data to calculate pay and benchmark compensation with confidence.
For additional information on shift differentials
Contact Us
*some jobs may not have shift differentials, please contact [email protected] for additional information.
Who We Are
ERI Economic Research Institute compiles the best salary, cost-of-living, and executive compensation survey data available.
View our Products
Take the guess work out of setting pay
Determine competitive salary levels, compare employee compensation with market benchmarks, and get instant access to reliable salary survey data online.
Try a demo
Salaries By Location
Solutions Architect
Carolina, Puerto RicoUSD 101k
Port Jefferson, New YorkUSD 156k
Hopewell, VirginiaUSD 134k
Henrietta, New YorkUSD 135k
Mountain Brook, AlabamaUSD 127k
Salaries By Location
Solutions Architect
Carolina, Puerto RicoUSD 101k
Port Jefferson, New YorkUSD 156k
Hopewell, VirginiaUSD 134k
Henrietta, New YorkUSD 135k
Mountain Brook, AlabamaUSD 127k
Computer Technical Support SpecialistUSD 81k
Technical EngineerUSD 87k
User Support Analyst SupervisorUSD 97k
PC SpecialistUSD 63k
User Support AnalystUSD 63k
Similar Job Titles
Solutions Architect
Computer Technical Support SpecialistUSD 81k
Technical EngineerUSD 87k
User Support Analyst SupervisorUSD 97k
PC SpecialistUSD 63k
User Support AnalystUSD 63k
Explore our most popular jobs
View our most popular salary searches and other resources
View
United States Cost of Living Score:
View Cost of Living Page
Description:
The United States of America (U. S.A. or USA), commonly known as the United States (U.S. or US) or America, is a transcontinental country located primarily in North America. It consists of 50 states, a federal district, five major unincorporated territories, nine minor outlying islands, and 326 Indian reservations. It is the third-largest country by both land and total area. The United States shares land borders with Canada to its north and with Mexico to its south. It has maritime borders with the Bahamas, Cuba, Russia, and other nations. With a population of over 331 million, it is the third most populous country…
More from Wikipedia
Description:
Manages Information Technology applications projects, including the design, development, and implementation of components of the IT architecture.
Develops and explicates IT solutions based on the enterprise’s strategic business or technical requirements.
Develops and communicates architectural proposals for various projects and initiatives.
Defines the approach for structuring each application, including determining appropriate use of technology solutions.
Defines and validates technical requirements and architecture quality attributes.
No listings found
See More
Solutions Architect Salary: What You’ll Make and Why
According to various salary aggregate websites, a solutions architect’s salary in the US ranges between $121,530 and $140,829, with an average salary of $130,598. As of July 2022, the base salaries for solutions architects are listed as follows:
Payscale
ZipRecruiter
Indeed
Salary.com
Glassdoor
$121,530
$133,896
$130,380
$126,357
$140,829
Keep in mind: Salary aggregate websites typically rely on data submitted anonymously by individuals using their site. Some websites may have received larger amounts of data of either higher or lower than average salaries, which may affect the site’s calculated average.
Read more: What Is a Solutions Architect? How to Become One
What influences a salary?
The salary of a Solutions Architect is determined by a number of factors, including education, experience, and job location. In this article, we will take a closer look at how these factors impact salary.
Years of experience
Salary increases are generally tied to your experience level. In general, the more years you spend working as a solutions architect, the more you can expect to earn. Here’s how experience can impact your solutions architect salary, according to the Bureau of Labor Statistics and the National Compensation Survey.
Level of experience
Salary
Entry-level (less than 1 year)
$70,918
Early career (1 to 4 years)
$96,436
Mid career (5 to 9 years)
$131,904
Experienced (10 to 19 years)
$165,185
Late career (20+ years)
$206,185
Location
Where you live can also impact how much you can make as a solutions architect. Typically, working in a large metropolitan area correlates to a higher salary, as well as a higher cost of living.
Here is a list of some major cities with their corresponding average solutions architect salary according to the Bureau of Labor Statistics.
City
Average Salary
San Francisco, CA
$169,397
Washington DC, DC
$164,335
Denver, CO
$157,571
Baltimore, MD
$154,412
Seattle, WA
$133,676
Las Vegas, NV
$106,056
New Orleans, LA
$105,165
Milwaukee, WI
$103,707
Birmingham, AL
$99,090
Nashville, TN
$90,787
How does this compare to similar jobs?
Here’s how a solutions architect’s salary stacks up against similar jobs.
Related Jobs
Average Salary
Enterprise Architect
$151,689
Systems Architect
$131,741
Software Architect
$132,506
Network Architect
$137,129
Security Architect
$153,439
Infrastructure Architect
$131,070
Cloud Architect
$153,318
Data Architect
$132,617
Application Architect
$134,065
How to increase your solutions architect salary
Now that you have a better idea of what you could expect to earn as a solutions architect, let’s look at ways to boost your salary.
1. Strengthen your skills
Pursuing and improving in-demand skills could make you more competitive for promotions and higher-paying positions. These skills include:
Systems Analysis: Understand the goals and requirements of a project to design an appropriate solution
Technical Documentation: Create documentation for the proposed solution, including diagrams and specifications
Change Management: Manage the process of implementing changes to a system, including testing and training
Vendor Management: Negotiate rates and contracts with vendors and service providers
Project Management: Plan and execute projects from start to finish, within budget and on schedule
2. Talk to Recruiters
If you’re looking for a raise, one of the best places to start is by talking to recruiters. They can give you an idea of what other companies are offering for similar positions, and may even be able to help you negotiate a higher salary at your current job.
3. Go back to school
While it may not be feasible for everyone, going back to school to earn a higher degree can be a great way to increase your salary. If you’re already working full-time, consider taking evening or online classes to earn a master’s degree in your field. Not only will this make you more qualified for higher-paying positions, but it will also show employers that you’re committed to your career.
Article Sources
1. US Bureau of Labor Statistics. “National Compensation Survey, https://www.bls.gov/ncs/.” Accessed July 2, 2022.
2. US Bureau of Labor Statistics. “Occupational Employment and Wages, https://www.bls.gov/oes/current/oes151299.htm.” Accessed July 2, 2022.
3. Payscale. “Solutions Architect Salary, https://www.payscale.com/research/US/Job=Solutions_Architect/Salary.” Accessed July 2, 2022.
5. Indeed. “Indeed Salary Finder, https://www.indeed.com/career/salaries.” Accessed July 2, 2022.
6. Salary.com. “Solutions Architect Salary, https://www.salary.com/research/salary/position/solutions-architect-salary.” Accessed July 2, 2022.
7. Glassdoor. “Solution Architect Salaries, https://www.glassdoor.com/Salaries/solutions-architect-salary-SRCH_KO0,19.htm.” Accessed July 2, 2022.
Solution Architect Profession: How Much Do Professionals Earn in Different Countries and Companies
At the time of this writing, Indeed is running 110,598 listings for “Solution Architect Jobs in the United States”. 85,005 results are found by LinkedIn, 41,147 by Glassdoor, and thousands more by Monster. The demand for architects is constantly growing, as companies, regardless of their field of activity, increasingly rely on technology. And they need people with a deep understanding of business processes and good technical knowledge to ensure that all the IT products and services an organization uses are in line with its strategic goals.
Today we will discuss why solution architects are indispensable in complex IT projects, how much these professionals usually earn, what factors affect their salary, and what it takes to start a solution architect career.
What is a solution architect?
Solution architects are experts who look at a business problem and plan how the use of certain technologies will help solve it. They also make sure that the proposed solutions are well integrated with the systems already used in the company, and also analyze the potential risks associated with innovations. As a rule, their work consists of the following stages:
Solution architects analyze customer requirements and study existing IT infrastructure.
Solution architects determine which technology products and services can meet the needs of all stakeholders. They also evaluate various factors that may affect the development and implementation of the proposed solution: time, cost, scalability, risks, etc.
Solution Architects are also involved in selecting the technical stack, security protocols, frameworks, and platforms to build the final product.
They then present the solution implementation plan to clients and describe how it will help the company achieve its goals. That is why in the profession of solution architect it is very important to be able to explain complex concepts in a simple and understandable language for a wide range of listeners. At the same time, architects must be able to professionally discuss technical details with IT professionals.
Once a solution has been agreed upon with all project stakeholders, solution architects assist project managers and developers to ensure that all customer requirements are met.
In complex IT projects, a well-thought-out architecture helps to reduce development costs and ensures high quality of the final product. That is why companies are willing to pay high salaries to solution architects.
Average solution architect salary in different countries.
One of the main factors that affect the level of salaries is the country where the specialist works. Here’s a quick overview of how solution architects’ incomes differ in different parts of the world.
Average solution architect salary by country.
Source: PayScale
But even if we look only at the US, statistics show that in some cities architects earn significantly more than in others:
The average salary of a solution architect by US cities.
Source: PayScale
However, not only the region affects the level of income. Salaries also differ depending on the experience of the specialist and the company in which he works.
Solution architect salaries vary by company
Solution architects’ responsibilities and responsibilities may vary from company to company. And this is often reflected in wages. The following table shows how the annual income of architects varies in some well-known companies.
Source: Glassdoor.
Salary depending on length of service.
Another factor that influences solution architect salaries is experience in areas such as software development, network administration, DevOps, cloud computing, or data security. Specializing in a particular area of business, be it finance, telecommunications, healthcare or tourism, also gives the candidate an advantage in salary negotiations.
In addition, the solution architect’s income depends on the seniority of the solution architect. If a beginner can expect to earn $74,309 annually, then professionals with more than 20 years of experience earn an average of $135,869. solution architect
To become a solution architect, you need a specialized education and a certain set of skills.
Typically, employers are looking for candidates with a bachelor’s or master’s degree in computer science, information technology, software engineering, and similar fields. But since this position also requires a very good understanding of business matters, some companies accept specialists with a degree in business administration or economics and previous experience in IT.
In terms of technical skills, solution architects are expected to be familiar with cloud technologies, APIs, network configurations, and security protocols. According to PayScale, the greatest impact on wages comes from familiarity with SAP Business Warehouse, an understanding of database administration principles, and experience with Apache Kafka.
To move up the career ladder to higher-paying positions, having certificates that confirm the architect’s expertise in certain technologies helps. Here is a brief overview of four popular certification programs:
The AWS Certified Solutions Architect program offers two levels of certification: Associate and Professional. Both are for solution architects who specialize in Amazon Web Services. These certificates confirm the ability of a specialist to design and implement systems based on AWS platforms.
Certificate Azure Solutions Architect Expert demonstrates the experience of building reliable and scalable solutions on the Microsoft Azure platform.
The Google Professional Cloud Architect certification certifies an individual’s ability to develop reliable and secure cloud solutions using Google cloud technologies. Every two years, architects must retake the exam and confirm their qualifications.
ITIL certifications demonstrate an architect’s deep knowledge of IT service management.
In addition to technical knowledge, success as a solution architect requires communication skills, analytical thinking, problem solving, and leadership traits.
Solution architect professional path and salaries in related fields.
Solution architects enter the profession from software development, DevOps, project management, business analysis, or other technical backgrounds. Sometimes they start as a Solution Engineer and then move on to one of the architectural positions: technical architect, solution architect, or enterprise architect. Let’s clarify the difference between these three positions.
Solution architects focus on how technology can help solve a specific business problem. They coordinate the activities of different teams and make sure that the final product meets the requirements of the customer. Technical architects are responsible for the engineering aspects of developing and implementing proposed solutions. Enterprise architects, in turn, determine the overall strategy for using technology in an organization, without delving into the details of the implementation of individual products.
In terms of career advancement, an experienced individual can become a senior or lead solution architect, move into Enterprise Architecture or other leadership roles.
This table shows how the average salary varies in different IT architecture and solution design professions:
Source: Glassdoor
Conclusion
business skills. Such specialists are in high demand and can count on solid salaries and excellent career prospects.
Manual QA enrollment
How much does an AWS Solution Architect earn? • BUOM
By Indeed Editorial Team
April 2, 2021
The AWS (Amazon Web Services) Solution Architect plays an important role in helping companies integrate various AWS services into their existing infrastructure. These IT professionals often earn high salaries and good career prospects, which should continue to rise as technology advances. Learn more about the responsibilities of an AWS Solution Architect and how to become one to determine if this is the right career path for you. In this article, we explain what AWS Solution Architects do, their salaries, and how you can increase your salary if you’re in the field.
Who is an AWS Solution Architect?
An AWS Solutions Architect designs and oversees the migration or integration of a new AWS service to a company’s existing computer system. Their main goal is to identify the needs of the company, find the right AWS solution, and then migrate the business system to the AWS platform. Some key responsibilities include:
Meeting with customers to evaluate their systems and find suitable AWS products
Solving various integration or migration tasks
Assisting team members as needed
Overseeing the development team and other IT staff throughout the build process
Providing updates to stakeholders based on additional and needs or requests
Monitor and test the new system to make sure it is working properly
Make service updates or changes as needed
How do I become an AWS Solutions Architect?
There are many paths you can take to become an AWS Solutions Architect, depending on your current skill set, education, and knowledge. Key steps to becoming an AWS Solution Architect include:
1.
Develop Some Basic Skills
To be a successful solution architect, it is helpful to build a solid set of technical and social skills, including:
Communication: Solution Architects communicate regularly with clients and their teams. The ability to actively listen and understand customer needs and then explain the requirements to their teams requires excellent oral and written communication skills.
Troubleshooting. Much of the work of an AWS Solution Architect revolves around solving various cloud integration and migration tasks. These professionals must have creative problem-solving skills to quickly identify obstacles and find solutions that fit within budget and timelines.
Time management. AWS Solution Architects use their time management skills to ensure they complete their projects on schedule. They estimate how long each project task might take and then control the overall schedule, helping team members stay on track when needed.
Scripting: This technical skill involves using a programming language to automate certain computer-related tasks, making programs and services more efficient. Knowledge of one or more scripting languages can make the job of an AWS Solution Architect easier.
IT networks. Strong networking skills can ensure that the AWS Solution Architect delivers a complete service that meets the needs of the client. Knowledge of IP addresses, different types of networks and domains is required.
2. Learn at least one programming language
When analyzing the work of developers and looking for ways to overcome various problems when porting or integrating systems, you may need to understand at least one programming language, such as Java or Python. Because most of the work of an AWS Solution Architect is high-level solutions rather than deep programming, it’s helpful to have a basic understanding of programming languages.
Depending on your career, you can learn programming languages in several ways. You can earn a bachelor’s degree in computer science or computer engineering, which gives you the opportunity to learn multiple languages and develop an understanding of different areas of software development, servers, networks, and cybersecurity. This might be the ideal path if you are new to computer science and information technology. You can also take online courses or consider a coding boot camp, which are intensive programs that will teach you both front and back language.
3. Complete AWS Training Course
To become an AWS Solution Architect, you need to earn an AWS certification, and completing the training course will help you prepare for the exam. You can find many courses covering certification exam materials to help you learn the basics of AWS services and solutions. Consider searching for programs on the AWS Certification website or a third party.
4. Pass the AWS Solutions Architect–Associate certification exam.
AWS Solutions Architect-Associate is the entry-level certification you can earn. You can take the multiple-choice certification exam online and it lasts just over two hours. AWS also offers a trial exam to help you better prepare for the format and materials. After successfully passing the exam, your certification is valid for three years. To renew your certification, you must retake the exam, which may contain updated information based on changing technology.
5. Gain industry experience
Gaining experience can help you build a portfolio and show that you can be a successful solution architect. Many employers are looking for AWS Solution Architects with years of experience, so you can get started as a developer, business analyst, system administrator, or network administrator first. Look for opportunities to work with AWS to gain more knowledge about various products and services and get specific experiences.
AWS Solution Architect Salary
AWS Solution Architect salary is not specific. However, based on a similar software architect role, an AWS solution architect can expect to earn $136,865 per year. Experience level, location, and education can affect the salary. For the latest information from Indeed, please click on the salary link above.
AWS Solution Architect Job Opportunity
According to the Bureau of Labor Statistics, computer and IT jobs are expected to grow by 11% from 2019 to 2029, much faster than the national average for other occupations. AWS Solutions Architects are likely to have good career prospects in many geographies due to the growth in technology usage in most industries.
How to increase your salary as an AWS Solution Architect
If you are interested in increasing your salary as an AWS Solution Architect, consider following these steps:
Pass the AWS Solutions Architect–Professional exam. AWS offers the Solutions Architect-Professional certification, which is one level higher than the associate level certification. Earning this certification will help you demonstrate your in-depth knowledge of AWS, making you more attractive to employers. It can also help you earn higher wages. To earn this certification, you must complete a multiple-choice test and renew it every three years.
Keep gaining experience. Greater experience can help you qualify for higher positions, which will give you a higher salary. Look specifically for AWS Solution Architect roles for a specific experience.
Consider specializing in a particular area. Working exclusively in one area allows you to explore industry issues and available solutions. For example, you might work as an AWS Solutions Architect in finance only to gain a better understanding of various cloud banking systems.
Stay up to date with industry and AWS-specific updates. Technology is constantly changing and improving, so stay up to date with the latest releases and updates of AWS, scripting languages, and cloud technologies. Staying up to date can help you stay relevant and continue to earn a high salary.
everything about the profession from skills to salary — Work.
ua
Architect: everything about the profession from skills to salary — Work.ua
What to be
An architect designs buildings, supervises construction and handles project documentation.
What an architect does
The work of an architect is the initial stage of preparation for the erection of a building object. Specialists here take into account many nuances – building strength calculations, project documentation, diagrams, materials. But architects not only “invent” houses, they also design gardens, suburban areas, parks, entire city blocks, bridges, subways, ports. Depending on the specialization, the list of what an architect does may differ.
An architect-designer makes a layout, designs a lighting scheme, plumbing, furniture placement, selects types of finishing materials, etc.
A landscape architect designs gardens, suburban areas, parks, urban spaces, designs the necessary engineering structures and communications (for example, an irrigation system).
Architect-designer prepares, draws up, checks project documentation. Coordinates design decisions, conducts consultations on the project.
The chief architect participates in the planning of all work: he checks the design and estimate documentation, forms assignments for subcontractors.
How much an architect earns
There are many factors that affect an architect’s income. For example, when designing residential and industrial facilities, you can earn more, and the salary of a landscape architect is somewhat lower. In big cities, a specialist earns much more than an ordinary architect in small cities. Also, the salary of an architect depends on a specific construction company or design organization and the complexity of the project.
All Ukraine
Kyiv
Lviv
Remotely
The average salary for an “Architect” in Ukraine is UAH 20000. This is the median salary of 94 vacancies posted on Work.ua with the title “Architect” and by synonymous queries “GAP”, “General planner”, “Chief architect of the project”, etc. over the past 3 months. The range that contains the median is highlighted on the graph.
What skills an architect needs
Spatial thinking.
Knowledge of building codes, rules, standards.
Skill of independent development of basic structural solutions, necessary working documentation, architectural drawings.
Knowledge of computer-aided design systems (AutoCad, Autodesk, Graphisoft ArchiCAD).
Knowledge of design and calculation methods.
Basic knowledge of cartography, geodesy, ecology.
Developed aesthetic and artistic taste, skills in drawing, graphics, composition.
The presence of mathematical and analytical abilities, design abilities.
Advantages and disadvantages in the work of an architect
How architects themselves evaluate their profession
According to a survey by Work. ua among registered applicants with experience as an architect.
Career growth
4.5
Salary
3.0
Job satisfaction
4.5
Safety
4.0
Balance between work and life
3.5
How in demand by architects
Proper experts will never remain without work and will be used. Cities are growing, and the need for building design is only growing every year.
But it is worth remembering that a fast-moving career and worldwide fame can only come to the most talented and ambitious people who are ready to start from scratch at any moment and persevere forward, passionately loving their chosen profession and doing their work conscientiously, professionally and with soul.
58
vacancies on the site
Where to study as an architect
Of course, an applicant for this position cannot do without higher education. Technical and construction universities of Ukraine offer applicants to choose the specialty “Architecture and Urban Planning”.
But in fact, the education of an architect begins much earlier. Indeed, upon admission, applicants must pass a creative competition, which includes drawing, composition, graphics, drawing. Graduates of art schools and courses will be able to cope with such a task.
You can also get an excellent base for further education in construction technical schools. And update your knowledge in architectural courses.
More information about courses and educational institutions.
Monday, October 3
Other professions
A content manager is the heart and soul of any website or social media page. After all, everything that we see and read on the Internet is the work of content creators.
A locksmith is a professional worker who works metals with hand or power tools, and also assembles, adjusts, and repairs machines and mechanisms.
Solution Architect: Who is it and what are its responsibilities? Why is this work so important?
The role of the solution architect in the project structure
The speed of software product development depends on the actions of the solution architect, and this is the most important thing. Why? The faster the task is completed, the less money will be spent. This leads to the second point, which is the responsibility of solution architect – to solve the problem within the budget.
In addition, it is the solution architect who is responsible for ensuring that all requirements are met during the development. He must also examine the constraints of the project in order to analyze feasible alternatives and mitigate risks.
In general, the solution architect is the link between the technical team and the project manager. It ensures the speed and accuracy of information transfer, and also controls key development processes .
What Skills Should a Solution Architect Have? That is why, the solution architect must have both general project management skills and exceptional abilities.
Expert communication. SA’s role is to ensure that the project is completed on time. Therefore, he must be able to clearly communicate the technical aspects, risks, problems and benefits of each solution.
The
SA is the centerpiece for all parties involved in a solution, from business analysts to developers. Accordingly, he should be able to explain the chosen approaches at all levels. At the same time, he needs to have human qualities to provide advice and explanations, negotiate and exert a positive influence.
Risk management. How to reduce risks? You must be able to use performance, security, user interaction and other tests. If SA is not able to analyze the performance of such tests, then its work will be unsuccessful.
Technical knowledge. SA will not be able to advise or explain a solution unless they have sufficient knowledge of the technical aspects of the project. Such a position implies an understanding of all the technical disciplines that are involved in the development.
Part orientation. Thoroughness is very important during the development of a software product. But this character trait is developed differently for everyone. A solution architect is the person who has to pay the most attention to detail. After all, it is they who determine the possible risks, and also help to separate the valuable and insignificant elements of the software product.
Rational distribution. To ensure a fast and high-quality result, a large amount of resources is needed. But if they are distributed incorrectly, the result will still be negative. The solution architect must be aware of all the resources available to him and use them in the most optimal way.
Analytical skills. Solution development requires an understanding of how the various parts of the business are connected. Therefore, SA must understand the corporate strategy and implement all business processes that determine how the company’s goals are achieved. Thus, the solution architect must constantly conduct analytical work at different levels of the business.
Responsibilities of a Solution Architect
In general, a Solution Architect is a person who is responsible not only for the development but also for the practical implementation of ideas. He must have a clear understanding of the product and understand what value this product will bring to the business. In addition, the solution architect communicates this vision to the entire code development team so that they can create a software product.
As already mentioned, this position is a link. Accordingly, the solution architect acts at all levels of software product development:
Idea. In the very first phase of a project, SA collects requirements for a software solution from stakeholders. In particular, he gets to know the idea personally, and also passes it on to business owners, top managers, as well as clients. So he identifies key problems and builds a vision for the future system.
Realization. This stage covers the entire software development process, including writing specifications and testing. First, SA works with the technical team to think through all possible options for bringing the idea to life. He then works with the business analyst to help translate stakeholder requirements into software product functionality. Finally, SA is involved in making complex technical decisions that can affect the effectiveness of a project.
Support. The solution architect is also responsible for ongoing maintenance of the finished system. So, it is a guarantee that there is a safe and stable environment for the correct operation of the software. The solution architect also makes sure that the product is up to date in terms of business value.
One of the most important tasks of a solution architect is meeting stakeholder requirements. Typically, a product has a range of such contributors, including both technical and non-technical people. The purpose of SA is to ensure that all of their requirements are taken into account and implemented. Stakeholders should be regularly informed about product development processes, costs, and budgeting. It is these tasks that are assigned to the solution architect.
An integral part of the development is the choice of technology stack. Solution Architect is required to participate in this procedure. The main goal in this case is to find which stack will be most suitable for a particular project.
Responsibilities of a solution architect include, among other things:
system evaluation;
process environment analysis;
defining the scope of cooperation;
defining a procedure and process to ensure delivery of a solution;
creation of a solution prototype;
compliance with strategic guidelines;
development control;
collaboration with project management teams.
Why companies pay solution architects
Sometimes it seems that most of these issues can be solved by the project manager. Some of them are approved by the business owner. But then why do companies hire solution architects and how much do they pay for such work?
What is the difficulty in finding solutions. Image source
The answer is that SA is taking a huge burden off the shoulders of the project leaders, and even more so the 90,088 business owners. He spends his time sorting out the details and ensuring full interaction. Selecting a solution architect provides the following benefits:
Correct selection . If SA is involved in the development, you can be completely sure that the new software product will solve key business problems. This means that at the end of development, the company gets not just a working application, but a product that will lead to scaling.
Effective communication . The business owner and the programmer are people “from different planets”. While the former talk about cutting costs, the latter worry about specific engineering challenges. The solution architect acts as a translator. He has both industry and technical experience, so he understands what the business owner wants and how to properly present it to the developer (and vice versa).
Resource Management . There are no projects without limits. Budget, deadlines, technology – everything needs to be managed. To do this, you need to allocate a lot of time, as well as have relevant experience. A solution architect is able to see the big picture, but always pays attention to the details. This is how he selects the best options for solving problems in order to optimally allocate resources.
Risk reduction . The responsibilities of a solution architect are focused on the gradual and reliable completion of the project. It is he who is responsible for all unplanned situations and their consequences. But he is always ready for them. By observing the development of a software product, he can identify problems that were overlooked by other project participants and find a solution for them.
Solution architect salary. Image source
The solution architect is, in a way, the core of the project. Without it, many problems would have gone unnoticed. In addition, teams would spend significantly more time developing the software product.
Thus, companies pay for optimization of business processes and creation of conditions for scaling. How? On average – 100 thousand dollars a year. At the same time, the solution architect does not receive less than 80 thousand. But the maximum figure already depends on the country and the company in which the person works. For example, in Australia, in 2019, the maximum SA salary was $106,000, while in the US it was $196,000.
Conclusion
Solution architecture is at the heart of any IT project, whether or not this practice is applied. By deliberately implementing a solution architecture, a company creates a structure that integrates the technology, resources, and skills of a team with specific business goals.
Before starting work on a new project, needs to study the company’s structure and basic requirements. Of course, you can do it in person. However, you can delegate all relevant authority to the solution architect. Its role and significance will be noticed instantly.
Cloud architect – who is he? Vital to success in the cloud
What is a cloud architect?
Cloud architects are responsible for managing the cloud architecture in an organization. This profession is especially relevant as cloud technologies become more and more complex. Cloud computing architecture covers everything related to them, including software platforms, servers, storage and networks.
Cloud Architect Role
According to a RightScale report published in 2018, 81% of enterprises have a multi-cloud strategy, and 38% of enterprises consider the public cloud as their top priority in 2018 (up from 29% in 2017). The report also found that cloud architect jobs grew last year (from 56% in 2017 to 61% in 2018).
“The adoption of cloud computing is a multi-dimensional process and should be carried out as a multi-year program, not a project with a fixed duration. As a result, the complexity of cloud adoption requires at least one architect leader to lead the organization through the transformation required by cloud computing. This is the task of the role that many IT organizations now consider mandatory – the cloud architect. This is the opinion of Gartner analyst Kyle Hilgendorf, reflected in the report “Analysis of the role and skills of a cloud architect.”
To handle the complexities of cloud adoption, most organizations will want to hire a cloud architect if they haven’t already done so. These IT professionals can help you navigate your organization-wide cloud adoption roadmap, helping you avoid risk and ensure a smooth transition.
Cloud Architect Responsibilities
According to Gartner, the three main, high-level responsibilities of a cloud architect are:
Lead the cultural change for cloud adoption
Cloud architecture design and coordination
Cloud strategy development and coordination during the onboarding process
In addition to high-level responsibilities, the day-to-day responsibilities of a cloud architect, according to Gartner, include:
Finding talent with the right skills
Assessment of applications, software and hardware
Creation of “cloud broker team”
Identification and implementation of the best cloud computing practices in the company
Selecting Cloud Computing Providers and Verifying Third-Party Services
Ensuring management oversight and risk mitigation
Work closely with IT security to monitor privacy and develop incident response procedures
Budget Management and Cost Estimation (TCO)
Zoom support
Cloud architect salary
According to PayScale, the average salary of a cloud architect
is $124,923 per year, with a salary range of $82,309 to $185,208 per year depending on experience, location and skills.
Cloud Architect Skills and Knowledge Required
Cloud architects are responsible for communicating with vendors when negotiating contracts for hardware, software, and other cloud technologies. This is a constantly evolving field, so the job requires staying “on top” of the latest technology trends.
“A cloud architect must have a wide range of technical and non-technical skills, but above all, they must have excellent communication skills to empower by connecting individual elements with a number of other architectural solutions in your organization into a coherent whole,” said a Gartner analyst.
While strong communication skills and the ability to remain flexible are critical for a cloud architect, there are many other technical and intellectual skills required for the job. Here are some of them according to Gartner:
Application architecture
Automation and Orchestration
Management
I&O
Integration architecture
ITSM/ITOM
Outsourcing and cloud hosting
Safety
Communication and collaboration
Interaction along the corporate vertical
Delegation
Experience in finance and law
Procurement management and supplier control
Strategic management
Leadership mindset and change agent
How to become a cloud architect?
There are many paths to become a cloud architect. If you are still at an early stage in your career, you may need a formal training program. But for those who have experience in IT, there is also the opportunity to change direction. Gartner predicts that IT professionals with the following specializations will have the fastest transition to a new profession:
· Enterprise Application Architects: The Cloud Architect role is a “new form of Enterprise Application Architect role” and is the easiest transition from Enterprise architect to cloud architect. The report notes that those with “real hands-on development leadership” are the best fit.
I&O (virtualization): Those with experience in virtualization or IT infrastructure building are often well-suited for the cloud architect role because “many cloud programs start out as simple IaaS projects, and virtualization architects are best at understanding the technicalities “virtualized environment”.
· Integration architecture (network, identity, services and data): many of the biggest problems with cloud adoption come from integration issues. Integration architects are skilled at working with complex systems, and they tend to be able to work across departments.
· Business relations. Employees who are known for rocking the boat and expanding horizons with new technologies can be valuable participants in the cloud adoption process.
You may even find that there is an “extremely tech-savvy person” in a business unit who has the right skills and experience to make a difference in the enterprise cloud philosophy. If your organization is having a hard time finding the right person outside of the company, maybe someone well-suited for the role from another business unit can become a cloud architect with a small investment in training. This type of certification is available from many cloud leaders such as AWS Certified Solutions Architect, Google Certified Professional Cloud Architect, and IBM Cloud Computing Solution Architect.
Test the cloud
You can also get advice on migrating your organization’s IT systems to the cloud. To do this, contact any Cloud4Y manager by phone 8 (499) 877-12-07 or in any other convenient way.
Profession System architect, software architect at Knyaginin University: what specialties to study
Higher education in Synergy: leading university, all forms of education, star teachers
Apply
Category: Mathematics, Information Science and Technology
Advanced
System architect, software architect is a scientist and practitioner in software development, making decisions on the configuration and internal architecture of computer programs, information environments. He conducts research work and implements its results in practical application. The main task of such a specialist is to create flexible and perfect programs with an optimal internal architecture.
Here you can see in which specialties at Knyaginin University you can get the profession of “System Architect, Software Architect”, which exams to take for this, how many budget places in the specialty, passing scores, etc.
close
Salaries: how much does System Architect, Software Architect
*
Beginner: 35000 per month
Experienced: 80000 per month
Professional: 150000 per month
* – information on salaries is given approximately based on vacancies on profiling sites. Salary in a particular region or company may differ from those given. Your income is greatly influenced by how you can apply yourself in the chosen field of activity. Income is not always limited only by the fact that you are offered vacancies in the labor market.
Undergraduate and specialist programs at Knyaginin University by profession System architect, software architect
Program
Cost
Budget
Paid
Cost (rub/year)
from 35000 minemic cost of the program (rub/year) 2022 Information on the cost of the program in the Princess in 2022
Budget
from 1600697
19 places The number of budget places for the program
Paid
from 99 Highlighted in gray, as this is the minimum total score for admission to this program at the university. The minimum is indicated due to the fact that the university did not provide information on the passing score for this program. IMPORTANT: most often, the minimum score is equal to the passing one for the paid one. Often (especially not in the top ones) in universities there is no such thing as a passing score for a paid one, since almost everyone is taken to a paid one. Check with the university in 2022 for information about paid places for the Knyaginin University program for 2022 and the passing score for paid for 2021, since points for 2022 become known only after the end of the 2022 admission campaign
55 Corncover of paid places on the program
Cost (rub/year)
dated 136000 Imimic cost of the program (rub/year) 2022 Information on the cost of the program in the Princess University for 2022
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 from 160minimum total passing score for the budget for the program 2022information about budget places for the program at Knyaginin University for 2022 and the passing score for the budget for 2021, since the scores for 2022 become known only after the end of the admission campaign in 2022
19 placesThe number of budget places for the program
Paid
No
Demand for the profession
The profession is quite rare. Its representatives are more needed in large IT companies that develop computer environments and ecosystems. In our country, the software development market is poorly developed. There are not many job opportunities in this profession. Demand for the profession is currently low. There is great potential for employment abroad.
Who is the profession suitable for
The profession is related to intellectual activities. Deep knowledge in the theory of computer programming and the ability to think outside the box are important here. The profession is suitable for those who:
Have a penchant for studying the exact sciences – mathematics, physics;
Highly intelligent;
Interested in information technology;
Able to think outside the box and offer original technical solutions.
Career
A talented system architect can count on a high status and a good position in a specialized company. The main place of work for such specialists is IT companies and software developers.
Noncompliance Area: It was observed in both the Preschool classroom and Pre-K classroom that the thermometers in the refrigerators were registering at 48 F.
Correction Required: A facility shall have an operable, clean refrigerator used to store potentially hazardous foods. The refrigerator shall be capable of maintaining food at 45 F or below. An operating thermometer shall be placed in the refrigerator.
Provider Response: (Contact the State Licensing Office for more information.) Thermometers were moved from the door to the side wall of the refrigerator. Refrigerators will maintain a temperature of 45 degrees or below at all times.
2020-08-07
Renewal
3270. 111(b) – Posted in group space
Compliant – Finalized
Noncompliance Area: It was observed in the preschool classroom that there was not a written plan of daily activities posted in the group space.
Correction Required: The written plan of daily activities shall be posted in the group space.
Provider Response: (Contact the State Licensing Office for more information.) A written schedule was posted in the Preschool classroom and will be posted in all classrooms at all times.
2020-08-07
Renewal
3270.123(b) – Parent receives original
Compliant – Finalized
Noncompliance Area: It was observed that parents did not receive original agreements. Original agreements were in child files.
Correction Required: A parent shall receive the original agreement. The facility shall retain a copy of the agreement.
Provider Response: (Contact the State Licensing Office for more information.) Two copies of the agreement are printed so that the parent and the facility receive an original copy.
2020-08-07
Renewal
3270.124(b)(5) – Information re: special needs
Compliant – Finalized
Noncompliance Area: The emergency contact form for Child #1 did not include information on the child’s special needs or disabilities.
Correction Required: This information is now included on the form for Child #1. Emergency contact information must include information on the child’s special needs, as specified by the child’s parent, physician, physician’s assistant or CRNP, which is needed in an emergency situation.
Provider Response: (Contact the State Licensing Office for more information. ) Parents were asked to complete the blank spaces on the emergency contact form. In the future we will make sure all spaces are complete on every form.
2020-08-07
Renewal
3270.124(b)(6) – Insurance coverage information
Compliant – Finalized
Noncompliance Area: The emergency contact form for Child #2 did not include health insurance coverage or policy number information.
Correction Required: Emergency contact information must include health insurance coverage and policy number for a child under a family policy or Medical Assistance benefits, if applicable.
Provider Response: (Contact the State Licensing Office for more information.) Parents completed the missing health information on the emergency contact form. In the future we will make sure no blanks are left on the emergency contact forms for every child enrolled.
2020-08-07
Renewal
3270.131(c) – Completed or signed by physician, PA, or CRNP
Compliant – Finalized
Noncompliance Area: The health report on file for Child #3, dated 6/4/2020, did not include a signature from a physician, physician’s assistant or a CRNP.
Correction Required: A health report must be written and signed by a physician, physician’s assistant or a CRNP. The signature must include the individual’s professional title.
Provider Response: (Contact the State Licensing Office for more information.) An email was sent out to all parents with the form that must be filled out for well check ups. We will require that this form be filled out completely and signed every year. No other forms will be accepted. Child #3’s form is now signed by a physician.
2020-08-07
Renewal
3270. 131(d)(1) – Child’s health history
Compliant – Finalized
Noncompliance Area: The health report on file for Child #3, dated 6/4/2020, did not include a review of the child’s health history.
Correction Required: A health report shall include a review of the child’s health history.
Provider Response: (Contact the State Licensing Office for more information.) An email was sent out to all parents with the form that must be filled out for well check ups. We will require that this form be filled out completely and signed every year. No other forms will be accepted. Child #3’s now includes health history information.
2020-08-07
Renewal
3270.131(d)(2) – Child’s allergies
Compliant – Finalized
Noncompliance Area: The health report on file for Child #3, dated 6/4/2020, did not include a list of the child’s allergies.
Correction Required: A health report shall include a list of the child’s allergies.
Provider Response: (Contact the State Licensing Office for more information.) An email was sent out to all parents with the form that must be filled out for well check ups. We will require that this form be filled out completely and signed every year. No other forms will be accepted. Child #3’s now includes allergy information.
2020-08-07
Renewal
3270.131(d)(7) – Free from contagious/communicable disease
Compliant – Finalized
Noncompliance Area: The health report on file for Child #3, dated 6/4/2020, did not include a statement that the child is able to participate in child care and appears to be free from contagious or communicable disease.
Correction Required: A health report shall include a statement that the child is able to participate in child care and appears to be free from contagious or communicable disease.
Provider Response: (Contact the State Licensing Office for more information.) An email was sent out to all parents with the form that must be filled out for well check ups. We will require that this form be filled out completely and signed every year. No other forms will be accepted. Child #3’s now includes the statement that he can participate it child care and is free from contagious disease.
2020-08-07
Renewal
3270.131(d)(8) – Age appropriate screenings complete
Compliant – Finalized
Noncompliance Area: The health report on file for Child #3, dated 6/4/2020, did not include include a statement that age-appropriate screenings recommended by the American Academy of Pediatrics were conducted since the time of the previous health report required by this section.
Correction Required: A health report shall include a statement that age-appropriate screenings recommended by the American Academy of Pediatrics were conducted since the time of the previous health report required by this section.
Provider Response: (Contact the State Licensing Office for more information.) An email was sent out to all parents with the form that must be filled out for well check ups. We will require that this form be filled out completely and signed every year. No other forms will be accepted. Child #3’s health report now includes a statement that age appropriate screenings have been completed
2020-08-07
Renewal
3270.181(a) – Each child
Compliant – Finalized
Noncompliance Area: It was observed that the facility did not have an individual record for each child enrolled at the facility.
Correction Required: An operator shall establish and maintain an individual record for each child enrolled in the facility.
Provider Response: (Contact the State Licensing Office for more information. ) Files that had siblings together were separated into individual files. In the future we will continue to make sure each child has a individual file.
2020-06-05
Unannounced Monitoring
3270.171(c) – Safe routes posted
Compliant – Finalized
Noncompliance Area: It was observed that the facility did not have written notification of safe routes posted in a conspicuous location. Corrected on site.
Correction Required: Written notification of safe routes shall be posted by the operator at a conspicuous location in the child care facility.
Provider Response: (Contact the State Licensing Office for more information.) Notification of safe routes was posted on the parent/guardian board in the main lobby. This will remain posted at all times.
2020-06-05
Unannounced Monitoring
3270. 66(a) – Locked or inaccessible
Compliant – Finalized
Noncompliance Area: It was observed in the Laundry Room that laundry detergents and cleaning materials were accessible to children. It was observed that the Art Supply Closet with toxic materials was accessible to children.
Correction Required: Cleaning materials and other toxic materials shall be kept in an area or container that is locked or made inaccessible to children.
Provider Response: (Contact the State Licensing Office for more information.) A gate was placed between the Kitchen and Laundry Room. This gate will be kept in place at all times so children do not have access to the Laundry Room. A latch was placed on the door to the Art Supply Closet. This door will be kept latched at all times so that children do not have access to the extra art supplies.
2020-06-05
Unannounced Monitoring
3270. 69(b) – 110 F or less
Compliant – Finalized
Noncompliance Area: It was observed that the water temperature in Classroom #5 was reading at 129 degrees. Corrected on site.
Correction Required: Hot water temperature, in areas accessible to children, may not exceed 110 F.
Provider Response: (Contact the State Licensing Office for more information.) The water heater was adjusted at the time of inspection. The temperature of the water heather will be kept at 110 or below at all times.
2020-06-05
Unannounced Monitoring
3270.76 – Building Surfaces
Compliant – Finalized
Noncompliance Area: It was observed in Classroom #7 that a hanging cord and the electrical side of a refrigerator was accessible to children posing a visible hazard. Corrected on site
Correction Required: Floors, walls, ceilings and other surfaces, including the facility’s outdoor play space surfaces shall be kept clean, in good repair and free from visible hazards.
Provider Response: (Contact the State Licensing Office for more information.) The refrigerator was turned so the back was against the wall. The cord was taped to the wall. All cords will be taped to the wall at all times to prevent a potential hazard.
Schools, Continuing Education, and Day Care Facilities
Berkshire Country Day School http://berkshirecountryday.org/ Berkshire Country Day School is dedicated to encouraging academic excellence at the highest level and to realizing each student’s potential for well-rounded development. We provide a stimulating and challenging education in a supportive and nurturing environment. In the spirit of inquiry and discovery, students learn to be resourceful and responsible. In an atmosphere of mutual respect, students learn about community and caring for others. Berkshire Country Day School is a place where each student can meet success as a 21st century learner.
Berkshire Country Day School is an independent school for students in preschool through ninth grade. BCD is located on Route 183 in Stockbridge, Massachusetts.
Columbia-Greene Community College http://www.sunycgcc.edu/ A State University of New York community college located in Hudson, NY.
Cornell Cooperative Extension of Columbia County http://blogs.cce.cornell.edu/columbia/ Cornell Cooperative Extension actively supports equal education and employment opportunities. No person shall be denied admission to any educational program or activity or be denied employment on the basis of any legally prohibited discrimination involving, but not limited to, such factors as race, color, religion, political beliefs, national or ethnic origin, gender, sexual orientation, age, veteran status, or disability. Cornell Cooperative Extension is committed to the maintenance of affirmative action programs that will assure the continuation of such equality of opportunity.
Darrow School http://www.darrowschool.org/ Darrow School is a boarding and day school for grades 9-12 offering a rigorous, comprehensive, hands-on, college-preparatory curriculum in a supportive environment. A 4-to-1 student-to-teacher ratio allows for a high level of individual attention, and an average class size of nine affords all students the opportunity to actively participate in the learning process and develop deep and lasting connections with all members of the community.
Emma Willard School http://www.emmawillard.org/ Honoring its founder’s vision, Emma Willard School proudly fosters in each young woman a love of learning, the habits of an intellectual life, and the character, moral strength, and qualities of leadership to serve and shape her world.
Family Resource Centers of Columbia County http://familyresourcecenterscc.org/ We think that raising young children is one of the hardest jobs. Our purpose is to to make that job easier. At our Family Resource Centers, mothers, fathers, grandparents and others caring for young children can drop in for companionship, an opportunity to share problems and concerns, attend a parent education workshop, and offer preschool-age children the benefits of our supervised Circle Time playgroup. Each Center has trained childcare staff, snacks for adults and kids, and peer support programs for adults.
We think that raising young children is one of the hardest jobs. Our purpose is to to make that job easier. At our Family Resource Centers, mothers, fathers, grandparents and others caring for young children can drop in for companionship, an opportunity to share problems and concerns, attend a parent education workshop, and offer preschool-age children the benefits of our supervised Circle Time playgroup. Each Center has trained childcare staff, snacks for adults and kids, and peer support programs for adults. Our Circle Time playgroups are open to all without charge and our families represent every economic, social and educational level.
Hawthorne Valley School http://hawthornevalleyschool.org/ Hawthorne Valley Waldorf School nurtures the artistic, academic, physical and moral development of the growing child by supporting the three-fold nature of the human being, which encompasses body, soul and spirit. The school strives to build a living connection to the environment, while cultivating social responsibility and fostering a will to work in the world. This education of the whole human being strives to develop freethinking, reverent individuals who will impart purpose and direction to their lives and make meaningful contributions to the future.
Hudson Valley Community College https://www.hvcc.edu/ Hudson Valley Community College serves approximately 13,500 students each semester, and employs more than 630 full- and part-time faculty members. Currently the second-largest institution of higher learning in the Capital Region of New York State, Hudson Valley Community College offers more than 70 degree and certificate programs through its four schools: Business; Engineering & Industrial Technologies; Health Sciences; and Liberal Arts and Sciences.
Ichabod Crane School District http://ichabodcrane.org/
Login to post comments Mountain Road School http://mountainroadschool.org/ Mountain Road School supports, challenges and empowers the whole child within a loving and collaborative community of parents,teachers and students. A Mountain Road education fosters academic and creative excellence, ethical and spiritual development, engagement with the world, and creates a foundation for lifelong learning.
Robert C. Parker School http://www.parkerschool.org/ Robert C. Parker School is an independent, non-sectarian, progressive school serving boys and girls in preschool through 8th grade. Founded in 1991, we are located in a sunny 23,000 square foot facility on 77 acres of meadows and woodlands in North Greenbush, just across the Hudson River from Albany. Our driveway is two miles east of I-90’s Exit 8.
The Albany Academics http://www. albanyacademies.org/page The Albany Academies is a Preschool-grade 12 independent college-preparatory single-gender school committed to developing the potential of the whole individual by building a community that fosters scholarship, leadership, character, service and creativity. Our core values include responsibility, self-discipline, compassion, ingenuity, respect, service, integrity and perseverance.
The Doane Stuart School http://www.doanestuart.org/ Doane Stuart is an interfaith school and the nation’s only successfully merged Protestant/Catholic School. It is the area’s leading coeducational Nursery through Grade 12 Independent School.
Woodland Hill Montessori School http://www.woodlandhill.org/ Woodland Hill Montessori School, one of the oldest Montessori schools in the nation, brings the innovative philosophy of Dr. Maria Montessori to New York’s Capital Region. The century-old Montessori method nurtures a child’s natural love of learning and supports each child’s journey toward independence, self-actualization, and personal excellence.
Daycares in Kinderhook NY – CareLuLu
Daycares and Preschools
>
New York
>
Columbia County
>
Kinderhook
Seftner, Jody
Seftner, Jody is a licensed family child care provider in Kinderhook, NY. Seftner, Jody cares for children as young as 6 weeks through 12 years old….
Tlc Day Care Center
Tlc Day Care Center is a licensed child care center in Stuyvesant, NY. At Tlc Day Care Center, we enroll children as young as 12 months through 12…
Coi Headstart @ St. Luke’s Lutheran Church
Coi Headstart @ St. Luke’s Lutheran Church is a Head Start licensed child care center in Valatie, NY. At Coi Headstart @ St. Luke’s Lutheran Church,…
Knowing Is Growing
Knowing Is Growing is a licensed family child care provider in Valatie, NY. To learn more about this child care provider, please send them an email.
Bloom And Grow Family Child Care Inc.
Bloom And Grow Family Child Care Inc. is a licensed family child care provider in Valatie, NY. Bloom And Grow Family Child Care Inc. cares for…
Pooh Bear Day Care
Pooh Bear Day Care is a licensed family child care provider in Valatie, NY. Pooh Bear Day Care cares for children as young as 6 weeks through 12…
Little Falls Kinder Center
Little Falls Kinder Center is a licensed child care center in Valatie, NY. At Little Falls Kinder Center, we enroll children as young as 6 weeks…
Circle of Friends is a licensed family child care provider in Highland, NY. Circle of Friends cares for children as young as 6 weeks through 12 years…
Camacho, Kelly
Camacho, Kelly is a licensed family child care provider in Hudson, NY. Camacho, Kelly cares for children as young as 6 weeks through 12 years old….
See More Results
Cities Near Kinderhook NY
Ghent, NY
Coeymans, NY
Hudson, NY
Ghent, NY
Coeymans, NY
Hudson, NY
Philmont, NY
Chatham, NY
Malden Bridge, NY
Valatie, NY
Frequently Asked Questions
How many daycares are there in Kinderhook?
There are 1 daycares in Kinderhook, based on CareLuLu data. This includes 1 home-based programs and 0 centers.
How much does daycare cost in Kinderhook?
The cost of daycare in Kinderhook is $925 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.
How many daycares accept infants in Kinderhook?
Based on CareLuLu data, 1 daycares care for infants (as well as toddlers). This includes 1 home-based programs and 0 centers.
Top Resources Related to Daycares
Child Care During Coronavirus (COVID-19): The Definitive Guide
Is daycare safe? How to find child care during COVID-19? Get answers in this guide.
Is daycare safe right now? Do parents still pay if daycares close? How to find daycare during closures? Here’s your guide to child care during coronavirus.
See More
10 Tips for Finding Quality Child Care
Here are 10 tips to help you find affordable and quality child care.
When I needed a daycare and a preschool for my girls, I spent days on Google, phone, and visiting in person. I toured 16 centers before settling for the one that felt right for us. Here are 10 tips to help you find quality child care more easily.
See More
Child Care Center vs. Home-Daycare: Pros & Cons
Which environment is better, a child care center or a home-based daycare? The answer is simple. ..
During a child care seminar for parents and parents-to-be, I realized the differences between child care centers and home-based daycares were unclear to a lot of families. I was asked which environment was the best, center or home. My answer was simple…
See More
Is Daycare Bad for Kids?
For years, parents have debated what seems like a simple enough question: is daycare bad for kids?
For years, parents have debated what seems like a simple enough question: is daycare bad for kids? There is still no definitive on the long-term effects of daycare, but there are steps parents can take to give their children the best daycare experience.
See More
Find Daycare Cost Near You: Use the Daycare Tuition Calculator
How much does full time daycare near me cost? Is home daycare more affordable than a center?
How much does full time daycare cost? Is home daycare near me more affordable than a center? Use our Daycare Tuition Calculator to find out average daycare tuition rates in your zip code.
See More
How To Get Your Child Care Tax Credit
Here are 10 things you need to know to claim your Child and Dependent Care Credit…
For most families, child care is the highest single household expense. But, there’s good news! Uncle Sam is here to help and can offset some of your daycare costs. Here are 10 things you need to know to claim your Child and Dependent Care Credit…
See More
FOR PARENTS
Parent ResourcesHow It WorksTestimonialsTerms of UsePrivacy Policy
FOR PROVIDERS
Provider ResourcesHow It WorksTestimonialsTerms and ConditionsList Your Program
Directory of Doggie Daycare & Boarding in Kinderhook, NY – BringFido
searchForm[item] != defaultSearch[item]).map(item => persistentDataParamMap[item] + ‘=’ + encodeURIComponent(searchForm[item])).concat(isMapMode ? [‘map=on’] : []).join(‘&’)].reduce((x, y) => y ? x + y : ”)” hidden [hidden]=”!searchFormWillChangePages()”>
Fetch
search[item] != defaultSearch[item]). map(item => persistentDataParamMap[item] + ‘=’ + encodeURIComponent(search[item])).concat(isMapMode ? [‘map=on’] : []).join(‘&’)].reduce((x, y) => y ? x + y : ”)” hidden>
Fetch
Rating
Sort by
Need to find a good doggie daycare or boarding facility in Kinderhook, fast? You’ll find information on all of our recommended doggie daycare and boarding facilities in Kinderhook below. Coming from out of town? Get a discounted rate on pet friendly hotels in Kinderhook.
Dogwood Pet Lodge
Dogwood Pet Lodge LLC (formerly Dogwood Kennels) is now under new ownership. We are a family that has always had dogs that we loved dearly as a part of the family and are happy to be expanding that love from ours to yours. We will treat your pet like our own and want their stay with us to be enjoyable. Located just 3 miles north of the village of Saugerties off rt. 9w in the hamlet of West Camp, Dogwood Pet Lodge offers clean facilities for your dogs, cats, ferrets, rabbits, guinea pigs or other furry animal pets. We also offer grooming and doggy day camp.
See Details
Hayes HappyDog Day Care Boarding & Training
Hayes HappyDog Day Care Boarding & Training is set in a peaceful country setting. They are a small, home-based boarding kennel, with a green environment (no harsh chemicals or pesticides), big outdoor play yards, and plenty of personal time and attention. Their mission and purpose is to provide a full active day of supervised activities, socialization and learning for the special pets in their care. They pay close attention to the personality and temperament of each and every dog and plan their daily activities according to their individual needs.
There are no pet businesses matching your query. Try changing your search options.
{{/results}}
Fetching results…
Unable to load pet businesses.
search[item] != defaultSearch[item]).map(item => lodgingContextDataParamMap[item] + ‘=’ + encodeURIComponent(search[item])).join(‘&’)].reduce((x, y) => y ? x + y : ”)” items=”.” single-item=”true” layout=”responsive” noloading [is-layout-container]=”avoidClampCheatFlag || makeLayoutContainerFlag” [hidden]=”!searchIsModified” binding=”no” i-amphtml-layout=”responsive” hidden=”hidden”>
See more…
{{#found}}
{{/found}}
{{#error}}
{{error}}
{{#unverified}}
To resend the verification email, click here.
{{/unverified}}
{{/error}}
{{#error}}
{{error}}
{{#duplicate}}
If you forgot your password, you can
.
{{/duplicate}}
{{#unverified}}
To resend the verification email, click here.
{{/unverified}}
{{/error}}
{{#error}}
{{error}}
{{/error}}
{{^error}}
We’ve emailed you instructions for resetting your password. If you don’t receive an email, please make sure you entered the correct address and check your spam folder.
{{/error}}
Welcome to BringFido
Get the scoop on the best places to stay, play and eat with your dog. It’s free!
Already have an account?
Day Care Centers Site
More and more in today’s world both parents have employment and need suitable day care centers for their children. These early stages in a child’s life are very important to their growth and development. Choosing a good child day care center is vital, one where the adult won’t just plunk your children down in front of a soap opera all day and feed them Top Ramen. You should look for day care centers that provide learning programs and playtime for your child, along with a safe and healthy environment.
There are many different types of day care centers, ranging from basic nurseries to preschools that will provide more of a learning environment for your children. Some day care centers specialize in a specific age range, while others are more open. When you’re contemplating placing your child in a specific day care center, you should visit each one with your child. In this way, you can see how your child reacts to the other children who are there and to the caregiver. You want your child to be happy and comfortable.
While some day care centers provide a greater variety of activities than others, any good day care center is going to encourage positive interaction among all of the children. They will also have rules that promote good behavior, learning, manners, and child development. You certainly don’t want to have to worry that your child is going to develop bad habits from day care.
Our Most Recent Additions to the Child Care Provider Directory
Wee Care Three
809 Coldwater Rd Murray, KY 42071 Phone Number: (270) 759-5425 Providing the child care and day care services:Day Care Center / Nursery, Child Care Provider
While you don’t need to go overboard in choosing suitable day care centers, you should approach the subject seriously and with thought. Your child is going to be spending a good-sized portion of his or her life in day cares and you want to make sure it is going to be a positive experience. Family is the most important thing in the world and you should make sure that your children are your first priority. When you are considering a day care center, you should look at where it is located and how much it costs. There’s not much sense in putting your son or daughter in daycare so that you can work full time and spending most of what you earn on the day care center’s tuitions and your travel expenses. If that’s the case, you might as well stay home with your child. However, if you do truly need the money, there are usually plenty of day care services available and it shouldn’t be too difficult to find one close by that is reasonably priced.
Different Kinds of Child day Care Centers
While child day care centers are common, there is such a huge demand for this service that there are now quite a variety of options available other than basic day care. These include the following:
Home child care or family childcare
Child care services
Preschool
Nursery
Home child care tends to be the most popular option because it is generally more affordable and a smaller environment. While some day care centers are quite large and can provide better early childhood education, it is also more difficult for each child to receive personal attention. Day care centers that are based out of someone’s home are usually more personal and your child can receive more care and nurturing. Most parents want their children to be receiving love and affection, the care that they themselves would give them. They don’t want a day care business that is merely going to make sure that their child is still alive and adequately healthy.
Home child care providers are also more adaptable, generally speaking. This means that if your child likes a certain song sung to them before they take their nap each day, the home care provider is more likely to be willing to do that than someone in a larger day care facility. Most adult home child care providers are parents themselves, making them better able to understand and love your child.
Other Things to Think About
One of the first steps you should take after picking out a family day care center that you think will be suitable for your child is do a little investigating. This can involve talking to the parents of the other children that use the child day care center to see what they think about it. You should also always check to make sure the child care service you are considering is legally licensed to operate in your state. Licensing officials check criminal records and ensure that the child care provider has emergency response training and a safe and healthy environment for the children. As mentioned earlier, it is a good idea to visit the child day care center that you are considering. You should do this at least a couple of times, and try to go at different times of the day so that you can get a better idea of what kind of schedule they have. This will help you to see how your own child would fit in. If you are having difficulties finding the appropriate child care environment for your son or daughter, there are some other options. Some people get family and friends to help out, while others hire a nanny. Adult nannies are a good option because they ensure that your child receives personal attention and quality child care. However, this also means that your child will not receive as much social interaction since he or she won’t have other children to play with like in a family day care center.
No matter what option you decide to go with, make sure that you know who you are leaving your child with. Meet them, get to know them, and let your child do the same. Do some research on the internet to make sure that no one has had negative experiences with the day care center you are considering. Check to make sure that they are legally licensed. Once you have done all of this, you can feel more confident and secure in knowing that you have chosen the right day care center for your child.
Switching Day Care Centers
Choosing Another Child Care Provider
So you want to switch day care providers for your kids but you don’t know where to start or what to choose among the plethora of options out there in this world. It is fittingly one of the most important decisions of a young parent’s journey due to the fact that a child’s first formative years up until the age of six is critical. It is important for parents to not just consider the monetary impact of these choices but also the emotional, intellectual, and social future impacts the choice of a day care provider will have on their kids in the long term future. So let’s discuss some general tips to consider for the parent and the child to consider when one is looking to switch day care providers within a short time frame.
First, you must consider the cost of attending some of the more prestigious and rigorous day care provider centers in your area. In some areas, let’s face the reality that the more money per month per child spent; the better the facilities and the educational value experience offered for your child. Things such as using smart boards and I Pad’s to enhance the learning experience is a very real possibility in these places. However, if a parent is budget conscious they can still afford this experience but it would mean cutting back on all or most non-necessity spending. This would include curbing your eating out habits as well as any leisure entertainment or travel activity and place that money instead into your child’s future day care home. If an expensive day care sees that you are making an effort to keep up with the payments; then they will be more willing to work with you and not let your child leave that place. For a child going to this environment, they need to consider whether or not they will fit into this environment, things like playtime, feeding time, and individual care of the staff- is it received well by the child? These will make the difference between choosing these ones or a cheaper alternative. Cheaper is not all bad if the quality and availability of care is there for your child in the first place.
Secondly, you need to consider your travel times and distance of day care relative to your work and other important places like the hospital, grocery store, bank, and places that you frequent on a daily basis. Is it near enough that you can get to your child should he/she become ill or need special attention so that the day care center can contact you and arrange a meeting with you the same day if needed.
Furthermore, you need to consider the overall cleanliness and friendliness of the day care center provider. Do not underestimate a clean environment for your kid to play and learn in with other kids. Your kid will enjoy making new friends in a clean and safe environment. Plus you as a parent will enjoy the peace of mind of knowing that your child will not be being home any unwanted germs and diseases into your house. Parents must also consider if there is a dispute over payment and care; how does the management and staff deal with such requests? If there is a lackadaisical approach to your core issues; then that is a bad prelude of things to come concerning your child’s care. Your child will probably feel like he/she is being neglected or not fed on time and will start to complain to you ever so slightly that something is not right. When they do, do not hesitate to take them out of that day care center and find another one immediately.
In a recessionary economy, it is okay and permissible for both parents and kids to demand the best care for their dollar. Make your day care dollar stretch by reading all of the material and brochures and visiting every day center on your list until you find that perfect fit for your child. It’s out there; it is just waiting on you to find it!
Child Care Options for Low Income Families
One of the most frustrating aspects of being a working citizen is not having the ability to afford childcare. The majority of day care facilities charge as much as $300 per week for each child. That amount is difficult for middle-class citizens to pay. Low-income families cannot fathom paying such an expense. Luckily, the government and the various states have developed programs that help low-income families get the childcare they deserve. The following is some information on those programs:
Extended Day Program
The extended day program can assist low-income working parents during the regular school year. Many school districts offer this program. The school keeps children before and after school hours for a small monthly fee. A parent can drop a child off as early as 7:00 a.m. and pick the child up as late as 6:00 p.m. This program is excellent for low-income workers with daytime weekday jobs. The cost is approximately $150 per month for before and after school. The weekly rate is approximately $37.50, which is extremely competitive.
The attendants participate in various activities with the children before and after school. They help the children with their homework so that the parents have less stress when they come home from work. They give the children a full breakfast in the morning program and a snack in the evening program. Parents can opt to pay for the morning program only, the evening program only, or both programs. The evening program is the more expensive of the two because it lasts so many hours after the school releases the children. The evening program is $100 while the morning program is $52.
The Child Care Assistance Program
CCAP is a special program that provides childcare assistance to certain low-income families. People who are collecting TANF are automatically eligible to receive this assistance. Teenage parents who are working on obtaining their educations are also eligible for CCAP. Those who are not collecting TANF can still qualify if they are pursuing education that will improve their work skills and job opportunities. Parents can apply for CCAP assistance with the Department of Children & Family Services. The financial guidelines for qualification are along the lines of a $3,000 per month income threshold for a four-person family. The applicant must have proof of income, social security cards, birth certificates, and immunization records for all children. Application processing can take up to 30 days.
Head Start
Head start is a program for children between the ages of three and five. The program provides childcare services and medical services to the children who qualify. It is funded by the Administration of Children’s Services. The Head Start program covers childcare from 7 a.m. to 5 p.m. Teachers work with the children to fine-tune their social and developmental skills. Those who are interested in the program may apply online. Applicants go on a waitlist until there is an available slot in the program. It is best for an interested person to complete an application as quickly as possible since the wait may be extended.
Child Care Voucher Program
The Child Care Voucher Program is in effect in many states throughout the United States. It provides a subsidy of up to 95 percent of childcare cost to low-income families. Subsidy recipients will choose an eligible provider from the list of licensed providers. They may also select a relative or an in-home provider. The Child Care Voucher Program covers the childcare from 7:00 a.m. to 6:00 p.m. on Monday through Friday. This is known as the traditional childcare period. However, the program also covers non-traditional times for parents who work odd shifts. It covers nights, weekends, and evenings.
A wide variety of options is available for low-income childcare. Many stay-at-home moms also run small day care businesses in which they discount their services. There is a way to make working and taking care of your children affordable.
Kinderhook Children’s Center 560 Kinderhook Rd, Columbia, PA 17512 – CLOSED
This business has CLOSED(report as open?)
(1) Write a Review!
Day Care Centers & Nurseries, Child Care
PHOTOS AND VIDEOS
Be the first to add a photo!
REVIEW SUMMARY
5
4
3
2
1
5
1 Reviews
Rate this business!
5First-class4Better than most3About what I expected2Not the worst. ..1Disappointing
Share Review
Like this review? Share it on your social network to get the word out!
Share
Tweet
Share
Want to just link to it instead? Copy URL above and paste away!
The best daycare around. Your children are treated so well. They do a terrific Christmas program and many activites for the entire family. If you are looking for the best daycare around, this is the place to go!!
Was this Review helpful to you?0
Flag Abuse
DETAILS
Hours
Mon – Sat 10:00 am – 11:00 pm
Categories
Day Care Centers & Nurseries, Child Care
AKA
Kinderhook Childern’s Center
Suggest an EditAre You The Business Owner?Claim This Business
Data provided by one or more of the following: DexYP, Data Axle, Yext.
Get Directions
More Like This
Little People Day Care School of Columbia
780 Chickies Hill Rd, Columbia, PA
Columbia Childcare & Learning
200 N 5th St # 2, Columbia, PA
Sunrise Kids Daycare Center, LLC
410 Locust St, Columbia, PA
marylou’s daycare
1266 Staman Ln, Columbia, PA
Places Near Columbia with Day Care Centers & Nurseries
Wrightsville, PA
Marietta, PA
Mountville, PA
Mount Joy, PA
Washington Boro, PA
Maytown, PA
Landisville, PA
East Petersburg, PA
Millersville, PA
Elizabethtown, PA
Data provided by one or more of the following: DexYP, Data Axle, Yext.
0009
Preschool education
Junior group from 2.5 years old
Average group
Senior group
Preparatory group
Education Conditions
Work time
kindergarten – Primary school “Rostock” designed for children from 7:30 am to 19:30 pm, the most comfortable conditions are created here so that every child feels at home.
For 12 hours, both kids and schoolchildren are under the supervision of educators and teachers. In kindergarten, the day for the pupils begins with breakfast, then the teachers work with the children:
sculpting;
drawing;
music;
physical education;
development of speech or logic.
In elementary school, lessons are held in the first half of the day, and in the second, students are engaged in sections and circles of additional education (physical culture and sports, artistic and aesthetic, cultural and scientific and technical orientation), take part in project activities, do homework can rest or take a walk.
EDUCATION SYSTEM
The system of education in the kindergarten – elementary school “Rostok” is built in such a way that children have the opportunity to prepare for the transition to the next stages of education. Through active participation in project, competitive and creative work, kindergarten students and primary school students develop the ability to:
self-improvement and self-education;
learn to solve logical problems for the formation of thinking and consciousness;
master initial competencies in intellectual, informational and other fields.
COMPREHENSIVE CLASSES IN ROBOTICS
In the elementary school of PEI VO TAU, as part of the development of a diversified modern student, four stages of education of children in the direction of robotics have been implemented. This is due to the need to develop algorithmic thinking and a creative non-standard approach to solving problems among students and training future technical specialists. Training takes place according to the STEAM methods (science – science, technology – technology, engineering – engineering, arts and math – art and mathematics) Lego Education and individual methods developed by the teachers of the Academy. The first two stages, for students in grades 1 and 2, are implemented on the basis of Lego WeDo 2.0 constructors. Further education is based on Lego Boost building blocks and adapted for Scrath programming. During each lesson, children will explore the world around them, constructing interactive programmable models from functional assembly elements.
UNIQUE PROGRAMMING TRAINING SYSTEM
CODEWARDS is an educational program specially developed by Redmadrobot for elementary school students (grades 1-4). Redmadrobot is professionally engaged in design, development and development of mobile applications for the leaders of the Russian market.
The “CODEWARDS” training system is built on the principle “from simple to complex”. That is, starting from the study of a simple theory and passing easy tasks, the child can move on to solving complex problems, studying more interesting material.
In the process of learning, children receive not only basic programming skills, but also learn to solve logical problems, work in groups and master new skills.
Developed infrastructure
Territory of kindergarten – primary school is quite spacious and picturesque. “Rostok” is visited by preschoolers (children aged 2.5 to 6.5 years) and schoolchildren from grades 1 to 4. The building consists of several buildings. Preschool groups are located on the 2nd floor of the building, and classrooms and infrastructure premises (swimming pool, library, music and sports halls, administrative and utility rooms) – on the 1st floor.
All classrooms are equipped with interactive equipment (interactive whiteboards, projection equipment). General physical training classes are held both indoors (gym, swimming pool) and in the surrounding areas. Physical development and health improvement are one of the priorities of our activity.
COMPLETE FOOD
Both the kindergarten and the elementary school provide five full meals a day. The menu is compiled for a week based on the wishes of the children and medical recommendations. If the child has any food restrictions, then this is taken into account, for example, gluten-free, casein-free, protein-free and other diets.
All dishes are nutritious and rich in vitamins so that children during their stay in the walls of Rostok are active and perform all the tasks that educators or teachers give them.
SECURITY SYSTEM
The Academy has special requirements for the safety of its students. Rostok is located in a fenced area and is constantly guarded by employees from the own security service of the Togliatti Academy of Management. Service employees control the order and access control, and the complex is equipped with video security system . We have also developed a program to prevent child road traffic injuries.
INDIVIDUAL APPROACH
All activities in kindergarten (except music and physical education) are held in subgroups of 7 to 10 people. Classes are limited to 20 students. This approach to learning helps the kindergarten – elementary school “Rostok” to achieve the following goals: the formation of students’ abilities for self-development, logical thinking, communication and the initial level of key competencies.
diagnostics are carried out twice a year – specialists look at the dynamics of the development of each ward, and then plan their further individual development trajectory with their parents.
MEDICAL SERVICE
Medical care is provided in the kindergarten – elementary school. Control over the health of preschoolers and students is carried out by qualified nurses. Also, the medical staff not only monitors the health of children, but also consults for parents, draws up a children’s menu and organizes children’s health-improving physical gymnastics.
CONTINUITY
One of the principles of education in kindergarten – elementary school “Rostok” is continuity in education. It is carried out as follows: from the preparatory group of the kindergarten, the child goes to the 1st grade of the elementary school. The children’s team remains at this stage practically unchanged. The place of education and development of the child does not change, since both the kindergarten and the primary school are located in the same building.
ADDITIONAL PROGRAMS
On the basis of the kindergarten-elementary school “Rostok” additional programs are being implemented to prepare for school.
Attendance at extracurricular programs can help your child prepare for school, gain basic reading skills, and develop logic and fine motor skills.
INFRASTRUCTURE OF ACTIVE TIME
Directions of extracurricular activities in the kindergarten – elementary school “Rostok” are very diverse:
traditions;
basics of project activities;
sports events;
intellectual contests;
corporate events;
mugs and sections;
outdoor events and summer playground.
Employment in extracurricular activities helps Rostok students gain new knowledge and have fun.
Combined Kindergarten No. 61 Medvezhiy Stan
Welcome to the website of the preschool institution!
Here you can get acquainted with our kindergarten, find out how we live and what we do.
Our kindergarten has a team that has many years of experience working with preschool children. The relationship between teachers and children is built on the basis of an individual approach to each child. Our teachers are creative, initiative, responsible people – for whom work is not only a necessity, but also a pleasure! The kindergarten team is always ready to cooperate with the parents of pupils, build business partnerships with them on equal terms, thereby creating an atmosphere of emotional well-being and comfort.
Head of the DOW: Krasilnikova Natalya Veniaminovna
Reception of parents (legal representatives)
at the address of the Scandinavian passage of D. 4 K.2
Tuesday from 7-00 to 10-00
Cleaner: Andreeva Elena Elena Elena Elena Elena Elena Elena Elena Elena Elena Elena Elena Elena Elena Aleksandrovna
Admission is by appointment by phone: 416-10-46 ext.3, E-mail: This e-mail address is being protected from spambots. You must have JavaScript enabled to view.
Phone on admission to preschool educational organizations “Vsevolozhsk municipal district”
Responsible: Gorbacheva Gorbacheva 9000 9000 9000 working hours:
Monday – Thursday – from 9.00 to 18.00, break from 13.00 to 14.00
Friday – from 9.00 to 17.00, break from 13.00 to 14.00
Reception of citizens by the Chairman of the Education Committee
(by appointment, phone: 8(81370)57-038) Monday from 15. 00 to 17.00
Reception of citizens by specialists of the Committee for Education Friday from 09.00 to 13.00, from 14.00 to 16.00
For all unresolved issues on the settlement of disputes between participants in educational relations in the preschool educational institution, you can contact the EDUCATION COMMITTEE OF THE ADMINISTRATION of the Vsevolozhsky Municipal District of the Leningrad Region (188640, Leningrad Region, Vsevolozhsk , 1st line, 38) by phone: 8 (81370) 38-022 (multichannel phone).
Information on the provision of state social assistance in the Leningrad Region
• Decree of the Government of the Leningrad Region dated April 7, 2020 No. 177
“On Amendments to the Decree of the Government of the Leningrad Region of April 3, 2020 No. 171 “On the implementation of the Decree of the President of the Russian Federation of April 2, 2020 No. 239″
• DECREE of the President of the Russian Federation No. 206 dated March 25, 2020.
• DECISION of the Government of the Leningrad Region dated March 28, 2020 No. 160 “On the implementation of the Decree of the President of the Russian Federation dated March 25, 2020 No. 206”.
• DECREE of the Government of the Leningrad Region No. 165 of March 30, 2020 on amending the Decree of the Government of the Leningrad Region of March 28, 2020 No. 160 “On the implementation of the Decree of the President of the Russian Federation of March 25, 2020 No. 206”.
• ORDER of the Committee on Education of the Administration of the Municipal Formation “Vsevolozhsky Municipal District” of the Leningrad Region.
• MEMO on carrying out additional sanitary and anti-epidemic (preventive) measures in preschool educational institutions of the Leningrad Region to prevent the spread of a new coronavirus infection (COVID-2019).
• REMINDER for parents during the coronavirus epidemic.
• Letter of the Ministry of Education of the Russian Federation dated March 13, 2020 No. SK-150/03 “On Strengthening Sanitary and Epidemiological Measures in Educational Organizations”; Letter of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare dated March 13, 2020 No. 02/14b-2020-23 “On Strengthening Sanitary and Anti-Epidemiological Measures in Educational Organizations”.
• Decree of the Government of the Leningrad Region dated March 13, 2020 No. 117 “On the introduction in the territory of the Leningrad Region of a high alert regime for the authorities and forces of the Leningrad Regional Subsystem of the RSChS and some measures to prevent the spread of a new coronavirus infection (2019-nCoV) on the territory of the Leningrad region.
Recommendations of the Union of Psychological Service
In order to provide additional psychological assistance, including emergency, the work of
of the trust phone phone: 8 800 2000 122
9000 9000 9000 9000
Conscious parents (legal representatives)!
The Ministry of Education of Russia, within the framework of the National Project “Education”, created the Federal Information and Educational Portal “Raising Children. Navigator for Modern Parents”, which aims to become an online guide to in-demand services for families with children, where every parent of children aged 0 to 18 can find the information they need.
The site has sections: “Parents”, “Infants”, “Early Childhood”, “Preschoolers”, “Schoolchildren”, “Teens”, “Special Children”, “Digital Environment”, which allows parents to quickly find the necessary information, regarding their child.
It is expected that the portal will also host audio and video materials, lecture courses and webinars for parents, lists of recommended books, films and cartoons that can be watched with children.
Single resource: raising children.rf
The Committee on Education of the Administration of the Municipal Formation “Vsevolozhsky Municipal District” of the Leningrad Region informs that Federal Law No. of the Law “On Education in the Russian Federation” provides for the right of preferential admission of children living in the same family and having a common place of residence to study in the main general educational programs of preschool education in municipal educational organizations of children in which their brothers and (or) sisters study. Changes come into force from 13.12.2019of the year.
Questionnaire for an independent assessment of the quality of the conditions for the implementation of educational activities by educational organizations of the Leningrad Region
Formation of the All-Russian Social Network of Educators
Unified All-Russian Register of Presentations “Leaders of the General Education System of the Subjects of the Russian Federation” No. 47-01-01-162/17 “On the requirements for the microclimate of premises in general educational and preschool organizations.”
Consolidated news review of strategic projects and programs of subjects of the Russian Federation.
The date of the last update 12.09.2022
MADOU No. 23
MADOU d / s No. 23 included in the National Register
“Leading educational institutions of Russia – 2017”,
“Leading educational institutions of Russia – 2018”
“Kindergarten begins with kindness, love and respect for children”
Our kindergarten is a world of joy where you can believe in wizards and fairy fairies, find them in your heart; this is a small fairy-tale country with numerous inhabitants – mischievous, cute girls and boys. We have a wonderful friendly team of experienced and young teachers and educators, as well as other employees whose work, although not noticeable, is very important in our work. We all strive to ensure that a warm, homely atmosphere reigns in our kindergarten, so that every child feels comfortable and at ease with us.
Sincerely, Head of MADOU No. 23 Ekaterina Ivanovna Guzar
“The house in which the windows are open to childhood,
I admire you, I can’t get enough of you.
children gather in the morning. N. Ogoshkova)
Basic information
The institution has been carrying out educational activities since December 27, 2010
Name:
full name: municipal autonomous preschool educational institution of Khabarovsk “Kindergarten No. 23”,
opened after reconstruction on December 27, 2010
Level of education:
preschool
Dow type:
preschool educational organization
Institution type:
autonomous institution
Abbreviated name
institutions:
MADOU “Kindergarten No. 23″
Form of study:
full-time
Training in progress
in Russian
Operating mode:
Monday: 07:30-19.30
Tuesday: 07:30-19:30
Wednesday: 07:30-19:30
Thursday: 07:30-19:30
Friday: 07:30-19:30
days off: Saturday, Sunday, public holidays
parents’ reception – Monday from 14.00 to 18.00 (building No. 4
Calarasi, 29V)
Wednesday from 14.00 to 18.00
(Building No. 1 on Yunosti st. 6A, Building No. 2 Calarasi 23a)
MADOU carries out its activities in accordance with the Constitution of the Russian Federation, the Federal Law “On Education in the Russian Federation”, other federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation, decisions of the relevant body exercising management in the field of education, local normative acts and the Charter of the institution.
Form of expression of citizens’ opinions on the quality of educational activities of organizations engaged in educational activities
Attention announcement!
Dear visitors of the kindergarten website!
The results of the All-Russian competition “The Best Leaders of the Russian Federation”, which took place in the format of five stages since May 21, 2018, have been summed up. to February 18, 2019 . In total, more than 30 thousand people from all regions of Russia applied for the competition. The competition was held on the basis of a multi-component analysis, during which various components were taken into account: assessments of external expert groups from leading higher educational institutions in Russia, voting results of authorized users, statistics of Exposure Servers on visiting, viewing and downloading materials by unauthorized users with unique IP addresses, and a number of others independent factors. Such a multi-component analysis is designed to make the competition extremely objective. According to the results of the competition, 548 winners were determined.
Among the winners of the competition is our Head of MADOU No. 23 Ekaterina Ivanovna Guzar – “The Best Head of the Russian Federation”. Congratulations!
The results of the All-Russian contest “The Best Leaders of the Russian Federation” were summed up, which took place in the format of five stages from May 27, 2019. to March 3, 2020 In total, more than 42 thousand people from all regions of Russia applied for the competition. The competition was held on the basis of a multi-component analysis, during which various components were taken into account: assessments of external expert groups from leading higher educational institutions in Russia, voting results of authorized users, statistics of Exposure Servers on visiting, viewing and downloading materials by unauthorized users with unique IP addresses, and a number of others independent factors. Such a multi-component analysis is designed to make the competition extremely objective. According to the results of the competition, 275 winners were determined.
Among the winners is the deputy head of the VMR of our preschool educational institution – Sukhareva Natalya Viktorovna. Congratulations!!!
Dear visitors of the kindergarten website!
MADOU No. 23 participates in the All-Russian open review – competition of preschool institutions.
The review competition is held on the basis of an open public exhibition Internet site: http://Presentation of the Best.RF.
The procedure for voting for organizations provides for registration on an open public exhibition Internet site: http://Presentation of the Best.RF on a free/gratuitous basis with the provision of your e-mail for authorization and password recovery, if necessary.
In the search bar, write MADOU No. 23
Registration and voting of visitors takes place from March 16 to April 8, 2019
Register to vote
Information about personal data, photo and video materials posted on the website of the preschool educational institution are published on the basis of the consent of teachers, legal representatives of pupils and in accordance with the Federal Law of the Russian Federation “On Personal Data” No. 152 of July 27, 2006 and other normative -legal documents on the protection of personal data.
Personal data
Official site
All information about personal data is posted with the consent of the participants in the educational process.
The site is the most important element of the information policy of the modern educational institution and the tool for solving a number of educational problems related to the formation of the information culture of participants in the educational process.
Protection of personal information
Personal data protection is a set of measures of a technical, organizational and organizational-technical nature aimed at protecting information related to a specific or determined on the basis of such information natural person (subject of personal data).
The Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” establishes specific requirements for ensuring the creation and maintenance of the official website of an educational institution on the Internet, as well as requirements for information systems in the field of education.
In accordance with the new requirements established by law, an educational institution is obliged to place on its website information:
– on the personal composition of teaching staff, indicating the level of education and qualifications;
– on access to information systems and information and telecommunications networks.
In this regard, please note that the federal law of July 27, 2006 N 152-FZ “On Personal Data” establishes strict requirements for the protection and processing of personal data. The processing of personal data of employees, pupils and their parents (legal representatives) is carried out to a large extent in each preschool educational institution, which, as provided for by the federal law of July 27, 2006 N 152-ФЗ “On Personal Data”, are obliged to take measures to protect personal data. In turn, these measures provide, first of all, the creation of a sufficiently large number of local regulations of a preschool educational institution.
In addition, Article 29 of the Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” further strengthens the requirements for the information openness of an educational institution. And Article 98 of this law establishes requirements for information systems in the field of education, which oblige educational organizations to process personal data in these systems in strict accordance with the law.
Decrees, laws, orders
Decree No. 351 of March 17, 2008 “On Measures to Ensure Information Security of the Russian Federation”
Federal Law No. 153 of July 27, 2006 “On Personal Data”
Federal Law No. 149 of July 27, 2006 “On Informatization, Information Technologies for Information Protection”
Order No. 153 of March 28, 2008 “On Approval of the Personal Data Processing Notification Form”
Consent to the processing of personal data of employees
Consent to the processing of personal data of pupils
1
Processing of personal data.
Personal data. Children.
Roskomnadzor opened an information and entertainment site for children and adolescents
http://personaldata.children/, aimed at studying issues related to the protection of the rights of personal data subjects.
The site contains information materials for children that can be used both as part of school lessons on the topic of personal data, and simply in the form of interesting and informative information. All materials were developed taking into account the mistakes of children in the online environment, which Roskomnadzor employees become aware of as part of their daily work.
A video on the protection of children’s personal data can be viewed on the website
http://personal data.children/
News
10 of 40
“Candle of Memory”
June 22 is the Day of Memory and Sorrow. On this day 81 years ago, the lives of almost 200 million people were divided into “before and after” – an alarming message about the attack of enemy troops on the Soviet Union spread throughout all cities. The Great Patriotic War began – 1418 days full of heroism and courage.
Guidelines for Ensuring the Right to Preschool Education for Children Arriving from the Territories of the DPR and LPR
Guidelines for ensuring the right to receive preschool education for children arriving from the territories of the DNR and LNR.
Open festival-competition “ABC of security”
Open festival-competition “ABC of security”
Temporary restrictions on the reception of citizens!
Admission to kindergarten for the 2020-2021 academic year.
The results of the All-Russian creative competition have been summed up
“We want to live under a peaceful sky!”
On the issuance of food packages to pupils belonging to the preferential category of citizens
Due to the forced non-attendance of preschool educational institutions during the suspension of the activities of preschool institutions in accordance with Decree of the President of the Russian Federation No. 239dated 04/02/2020, as well as for the purpose of social support for families belonging to the privileged category of citizens in MADOU No. 23, since May 12, 2020, the distribution of food packages (rations) to families belonging to the privileged category of citizens has been organized.
Ready to take charge of your future, by taking care of theirs?
Join Our Team!
LEARN MORE
Children’s Safety First. That’s The Kids ‘R’ Kids Way.
Safety and care for every child
Learn More
Preparing your child with an advanced educational foundation
Smart choice. smarter child.
LEARN MORE
We are so happy that you found us! We invite you to come take a tour, meet our teachers, and see why Kids ‘R’ Kids of Cypress is the best choice for your family. We understand that you want the best for your child, and we do too! With a unique mix of technology-filled classrooms, highly trained educational staff, live stream cameras, security code entry, and exclusive curriculum; what we can offer your child sets us apart from any preschool or daycare in Cypress. Our learning academy offers engaging curriculum and premier programs for infants, toddlers, preschoolers, pre-K, and before/after school care. We are not just a team, but a family dedicated to giving your child the skills and educational foundation for a lifetime of success!
Explore our various education-based programs, and make a plan for your child’s care today!
Learn more
Join Our Team!
Pursue the career that makes a difference!
Learn more
HEALTH AND SAFETY
Safety is our top priority, view our standards for safety and cleanliness.
Learn More
Live Stream Cameras
Our goal is to provide peace of mind and comfort anywhere you are!
Learn More
Tour Intro Kids ‘R’ Kids Tour Our School
VIDEO: Tour Kids ‘R’ Kids Learning Academy
We want to meet you!
Kids ‘R’ Kids is proud to deliver first-class child care and early education to our community for families with children aged 6 weeks through 4 years. We also offer before and after school programs for children 5 to 12 years of age who attend local elementary schools for kindergarten through 5th grade.
We want to meet you and show you around our Learning Academy. Remember to Like us on Facebook and be sure to visit our blog often for great advice on everything from education to parenting.
Our Accredited Programs
Kids ‘R’ Kids Learning Academy is fully accredited and offers the ultimate foundation for your child. We are very proud to provide the most effective educational programs and innovative facilities for children 6 weeks through 12 years of age.
Our Exclusive Curriculum
Ourexclusive line of curriculum is designed specifically for every developmental stage of education with theme-based units, specific learning activities and teacher-friendly lesson plans. As a parent, rest assured your child is benefiting and advancing from the most innovative curriculum available.
1/9: Large separate playgrounds are designed for ultimate play for infants, toddlers, preschool and school age children.
2/9: Our School Age Program provides an engaging and collaborative environment.
3/9: Our Toddler Program encourages each child to practice skills and develop independence.
4/9: Introduction to literacy begins with our earliest learners with exclusive Infant Curriculum that exceeds other typical childcare services.
5/9: The Kids ‘R’ Kids exclusive STEAM Ahead® Curriculum implements various activities to develop skills in science, technology, engineering, art and math.
6/9: School buses with seat belts provide transportation to and from local elementary schools as well as to planned field trips.
7/9: Hands-on activities (such as patterns, measurements and shapes) are important for developing your child into an abstract thinker.
8/9: Engaging activities thoughtfully engineered to encourage innovation, collaboration and imagination.
9/9: The Kids ‘R’ Kids Staff is central to our success. Each member is carefully selected and extensively trained to provide the best in early childhood development and childcare.
Kids ‘R’ Kids Academy – Greenville & Mauldin
Safe learning environment for your child to flourish this school year
Onsite Digital Learning Assistance
MORE DETAILS
Supporting families with engaging Activities and Curriculum.
SCHOOL TO HOME LEARNING
GET INFORMATION & ACCESS
Preparing your child with an advanced educational foundation
Smart choice. smarter child.
LEARN MORE
Providing peace of mind for the many families we serve
INFANT/TODDLER PROGRAM
Schedule a Tour
Kids ‘R’ Kids is the Smart Choice for your preschooler
ACCREDITED PRESCHOOL PROGRAM
learn more
Raising the bar higher for school age kids!
AFTER SCHOOL PROGRAM
CHECK US OUT
We are so happy you found us! Our unique mix of safe surroundings, loving interactions with our staff, and advanced curriculum founded upon play-based activities propels us far beyond the standard concept of “daycare. ” Come tour our conveniently located preschool located just off Woodruff Road near Greenville & Mauldin.
Tour Intro Kids ‘R’ Kids Tour Our School
VIDEO: Tour Kids ‘R’ Kids Learning Academy
We want to meet you!
Kids ‘R’ Kids is proud to deliver first-class child care and early education to our community for families with children aged 6 weeks through 4 years. We also offer before and after school programs for children who attend local elementary schools for kindergarten through 5th grade.
Our advanced curriculum and professional trained staff far exceed typical daycare and childcare centers. Plus, we offer free live viewing of your child’s classroom over the Internet and an onsite water playground for Summer Fun!
We want to meet you and show you around our Learning Academy!
Plan your visit today!
Our Mission Statement
Kids ‘R’ Kids Learning Academy provides a secure, nurturing, and educational environment for children. Our school is a place for children to bloom into responsible, considerate, and contributing members of society.
Kids ‘R’ Kids Learning Academy wants all children to have the opportunity to grow physically, emotionally, socially, and intellectually by playing, exploring, and learning with others in a fun, safe, and healthy environment.
As a family-owned and operated school, Kids ‘R’ Kids Learning Academy welcomes positive family involvement and encourages a parent-teacher approach where the needs of every child come first!
WE HOLD THE FUTURE®
Schedule a Tour
Our Accredited Programs
Kids ‘R’ Kids Learning Academy is fully accredited and offers the ultimate foundation for your child. We are very proud to provide the most effective educational programs and innovative facilities for children 6 weeks through 12 years of age.
Plus, we offer free live viewing of your child’s classroom over the Internet and an onsite water playground for Summer Fun!
Our Exclusive Curriculum
Ourexclusive line of curriculum is designed specifically for every developmental stage of education with theme-based units, specific learning activities and teacher-friendly lesson plans. As a parent, rest assured your child is benefiting and advancing from the most innovative curriculum available.
1/12: Our innovated facility is located on Verdin Road between Woodruff Road and Butler Road
2/12: Classrooms separated with safety glass for added security.
3/12: Large separate playgrounds are designed for ultimate play for infants, toddlers, preschool and school age children.
4/12: Onsite Water Playground for Summer Fun!
5/12: Kids Cafe with Commercial Kitchen
6/12: Our School Age Program provides an engaging and collaborative environment.
7/12: Introduction to literacy begins with our earliest learners with exclusive Infant Curriculum that exceeds other typical childcare services.
8/12: The Kids ‘R’ Kids exclusive STEAM Ahead® Curriculum implements various activities to develop skills in science, technology, engineering, art and math.
9/12: School buses with seat belts provide transportation to and from local elementary schools as well as to planned field trips.
10/12: Hands-on activities (such as patterns, measurements and shapes) are important for developing your child into an abstract thinker.
11/12: Engaging activities thoughtfully engineered to encourage innovation, collaboration and imagination.
12/12: The Kids ‘R’ Kids Staff is central to our success. Each member is carefully selected and extensively trained to provide the best in early childhood development and childcare.
KID TO KID 2 CHILD DEVELOPMENT CENTER
About the Provider
Description: We offer childcare services for children 6-weeks to 12 years of age. Our programs consist of the ABC Preschool Program/Infant Toddler Readiness Program and School-Age Services. We offer a wide variety of activities and nutrious meals to our children and staff.
Rate Range
Infant 0 to 18 Months $15.50 per day (Less Than 7 Hours) Infant 0 to 18 Months $25.50 per day (7 Hours or More) Infant 0 to 18 Months $25.50 per day (Night Care) Infant 0 to 18 Months $35.50 per day (Weekend) Toddler 18 to 36 Months $14.50 per day (Less Than 7 Hours) Toddler 18 to 36 Months $24.50 per day (7 Hours or More) Toddler 18 to 36 Months $25.50 per day (Night Care) Toddler 18 to 36 Months $30.50 per day (Weekend) Preschool 30 to 72 Months $13.50 per day (Less Than 7 Hours) Preschool 30 to 72 Months $21. 10 per day (7 Hours or More) Preschool 30 to 72 Months $21.50 per day (Night Care) Preschool 30 to 72 Months $29.50 per day (Weekend) School Age 60 to 156 Months $12.00 per day (Less Than 7 Hours) School Age 60 to 156 Months $19.40 per day (7 Hours or More) School Age 60 to 156 Months $21.50 per day (Night Care) School Age 60 to 156 Months $24.50 per day (Weekend)
State Rating:
3
Enrolled in Subsidized Child Care Program:
Yes
Type of Care:
Preschool , Infant / Toddler , School Age
District Office:
700 Main Street, Little Rock AR-72203
District Office Phone:
(501) 682-8590 (Note: This is not the facility phone number.)
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.
Visit/Complaint Date
Type
Details
2021-11-16
Facility Visit
No Violations Cited
2021-10-12
Facility Visit
300.301.4.Infants and toddlers shall not be mixed with preschool children, except as listed in the following requirement. 400.401.15.a.There shall be a total of at least one (1) hour of outdoor play per day in suitable weather. When deciding if children should play outside, staff shall consider the following environmental factors:When the heat index is forecast to be ninety (90) degrees Fahrenheit or above, outdoor play should be scheduled during early morning hours or the length of time spent outdoors should be reduced to avoid heat stress;
2021-09-09
Facility Visit
No Violations Cited
2021-08-18
Facility Visit
No Violations Cited
2021-07-06
Facility Visit
No Violations Cited
2021-06-22
Facility Visit
100. 109.1.b.The following persons shall be required to have their background reviewed through an Arkansas Child Maltreatment Central Registry Check. Prospective employees who have not lived in the State of Arkansas during the preceding five (5) years will be subject to current federal guidelines regarding conducting a child maltreatment background check in any states where they resided during the past five (5) years.Staff members and applicants for employment in a Prior to employment and every two (2) years child care facility thereafter 100.110.1.b.The following persons shall apply to the Identification Bureau of the Arkansas State Police for a nationwide criminal record check, to be conducted by the Federal Bureau of Investigation (FBI), which shall include a fingerprint check: (The individual is responsible for the cost of a nationwide check. Each request must be accompanied by a check or money order made out to the Arkansas State Police.) Fingerprints submitted will be used to check the criminal history records of the FBI. Individuals with results showing a prohibited offense shall be advised to contact the Licensing Unit for procedures to obtain the results and for procedures to update or make corrections to the record of their individual history.Direct care staff or staff with routine contact with children Prior to employment and every five (5) years thereafter 100.110.2.b.Arkansas State Police Criminal Background Check The following persons shall be required to have their background reviewed through a fingerprint criminal records check (which includes the Arkansas Sexual Offender Registry) conducted by the Arkansas State Police. A prospective staff member may not begin work until the Arkansas State Police criminal record check result has been returned as satisfactory. Following receipt of the satisfactory result, this individual must be supervised at all times, pending completion of all of the required background check components, by a staff member who has successfully completed all required background checks. A National Sexual Offender Registry check will also be conducted on prospective employees. Prospective employees who have not lived in the State of Arkansas during the preceding five (5) years will be subject to current federal guidelines regarding conducting a criminal background check and sexual offender registry check in any states where they resided during the past five (5) years.Staff and applicants for employment in a child care facility Prior to employment and every five (5) years thereafter 300.301.2.a.The following staff child ratios shall be maintained: Ages of Children Number of Staff Number of Children Ages of Children: Birth 18 months Number of Staff: 1 Number of Children: 5 300.301.2.b.The following staff child ratios shall be maintained: Ages of Children Number of Staff Number of Children Ages of Children: 18 months 36 months Number of Staff: 1 Number of Children: 8 300.301.2.f.The following staff child ratios shall be maintained: Ages of Children Number of Staff Number of Children Ages of Children: Kindergarten and above Number of Staff: 1 Number of Children: 18
2021-04-07
Facility Visit
100. 109.1.b.The following persons shall be required to have their background reviewed through an Arkansas Child Maltreatment Central Registry Check. Prospective employees who have not lived in the State of Arkansas during the preceding five (5) years will be subject to current federal guidelines regarding conducting a child maltreatment background check in any states where they resided during the past five (5) years.Staff members and applicants for employment in a Prior to employment and every two (2) years child care facility thereafter 600.603.1.g.Staff records may be maintained off site, unless otherwise noted, and shall contain the following:Initiation of Criminal Record Checks and Central Registry Checks and the results obtained when received;
2021-03-31
Facility Visit
300.301.2.b.The following staff child ratios shall be maintained: Ages of Children Number of Staff Number of Children Ages of Children: 18 months 36 months Number of Staff: 1 Number of Children: 8
2020-11-17
Facility Visit
No Violations Cited
2020-08-11
Facility Visit
No Violations Cited
2020-08-04
Facility Visit
No Violations Cited
2020-07-29
Facility Visit
300. 301.2.f.The following staff child ratios shall be maintained: Ages of Children Number of Staff Number of Children Kindergarten and above 1 18 Providers licensed prior to the effective date of this rule will have four years from the implementation of this rule to comply with the revised ratios.
2020-05-14
Facility Visit
No Violations Cited
2020-02-14
Facility Visit
No Violations Cited
2020-02-13
Facility Visit
300.301.8.At no time shall children be left unsupervised or unattended. The child care center shall provide additional staff for any temporary absence of primary child caring staff for activities such as breaks, meal preparation, transportation, etc.
If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.
Reviews
Write a review about KID TO KID 2 CHILD DEVELOPMENT CENTER. 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.
Kids Work Chicago – Preschool & Daycare Serving Chicago, IL
Providing
Positivity, Support, and Balance for Young Children and their families!
Ours is a
nurturing, stimulating, and accepting learning environment that supports young children in developing social skills, self-confidence, and an understanding of the world around them.
Providing
Positivity, Support, and Balance for Young Children and their families!
Ours is a
nurturing, stimulating, and accepting learning environment that supports young children in developing social skills, self-confidence, and an understanding of the world around them.
We Are OPEN and
Safely Serving our families through Covid-19 and Beyond!
Taking Time For Teachable Moments
We place a high value on making time for life’s teachable moments. We allow students to ask questions, inquire, and be creative. Children take the time they need to explore, investigate, and learn in a memorable and lasting way.
Gaining Tools For Future Success
Grounded Teaching Strategies Creative Curriculumearly childhood philosophy, our standards-based learning programs provide a sound foundation for future success.
Embracing the Whole Child with Experiential Hands-On Learning
Our research-based approach views children as thinkers and problem solvers who learn by doing and experiencing while incorporating aspects of Waldorf, Montessori, and Reggio Emilia philosophies.
Supporting All Learners through Differentiation and Scaffolding
All children learn in their own individual way. We work to identify each child’s unique style and shape our instruction bringing them from where they are, to where they need to be.
Learning Self-Assurance Through Doing
Developing confidence begins with the opportunity to do things for oneself. For this reason, we give children increasing opportunities for independence in performing self-help skills as they work to become more and more self-sufficient.
Empathy, Sympathy, and Problem-Solving
Our staff lead by example, fostering the development of social-emotional skills such as sympathy, teamwork, and problem-solving. In utilizing the Councious Discipline social-emotional learning tool, we create a culture of mutual respect and understanding that encourages kind cooperative interactions.
Open-Ended Process-Based Learning
For young learners, classroom activities are packed with creative possibilities and developmental opportunities! We place a high value on the richness of each classroom experience rather than the conformity of the end product.
Developed Learning Themes and Classroom Environments
Based on the interests of their students, our teachers cultivate rich areas of study that engage the children in various themes, topics, and skills. Our classroom learning environments take on attributes of each emphasis, bringing the topics to life for our young learners.
Diverse Enrichments Included
For Well-Rounded Learning
Your child’s tuition includes language and movement enrichments that give them a well-rounded experience and build crucial mind-body connections. Daily baby signing in the classroom, weekly Spanish lessons with Lango Chicago, Buddha Belly Yoga, music with Ms. Elisa from Wee Groove, and visits from All About Dance enhance their cognitive development.
A Well Documented Day
Our teams utilize a blend of tools that comfortably document each child’s daily learning activities as well as feeding, sleeping, and elimination information. The use of the Brightwheel parent communication app allows for daily shares of both photos and anecdotal student participation snippets.
Video Camera Monitoring
Video cameras are used to monitor and record our classrooms and other shared spaces of the building. These recordings are available at any point for parents to view. Knowing the classrooms are closely observed provides parents with additional peace of mind.
Additional Support Available
Our program boasts additional support staff available for the personalization and attention every child deserves. Additionally, our highly qualified and dedicated administrators go above and beyond to best serve the individual needs of our students and their families.
Nutritious Family-Style Meals
We partner with Healthy Organic Kids to provide breakfast, lunch, and two snacks each day. These, more refined than typical child care meals, support your child in developing a healthy palate while featuring almost exclusively organic and locally sourced fresh fruits and crisp vegetables.
Onsite Secure Playground and Indoor Large Muscle Play Spaces
Children enjoy outdoor playground time each day in our secure onsite playground. Groups also enjoy quiet neighborhood walks and dedicated time for movement and enrichment activities in our indoor multi-purpose play areas.
ProCare Keyless Entry System Keeps Your Child Safe
Your child’s safety is of top concern for us here at Kids’ Work Chicago! Our locations are secure with locked exterior doors and ProCare Keyless Entry Systems that grant entrance to only those with a dedicated family or employee code.
Red Tricycle Award
As recipients of the Red Tricycle Award, we couldn’t be more proud. Readers voted for us multiple years in a row as their favorite Local Business in the Childcare and Preschool categories.
Our Location
Kids’ Work Chicago Riverview
3429 N. California Ave. Chicago, IL 60618
(773) 747-3200
We Are Moving To An Amazing
New Location
Just Around The Corner!
Yes, We Offer Tuition Support Options
Our Parent Reviews
“The center has a feeling of community”
Kids’ Work is such a special place, and we feel so lucky to have found it. Both our kids have thrived here and love going to school. The teachers and administrative staff are very warm and caring. The center has a feeling of community and home that I did not find at any other centers when touring. We highly recommend it and are so grateful to have such a wonderful daycare!
– Amber D.
“
”
“They have their own playground on premises”
We love this daycare center! The director, teachers, and staff are all friendly, and caring. They have their own playground on premises. Tuition includes diapers, wipes, meals and snacks, yoga class, and music class! My daughter has been here the last 2 years. She enjoys going to school, and doesn’t want to leave at the end of the day. Kids’ Work feels like home for us.
– Barry K.
“
”
“They’ve done well to give him some solid foundations”
My wife and I love Kids’ Work. My son has been there for over 2 years (since he was about 20 months) and he still prefers to go to school than to stay at home. They’ve done well to give him some solid foundations in a wide range of activities. He loves his teachers and the insight we get from them into his behaviour have been very helpful. Highly recommended.
– Jonathan G.
“
”
Our Founders
Sarah Cudnik, Owner & Executive Director
With a Master’s Degree in Elementary Education, and eight years of primary classroom teaching experience, Sarah has an extensive knowledge of early childhood curriculum and a wealth of creative ideas.
“I grew up in my Mom’s in-home daycare, the original Kids’ Work, and believe that children learn best when they are loved, supported, and provided with the opportunity to explore the world around them. Kids’ Work Chicago was born out of a wish to maintain my career as an educator, have a family, and spend as much time with my children as my mom spent with me.”
Lynda MacHaila, Owner
Lynda’s nurturing personality and hands-on approach towards learning have provided a secure and enlightening environment for many generations of children and parents. As the original founder of Kids’ Work, Lynda has provided licensed care for a little over thirty years.
“Helping children explore and learn in a hands-on environment brings me happiness and I’m committed to the continued growth and evolution of Kids’ Work Chicago. It is here that we’ll learn something new and laugh every day and in doing so, we’ll change the world.”
Our Programs
Infants
6 Weeks – 14 Months
Toddlers
15 – 23 Months
Preschool
2 – 4 Years
Junior Kindergarten
4 – 6 Years
Infants
6 Weeks – 14 Months
Toddlers
15 – 23 Months
Preschool
2 – 4 Years
Junior Kindergarten
4 – 6 Years
Kindergarten
5 – 7 Years
Infants
6 Weeks – 14 Months
Toddlers
15 – 23 Months
Preschool
2 – 4 Years
Junior Kindergarten
4 – 6 Years
Kindergarten
5 – 7 Years
Summer Camp
3 Years – 7 Years
When to Keep Your Child Home from Child Care
In today’s world of two-income families and single parents, many young children spend a lot of their time in child care. Many school-age children are in before and after school child care programs, as well.
What’s the Policy?
When choosing a child care setting for your child, do not forget to take into account this crucial factor— what is the policy concerning sick children?
To reduce the risk of becoming sick, your child, the child care providers, and all the children being cared for must be up-to-date with the immunizations recommended by the American Academy of Pediatrics (AAP) and the Centers for Disease Control and Prevention (CDC). To view the most up-to-date immunization schedules,
click here.
Common Sicknesses in Child Care:
The viruses responsible for colds or the flu cause the most common sicknesses in child care facilities. Even though your child has had immunizations, he or she can get still get viruses causing colds, sore throats, coughs, vomiting, and diarrhea.
Children of any age will experience a lot of infection in their first year of group child care. However, if a first year of child care is during infancy, a child may have as many as 8 to 12 colds more than a child would have if cared for at home without exposure to siblings or other children. During the second year of child care attendance, the number of respiratory illnesses begins to decrease because exposure to so many germs causes rapid development of the immune system. Diarrhea occurs once or twice a year in the typical child.
AAP Child Care Recommendations for Exclusion:
The primary reasons for exclusion from child care or school are that the condition:
Prevents the child from participating comfortably in activities
Results in a need for care that is greater than staff members can provide without compromising the health and safety of other children
Poses a risk of spread of harmful disease to others
(see list of these conditions below)
Any child with respiratory symptoms (cough, runny nose, or sore throat) and fever should be excluded from their child care program. The child can return after the fever associated with these symptoms has resolved (without the use of
fever-reducing medicine).
To reduce the risk of becoming sick with the flu, child care providers and all the children being cared for must receive all recommended immunizations, including the
flu vaccine. The single best way to protect against the flu is to get vaccinated each year. This critically important approach puts the health and safety of everyone in the child care setting first. The flu vaccine is recommended for everyone 6 months of age and older, including child care staff.
Note: Children 6 months through 8 years of age may need two doses spaced one month apart to get the full benefit. These children should receive their first dose as soon as the vaccine is on hand in their community.
Conditions that require exclusion include:
When the child appears to be severely ill, is not responsive, irritable, persistently crying, having difficulty breathing, or having a quickly spreading rash.
Fever (temperature above 101°F [38.3°C] by any method) and behavior change or other signs and symptoms (e.g., sore throat, rash, vomiting, or diarrhea). For infants less than 2 months of age, an unexplained fever should be evaluated by a health professional. For these infants younger than 2 months of age, get urgent medical advice for temperature above 100.4°F [38.0°C], whether or not other symptoms are present.
Diarrhea—Exclusion is required for all diapered children whose stool is not contained in the diaper and toilet-trained children if the diarrhea is causing “accidents,” and for children whose stool frequency exceeds 2 stools above normal per 24-hours for that child while the child is in the program or whose stool contains more than a drop of blood or mucus. Diarrhea is defined by stool which is occurring more frequently and/or is less formed in consistency than usual in the child, and not associated with changes of diet.
Vomiting 2 or more times in the previous 24 hours, unless the vomiting is determined to be caused by a non-communicable/non-infectious condition and the child is not in danger of dehydration.
Abdominal pain that continues for more than 2 hours or intermittent abdominal pain associated with fever or other signs or symptoms.
Mouth sores with drooling that the child cannot control unless the child’s primary health care provider or local health department authority states that the child is noninfectious.
Rash with fever or behavioral changes, until a primary care provider has determined that the illness is not a communicable disease.
Skin sores that are weeping fluid and are on an exposed body surface that cannot be covered with a waterproof dressing.
Other conditions with specific diagnoses as follows:
Streptococcal pharyngitis (i.e., strep throat or other streptococcal infection), until the child has had two doses of a course of an appropriate antibiotic 12 hours apart.
Head lice, scabies, ringworm until after the first treatment (Exclusion is not necessary before the end of the program day. ) Treatment may occur between the end of the program day and beginning of the next day—not requiring any exclusion.
Chickenpox (varicella) until all lesions have dried or crusted (usually 6 days after onset of rash) and no new lesions have showed for at least 24 hours.
Rubella, until 7 days after the rash appears
Pertussis, until 5 days of appropriate antibiotic treatment (21 days if untreated)
Mumps, until 5 days after onset of parotid gland swelling
Measles, until 4 days after onset of rash
Hepatitis A virus infection, until 1 week after onset of illness or jaundice or as directed by the health department
Make Sure You Are Reachable at All Times:
In many child care programs, as well as public and private schools, parents are contacted right away when their child shows signs of even a mild illness, like a cold. In others, children are allowed to continue the regular program as long as they can take part in most activities and do not have a condition that requires exclusion. Either way, be certain that the school or caregiver has a way to reach you at all times—make your phone numbers at home and work available, as well as your cell phone number.
When It’s OK to Stay in Child Care:
Except during outbreaks of influenza, as long as the first two criteria are met, children
do not need to be excluded for:
Common colds
Runny noses (regardless of color or consistency of nasal discharge)
Coughs
Yellow, green, white, or watery eye discharge without fever, even if the whites of the eyes are red (pinkeye)
Eye pain or eyelid redness
Fever in children older than 4 months above 101ºF (38.3ºC) from any site-(axillary, oral or rectal) without any signs or symptoms of illness
Rash without fever and without behavioral changes
Thrush
Fifth disease
All staphylococcal infections including Methicillin-resistant Staphylococcus aureus (MRSA) carriers or children with colonization of MRSA but without an illness that would otherwise require exclusion
Molluscum contagiosum
Cytomegalovirus infection
Hepatitis B virus infection
HIV infection
Children who have no symptoms but are known to have a germ in their stools that causes disease—except when they have an infection with a Shiga toxin–producing Escherichia coli (STEC), Shigella, or Salmonella serotype Typhi. In these types of bowel infections, follow health department guidelines for return to care.
Additional Information & Resources:
Preventing the Flu: Resources for Parents & Child Care Providers
Germ Prevention Strategies
Hand Washing: A Powerful Antidote to Illness
Cleaners, Sanitizers & Disinfectants
Influenza Prevention and Control: Strategies for Early Education and Child Care Programs (AAP.org)
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.
A Kid’s World – Early Learning Center Serving Loganville, GA Since 1997
Where Safety & Security
Is The #1 Priority
Your peace of mind is important. Strict safety guidelines ensure your child is well cared for, properly supervised, and in good hands. Your little one’s safety stays a top priority with state-of-the-art security features such as:
17 internal use cameras throughout the facility
An automatic magnetic lock with keypad
A push-to-exit button that’s well out of reach of little hands
Exterior exits for fire drills in all classrooms
Inhouse streaming camera service
Stay Connected With
Convenient Parent Apps
The WatchMeGrow™ app allows you to see what your child is up to at any time throughout the day. This service, paired with the parent communication app, Procare® Connect, keeps you updated, informed, and confident that your child has exceptional care.
Christian-Themed Values In
A Family-Like Atmosphere
Proudly family-owned and operated, teachers model Christian-themed values such as respect and compassion—a holistic approach to developing the whole child through nature, community, and kindness. Your child explores the bible and incorporates these values to better understand and appreciate their faith.
Early Language Programs
For Brain Boosting Learning
The only preschool in the area with an early language and literacy-focused grant that develops language and communication skills. LENA uses a mix of “talk pedometer” technology and books to measure your child’s interactions and continuously improve their learning quality.
Low Child-To-Teacher Ratios
In An Immersive Environment
Your child receives personalized attention through low child-to-teacher ratios and creative, hands-on learning experiences. Teacher-led exploration through asking fun questions and mirroring your child’s interests immerses your little one in self-discovery and sets them up for lifelong learning.
Passionate, Educated Teachers
With High-Standards Of Care
Many of your child’s teachers have longstanding tenure with the center. Every lead teacher has an associate degree, and all teachers attend training courses and earn the Child Development Associate® (CDA) credential—the most widely recognized certification in child care.
All Teachers Require Background Checks, CPR, First Aid, & 18 Hours Of Continuing Education Per Year
Playing Outdoors Boosts
Minds & Builds Muscles
Your child develops their large motor skills on an extra-large playground double the size of the center. They also plant seeds and tend to the garden (which includes chickens!) while learning about gardening from an expert who visits weekly.
Learning In Nature Improves
Mood, Motivation, & Interest
Your child is one of the select few with access to a Certified Nature Explore® outdoor classroom. There are only 8 of these classrooms in GA! Spending time outdoors improves mood and motivation and inspires learning through nature.
A Nature Education Provides
The Foundation For Stewardship
Your child learns the importance of empathy, collaboration, community, and kindness through various nature programs like:
Planting seeds and tending to the garden
Caring for and collecting eggs from chickens
Learning from a gardening expert who visits weekly
“Grow a Row” for the travelling farm stand “Farmacy,” which distributes farm-to-table meals to underprivileged families in the community
Partnering with “Walton Wellness” to encourage children to live a healthy lifestyle
Your Child Receives A Special Charm Bracelet From Walton Wellness & Anytime They Exercise Or Try A New Food, They Get A New Charm!
Chef-Prepared Organic
Meals At No Extra Cost
Healthy bodies help create healthy minds. An onsite chef prepares fresh, kid-friendly organic meals and snacks for your child to enjoy daily, all included in their tuition. Your toddler learns healthy food choices—and you’re welcome to take some garden veggies home!
Recognized By The Governor
For A Commitment To Wellness
A commendation from the governor for committing to the Farm to Early Care and Education initiative lets you know that your child’s nutrition and physical development paired with supporting the local agricultural community, remains a top priority.
Engaging Enrichment Programs
Included In Your Child’s Tuition
Your child participates in unique enrichment programs like the music educational program, Garden Club, and yoga classes to offer a balanced learning experience that keeps them engaged. And bonus points for you—it’s all included in their tuition!
In-House Visitors Make
Learning More Exciting
Your child can’t wait to discover the magic of science wizards, reptile wranglers, mascots, magicians, and even a bearded dragon named Lizzie the Leaping Lizard! These in-house visitors bring the excitement of field trips to the center, so their learning never stops.
Specializing In Preparing Your
Little Learner For Kindergarten
Many schools and pre-Kindergarten programs refer children with school readiness challenges here. Teachers and staff prepare your little learner for Kindergarten and give them the best chance of having a positive start to school by:
Determining their academic level
Creating personalized lesson plans
Partnering with parents and, on occasion, inclusion officers through the state
Offering a 6-week intensive academic summer program for rising kindergarteners who meet the application criteria. This program is free for those who qualify
Being A GA Department Of Care & Early Learning Literacy Grant Site Means Free Daycare To Income-Qualifying Families
Routine Cleaning Keeps
Your Child Safe & Healthy
Regular hand washing paired with routine cleaning and sanitizing of all surfaces keeps germs at bay, so your little one stays happy, healthy, and ready to go about their day feeling at their best.
Why does a child need a kindergarten
Why does a child need a kindergarten
Why does a child need a kindergarten? How important is it for a child to communicate with peers from an early age? Dealing with the complexities of parenting.
Mother’s care is the main thing in the life of a baby. Until the age of 3, a child constantly needs a mother. As the child grows, it expands its living space and social circle, more contact with the outside world. The mother’s arms are getting tighter. In order for the physical, intellectual, emotional development of the child to be harmonious, he needs interaction with peers, correct and systematic training, a certain amount of independence, and sufficient activity. All this is fully provided to the child in kindergarten. Childhood is the time when the foundations of health, personality, and intelligence are laid.
Why do we need a kindergarten?
Sometimes parents doubt why they should send their child to kindergarten. This question is especially often asked if the mother is a housewife, grandmothers live in the family who are ready to “sit” with their grandchildren, or there is an opportunity to hire a nanny. “What is the importance of a son or daughter growing up without peers,” they say.
Communication with adults will not replace the child’s contacts with peers, the experience of building relationships in society. For proper development, the baby must master different models of relationships. Classes with parents are a weak alternative to learning from experienced teachers who know the intricacies of child psychology and the peculiarities of the perception of knowledge depending on age. The importance of kindergartens cannot be overestimated. After all, the successes of an adult, like his problems, come from childhood.
The main benefits of the kindergarten:
active, versatile communication and learning to interact in a team;
acquisition of new skills;
identification and diversification of abilities, proper development;
balanced baby food;
teaching discipline and independence.
About tasty and healthy food
What is better: mother’s homemade pies and pancakes, sweets from a loving grandmother or a complete, balanced diet compiled by experienced nutritionists? The answer is obvious. In the family, the child is often pampered, fed with delicious, but unhealthy food: chocolates, lollipops, cakes, ice cream. There is little benefit from such products. Children’s health suffers from excess sugar, dyes and fat. In the garden, the child will receive the necessary calories, vitamins and trace elements in strict accordance with the needs of the body and the recommendations of nutritionists.
Kindergarten with correct regimen
Do children strictly observe the correct day regimen at home? Does your child often stay up late watching TV? Do adults obey “from the first word”? Parents are aware of the importance of a clear schedule in the life of the baby, but do not always find the strength to comply with it. In the garden, the teachers adhere to the established routine, constantly maintain discipline. A child who is used to doing everything “by the hour” will later find it easier to adapt to strict school rules.
“At home” children are often deprived of sufficient activity. They spend a lot of time indoors watching cartoons and playing games on their tablet. Such activities are not beneficial, the child’s body needs movement. In a preschool institution, exercises are carried out with the kids, they are given the opportunity to run and frolic on a walk, organize relay races and sports competitions.
Developing the right way
Well-meaning parents often strive to make their child a boxing champion, a polyglot, a brilliant mathematician or a violin virtuoso. Sometimes a child does not have a free minute just to play with his favorite car or doll, his time is scheduled in seconds. In the garden, educators know what a child’s body needs at a certain age, how much time he should learn new things, how much to play and relax.
In pursuit of fashion, parents give their children to swimming, ballet, horseback riding, English or Chinese, without regard to the inclinations and desires of the child. The child’s mind is not prepared for the perception of complex information that moms and dads are trying to impose on him. In a preschool institution, teachers are able to discern in the baby the ability to be creative, learn languages or play sports. If the kid is torn to the easel and paints, they will give him the opportunity to draw, but they will not force him to learn the scales for hours.
Homework with a child is usually irregular and unsystematic. The kindergarten has developed a program for the development of children of different ages and their preparation for school. Boys and girls will not only learn letters and numbers, master the skills of reading, modeling and drawing, but will learn to work independently and consistently, the ability to achieve their goals.
The strength of the team
At home, the baby gets a certain role. He is either a “silly fool” in need of constant guardianship and teaching, or a “king and god”, all of whose whims are instantly fulfilled, or “hope and pride”, designed to embody the unrealized dreams of adults. In the team, the child is one of many peers. Here he can be himself, communicate with different children, learn to find a common language with everyone and defend his position. Attending a kindergarten is necessary for the development of the right communication skills, behavior in society.
How children’s development is taken care of “with us” and “with them”
The importance of kindergartens is recognized all over the world. In different cultures, they understand what the team gives the child. The first kindergarten was organized in Scotland at the beginning of the 19th century. Innovation came to Russia in the 60s of the last century. Today in the Russian Federation there are about 60,000 preschool institutions. The upbringing of the child is carried out in accordance with the programs developed by teachers, doctors, psychologists.
In the USA, babies are admitted to the nursery from 1.5 months, in South Korea, Japan, the Netherlands, Israel – from 3 months. In Germany and Sweden, they go to the garden from the age of 1. In France, compulsory attendance at preschool institutions by children from the age of three is legally enshrined.
In Russia, a child will be admitted to a preschool of the younger group from 2 months old, and to a regular preschool from two years old. In our country, on average, 65% of boys and girls are covered by collective preschool education. Of the remaining 35% of babies, most stay at home not at the request of their parents, but because of the lack of places in kindergartens and nurseries.
To be or not to be in kindergarten
The final decision on whether a child should go to kindergarten is made by parents. After weighing all the pros and cons, dad and mom usually come to the conclusion that you need to start joining the team from an early age. It is important not to miss the moment when the child is ready for independence and is able to easily accept changes. It is more difficult for older boys and girls to do this: the child develops persistent habits, character traits.
If you choose a preschool institution wisely, going to kindergarten will be interesting, useful and fun for your child, and parents will be happy to watch the success of their son or daughter.
To the list of articles
Is it obligatory for a child to go to kindergarten?
We all come from childhood. So – from kindergarten. Perhaps our parents lived in a certain sense easier than we do now. In any case, no one raised strong doubts about the words “kindergarten” and such a flurry of questions as we see today. Kindergarten attendance was nothing short of a “mandatory program” for most kids. “Home” children who were under the care of caring grandmothers were an exception to the rule. Moreover, usually the social life of kids did not even begin with kindergartens, but with a nursery. Let’s not forget that a three-year-long maternity leave is a relatively recent conquest.
The problem of choosing a kindergarten (and a nursery) arose only for a few parents who had a real opportunity to choose at least something. The vast majority were “free” from such troubles: a nursery and a kindergarten in the yard, at the place of registration – and no frills.
Today the situation is completely different – more complicated and at the same time more interesting. Opportunities have increased, and most importantly, the needs of parents. We no longer want to send our child to “whatever” kindergarten, but we want to find one where our baby will be treated with respect, where they will find interesting activities for him, where he will be taught and developed, isn’t it? And different kindergartens have appeared: in addition to the standard state ones, there are kindergartens focused on Waldorf pedagogy, the Montessori system, there are just a variety of development centers. Yes, and ordinary municipal kindergartens, as it seems, are participating in an unspoken competition for the most magnificent and enticing name: there was a simple courtyard kindergarten – and now it has become “with a predominant moral and aesthetic development of pupils” or something like that . ..
Nowadays, people start thinking about kindergarten as soon as the baby is born. Does the child need kindergarten? And if needed, what kind – “artistic – aesthetic” or “physical culture – health”? How to make sure that the child goes to this kindergarten with pleasure? And is it worth complicating the situation at all, raising such a fuss around the problem of choosing a kindergarten?
After all, whatever one may say, but for most mothers the problem is solved simply: the child needs to go to kindergarten because the mother needs to go to work. You can understand everything very well about the psychological characteristics of the child, the shortcomings of the kindergarten, etc., but not all parents have a real opportunity to stay at home with the baby, pay for the services of a qualified nanny, children’s centers, clubs and early development schools.
And this is not at all a reason to worry, blame yourself for your financial insolvency and suffer from the fact that a precious child will be deprived of a happy childhood. Still, a kindergarten is a necessary thing (there are, however, exceptions, but about them a little later). However, it is impossible to neglect the individual characteristics and interests of the child, “handing over” him to the first kindergarten that comes across, refusing to see the problems of adaptation, counting on the fact that “he will get used to it – he will become stronger.” In order for a kindergarten to really turn out to be a pleasant and useful place for your baby, you need to think carefully and understand why exactly you and your child need it, calmly evaluate all the pros and cons of this or that decision, tune in to the fact that choosing a kindergarten and adapting to him the baby is a significant and important work that can and should end in success.
Success does not mean “walks like all normal children and doesn’t complain about anything”. Success is the developmental conditions that are optimally suited for your child and correspond to your capabilities. It is possible to create such conditions, although not always very easy. And in our days, marked by a constant increase in prices, if you wish, you can find a kindergarten that will delight you and your baby. In the same way, even a child who is very difficult to adapt to kindergarten can establish a lifestyle that will communication with other children and adults, developing and sports activities.
The main thing is not to rush, not to lose confidence in success, to be flexible and willing to look for and try different options. Then you will certainly succeed!
What’s good about kindergarten?
Does my child need to go to kindergarten? They say that “home” children are very difficult to adapt to school, because they are not used to being in a team.
Until recently, it was believed that kindergarten is a truly necessary link in the development of every child. Indeed, “home” kids often had difficulty adapting to school rules, to the rules of communication adopted in the peer group. Perhaps these difficulties were primarily due to the fact that there were very few such children, the vast majority were precisely “kindergarten” children. Often, children moved in whole groups from the “yard” kindergarten to the same “yard” (that is, in the microdistrict) school. And if a child who spent the first seven years of his life under his mother’s and grandmother’s wing fell into the same class, he, of course, had a hard time.
Today the situation is different. Children who have never attended kindergarten are no longer an exception. In addition, the very concept of “kindergarten” today is not as clear as it used to be. In addition to the standard state kindergarten, there are a number of other options for “employment” of a preschool child. So, children come to the first grade with the most diverse “luggage”: someone went to an ordinary kindergarten, someone – to some Development Center, and someone sat at home with a nanny.
And now, at first timid, but gaining strength, the voices of those who took it upon themselves to assert that “home” children are no worse than “kindergarten children” began to be heard. Of course, everywhere there are exceptions, but in general, a child raised at home, and not in an “institution”, may well be as developed, independent, proactive and sociable as a kindergarten pupil. Another thing is that for this, parents should not just “keep” a precious child at home, but work on developing all these qualities in him.
What exactly does kindergarten give a child? First of all – the opportunity to communicate with peers, inclusion in the group. You can be convinced individualists, withdrawn and uncommunicative, but you need to remember: from about three years old (and from four – for sure!) a child needs to communicate with other children. And you must give him this opportunity.
Of course, in kindergarten a child learns to communicate not only with other children, but also with adults. Before school age, parents are, of course, the only truly authoritative adults in a child’s life. But the experience of communicating with kindergarten teachers helps the child avoid difficulties in establishing relationships with school teachers in the future. The kid learns that in addition to the mother, there are other adults whose opinions need to be listened to, and sometimes simply obeyed.
In kindergarten, the child is introduced to certain rules of behavior and learns to observe them. The word “discipline” evokes a rather negative attitude for many of us, since it is associated with the “equalizing” drill, adopted both in kindergartens and in schools of the Soviet era. But if we ignore these associations and understand the word “discipline” as nothing more than the ability to adhere to the necessary rules of human society, then we should admit that these skills are necessary for a child.
Finally, in kindergarten, the child receives opportunities for intellectual and physical development . A child’s “kindergarten” education alone is not enough. In any case, parents should deal with the baby themselves. But if a “home” child spends whole days exclusively in front of the TV screen, then in kindergarten, of course, he will receive incomparably more. Drawing, modeling, construction, speech development, music classes and physical education – this minimal “gentleman’s set” will provide even the simplest municipal kindergarten .
Can I provide my child with all the conditions necessary for his harmonious development at home, without sending him to kindergarten?
In principle this is possible. But only if you are really ready for this very, very serious work. The most difficult thing in home education is, perhaps, not the intellectual or physical development of the child. Just in these areas, a caring and educated mother can give a child much more than kindergarten classes. It is much more difficult to create all the necessary conditions for the child’s social development.
Above, we have already talked about the main advantages of the kindergarten: the child gets the opportunity to communicate with peers and with adults other than parents, learns to behave “in society”, to follow the rules. And if you do not want to send your baby to kindergarten, you need to think carefully about how you will provide these opportunities to your child.
“At home” child should spend a lot of time in playgrounds playing with other children. In addition, it is highly desirable to provide him with some kind of permanent friend-the same age – or rather, several friends. You need to take him to visit and invite other children to your home.
This task is quite feasible. But we must not forget about another important point – the communication of the child with adults. It is no secret that women who prefer to stay at home with their children until it is time to go to school often have a heightened sense of parental duty and the desire to be perfect mothers without fail. Some rather unfavorable consequences follow from this laudable desire: such mothers are almost always convinced that they simply do not have the right to entrust their precious baby to someone else (moreover, all other people often fall into the category of “outsiders” – including closest friends , and grandparents).
If you don’t send your child to a kindergarten because you don’t trust caregivers and think that no one but you will be able to properly treat your child, find the right approach to him, you need to urgently change this point of view! Of course, the child cannot be given into the first hands that come across. But you can’t limit his world only to your own person either. You need to understand that a child needs experience with other adults besides mom – even if this mom is really the best in the world!
If you don’t want to send your beloved child to kindergarten – give him to some circle, section, play group. Arrange with one of your friends that from time to time your child will spend the day with her. The best thing is if among your friends there are young mothers just like you. You can create a “visiting schedule” by taking turns hosting other kids. Let your private “kindergarten” “work” only a few hours a day, at least a couple of times a week: this will already bring great benefits to the kids. They will learn to communicate with each other, and little by little they will get used to the fact that sometimes you have to obey not only your mother.
Pay more attention to how your child interacts with other children on the playground. Is he easy to get to know? Does he know how to play, follow the order and rules of the game. Can share toys and, if necessary, defend his property and his interests. These are very important criteria for his social development, and if by the age of five the child still does not acquire the appropriate communication skills, it is worth consulting with a child psychologist and finding some kind of replacement for kindergarten – a development group, a play group, a kids club, etc.
Suitable age: does it make sense to send a child to a nursery?
The most optimal age for going out is four years. Yes, no less! And please, try not to listen to the persistent advice of experienced grandmothers, who are always ready to explain to us that “the sooner the better – you’ll get used to it quickly”! Because it’s not true.
A one-year-old toddler, of course, can “get used” to the fact that for some reason his beloved mother was replaced by someone else’s, not too affectionate aunt. To get used to means to put up with it and suffer silently, reacting to stress “only” with frequent colds and other illnesses, bad mood, and a decrease in interest in the outside world. Such passive resistance is far from being a trifle, it has a very negative impact on the further emotional, intellectual and physical development of the baby.
Today, most nurseries accept children from only one and a half years old. But this is too early! A year and a half is the age when the so-called separation anxiety is just beginning to subside. Simply put, the baby is still too strongly attached to the mother and reacts very painfully to her absence, and equally to the appearance of strangers, especially if they try to get too close to him.
It’s no secret that “unfavorable” children adapt best in the nursery, that is, those who do not live very well at home. Kindergarten teachers are well aware of this. They sadly talk about the fact that in each group there are one or two kids who do not want to leave the kindergarten in the evenings: parents come, call from the threshold of the group, and the child … turns his back, hides behind a shelf with toys. And the point here is not at all that the baby “played” too much, was too carried away by some of his important baby affairs.
For a one and a half year old toddler, meeting with his mother, the opportunity to cling to her tightly and not let go anywhere is the most important thing, by definition, due to age characteristics. Starting from this age, the fear of unfamiliar adults is gradually smoothed out, but it does not completely disappear for quite a long time (although different children differ greatly in this). Interest in other children wakes up in kids only by the age of three. At the same time, at first they are drawn to comrades older than themselves, then they begin to be interested in those who are younger, and only in the last turn they pay attention to their peers.
So, a nursery at the age of one and a half can only be justified by the most extreme necessity. Before deciding to give the child to a nursery, you need to go through all the possible options that allow you to leave the baby at home. Look for work at home, try to negotiate with familiar mothers that you will take turns “grazing” your kids. Believe me, there are no hopeless situations, and if you wish, you can always find some alternative to the nursery.
It is a little easier for a two-year-old child to get used to the nursery. The general rule remains the same – early! But there are quite a few exceptions to this rule. By the age of two, the baby can be really very sociable, and if the kindergarten (primarily teachers!) Is good, the child may like it there. Anyway, you can try to take the child to the nursery, if you have already made sure that he is not afraid of other children and adults, has the necessary self-care skills (he knows how to use the potty, can eat on his own), survives your absence without much suffering.
At the same time, you must definitely observe the behavior, mood of the baby, his state of health. If you see that your two-year-old is difficult to adapt to the nursery – in no case do not insist, do not persist in your intention to accustom him to the “institution” right now. The saying “be patient – fall in love” in this case does not work! The negative experience of visiting the nursery will have an impact in the future: in a year or two, when “home” children come to the group and adapt to the kindergarten without any problems, your baby will still perceive the kindergarten as a place of confinement, will often get sick, cry for mornings and evenings.
In this case, such folk wisdom is applicable: “The miser pays twice.” Sending a two-year-old who is not ready for this to a nursery does not win anything. Returning to work will result in regular sick leave. It is much wiser to spend time wisely: gradually, without haste, but persistently and consistently prepare your baby for kindergarten. Such an “investment” of your time, your care will pay off in full. Let it sound trite, but still: what can be more precious than the health of a beloved child – both physical and psychological?
Some mothers send their two-year-olds to a nursery not because they really need to go to work, but for “pedagogical” reasons: they say that in a group a child will be taught to be independent, he will develop faster, etc. Yes, communicating all day with other people’s aunts and being just one of fifteen or twenty of the same little ones, your child will probably learn to hold a spoon and pull on his pants faster than his “home” peers. But is it really that important in and of itself? At home, he also learns independence, masters all these necessary everyday skills – but how could it be otherwise? This, of course, requires your attention, your work and your patience.
Note to mom
A child who is not well adjusted to a nursery or kindergarten does not necessarily show this clearly. He can behave quite obediently and even submissively, expressing his feelings in some indirect way. The most common form of passive resistance in toddlers is frequent colds.
But there are other points that you should definitely pay attention to. This is sleep, appetite, the behavior of the child at home in the evenings, after kindergarten. For the first time after starting a nursery or kindergarten, such “charms” as a decrease in appetite, difficulty falling asleep and even crying at night, domestic whims and a somewhat reduced or irritable mood can be considered “normal”. But if after three or four weeks the situation does not improve, we can say that the child does not adapt well to kindergarten or nursery.
In this case, it is advisable to save the baby from visiting the kindergarten for the next year, and if this is completely impossible, try to mitigate the traumatic situation: leave him in the kindergarten only for half a day, give him an extra day off in the middle of the week, look for a garden or a nursery with fewer children per group.
These recommendations may not seem very realistic. Nevertheless, the experience of many mothers shows that they can be performed if desired. And the efforts justify themselves, because as a result you preserve the mental well-being of the child, and therefore your own.
At what age is the best time for a child to start kindergarten?
Most psychologists today consider four years to be the optimal age, and three is quite acceptable. By the age of three, the child is no longer afraid to remain without a mother for some time, begins to be interested in communicating with other children, and has self-service skills. But he will really enjoy playing with peers only closer to four years.
The ideal option is to gradually, without haste and making strict requirements, start introducing the child to kindergarten at three to three and a half years, then leave him in kindergarten for half a day.
If it turns out pretty quickly that the child is willing to spend time in a new environment, you can move on to regular kindergarten attendance. If the baby does not express any particular enthusiasm, there is nothing wrong with the fact that until the age of four he will attend the kindergarten according to a “sparing” regimen.
There is no need to worry that he will lag behind his peers in some way. The main thing is that after three years he does not remain in a closed home space, one on one with his mother or grandmother, but gradually expands the boundaries of the familiar world.
Note to Mom
Here is a very important, albeit purely “technical” warning. All the advice given by psychologists, authors of various books and manuals regarding kindergarten is somewhat theoretical. Smooth, soft and unhurried adaptation to kindergarten is an ideal to strive for. But in fact, unless you have sufficient financial resources to enroll your child in a private “family” kindergarten (and most of us do not have such opportunities), be prepared for the fact that life will make its own adjustments to your ideal scheme.
And the first thing you will encounter is the queue. Yes, yes, the good old queue to kindergarten from your own childhood. Even seven or eight years ago, mothers could really slowly move from one kindergarten to another, compare and choose the one that is better.
The birth rate in the country was low, kindergartens were empty and closed, and those that remained afloat were ready to take almost everyone into their walls, regardless of registration in the desired microdistrict. (Nurseries, by the way, have always been overcrowded, but there are far fewer of them than kindergartens.) Today there are more children. So draw your own conclusions. Walking the streets with a stroller in which your newborn lies, get to know the mothers of older children, find out which kindergartens they go to, whether they are happy with them.
The child does not want to go to kindergarten at all…
Can any child be taught to kindergarten?
Doctors, psychologists and parents call some children “non-kindergarten”. What is behind this definition? Are there really children who under no circumstances can adapt to kindergarten?
To be honest, there are probably no such children. The only question is how much effort the child and his parents need to make in order for adaptation to kindergarten to take place, and whether these efforts are justified, that is, whether they need to be made.
Children can be divided into three groups according to how they adjust to kindergarten.
The first group – children who react to a change in the situation with a real nervous breakdown. Frequent colds are almost always added to this.
The second group – children who do not show signs of nervous strain, “only” begin to get sick often.
The third group are kids who get used to kindergarten without any problems or difficulties.
So, every second child belongs to the first or second group. Does this mean that only half of the children who go to kindergarten have a chance to “take root” there, while all the rest should stay at home until school age? Of course not.
In most cases, adaptation problems can be solved, and it does not take very long. Kindergarten is stressful for a child, but stress is quite manageable. Only the baby must be helped to cope with this new and very serious experience. Such a large number of children experiencing difficulties in adapting to kindergarten is largely due to their unpreparedness for a new way of life. You can not throw a child into an unfamiliar environment, like into water, in the expectation that he will immediately learn to “swim”. It is worthwhile to devote time and attention in advance to preparing for visiting the kindergarten, and then your baby will most likely be in the third, prosperous group.
Despite all my efforts, the child still cannot get used to kindergarten. What explains this and what can be done?
Indeed, in some cases even thorough preliminary work does not help. Despite all your efforts and good intentions, the child continues to protest in one form or another against attending kindergarten. What’s the matter?
First of all, the baby may not yet have reached the right age (we discussed this issue in detail above). In addition, as already mentioned, a child’s attitude towards kindergarten can be greatly spoiled by a bad experience attending a nursery. A conditioned reflex can work here: even a small child remembers (at least on a subconscious, emotional level) that he has already been within these walls and felt bad. If this is the reason, then it is best to postpone the “publicity” for some more time (at least for six months), while continuing to maintain contact with the kindergarten during this period – go for walks, make friends on “neutral territory” with someone from the kids who go to the same group.
Difficulties in adapting to kindergarten may also be due to the child’s temperament. Temperament is an innate characteristic, it cannot be changed, but “on the other hand”, unfortunately, it can be suppressed, forcibly distorted. Sanguine babies usually adapt to a new environment quite well, but choleric and phlegmatic people often have a hard time. Children with a choleric temperament turn out to be too active and noisy, but slow phlegmatic people can suffer even more – they simply do not keep up with the others. And in the kindergarten it is important to keep pace: eat on time, get dressed or undressed on time, complete some task…
Watch your child carefully, ask the teacher about how the child spends the day in the group. And if you decide that the difficulties in adaptation are connected precisely with the “uncomfortable” temperament for the kindergarten, be sure to discuss this with the teachers. Explain to them that the baby is behaving in an “inappropriate” way, not because he is guilty of something, but because he cannot do otherwise. Do not be shy to be persistent and firm, informing the educators that in no case should your phlegmatic little one be constantly tugged at, urged on, and even more so scolded for slowness. Tell them (and, of course, keep in mind yourself) that under pressure from adults, a phlegmatic child only becomes even more slow and passive. His nervous system functions in such a way that, with excessive stimulation, “emergency braking” is generally switched on, and the child falls into a real prostration. But, if such a child is not disturbed, he knows how to bring what he has begun to the end, is calm and balanced, accurate and reliable. As for slowness, as the child grows and develops, it will gradually smooth out. The pace of the phlegmatic will still be somewhat reduced compared to sanguine and especially choleric – the pace, but not the effectiveness! While the hurried choleric man pulls all his clothes inside out and upside down twice, and the teacher finally changes his clothes correctly, the phlegmatic child will just have time once, but correctly and accurately, fasten all the buttons and even, perhaps, tie the shoelaces.
All this must be explained to teachers so that they remember: the less they pull and rush your “slow mover”, the faster it will “level out”, get used to the kindergarten environment and begin to have time to do everything that needs to be done.
And what to do with those very hurried choleric people who do not sit still for a second and in general often resemble a small tornado? It is clear that such a temperament does not cause much enthusiasm among kindergarten teachers. But again, it is necessary to talk to the staff and explain that the baby “rages” not because of a lack of education, but because of the innate personality traits. Tell the educators that it would be good for your “hurricane” child to engage in some kind of active activity if possible. If he scattered toys, then he will surely collect them with the same pleasure and speed – if he is asked, and not forced. As a rule, in kindergartens, children are still allowed to move quite freely – run and jump (they are allowed, if only because it is impossible to force twenty-three-year-olds to sit quietly and for a long time on high chairs!).
Finally, in search of the reasons for a child’s poor adaptability to kindergarten, think about this: do you easily adapt to new conditions yourself? Do you like to be in noisy companies? If a child grows up in a society of closed, little sociable parents, then, most likely, he himself will prefer quiet games alone. For such a baby, an ordinary crowded kindergarten can really be contraindicated, but at the same time, in no case should he be left in isolation! It certainly needs to be “brought to light”, although it should be done unobtrusively and carefully, in small “doses”. It is very good to define such a “recluse” in a play group in which there are few children and where you do not need to spend the whole day.
Who better to stay at home? This does not mean that such children cannot be sent anywhere at all. You just need to consider that if your baby is not too healthy, this means his increased sensitivity, vulnerability. It must be approached with extreme caution, and the kindergarten should be chosen even more carefully than in the case of an “ordinary” (if there are such a thing in the world!) Child. There are special health-improving kindergartens, but one should not rely on the name alone: if there are fifteen people in the group and one teacher for two shifts, visiting such a garden will not bring your baby a big healing effect.
If you do not plan to spend the next few years on sick leave to care for your child, put aside your dreams of a kindergarten for the time being and start to “heal” your baby on your own: watch his diet and nutrition, take more walks, if doctors allow – start tempering. Try to find opportunities for the child to attend at least a couple of times a week some “school of development”, a play group. If this is in no way possible, at least get out with him to visit, so that he little by little “breaks away” from you, learns that the world around is wide and not dangerous.
Kindergarten recommendations on preparing your child for kindergarten
1. Make sure that kindergarten is necessary for your family right now. The child feels great when parents doubt the expediency of “Garden” education. He uses any of your hesitation in order to resist parting with his parents. Children whose parents have no alternative to kindergarten get used to it easier and faster.
2. Tell your child what kindergarten is, why children go there, why you want your child to go to kindergarten. For example: “Kindergarten is such a beautiful home where moms and dads bring their kids. I want you to meet and make friends with other children and adults. Everything in the garden is adapted for children. There are small tables and chairs, small beds, small wash basins, small cabinets, many interesting toys. You can see everything, touch, play with these things. In the garden, children eat, walk, play. I really want to go to work, I’m interested. And I really want you to go to kindergarten so that you are also interested. I will take you to the garden in the morning and pick you up in the evening. You tell me what you had interesting there, and I will tell you what I have interesting at work. Many mothers and fathers would like to send their children to this kindergarten, but not everyone is taken there. You’re in luck, I’ll start taking you there in the fall. But we need to prepare for this. Buy all the necessary things, prepare a “joyful box”, learn the names of the teachers and the rules of the kindergarten.
. Passing by the kindergarten, happily remind the child how lucky he is – in the fall he will be able to go here. Tell relatives and friends about your luck in the presence of the baby, say that you are proud of your child, because he was accepted into kindergarten.
4. Tell your child about the kindergarten routine: what, how and in what sequence he will do. The more detailed your story is and the more often you repeat it, the calmer and more confident your child will feel when he goes to the garden. Ask the baby, he also remembered, what he will do after the walk, where to put his things, who will help him undress, what he will do after dinner. With questions of this kind, you can check whether the child remembers the sequence of events well. Babies are afraid of the unknown. When the child sees that the expected event is happening as promised, he feels more confident.
5. Talk to your child about possible difficulties, whom he can turn to for help, how he can do it, For example: “If you want to drink, go to the teacher and say:” I’m thirsty, “and Anna Nikolaevna will pour you water. If you want to go to the toilet, say so.” Do not give the child the illusion that everything will be done on demand and in the way he wants. Explain that there are many children in the group and sometimes he will have to wait in line. You can say to the kid: “The teacher will not be able to dress all the children at once, you will have to wait a bit.” Try to play all these situations with your child at home. For example, you are a teacher, and a teddy bear, for whom you also have to speak, asks for a drink.
6. Make a “happy box” with your child by putting inexpensive items in it. These can be small toys that are attractive to your child and will certainly please other children, boxes with funny items enclosed in them: beautiful paper napkins or shreds of fabric that are pleasant to the touch; picture books. Perhaps you know how to fold origami, then feel free to send a paper crane or a dog to the “joyful box”. Over the summer, you will fill the box. Then in the fall in the morning it will be easier for you to send your baby to kindergarten: it’s more fun to go with a toy and it’s easier to start a relationship with another child.
7. Teach your baby to get to know other children, to call them by name, to ask, not to take away toys; offer their toys, services to other children.
8. The child will get used to it the faster, the more he can build relationships with a large number of children and adults. Help him with this. Get to know other parents and their children. Call other children by their first names in front of your child. Ask your baby at home about Lena, Sasha, Seryozha. Encourage your child to seek help and support from other people in your presence.
9. Did you know that the better your relationship with caregivers, with other parents and their children, the easier it will be for your child to get used to it.
10. Be forgiving and tolerant of others. There are no perfect people. However, it is necessary to clarify the situation that worries you. Do it in a soft way or through specialists. In the presence of the child, avoid critical remarks about the kindergarten and its staff. Never scare your child with kindergarten.
11. During the adaptation period, emotionally support the baby. Now you spend less time with him. Compensate for this with the quality of communication. Hug your child more often. Tell your baby: “I know that you miss me, that you are scared. When something new happens, it’s always scary at first, and then you get used to it and it becomes interesting. You are great, you are brave, I am proud of you. You will succeed.”
12. Develop with your child a simple system of parting signs of attention, and it will be easier for him to let you go.
13. Remember that it can take up to six months for a child to get used to kindergarten. Calculate your strengths, capabilities and plans. It is better if for this period the family will have the opportunity to adapt to the peculiarities of the adaptation of their baby.
14. If your child is still not used to kindergarten after a month, check the list of recommendations and try to follow the ones you forgot about.
15. If you continue to feel the need to contact specialists, kindergarten teachers and psychologists are waiting for you! As experience shows, the following practice of introducing children into the kindergarten group, taking into account the forecast of the degree of adaptation of each child, has a positive effect. In September, the nursery group works from 7 a.m. to 1 p.m. with a teacher and an assistant. Families of new pupils have the opportunity, if they have not done this before, to visit the group and get to know the teachers.
Parents can bring children with easy adaptation (according to the forecast) to kindergarten for the entire time the group is working from 7 am to 1 pm. It is important for parents to understand the need to take into account the emotional state of the child. If he refuses to go to the garden in the morning, mom can say: “Yes, it happens that sometimes you don’t want to go anywhere. Just today I have such an opportunity – to be with you, and you can stay at home, and tomorrow you will go to kindergarten again. After all, Maria Nikolaevna is there, Seryozha is your friend. They will miss you. We will have to go into the garden, warn Maria Nikolaevna that you will only come tomorrow. Or maybe, if you want, we will take a walk with the guys from your group? The child needs this experience. His parents understand him, listen to his desires. It is very important for the baby to see the teacher on this day. Make sure that the adult is not offended by him and respects his desire to stay at home, rejoices, even if it is a short meeting with the child, says that he is waiting for him tomorrow. Parents can also answer like this: “I understand you, you miss home and mom. But today I’m busy going to work. Let’s do this: you will stay in the garden, and I will agree at work to stay at home with you tomorrow. The teacher should be warned about the conversation that took place.
Attention! It is important to feel the line that separates parents’ respect for the child’s desire and indulgence in children’s whims, a good prevention of morning children’s whims is the parents’ confidence in their position, morning without too much fuss, optimism and a sense of humor.
“Home current tasks” for adaptation to kindergarten
1. It is necessary to regulate bowel movements in a child, preferably in the morning and at home, otherwise this problem may cause complexes in your baby.
The optimal time for defecation is after breakfast (you should try to form a conditioned reflex to defecate at the same time), when the bowels are activated and the movement of food towards the rectum is most pronounced. In the morning, the child should be woken up, taking into account the time for a leisurely visit to the toilet after breakfast. It is also good to offer him before breakfast to drink a glass of cool water on an empty stomach with the addition of 1-2 tsp. honey, jam or sugar – if the baby is not allergic to these products. Cool water also stimulates the bowels.
To stimulate defecation, it is necessary to introduce foods that irritate the intestines into the diet of children: dried black bread, cabbage, carrots, beets, spinach, zucchini, figs, dates, apples, prunes, melons, peaches, pumpkin, kefir, vegetable fats and increase the amount fluid intake up to 1.5-2.0 liters per day.
Foods that cause constipation should be excluded from the diet of children: strong tea, cocoa, chocolate, pomegranate, dogwood, semolina. You should limit blueberries, pears, thick soups, rice, flour products (white bread, pies, pancakes, cookies, pasta).
The child should be taught how to use toilet paper, in case bowel movements are to take place in kindergarten.
2. The child should be able to wash their hands with soap and blow their nose into a handkerchief.
D DEAR PARENTS!
Remember that a child is a unique individual. We must appreciate his individuality, support and develop.
Yes Teach your child that adults are always ready to give him personal support and help.
Ex show understanding, delicacy, tolerance and tact when raising children, take into account the point of view of the child himself and do not ignore his feelings and emotions.
Feel a sense of sincere respect for what is created by the child; Admire his initiative and the smallest independence – this contributes to the formation of self-confidence and self-confidence in the child.
Let’s go to kindergarten | Parents also study
The child is growing. And adults begin to think – is it worth sending the child to kindergarten or continue to educate at home. For many parents, this question is ambiguous and complex.
It is clear that there can be enough arguments “against” – they say, he will often get sick, and too small, he will cry a lot, and the teacher will come across “it is not known what kind”.
And yet, the answer of experts to the question – whether or not to go to kindergarten for a child – is usually unambiguous: definitely!
Approximately by the age of 2-3, the child experiences a real hunger for communication with peers, for the children’s team. Sometimes in the same polyclinic it is quite easy to identify a “non-Sadovo child” by the way he frankly (sometimes to the point of obsession) seeks contact with peers.
Kindergarten is a whole era in a child’s life, because it is not so much raising a child in the absence of parents, but his socialization in a team, the development of communication skills, coexistence, and most importantly, an important step in the formation of personality. Communication of the child in kindergarten is a kind of adaptation before the school period.
So, if the issue of kindergarten is resolved positively, get ready to go through adaptation with your baby.
Many features of a child’s behavior during the adaptation period frighten parents so much that they wonder if their child will ever be able to adapt to kindergarten, will this “horror” ever end? We can say with confidence that some deviations from the usual behavior, which are very worrying for parents, are basically typical for all children in the period of adaptation. During this period, almost all mothers think that it is their child who is “non-Sadovsky”, and the rest of the kids feel better.
One of the leading specialists in the education of young children, Professor N.M. Aksarina always gave such an example in connection with this topic. The gardener, going to replant a tree, prepares the site, carefully digs the tree, trying not to damage the root system, replants it along with the ground. Despite all his efforts, the tree in the new place is sick until it takes root. Now let’s turn to the child. For the first time he is left without loved ones in an unfamiliar environment, he is afraid of the sudden change in what is happening, the unknown keeps him in a nervous tension. The child is not satisfied with one of the basic needs – the need for safety and security. The instinct of self-preservation is manifested, and the baby begins to actively defend himself in ways available to him. He cries bitterly, rebels, refusing the help of strangers, demands his mother.
Persistent negative emotional attitude, despair and resentment for several hours a day dominate so much that the baby forgets about sleep and food. Attempts by educators to somehow calm him down cause fear. The child is so excited that, having returned home, he cannot calm down, does not let go of his mother, eats poorly, often wakes up. Approximately the second day, the third pass like this … A fragile body cannot withstand colossal nervous loads: due to stress, the immune system suffers, and it starts to hurt. Every mother, seeing how difficult it is for her child, wants to help him get through this period as quickly as possible, and gets upset or even angry when, in her opinion, this happens very slowly.
How to make the adaptation period as soft as possible?
First of all, we want to draw attention to the fact that adults can help you get through this time easier, but not faster. Usually adaptation takes place in 3-4 weeks, but sometimes it can take 3-4 months. Do not rush time! Let her end happily.
So, how should parents behave?
Most of all, the child is upset when parting. The main rule is this: calm mother – calm baby. He “reads” your confidence and calms down a little. Develop with him a simple system of parting signs. It is not necessary to delay the morning parting with the child if he is crying. Undress him, hand him over to the teacher, tell him when you will come, and leave. The teacher will take all measures to calm the child (after all, you made sure in advance that your baby would get to caring people). If, after the mother has left, the child calms down, agree with him that he will now wave to his mother from a certain window, which you still need to run to while the mother leaves the kindergarten – this will help to distract from sad thoughts. If the child continues to be very nervous in the absence of his mother, you can look for reasons in yourself. As a rule, the increased anxiety of the mother, the wrong assessment of her own role in the life of the child, the unwillingness to see elements of manipulation by adults in his behavior – all these reasons, to one degree or another, can provoke such behavior. In this case, the mother must change her inner state.
How to help a child adapt to kindergarten? Next, we will dwell in detail on the features of the behavior of parents during the period when the child changes from his home environment to a new kindergarten environment.
Whatever the reasons that prompt you to send your child to kindergarten, remember: the success or failure of any undertaking depends on our attitude and the position that we choose for ourselves, and accordingly, our child.
Position of the victim: nothing depends on me, everything is bad, I am a hostage of the situation, my poor child, how will he be without a mother, how bad everything is … Leader position: I gave, and I give, and I will give the child enough warmth and love, but I also want to realize myself. My kid in kindergarten will get new positive impressions, new experience of interaction with peers, will find friends. It’s just time to change the routine of our lives a little. I am confident in the kindergarten where I am taking my child, I trust these people, so I do it with calm confidence.
Emphasize that the child, as before, is dear and loved to you. Hug and kiss him more often. Look for different forms of emotional support for him.
Make your child’s menu as close as possible to the kindergarten menu. Don’t force feed him. If adults do not focus on food, but allow the baby to decide for himself whether he is hungry or not, his appetite will gradually return to normal. It is important to maintain a feeding schedule so that the baby understands that it is time for lunch or dinner, otherwise food will become the subject of endless manipulations.
Be sure to tell me when you will come (after a walk or sleep). It is easier for a child to know that mom will come after a specific event than to wait for her every minute. BE SURE to keep your promise! At the meeting, ask the child about the day he lived, but do not insist if he does not want to talk to you about it. Tell him how your day went, how much you managed to do during this time, thank him for helping you (even in the form of a small gift). True, one must be prepared that sometimes the child will meet you in the evening crying. Do not be afraid, this does not mean that he feels bad, you just need to somehow convey your feelings to you and get a portion of tenderness. Try to pet the baby before he cries.
Be more tolerant of whims and, moreover, of his tears. Paradoxically, but true: it’s good that the baby is crying! Believe me, he has real grief, because he is parting with the most important person for him. He does not yet know that you will definitely come, the regime has not yet been established. It is worse when the child is so squeezed in the grip of stress that he cannot shed a single tear. Crying is an assistant to the nervous system, it does not allow it to be overloaded. Therefore, do not be afraid of children’s crying, do not be angry with the child for “whining”. Of course, children’s tears make you worry, but you will definitely cope too. If your anxiety does not leave you, contact a child psychologist who is likely to help you by telling you how your child is adapting.
Summon a fairy tale or a game for help. You can come up with a fairy tale about how a little bear first got into kindergarten, and how he was scared and uncomfortable at first, and how he then became friends with children and teachers, invite the child to come up with a storyline with various ways out of difficult situations. It is good if your fairy tale is about some favorite toy of the baby. He can take her with him to calm his beloved bear cub, showing that kindergarten is great! Having taken his favorite toy with him to the garden, the baby will have the opportunity to share the initial loneliness with someone close, and subsequently begin to take care of him.
When it comes to adapting a child to kindergarten, there is a lot of talk about how difficult it is for a child and how much support he needs. At the same time, a very important person often remains behind the scenes – a mother who is in no less stress and worries, also needs help and almost never receives it. Often the mother does not understand what is happening to her and tries to ignore her emotions. Should not be doing that. You are entitled to all your feelings. Entering a kindergarten is a test for both, for a mother this is the first experience of tearing away from herself the one who until recently was part of her.
To help yourself, you need:
Be sure that attending a kindergarten is really necessary and will benefit your family. The more internal arguments you have about the advisability of attending a kindergarten, the more confidence that the child will get used to sooner or later, the faster the child will adapt, reacting precisely to this confident position.
To believe that the baby is not really a “weak creature” at all. The adaptive system is strong enough to withstand this test, even if tears flow like a river.
Get help. If there is a psychologist in the garden, contact him for information on how your baby spends time in your absence, do not hesitate to ask for advice.
Enlist support – there are mothers around you who are experiencing the same feelings during this period. Communicating with them, you will not only receive support in this situation, but, perhaps, you will learn about some “know-how” that almost every mother has. Have a little holiday for yourself. Congratulate yourself that you are now the mother of an adult child, and that a certain stage of life has ended for you too. You are on the threshold of a new one. Only you know how much effort it cost you to make this little miracle become an adult. Try to find ways to thank yourself for this, and at the same time please your family and friends for the invaluable help provided to you.
Good luck to you and your baby!
Psychologist of the kindergarten “Luchik” on Sokol Dorohova Daria Evgenievna .
Does a child need a kindergarten – pros and cons of a kindergarten for children – this phrase in the modern world can be officially recognized as an introductory phrase for meeting mothers on the playground.
Further, the conversation will most likely develop in two planes: “we don’t plan to send the child to a kindergarten at all” or “socialization is important for a child, we are waiting for a state kindergarten, but for now we go to a private one.”
And it is impossible to say with certainty that this family is doing the right thing by categorically opposing the kindergarten, while the other is not. It all depends on the individual child and their parents.
In this article we will try to answer the question of whether it is worth sending the child to kindergarten, consider all the pros and cons.
Do parents need kindergarten?
Parents, just like their children, are different. Someone has the opportunity not to send the child to kindergarten, but for someone the kindergarten is an urgent need.
Let’s look at the advantages that parents have when their children attend kindergarten.
Mom is socialized . After three years on maternity leave, when going to the store and then a holiday, my mother will gladly return to work.
Independence . No one will stand with a spoon, persuading to eat, or affectionately dress, telling how great it will be on a walk. And this means that the child will be forced to acquire self-care skills: fall asleep, eat, dress, master the potty on their own.
Start speech . Silent children learn to express their desires in words in the absence of a sensitive mother who understands her child without words. Yes, and to play with peers, you will need to master the speech.
There are also disadvantages:
A child’s behavior can change dramatically: a quiet, obedient baby can suddenly turn into a hysterical one; peaceful – start fighting and snatching items from your hands.
Mom, who hastened to go to work, will have to sit on endless sick leave, as the child will go to kindergarten for three days, and then get sick for weeks.
Possible regression: a child who spoke clearly may begin to mumble, imitating non-speaking peers.
Does a child need kindergarten?
To answer this question, observe your child: does he quickly adapt to new conditions, does he like to communicate with other children, does he easily let his mother go on business? If yes, then most likely your child will be interested in the garden.
Benefits of kindergarten for a child
Let’s look at the benefits of attending a kindergarten for a child.
Socialization . The child understands that here he is on an equal footing with other children, and not the center of the universe, as at home. He has to learn to talk and negotiate with his surroundings.
Clear daily routine . Children at home neglect daytime sleep, but meanwhile it is necessary for the formation of the nervous system.
Power supply . You won’t be able to get along in the garden, snacking on sweets and cookies, here they are provided with hot meals.
Educational activities : modeling, drawing, preparing for school, music classes, physical education – all these activities contribute to the development of the child.
Communication with peers . The baby has his own social circle, he understands that he likes to play with some children more, the first friends appear.
Although kindergarten classes are short in time, they develop perseverance and discipline which prepares the child for school.
Can a child have problems because of not attending kindergarten?
Many parents are concerned about the question: is it necessary to send a child to a kindergarten and will there be problems in the future if it is not attended?
It is believed that children who did not go to kindergarten are less sociable, they are more difficult to socialize in the first grade, they have a slow pace of work and they do not know how to work in a team. But, as a rule, these differences are noticeable only in the first months.
Disadvantages of a kindergarten for a child
The system also has disadvantages.
Stressful situation . New life circumstances are always stressful for a child. In addition, the baby, who is used to being next to his mother 24/7, at first it is difficult to be apart from her for so long.
Undesirable influence of other children : from swear words to behavior patterns.
Lack of attention to the individual characteristics of children . Educators in kindergarten, when explaining the material, are guided by the middle backbone of the group, therefore, due to innate characteristics, training is difficult for some children.
Which children should stay at home?
There is such a thing as a “non-kindergarten child”. These are children who cannot get used to their “second home”. They painfully part with their mother, sobbing and clutching her leg, do not join in the games of their peers, keep to themselves, they cannot get used to the daily routine.
The process of adaptation to kindergarten never ends for such children. And even after a few years, the garden seems something terrible to them.
Non-Sadik children, even if they do not clearly show their displeasure, begin to show it in a different way: they often get sick, sleep poorly, in some cases there is nocturnal enuresis, the child withdraws into himself and “does not come to life” even at home.
But the percentage of “non-kindergarten children” is small, and many problems are solved with the help of a child psychologist.
There are also children for whom kindergarten is not recommended for health reasons. Such babies require individual care, special treatment and activities that the state kindergarten cannot provide them with.
Which children are best sent to kindergarten?
If you have a little lively growing up at home who is interested in everything around, then he will be fine in kindergarten. It is useful to determine the type of temperament of the child. Sanguine and choleric children love to be the center of attention, quickly get used to new conditions and usually ask to go to kindergarten themselves.
Yes, they may also have problems adjusting to kindergarten at first, but they quickly make friends and become attached to the teachers.
Phlegmatics and melancholics, on the contrary, adapt more slowly in a new team and may experience difficulties in communicating with other children.
And then, if the parents work remotely or are constantly busy with their own affairs, it is better to send the child to a kindergarten. There he will not be busy only watching cartoons, but will also get communication with peers and developmental activities, and in the evening he will be able to quench his thirst for communication with his parents.
How to refuse kindergarten if the child already goes there?
If for some reason you decide to leave the kindergarten, first talk to the teacher. Perhaps your problem is solvable and you should not give up the place.
If you have firmly decided to take your child to home education, first you will need to notify the teacher, and then write an application to the head of the kindergarten.
After signing the application, do not forget to take copies of the documents with the medical record.
It is also possible to pick up a child from kindergarten for a period of time (for example, for a year) while maintaining the place.
Are there alternatives to kindergarten?
What to do with the child if the mother needs to go to work, and the option with a kindergarten is not suitable? There are several alternative solutions:
Ask relatives . Perhaps grandparents are not averse to sitting with their grandson while mom is working.
Private kindergarten . In private kindergartens, groups are smaller, so you can count on an individual approach and menu.
Family Club . Perhaps there is a mother in your house who will look after your baby along with her children.
Kids Club . Usually it is not designed for the whole day, but you can leave the baby for a couple of hours in developmental classes.
At what age should a child go to kindergarten?
The ideal age of a child for kindergarten is 4-5 years old.
Psychologists are against nurseries, especially for babies who are not yet two years old. At this age, the baby, except for the mother, does not need anyone, games with other children do not yet attract him. It can be objected that in Soviet times everyone went to a nursery and nothing. But this “nothing” is a rather controversial point, because early nursery can be a trigger for problems in adulthood.
Toddlers over two years of age adapt more easily, but if something happens, they will not be able to tell what they don’t like and why they don’t want to go to kindergarten.
At the age of 4-5, the child is ready for kindergarten, as he is looking for communication with his peers and he is interested in classes.
What do psychologists say?
Child and family psychologist Larisa Surkova:
“Personally, I am convinced that a child will be a harmonious personality, regardless of whether he goes to kindergarten or not. His psychological health is laid in the family. From how they communicate with him, respect him, accept his desires and needs, his development will depend. And everything else is the choice of each family according to needs and circumstances.0107
Alexander Kolmanovsky — psychologist, specialist in family and parent-child relations:
“Life is life. My job is to tell parents between what we really choose. Not between the fact that the child will either go to kindergarten or not, and then we will have organizational difficulties.
We are facing a more serious choice: he will go to kindergarten and become neurotic, or he will not go, while we will have great difficulties now, but the child will be psychologically healthier”
As you can see, psychologists do not have a common opinion on this matter.
Thus, whether to send a child to a kindergarten should be decided by the parents themselves, having weighed all the pros and cons. Consider your financial capabilities, look at your child from the outside, observe how he behaves in the company of peers. And, if your child is not a kindergartener, this does not mean at all that he is “bad”, it only means that this system does not suit him. The choice is always up to the parents, and if kindergarten is not your story, consider alternatives.
Thinking Simulator
The Simulator is a database of 4,000 tasks designed specifically to develop the thinking skills of students in grades 1-4
learn more
Why Kindergarten | Choosing a garden for a child | Forbes Education
AUTHOR:
Natalie Kaminsky founder and director of the English kindergarten network MAGIC CASTLE
The child develops, gaining new impressions and experiences. Parents can independently create the necessary conditions for the comprehensive development of children without resorting to the help of a kindergarten: constantly show something unusual, engage in creativity and sports, go to museums, introduce the child to music, and travel. The experience gained expands the boundaries of the children’s world, forms a broader consciousness. But in order to provide a full range of experiences on their own, parents will have to spend so much time and effort, involve so many different people, that it raises the question of how rational this is. After all, a good kindergarten copes with this perfectly, solves all the tasks and provides great support: it creates a lot of tactile, visual, social opportunities, offers different types of environment where the child can try a lot of new things.
Let me make a reservation right away, kindergarten does not replace communication with parents, the child needs time in the family – this cannot be neglected.
Health and physical development
Kindergarten helps to monitor the development of the child and cope with difficulties in a timely manner, if they arise. We closely look at each of our students: how he walks, speaks, develops physically and emotionally. Since we have experience and professional expertise, our specialists can suggest what is important to pay attention to. For example, to make sure that the child’s posture and gait are correctly formed, to conduct a speech therapy examination of speech exactly when it is possible and necessary to do this, to put certain sounds if difficulties are outlined with them.
Developing environment
The main task of the kindergarten is to create a developing environment. There is no need to try to fit as much knowledge into the child as possible. Instead, it is important to try to give him as many opportunities as possible to try different activities and find what he likes best.
A good kindergarten should offer a wide range of sports and creative activities. Variety has a huge role, because only by experiencing different types of activities, you can understand what fascinates the child, what he has a talent for, what suits his temperament. We strive for each of our students to try themselves in various activities in a year: dancing, sand therapy, art, modeling, music, ballet, football, karate, anti-gravity, break dancing and much more. As a rule, in the classroom, the teacher sees what the child likes, and can advise those that are worth trying first. Finding a hobby is very important if we want a child to develop long-term hobbies and develop their talents to the fullest.
Education and play
For the harmonious formation of a child’s personality, it is necessary to combine sports, creativity and intellectual development, and the correct balance of different types of activity helps to avoid excessive loads. Studying, in its traditional sense, does not happen at preschool age. Education in kindergarten is a game in all manifestations: counting, rearranging cards, singing, during which sounds are combined with other sounds and a word is obtained. Children are incredibly inquisitive, they want to try new things, experiment, they admire the world and any experience they have. Our task is to create a comfortable environment for them, rich in educational opportunities.
“
Many people in Russia have a stereotype that learning comes down to learning by heart, retelling, rewriting. We try to dispel this myth, we explain that children learn best through play and activity. A child cannot be “tormented” by cramming and performing tasks through force. Everything, including the academic part, should be presented as a game. Our main task is to achieve results by playing with the child, captivating him, giving him the feeling that he is doing something very interesting and important for himself.
The same things can be taught in different ways and the result will directly depend on the approach. For example, how was it customary to start learning English? That’s right, from the alphabet – he was taught by heart, and then told in front of the class. But, objectively speaking, it is boring and not effective in teaching children to read. There is a Jolly Phonics system, which is used in British schools. In this system, children do not learn letters, but sounds, and each sound corresponds to a picture, song, hand movement. For a child, it is alive, clear, understandable, fun. This is not about memorization, but about a versatile perception of the topic. Learning happens naturally. I experienced with my own child how comfortable and effective this approach is for children.
Kindergarten does a lot for the child to open up and realize his potential.
OTHER ARTICLES
Adaptation to kindergarten: from the very first day a child should be happy
Excursion to kindergarten: how to assess the level of a preschool institution?
When should a child go to kindergarten?
Kindergarten: instructions for choosing
A special project created with the support of experts from the Magic Castle network of English kindergartens.
For more than 10 years, Magic Castle has been one of the leading international schools in Moscow. Education in an English kindergarten begins at the age of 1.5 and continues in a British school for children from 5 to 18 years old. Magic Castle students have the opportunity to choose from more than 30 sports, creative, intellectual activities.
Magic Castle has Teddy Bear Club – an English club for children from 6 months to 2 years old, where the child begins to get acquainted with the English language in the classroom with their parents.
English Kindergarten Magic Castle graduates easily enter the British MCS School, which is part of the MC Education group, or other Russian or international schools.
English kindergarten Magic Castle
Site: http://mc-internations
phone: 8 800 511 2016
Email: Info.ru
9000 Likhov per., 3, building 2 | per. Chernyshevsky, d.8, p.1 | st. Picturesque, 3, building 1
#PARTNER_MATERIAL
First time in kindergarten
Parent Guide
“Adaptation of the child to kindergarten”
The beginning of a child’s visit to kindergarten is a new stage in his life, so it is better to prepare for it in advance. The criterion for a successful psychological and physical condition of the child is his successful adaptation. In the case when the child does not cope with the task of adapting to new conditions, we can observe symptoms of difficult adaptation.
These include:
violation of the positive emotional state of the child;
the child cries a lot, strives for emotional contact with adults or, on the contrary, irritably refuses it;
the child has difficulty establishing contact with other children;
appetite disturbance;
sleep disorder;
separation from relatives is painful;
reduced overall activity;
general depression.
However, it is up to parents to prevent such consequences of attending a kindergarten. To do this, experts recommend taking the following measures.
♦ Parents should first get to know their caregivers.
♦ Approximately in a month, you can begin to prepare the child psychologically – tell about what a kindergarten is, who goes there, what happens there, it is advisable to walk around it as often as possible so that the baby gets used to the territory. The parent can share with the child their own positive memories of being in the garden. However, at the same time, you should not overdo it – you should not focus too often on the upcoming event, which can cause fear and self-doubt in the child.
♦ You can play the game “Kindergarten” with your child. The role of the baby can be played either by himself or by some kind of toy. Show him in the game how you can get to know your peers, how to join the game. Let the rhythm of kindergarten life be observed in the game: the dolls will have breakfast, do exercises, walk, have lunch, go to bed … It is useful to continue the game when the baby starts going to kindergarten. In the game, it will be easier for you to track what problems and difficulties he is experiencing, to help him cope with them.
♦ In the event that a kindergarten is close to home, the child will most likely have familiar children in the future children’s team. It is with them that he will communicate in the first few days – until he finds new friends. In the event that not a single child who would be familiar to your baby attends the group, it is better to introduce him to one of the guys in advance. This will help him quickly establish communication in the team.
♦ It is also necessary to prepare well in advance for the kindergarten schedule. Not all children are used to getting up at 7 in the morning, so you need to start rebuilding in a new way at least 2-3 months in advance.
♦ Never leave your child for more than 2-3 hours during the first few days. By observing his reaction, you can gradually increase the time spent in kindergarten. The recommendations of psychologists are as follows – take the child from the kindergarten for about a week before daytime sleep, then (in the normal state of the baby) for about a week – immediately after the afternoon snack, and only then you can leave it for the whole day. As a rule, in the first days, children get tired both psychologically and physically, therefore, if possible, it’s good to arrange “unloading from kindergarten” days – one or two days a week to stay at home with him.
♦ Kindergarten food is different from home food, so parents should prepare their child well in advance, accustoming him to regular and healthy food – soups, cereals, salads, etc. If your child does not have a good appetite, you should talk to the teacher in advance – in no case should you force the child to eat.
♦ It is worth accustoming the child to independence and self-care skills in advance. Very young children are helped by educators to get dressed; at an older age, the child should already be able to do something on his own. Of course, the skills of independence are not instilled immediately. However, in a familiar home environment, it will be much easier for a child to learn how to put on tights, fasten buttons, etc.
Normative indicators of the formation of independence in the period from 2 to 3 years.
At 2-2.5 years old, he repeats household activities (sweeping, opening the door with a key, putting toys in a box; “ringing” on the phone), eats independently, can ride a tricycle.
At 2.5-3 years old – dresses and shoes on his own, but does not know how to fasten buttons, tie shoelaces; holds a pencil in his hands, draws with it, knows several poems and songs, plays “hospital”, “shop”, “trolleybus” with an adult.
♦ When going to kindergarten, it is possible and even necessary to allow the child to take some toys with him, so that he can bring a “piece” of his home there. Let the toy go with the child to kindergarten “daily” and get acquainted with other toys there. Ask the child what happened to the toy, who was friends with her, who offended her, if she was sad (it is easier for children to talk about their feelings on behalf of the toy).
♦ When saying goodbye to the mother, the child often starts acting up – holding on to the mother with all his strength, sometimes even screaming loudly, sobbing and throwing tantrums. You need to calmly kiss the baby, wave to him and “hand over” into the reliable hands of the teacher (if he himself refuses to go). Usually children, especially toddlers, cry for 5-10 minutes and calm down. Leaving a child, the main thing is not to disappear suddenly. The child must see that the mother is leaving and then will come. It is necessary to explain in detail to the child what he will do now: “Now you will play, eat, sleep, and while I go to the store, I will buy you something tasty. Then you wake up, and I have already come for you.
♦ In the first few days the child feels constrained in kindergarten. Constant containment of emotions can lead to a nervous breakdown, therefore, during the period of adaptation, the child simply needs to “release” emotions in a familiar home environment that does not cause stiffness. Do not scold him for shouting too loudly or running fast – he needs it.
♦ When a child is out of kindergarten, parents should try to devote as much time as possible to him – walking, playing, talking.
March 3, 2021 — A handful of tragic cases involving children who died during dental appointments have prompted a closer look at pediatric dentists’ growing use of anesthesia for kids having routine procedures like cavity fillings, root canals, and tooth extractions.
In Minnesota, a Twin Cities dentist paid a $2 million settlement to the family of a teen who died while having her wisdom teeth removed after he allegedly failed to properly monitor her after administering anesthesia.
In California, the death of a 4-year-old Oakland boy while under sedation during an oral procedure prompted the state’s dental association to draft sweeping new guidelines for dentists using anesthesia with children.
And in Hawaii, an Oahu dentist was charged with manslaughter after a 3-year-old girl had a heart attack during a root canal after being put under. The dentist was later acquitted, but the case prompted lawmakers to pass “Finley’s Law,” named after the patient, with new anesthesia guidelines for pediatric dental care.
Although cases like these are rare, the American Academy of Pediatric Dentistry (AAPD) recently issued new national guidelines for dentists who use general anesthesia to sedate young patients for procedures.
The guidelines, issued jointly by the AAPD and the American Academy of Pediatrics (AAP), call for certified anesthesiologists and trained emergency response specialists to be present in dentists’ offices whenever children are put under sedation.
In addition to the new national guidelines, state dental boards also have specific guidelines, says Kevin J. Donly, DDS, a professor and chair of the Department of Developmental Dentistry at the University of Texas Health San Antonio and a former officer for the AAPD.
“The guidelines go right down to safety equipment that must be available and all types of things for procedures — preoperative, things to do during the operation, and post-operative procedures,” he says
But some patient advocates argue more needs to be done to track and evaluate the risks. They note that no national regulations govern the use of anesthesia in children having dental procedures, and general guidelines vary state to state.
“It never has gotten sufficient attention,” says Debbie Hagan, who advocates for families of children who have been harmed in dental offices. “The only time you hear about it in the news is usually after there has been a devastating outcome; even then, it will be a local news report, with a reference to maybe one other incident.”
Some state dental boards are more proactive in protecting patients than others, Hagan says But as she has monitored the issue for the past 14 years, “I’ve seen state dental boards become less effective at anything to do with protecting public health and well-being and more about protecting dentists.”
How Safe Is Anesthesia for Kids?
Tooth decay — dental caries — is the most common childhood infectious disease, affecting 621 million children worldwide whose cavities are untreated. Without treatment, cavities can cause pain and infections that may lead to problems with eating, speaking, playing, and learning, according to the CDC.
In the process of treating cavities, dentists often give children moderate sedation or general anesthesia. Common medications include benzodiazepines, opioids, local anesthetics, and nitrous oxide — all of which can cause adverse side effects, such as allergic reactions, hypoxemia (low blood oxygen levels), respiratory depression, a blocked airway, and even death.
An estimated 100,000 to 250,000 pediatric dental sedations are done annually in the U.S., according to a paper published in the journal Pediatrics in November 2017.
That wide range reflects uncertainty about how widely pediatric anesthesia is used. It’s also not known how many children die after receiving general anesthesia in the dental chair because dentists are not required to report such cases.
“There is no mandated reporting of adverse events or deaths, so we don’t know how often these occur,” wrote the authors of the 2017 Pediatrics article, “Ethics Rounds: Death After Pediatric Dental Anesthesia: An Avoidable Tragedy?”
A 2013 study published in the journal Pediatric Anesthesia identified 44 deaths associated with dental anesthesia in patients under 21 between 1980 and 2011. But the study was based only on media reports because “systematic data collection on outcomes of pediatric dentistry was lacking … despite an increase in the number of pediatric dental sedations administered over the past two decades.”
Rita Agarwal, MD, a practicing pediatric anesthesiologist and professor of anesthesiology at Stanford University, says that lack of information makes it difficult to truly assess risks.
“This is one of the big problems,” says Agarwal, former chair on the American Academy of Pediatrics Section on Anesthesiology and Pain Medicine, who helped write the new AAPD guidelines for pediatric dentists. “There are no real reporting requirements, and each state is governed by their own dental boards, and [they] are different. The majority of information that we have is from media reports. There are few studies, and getting information from the dental boards is difficult.”
She sees the need for new federal requirements for dentists to report deaths and adverse events, which would help improve safety guidelines.
“There is a lot we do not know about what does and does not happen with office sedation [and general anesthesia] for dental work in children,” Agarwal says. “What we really need is a non-voluntary database that is fast, easy, accurate, and captures every sedation/anesthesia event.”
Another concern: Parents may not understand the kind of anesthesia that a particular procedure will involve.
“Many patients are booked as ‘conscious sedation’ or just ‘sedation,’ without the understanding and appreciation that young children often need deep levels of sedation or general anesthesia to lie still and cooperate with what can be a very scary experience,” she explains.
The new AAPD guidelines “probably do not go quite far enough,” Agarwal says, but they “are a lot better than they were.”
Dental Deaths ‘Very Rare’
Even so, deaths and complications are “very rare” in light of how many children receive general anesthesia, says dentist Donly of the University of Texas Health San Antonio.
“Thousands and thousands of general anesthesia procedures are done in children every year, and they come out well, he says. “Some are done in hospitals; some are done in dental offices or oral surgery offices. … And, so overall, it’s a safe procedure.”
In addition, deaths have often involved children who had conditions that may put them at risk for respiratory or cardiac failure.
That makes it critically important for dentists to know a patient’s medical history, Donly says. He often consults with a child’s pediatrician, cardiologist, or other specialist before he decides how to proceed with a patient who has a chronic condition.
“What if you have a kid who has severe heart defects, and you don’t want to put him under a lot of stress in an outpatient dental clinic?” he says.
“Then it might be best to have the work done under general anesthesia, even if they’re 10, 12 years old. Because we don’t want to put that child under any additional stress, because of that kid’s heart condition. ”
Children with severe autism or certain other conditions are more likely to be sedated in the dental chair — even for routine preventive care, says James Tom, DDS, a dentist anesthesiologist.
“Those children and adults with severe autism are common candidates for dentistry performed under general anesthesia,” explains Tom, past president of the American Society of Dentist Anesthesiologists. “[For] children with severe autism, providing regular dental hygiene [to prevent] severe dental decay often requires general anesthesia.”
It may also be a good option for children who require complicated dental work or are very young and won’t sit still in a dentist’s chair.
Tom says there are reasons why the new AAPD guidelines don’t clearly spell out when — and for which patients and procedures — general anesthesia is the best option.
“There are just too many factors to consider to simply write guidelines recommending what should be performed under general anesthesia and what should be performed under local anesthesia by itself or with nitrous oxide, oral sedation, or some other means,” he says.
“The need for general anesthesia is based on factors other than just the procedure itself — age, level of cooperation, development of the child, caretaker expectations, invasiveness of the procedure(s), etc.”
Questions for Parents to Ask
In light of the uncertainties, how should parents respond if a dentist recommends general anesthesia for a child?
First of all, parents should verify that a certified anesthesiologist and a second trained emergency response medical specialist — such as a nurse — will be present, along with the dentist and any other assisting staff, as the AAP guidelines recommend.
“I think the most important thing is for parents to really be aware of the difference in the personnel and to ask who will provide the sedation, who will help if something goes wrong,” says pediatric anesthesiologist and guideline writer Agarwal.
“If they are not happy, they can talk to their pediatrician about alternative options. There are many hospitals, surgical centers, clinics, and physicians that will provide anesthesia and sedation with a board-certified anesthesiologist or other qualified personnel. ”
Experts also suggest asking the following questions:
Is general anesthesia really necessary in this case?
What procedure are you going to do, and do you have to do it?
What medicines are you going to use to sedate my child?
Will there be a separate certified provider for general anesthesia in the room?
How will my child be monitored by a second medical specialist during the procedure should something go wrong?
How much training and experience have the personnel had in caring for kids my child’s age?
Donly says preventive medicine is the best way to head off the need for procedures that require sedation, with the AAPD recommending a child’s first dental appointment no later than their first birthday.
“The latest data I saw was that the most unmet health care need during this COVID-19 era has been dentistry,” he says. “So, parents need to get their kids in on a prevention basis — whether it’s a general dentist or a pediatric dentist — really early in life to prevent caries, so we really don’t have to face these issues. ”
Anesthesia or Sedation for Your Child’s Dental Work?
Log in
|
Register
Healthy Living
Healthy Living
Listen
Español
Text Size
By: Rita Agarwal, MD, FAAP & James Tom, DDS, MS
Young children with dental pain and/or infection require treatment at any age—sometimes that means your child will need to go under general anesthesia or sedation. Of course, there are many reasons for this. Some dental procedures require your child to lie completely still, there may be a lot to fix, or the noise of the drill may be scary. The goal is always to provide the safest, most pain-free treatment.
How Safe is Anesthesia or Sedation in Dental Procedures for Children?
In 2019, the American Academy of Pediatrics (AAP) and the American Academy of Pediatric Dentistry (AAPD) updated the current guidelines for dentists and oral surgeons to follow when providing deep sedation or general anesthesia to children.
It requires that there are always at least 2 people in the room who are trained to provide advanced life support measures in case there are any problems. One of these people will be the dentist or oral surgeon performing the procedure and the other will be an independent observer. This independent observer must be “a physician anesthesiologist, a certified registered nurse anesthetist, a second oral surgeon, or a dentist anesthesiologist.”
The following information provides an overview of the various types of sedation and anesthesia. It’s important for parents to know their options. Talk with your child’s dentist or oral surgeon about the type of sedation or anesthesia he or she recommends (and regularly practices) for your child’s dental work before the appointment.
Types of Sedation and Anesthesia Used on Children—Know Your Options:
Nitrous oxide: This is a mild sedative and the least invasive. It’s commonly known as ‘giggle gas’ or ‘laughing gas.’ Children breathe this with a little oxygen. They don’t usually go to sleep, but most will get more relaxed. Most will get a little silly and lightheaded, but a few don’t like the feeling.
Mild sedation: This medication (or a combination of medications) are commonly used on older children and adults. Your child would be calm and awake—and sometimes able to do what the dentist or surgeon asks him or her to do. After the procedure, your child may not even remember things about the dental visit. Dentists and oral surgeons can safely give these medications while they do the dental work, because your child remains awake.
Moderate sedation: Under moderate sedation children are sleepier, but they are usually able to do what the dentist or oral surgeon asks them to do. Older children and young adults do better with moderate sedation than younger or more fearful children. They breathe on their own and will usually wake up easily. Most children will not remember anything about the procedure. Dentists and oral surgeons can safely give these medications while they do the dental work.
Deep sedation: This involves intravenous (IV) medications to help your child sleep through the procedure. While your child may still move a little and sometimes make noises, he or she may not be able to breathe well on his or her own. There must always be at least one additional qualified professional (independent observer), such as an anesthesiologist (see Who’s Who list below) who can monitor your child’s heart rate, heart rhythm, blood pressure, and oxygen saturation (breathing) during the procedure and until he or she wakes up. This professional can also determine when your child is ready to go home.
General anesthesia: Under general anesthesia, your child will be completely asleep and pain free. Specially-trained anesthesia professionals (physicians, dentists, or certified nurse anesthetists) will administer medications and monitor your child while a separate dentist or oral surgeon performs the dental procedure or surgery. Anesthesia can be given in a dental office that is specially equipped, an ambulatory surgical center (ASC), or a hospital.
Medication Administration During Children’s Dental Procedures—Know the Who’s Who:
After you discuss the options for sedation and anesthesia with your child’s dentist or oral surgeon, find out exactly who will be administering the medications and who will be watching your child during the dental procedure.
Here’s an overview of the various medical and dental professionals who may be involved in your child’s dental procedure. Knowledge is power—familiarize yourself with the list below.
Note: The new AAP and the AAPD new guidelines state that an anesthesia professional or a another dentist or oral surgeon who is licensed and trained in anesthesia be with your child while the dentist or oral surgeon concentrates on the procedure. This person will deliver and monitor deep sedation and general anesthesia while the dentist or oral surgeon is performing dental surgery on your child. Other personnel may also be present to assist with deep sedation and general anesthesia or the dental surgery.
Pediatric dentist: Has completed all the above training and licensure as a general dentist, as well as a pediatric dental residency (usually 2-3 years). Pediatric sedation training is included in the residency training. Pediatric dentists may be board certified by taking and passing a national exam.
Oral and maxillofacial surgeon: Completes an oral maxillofacial residency after dental school (4-6 years). Most oral and maxillofacial surgeons have a dental license, and some also have a medical license. In addition, some are granted a general anesthesia permit by a State Dental Board. Oral and maxillofacial surgeons may be board certified by taking and passing a national exam.
Anesthesiologist: A physician or dentist who completes a 3-5-year anesthesiology residency after medical or dental school and passes all required exams. Anesthesiologists can administer anesthesia for dental procedures and oral surgery, and they may have a permit from a State Dental Board to deliver anesthesia in a dental office. Physician and dentist anesthesiologists may have specialized training to treat children, and they may have board certification by taking and passing a national exam.
Nurse anesthetist: A registered nurse who completes a 2-year program after nursing school and has additional clinical experience. In some states, nurse anesthetists can administer anesthesia in a dental office without the supervision of a dentist or physician.
Dental hygienist: Completes a 2-year dental hygiene degree after high school—usually an Associate’s Degree. Some dental hygienists have additional education and training such as a Bachelor’s Degree. They are licensed by their state and can give local anesthesia (numbing shots) in the mouth.
Dental assistant: No formal training is required. Training may be “on the job.” There are also 10-12-month certificate programs. Dental assistants may be registered by their state dental board. Dental assistants do not
qualify as independent observers for deep sedation or general anesthesia.
Dental sedation assistant: Requirements vary from state to state, but the dental sedation assistant can obtain a certificate allowing him or her to help watch patients under anesthesia. Certificates can be obtained via an online education program or at an approved on-site educational program. Dental assistants, however, cannot administer sedation or rescue medications on their own in a dental office.
Additional Information & Resources:
Anesthesia and Children: Information for Parents
Guidelines for Monitoring and Management of Pediatric Patients Before, During and After Sedation for Diagnostic and Therapeutic Procedures (AAP Clinical Report)
What to Expect on a Typical Anesthetic Case (American Society of Dentist Anesthesiologists)
Public Resources (American Society of Dentist Anesthesiologists)
Questions to Ask Your Dentist about Anesthesia and Sedation for Your Child (PDF) (MouthHealthy. org)
9 Questions to Ask Your Dentist Before Your Kids Go Under Sedation (Today.com)
Policy
for Selecting Anesthesia Providers for the Delivery of Office-Based Deep
Sedation/General Anesthesia (American Academy of Pediatric Dentistry)
About Dr. Agarwal:
Rita Agarwal MD, FAAPis Clinical Professor of Anesthesiology at Stanford and a practicing pediatric anesthesiologist at Lucille Packard Children’s Hospital Stanford. She went to medical school at Baylor College of Medicine, where she also did her residency. Her fellowship in Pediatric Anesthesiology was completed at Denver’s Children Hospital. Dr. Agarwal spent over 20 years at the Children’s Hospital of Colorado where she was the pediatric Anesthesia Program Director, former Acute Pain Service Director. Within the American Academy of Pediatrics, she is Chair of the Section on Anesthesiology and Pain Medicine.
About Dr. Tom:
James Tom, DDS, MS is the past President of the American Society of Dentist Anesthesiologists and holds a full-time Associate Professor of Clinical Dentistry position at the Herman Ostrow School of Dentistry of USC. He completed his dental education at USC and his anesthesiology residency at The Ohio State University. Dr. Tom represented dentists and dentist anesthesiologists on the American Society of Anesthesiologists Task Force on revising the Practice Guidelines for Procedural Moderate Sedation and Analgesia. In addition, he maintains an Assistant Editor position with Anesthesia Progress: A Journal for Pain and Anxiety Control in Dentistry.
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.
Should you let your child undergo anaesthesia for a dental procedures?
Sedation is commonly used for dental procedures in kids—even for fillings. Here’s what you need to know before the dentist puts your child under.
Sheila Banerjee vividly remembers the time her four-year-old, Jai, needed general anaesthesia for two fillings. “We had the appointment scheduled and Jai ate one leaf of spinach from our backyard that morning,” recalls the Toronto-based mom. After a lengthy drive to the dentist’s office, they were sent home and the procedure was postponed: The anaesthesiologist had decided that because Jai had eaten in the eight hours prior (which is known to be associated with a risk of vomiting and choking during anaesthesia) the procedure would have to be rescheduled.
Thankfully, the procedure happened two weeks later, and everything went smoothly. “Overall, it was a positive experience,” says Banerjee.
The real reason why cavities form
Using general anaesthesia to treat dental issues in kids is common in Canada, and Jai’s procedure was just one of the 19,000 day surgeries involving anaesthesia performed on children under six to fill cavities, do root canals and extract teeth every year. Dentists use anaesthesia in situations where kids require a lot of dental work and the doctors don’t want to traumatize them with hours of drilling in the dental chair. Brett Saltzman, Toronto-based paediatric dentist at Forest Hill Children’s Dentistry, says these are low-risk, in-office procedures, but, as Jai’s cancelled appointment demonstrates, they aren’t without risks. That means that parents need to be informed and weigh their options carefully when dental anaesthesia is recommended for their child.
Why use sedation during kids’ dental procedures?
Often, general dental anaesthesia is used in cases when a child has numerous teeth with decay, says Diya Chadha, a paediatric dentist at Smile Town Dentistry in Burnaby, BC, who adds that it isn’t unusual to see eight to 10 teeth with cavities. Other times, it’s decay that has progressed to the nerve of the tooth—requiring a baby root canal—in which the nerve is removed, the hole is filled and a crown is placed on the tooth.
For kids with special needs, such as ADHD or autism, general anaesthesia or sedation can also make a procedure that would be very frightening more manageable, says Chadha. “You want to build on that positive experience, ensuring the child doesn’t associate the dentist with pain and anxiety,” she says. “And it allows the provider to do better dentistry.”
What are the risks of dental anaesthesia?
While general anaesthesia is considered safe, there still is risk involved. In Canada, the chance of a healthy person dying as a result of anaesthesia is between one in 200,000 and one in 400,000, according to the Canadian Anesthesiologists’ Society. Pre-existing medical conditions, such as asthma or diabetes, can raise the risk of complications, and in rare cases, patients may have allergic reactions to the drugs. Side effects of anaesthesia include nausea, vomiting and dizziness.
These risks have been highlighted by a few well-publicized cases. In 2016, a four-year-old Edmonton girl, Amber Athwal, suffered brain damage after she went into cardiac arrest while under general anaesthesia following a procedure to remove a tooth. Athwal had eaten breakfast that morning—something her father says he disclosed to the dentist—which may have played a part.
New standards have been put in place and dentists in Alberta can no longer both administer anaesthesia and perform a dental procedure on a patient. But the rules for dentists vary across provinces. In Ontario, for example, a dentist must have at least two trained assistants when administering anaesthesia.
While a situation like Athwal’s is rare, parents should still be vigilant. To ensure your child is a good candidate for general anaesthesia, make sure you report any health issues to your paediatric dentist. Jasdev Bhalla, a board-certified specialist in dental anaesthesiology who works at MM Family and Sleep Dentistry in Hamilton, Ont., says a child’s suitability for the procedure has to be assessed very carefully. Asthma, heart issues and sleep apnea could all affect sedation.
Tell your child’s dentist if your child has had adverse reactions to sedation in the past. You can also ask whether laughing gas or conscious sedation—which relaxes the patient but keeps them conscious—could work as an alternative, in addition to local freezing.
Once your child is deemed a good candidate for general sedation, you should ensure that the person administering general anaesthesic is a licensed dental anaesthesiologist or a dentist who has received authorization from their province’s dental authority to administer general anaesthesic. (Different provinces have different rules around this so check this on your province’s dental college website.) To receive this certification, a dentist has to complete emergency resuscitation and CPR courses, as well as specific anaesthesia training. The dental facility also has to have a permit from the college allowing anaesthesia to take place, and must have a certificate indicating it has been inspected by the college. You can ask your dentist to see these documents.
“You’re trusting someone to look after your child when they’re sedated,” says Bhalla. “It’s a good idea to determine how many procedures they have performed.”
How to prepare your child for dental anaesthesia
Before a child goes under, a paediatric dentist or anaesthesiologist is legally obligated to present all the details of the procedure, as well as the reasons for the general anaesthesia, says Saltzman. This is called informed consent, and the parent or caregiver must sign off before any anaesthesia can be performed.
In Banerjee’s case, she and Jai had a lengthy consultation with the dentist. “We were advised that, because of Jai’s age, doing the dental work without general anaesthesia would not be feasible,” says Banerjee. “It would be too scary.” But a child’s temperament should also play a role in the decision.
Bhalla suggests parents learn as much as possible about who will be doing their child’s sedation, where it will be happening and what emergency procedures are in place. Because many times parents will meet the anaesthiosiologist for the first time minutes before a procedure, he says parents should call the dentist/dental anaesthesiologist in advance of any surgery to find out the steps he or she will be taking to ensure the safety of the procedure. Will a monitor be attached to the child after the sedation to monitor vital signs? Will an assistant be in the recovery room with the child at all times? Is there a defibrillator—a device used to restart the heart during cardiac arrest—on site? And is there a wall and/or portable suction and supplementary oxygen in recovery? In Amber Athwal’s case, her monitor was turned off and failed to alert the dentist and his assistants that she was in cardiac arrest and deprived of oxygen. The assistant on duty also left the recovery room, and the staff had not received adequate resuscitation training.
Once you’ve signed off, find out what instructions you need to follow before your child’s procedure. Fasting for eight hours before a procedure is key to preventing vomiting and food from being inhaled into the lungs, leading to choking.
And prep for post-op cuddles. Many kids can wake up confused or upset after anaesthesia—which isn’t unusual. They may take a few hours to return to normal. Banerjee says that, after waking up from the dental anaesthesia, Jai was groggy and teary. Luckily, the episode was short-lived and lasted only 20 minutes, she says.
Ultimately, if your provider is well-trained, and equipped for emergencies—and you follow their directions carefully—all should go well. “Most parents say, ‘We are so glad we did that,’” says Chadha.
Banerjee is glad she chose anaesthesia for Jai. “After I did the research,” she says, “it didn’t seem alarming.”
Read more: How to prepare for your kid’s first hospital visit How to prepare for your child’s first dental visit
Stay in touch
Subscribe to Today’s Parent’s daily newsletter for our best parenting news, tips, essays and recipes.
Email*
CAPTCHA
Consent*
Yes, I would like to receive Today’s Parent‘s newsletter. I understand I can unsubscribe at any time.**
FILED UNDER: dental health dentist Kids teeth sedation
Will Your Child Require General Anesthesia for Dental Work?
ALPHARETTA, GA – If your child needs to undergo extensive dental work, your dentist might recommend placing your child under general anesthesia. This can help your child sit longer, ensuring a smooth procedure for both of them. But there are several things you should know before agreeing to it.
Who can benefit from sedation methods in pediatric dentistry?
Typically, a dentist will recommend general anesthesia due to the young age of a patient, high anxiety, or the amount of treatment required. Treatment performed under general anesthesia allows for a pain-free and atraumatic dental visit and can allow your dentist to perform all the required treatment in just one session.
For some children, it is just impossible to stay still in a chair for what can feel like an eternity when they aren’t doing anything but looking at the ceiling, coupled with the natural reactions of a child feeling their teeth and mouth being pulled or a sensible gag reflex and you’ve got yourself a very bumpy dental intervention. To make the procedure go as smooth as possible, your dentist may recommend sedation.
Which treatments require sedation?
If your child needs extensive dental work, such as crowns, caps, a root canal, or multiple fillings, it’s not uncommon for your dentist to recommend placing your child under general anesthesia to ensure the procedures are quickly and effectively done.
How to prepare your child for sedation
The first thing you need to do to prepare yourself and your child for sedation is to be properly informed. Talk to your dentist before the day of the sedation so that you can understand what’s the process they are going to perform, why it is necessary to sedate the child, who will the staff consists off, and what equipment they will have on-site.
As for the preparations, the child must avoid eating at least 8 hours before the scheduled procedure. This includes all foods and drinks that are not clear liquids. If they have any type of prescription not related to the process, be sure to talk to the dentist about it a few days before the appointment.
Should general anesthesia be performed in hospitals or at an out-patient facility under the watch of an anesthesiologist?
Dentists can perform general anesthesia in a dental office if they have the correct setup. While some offices can offer general anesthesia, some may not. They will perform the required procedures in a hospital or outpatient facility.
Is there any risk associated with general anesthesia, and what are the side effects?
As with any medication, certain risks apply, but this procedure is generally safe. Most side effects are temporary, and some children may experience a sore throat, confusion, lethargy, headache, and nausea that should completely go away in a few hours to a few days. Although some serious complications are possible, it’s very rare.
What are the disadvantages of general anesthesia?
Although the advantages of general anesthesia far outweigh the disadvantages, the biggest concern is the assistance of respiratory and cardiovascular function. Another disadvantage of general anesthesia is that the patient may require hospitalization or an out-patient facility for surgery where an anesthesiologist will administer and monitor the anesthesia while the pediatric dentist can perform extensive dental work in one visit.
Are any tests required before having elective general anesthesia?
In most cases, there will not be any tests required. However, if a child has a significant medical condition, your dentist may require lab tests or additional evaluations by the child’s physician.
Can you explain the differences between general anesthesia and the types of sedation?
Minimal sedation is a drug-induced state that allows patients to respond normally to verbal commands. It will relieve apprehension without causing impairment to major functions of the body.
Conscious, or moderate, sedation is a drug-induced depression of consciousness that allows a patient to purposefully respond to verbal commands. The purpose is to help the patient relax and avoid pain. The medicine wears off rather quickly, so specialists use it for shorter, less complex treatments.
Deep sedation is a depression of consciousness during which the patient cannot be aroused. The patient will respond purposefully following repeated or painful stimuli and may require assistance in maintaining a patent airway.
General anesthesia is the drug-induced loss of consciousness during which patients are not able to be aroused, even by painful stimuli. Patients typically require assistance in maintaining a patent airway, and they could have their cardiovascular function impaired.
Is deep sedation the same as general anesthesia?
No. Deep sedation, or deep anesthetic, will generally not require assisted breathing or cardiovascular assistance, as with it’s the case with general anesthesia.
If you have any further questions, please be sure to ask a qualified Pediatric Dentist in Roswell like Dr. Nanna at Polkadot Pediatric in Alpharetta.
Araceli Avila never dreamed that her daughter’s life might be at risk during a visit to the dentist. But on June 12, Daleyza Hernandez Avila, 3, died during a dental procedure. The dentist sedated Daleyza to keep the toddler from wriggling while she was getting crowns and having a tooth pulled. The little girl never woke up.
Now, Araceli wants to warn other parents about the dangers that she wasn’t aware of. “I’m looking for justice so what happened doesn’t happen to other mothers,” she told Sacramento NBC affiliate KCRA. “So they don’t have to feel the same pain I feel after losing my daughter.”
After several recent tragic cases, there are demands for different practices from the influential American Academy of Pediatrics, according to a report by NBC News national correspondent Kate Snow, which first aired on “Sunday Night with Megyn Kelly.”
We apologize, this video has expired.
Dr. Wendy Sue Swanson of Seattle Children’s Hospital and a spokesperson from the influential pediatricians group is sounding the alarm about sedating children for oral surgery.
“If we can prevent one more child from an adverse event or a death, we’ve got to try,” Swanson told NBC News.
It’s unclear how many children — or adults, in general — have died in the U.S. during dental procedures. The state boards that oversee dental practice in America usually don’t make that kind of information public.
But earlier this month, a Texas high school student died about a week after undergoing anesthesia to have his wisdom teeth removed. And last summer, two children lost their lives after undergoing extensive dental procedures.
According to a Dallas Morning News investigation in 2015, a dental patient dies nearly every other day in the United States. That’s more than 1,000 people over the course of five-and-a-half years.
The numbers on deaths are only estimates and with millions of dental procedures performed each year on children ages 2-17, such tragedies are very rare.
But one thing is certain, “there are too many of them,” said Dr. Michael Mashni, a dentist with anesthesia training who practices in California.
Without data on deaths from all the state boards it’s impossible to determine where the problems are and how to fix them, Mashni said.
“There’s really no legitimate oversight,” said Dr. Jay Friedman, a California-based dental consultant and author. “And there are very few sanctions. You have to do something really bad before anything gets done about it.”
In Friedman’s experience, many young children are being over-treated by their dentists. And children are more likely to be over-treated if they are under full sedation, he said.
Children can choke more easily
The danger isn’t from local anesthesia such as Novocain or numbing gels. General anesthesia —when the patient is unconscious — can be risky in young children and some dentists may not recognize the danger quickly enough, said Dr. Karen Sibert, an associate clinical professor of anesthesiology at the University of California, Los Angeles.
“Children have small airways and they choke more easily than adults,” Sibert said. “It doesn’t take much to obstruct a small child’s airway. Their vocal cords can close. They can choke on a little bit of blood.”
In a hospital or an ambulatory surgery center, there are medical support systems to help a child in distress. In an office setting,”by the time anyone gets there, the child is in such deep trouble, it’s too late,” said Sibert.
Parents whose sedated children died during dental procedures often say they were unaware that death was a possibility. And while there may have been a consent form including that danger, many don’t absorb the information in the dentist’s office, Friedman said.
Given the risks associated with sedation, “the dentist should have a frank discussion with the parents on the risks and benefits of anesthesia for treating the underlying disease,” said Dr. Jim Nickman, president of the American Academy of Pediatric Dentistry. “We advise members to use extreme caution when they’re looking at sedating a child less than 3. For those under the age of 2, I would recommend anesthesia be done in a hospital setting.”
Before child undergoes any serious dental procedure:
Ask lots of questions
Parents should ask questions until they have no more, and they should always feel they have all the information they need to give consent for an elective procedure, said pediatrician Swanson.
Experts suggested these questions:
1. What procedure are you going to do and do you have to do it?
2. How much training have you had? Get up and walk out if somebody says, “Oh, I took a weekend course and I just started doing this, but it’s going to be OK,” said Dr. Roger Byrne, an oral surgeon in Houston.
3. Are you going to sedate my child? If so, what medicines are you going to use? Be sure the doctor doesn’t understate the anesthesia being given. Answers like “it’s only a few pills” or “it’s just something that relaxes you” are red flags, said Dr. Louis K. Rafetto, past president of the American Association of Oral and Maxillofacial Surgeons.
4. Will there be a separate provider for general anesthesia in the room? “I would insist on a separate qualified anesthesia professional looking after my child,” Sibert advised.
5. How much experience does this person have caring for kids my child’s age?
6. How will my child be monitored during the procedure? Be sure there will be vigilant monitoring. Ask if the office has EKG, blood pressure, pulse oximetry and end tidal carbon dioxide monitors, Rafetto said.
7. Who is going to be in the room if something goes wrong? The staff should be prepared to recognize and respond to crisis situations. It also is appropriate to ask about the office’s safety record, he added.
8. Are you going to use a Papoose Board — a temporary restraint?
9. What kind of recovery setup do you have?
Get a second opinion
Instinct matters, so if you feel unsettled, consult another doctor, Swanson said.
“Get a second opinion if it’s not a crisis — and very little dental work is a crisis,” Sibert added. “Parents can also simply ask, ‘Can this wait a year or two?’”
Consider the setting
Parents should have a healthy respect for deep sedation and general anesthesia in an outpatient setting, where there’s very little help available if something goes wrong, Sibert said. They should ask if it would be better to take the child to an ambulatory surgery center, where an anesthesiologist would be present.
If the procedure is being done in an outpatient clinic without a pediatric anesthesiologist, make sure it’s low risk, Swanson noted. Sibert would have no problem with her grandsons having a procedure in a dentist’s office if all it would require is “local anesthesia, nitrous, and cartoons.”
After the procedure
Kids can come out of sedation a little slower than adults and need prolonged observation, Swanson said. Before you go home, make sure your child is no longer sedated — he’s not falling asleep and not slowing his breathing, Swanson noted.
If your child is in the backseat for the car ride home, make sure there’s someone who can be there beside him to watch him and make sure his airway doesn’t get closed off or he doesn’t slow his breathing while you’re driving home, Swanson said.
“There are events where children have had sedation, get in a car seat or a car, their respiratory rate goes down and they’re just quiet and someone may not know,” she noted.
Two adults accompanying a child are ideal for this situation.
Bottom line
For those uncomfortable with the idea of general anesthesia, “there are other options that can work, for example having the parent hold the child in a blanket to keep him still — like you’d do in the emergency room if the child required stitches,” Nickman said.
Ultimately Friedman isn’t convinced that the benefits of sedation outweigh the risks.
“In my opinion, there’s no excuse to give any of these kids general anesthesia,” he said.
NBC News national correspondent Kate Snow contributed to this report.
Should Kids Be Sedated for Dental Work?
Advertisement
Continue reading the main story
Ehren Foster, 8, under sedation medication during a dental procedure Tuesday at the University of Pittsburgh’s pediatric dental center, where residents are taught sedation and monitored.Credit…Jeff Swensen for The New York Times
In dental offices nationwide, children who need cavities filled or teeth pulled are sometimes sedated. Ideally, it makes them less anxious and more cooperative.
They may swallow a liquid sedative or inhale laughing gas and once it kicks in, they will be conscious but calmer, so the dentist can do extensive work.
But in rare cases, children fall into a much deeper level of sedation than intended. If they aren’t rescued quickly, they may stop breathing or even die. It is critical for the dental staff to keep track of the patient’s vital signs and quickly recognize an obstructed airway or a problem with the heart or breathing.
In recent years, a few reports of sedated children dying at dental offices have come to light, alarming lawmakers, parents and the dental profession. In 2013, University of Washington researchers found 44 cases over three decades in which dental patients died after sedation or general anesthesia. Most were 2 to 5 years old.
More recently, in 2016, Daisy Lynn Torres, 14 months old, underwent general anesthesia at an Austin dental office to fix two cavities, and died after her heart and breathing stopped. Her parents sued after dental experts found no evidence of cavities on her X-rays. In June, Daleyza Hernandez-Avila, 3, went to a surgical center in Stockton, Calif., to have her teeth fixed and never woke up.
For sedation to be safe, certain protocols are critical and many factors must be carefully weighed, according to the 2016 guidelines jointly written by the American Academy of Pediatric Dentistry and the American Academy of Pediatrics.
From left, Erica Regan, a dental assistant, and Dr. Allison Gerlach working to install a crown on one of Ehren’s teeth while Dr. Deborah Studen-Pavlovich and Dr. Corbin Salthouse monitor Ehren’s vital signs.Credit…Jeff Swensen for The New York Times
Sedation is a continuum from minimal to moderate to deep to general anesthesia, and “it is common for children to pass from the intended level of sedation to a deeper, unintended level of sedation,” the guidelines note. So parents should ask the dentist what level they’re aiming for and what emergency measures will be taken should, for example, moderate sedation become deep and a child can no longer breathe on his or her own.
“The risk is small but there’s always a risk when you sedate a child, primarily of airway obstruction, where the child — for whatever reason — becomes oversedated,” said Dr. Joseph P. Cravero, a senior associate in perioperative anesthesia at Boston Children’s Hospital.
A dentist’s office generally has fewer hands on deck than a hospital if trouble strikes. “If you are working in a hospital, you press a button, an alarm goes off and everyone comes to help with that kid,” Dr. Cravero said. But in an office, “you end up having to call 911 for help” and the dentist must begin resuscitation during the wait.
The Pediatric Sedation Research Consortium — which collects data mostly from hospitals, not dental offices — has found a low but persistent rate of life-threatening events associated with sedation, such as airway blockage, a drop in blood oxygen levels or a spasm of the vocal cords that makes breathing hard.
Unfortunately, it’s not known how many children are sedated in dental offices nor the actual frequency of problems. “What you have in dentistry are reports of disasters, and that’s all we have to go by,” said Dr. Cravero, a co-founder of the consortium.
Some children are particularly vulnerable during sedation because of their youth, anatomy or other factors. Enlarged tonsils may increase the chance of airway obstruction, for example.
Ehren did not love the taste of the oral sedative he took before the procedure.Credit…Jeff Swensen for The New York Times
Children younger than 6 may have a greater risk of adverse events, a 2009 study suggested, based on nearly 50,000 sedation/anesthesia procedures at 37 locations, mostly hospitals. The authors concluded that the safety of sedation depends on a practitioner’s ability to manage less serious events. No deaths were recorded, but airway obstruction happened roughly 2,800 times.
“Kids under 6 have a smaller airway that can easily be blocked,” said Dr. Jeremy Horst, a pediatric dentist at the University of California, San Francisco. “The size difference is so enormous” between a 4-year-old and a 12-year-old. Very young children “don’t have as much of an oxygen reserve in their blood as older children or adults so their body can’t compensate for short lapses in oxygen,” he said.
Overweight and obese children merit special consideration, too, said Dr. Deborah Studen-Pavlovich, the director of the pediatric residency program at the University of Pittsburgh School of Dental Medicine. A sedative “doesn’t get metabolized as quickly as the drug is stored in fat cells so they have a longer recovery time,” she said.
It’s unclear why but a 2009 study found that sedated children with developmental disabilities have three times the risk of having a decrease in blood oxygen levels that can lead to life-threatening complications.
“Sedation is above and beyond routine dentistry,” so the first thing parents should ask is whether it’s necessary, said Dr. Paul Casamassimo, the chief policy officer for the American Academy of Pediatric Dentistry’s research center.
Sedation may be needed, for example, if a 3-year-old requires root canals for badly decayed molars or has a throbbing abscess, said Dr. Casamassimo, who sedates children at Nationwide Children’s Hospital in Columbus. But less advanced cavities may be treated by brushing a liquid called silver diamine fluoride on decayed parts to stop the infection. (The substance may darken decayed areas, but baby teeth fall out.)
Dr. Studen-Pavlovich, who directs the pediatric residency program at the University of Pittsburgh School of Dental Medicine, emphasizes the importance of hands-on sedation training for dentists: “Classroom training is not enough,” she said.Credit…Jeff Swensen for The New York Times
“It’s not appropriate for sedation to be a first-line treatment” for all cavities, Dr. Horst said. Less risky and less invasive options, such as placing a temporary filling to buy time until a child will sit for a proper one, should be discussed.
The quality of dentists’ sedation training matters, because a dentist needs to be able to choose the right candidates and the appropriate drug and know how to rescue an oversedated child. Pediatric dentists train for an added two or three years to learn sedation.
By contrast, a general dentist may have taken a weekend course in moderate sedation. “Classroom training is not enough,” Dr. Studen-Pavlovich said.
Moderate sedation, also known as “conscious” sedation, requires more vigilance than minimal sedation, such as laughing gas, because children could slip from moderate to deep sedation, which means they can’t necessarily maintain their own airway. For moderate sedation, dentists should have rescue drugs on hand and monitor oxygen levels and heart rate. In addition, the American Society of Anesthesiologists recommends “a qualified individual” other than the dentist monitor the patient, because it “reduces risk of adverse events,” said Dr. Jeffrey S. Plagenhoef, the society’s president.
Both deep sedation or general anesthesia using an IV should be administered only by qualified anesthesia providers, according to the anesthesiologists’ society.
Pediatric dentists also learn how to manage kids by talking to them. “Anyone can work on a patient who is knocked out,” said Dr. Jeanette MacLean, a pediatric dentist in Glendale, Ariz., adding, “Behavior management is a dying art form.”
Money plays a role, too. Dr. Peter Hartmann, a general dentist in Santa Barbara, Calif., worries “that sedation and anesthesia are overused as profit-making tools.”
The bottom line is parents should be told the risks, benefits and alternatives, Dr. MacLean said. “If not, get a second opinion.”
Anesthesia for children – GALA DENT
We, dentists, especially CHILDREN’S, are responsible for the health of the child here and now, and we must think about his future health. It depends on us what attitude a person will have towards a dentist, and towards all doctors in general. It is the responsibility of the parents to help the child learn how to properly treat their health and seek help in a timely manner.
Pain is the factor that forms fear. If a child was deceived at least once: they said that treating teeth did not hurt, but at the reception he experienced pain, trust in the dentist and parents in this matter will end forever. Therefore, it is IMPOSSIBLE to treat children’s teeth WITHOUT anesthesia. If an adult responds even more or less normally to discomfort during treatment, then for a child such a situation is scary and incomprehensible.
Does the child have a toothache?
This is a real question parents often ask. Yes, children’s teeth hurt, and sometimes more so than adults. Also, it’s much scarier for a child. Therefore, any treatment with minimal preparation, and even brushing teeth in the dentist’s office, should be carried out with the use of anesthetics.
Modern anesthesia techniques and types of drugs help the pediatric dentist to effectively treat children without pain and stress, and at the same time in a completely safe way. How to do it? This article is about this.
What is the difference between pediatric and adult anesthesia?
Features of pediatric anesthesia are determined by the characteristics of the child’s body.
For example, a child’s body needs 2 times more oxygen than an adult. Also, the children’s body is characterized by a rapid change in physiological conditions and an increased ability to adapt. At the same time, children are more sensitive to changes in environmental temperature, have increased emotionality, it is difficult for them to stay in one position for a long time. There is a high probability in children and allergic reactions, and the smaller the child, the more careful you need to choose the drug.
Therefore, when performing pediatric anesthesia, the following rules must be observed:
Accurately select the anesthetic drug and its dose. There is some difficulty in anaesthetizing children under 4 years of age, because most local anesthetics are used from the age of 4. For a child prone to allergies, it is better to conduct special allergy tests in order to know exactly which drug is safe for him.
The child should be administered the anesthetic in the most gentle way possible. Children are often afraid of tools, and even more so of syringes. Before the injection, the injection site should be treated with a tasty anesthetic gel that “freezes” the gums. A large selection of such drugs is available today.
Due to the increased susceptibility to ambient temperature, the child may be cold during treatment in a cool room, or vice versa – hot if the room is poorly ventilated and too small. This factor must be taken into account.
Do not neglect the method of premedication before visiting the dentist. Taking a sedative medication will help your child relax and be less afraid.
A very important component is the doctor’s personality. A good pediatric dentist finds an approach to parents and to the child and turns fear into interest. Advice to parents: help him with this to the best of your ability.
What types of anesthesia are used in pediatric dentistry?
Application anesthesia gel with anesthetic.
This is the most “not scary” method of pain relief for a child, but also the weakest. It is enough to perform professional hygiene, remove a loose tooth or “freeze” the injection site. But its use should not be underestimated.
Classic injectable local anesthesia.
Mainly used from about 4 years of age, but has few contraindications. The main thing is to find out if the child has an allergy to the proposed drug. The dentist chooses the type of anesthetic substance based on the child’s age, condition, and even mood. Articaine preparations are widely used for anesthesia of dental treatment in children – its action is 5 times stronger than novocaine familiar to us, it is non-toxic and does not provoke allergic reactions.
General anesthesia is treatment under general anesthesia.
It is often possible to meet the desire of parents to treat their child’s teeth under anesthesia. It’s easier for parents and a doctor, but for a child?
Two strict rules for the use of anesthesia in pediatric dentistry:
Anesthesia is NOT USED unless there are very good reasons.
Treatment under anesthesia is possible ONLY in rooms specially equipped for this, where there is a full set of equipment for resuscitation, and there is an anesthesiologist and resuscitator on staff. Or such equipment can be deployed by a mobile anesthesia team.
Indications for dental treatment of a child under anesthesia:
Age up to 4 years.
Developmental features: autism, Down syndrome, cerebral palsy or epilepsy.
Large volume of dental intervention.
Allergy to local anesthetics.
Extreme overwhelming fear of treatment, in case other methods have been tried and have not worked.
Sedation
Sedation is not pain relief in the classical sense. This is a relatively new method in which a small patient breathes a mixture of nitrous oxide – “laughing” gas, and oxygen. This method has a good relaxing effect, the child calms down, plunging into a superficial sleep, but can answer questions and remains conscious. Sedation goes well with local injection anesthesia.
What is premedication and when is it needed?
Premedication is the use of special sedatives in advance of a visit to the dentist. It is also effective in children, so we draw the attention of parents to this method of relieving attacks of fear.
Pain has 4 factors:
sensory sensitivity is the physical cause of pain,
psycho-emotional state of the patient,
autonomic component due to overload of the autonomic nervous system,
motor component.
That is, the more a child is afraid, rushes about and is in a state of stress (mobilization of the autonomic nervous system), the more painful it is for him. If you see that persuasion, stories and other tricks do not work on the child, then it is better to use medication than to cause irreparable harm to the child’s psyche.
It is best to discuss with your pediatrician which sedatives are appropriate in this situation. From safe home remedies, you should try a decoction of valerian roots or motherwort. You need to drink it 1-3 days before going to the dentist in accordance with the doctor’s instructions, according to the age of the child.
How anesthesia is done for children in the GALA DENT clinic
Small patients of the GALA DENT clinic in Prosvet have access to application and local injection anesthesia. The choice of anesthetic is made by a pediatrician based on the results of anamnesis in a conversation with parents. If necessary, we refer the patient to an allergy test. A big request to parents: please fill out the child’s “Health Sheet” very carefully before admission.
We always give an injection of an anesthetic to a child with local application anesthesia, so that he does not even feel the injection itself.
And a little advice from our practice, in order to minimize the stress of a child from a visit to the dentist for treatment, come with him for the first time to a preventive appointment, where he will not be treated for teeth, to get acquainted with the clinic and the doctor.
Still have questions?
Book your child for a consultation with our specialists and enjoy all the benefits of treatment at the GALA DENT clinic.
FAQ
How to treat teeth if a child has an allergy?
Answer: Allergic reactions are much more common in children than in adults. Any new substance can cause an allergy. Therefore, before the first anesthesia, it is better to take tests and find out which substances will be safe for the child. How to do this – the doctor will tell you. It is worth remembering the drug that is suitable for the child and, if possible, use it in the future.
Is anesthesia possible for children under 4 years of age?
Answer: Yes. At this age, anesthesia is often used for major dental interventions. At the same time, it is necessary to evaluate what is more dangerous: the consequences of anesthesia or not treated. For children under 3 years of age, conservative treatment, prophylaxis and professional hygiene under topical anesthesia are recommended, if necessary.
After 3 years, local injection anesthesia can be used to a limited extent with an accurate calculation of the dose of anesthetic according to body weight. There are no direct contraindications to this, but the effect of painkillers at an early age has not yet been fully studied.
Why does the child injure the mucosa after anesthesia?
Answer: A child feels the action of an anesthetic in the same way as an adult – part of his gums and tongue become numb. Having experienced such a sensation for the first time, the child may not calculate the movement of the jaw to injure himself. The dentist will definitely warn parents and the baby that you need to be careful. It is advisable not to give the child food for 2-3 hours after treatment, and it is better to drink water through a straw.
Share:
The cost of children’s anesthesia clinic “Gala Dent”
Consultation of a specialist doctor500 ₽
Additional services
Anesthesia
dated 100 ₽
The most important of the
9000, the same as and the same as and the same an adult feels a toothache, so it is necessary to treat children’s teeth with anesthesia.
The child’s body has a number of physiological features that must be taken into account when performing anesthesia. One of the main ones is the tendency to allergic reactions.
The dose of anesthetic for a child is always calculated according to age, body weight and depth of intervention.
For pain relief in pediatric dentistry, application, local injection anesthesia, sedation and, in some cases, anesthesia are used. The latter is not used “at will”, but only according to indications.
The effect of local anesthetics on very young children up to 3-4 years of age has been little studied and is therefore undesirable. The alternative is conservative treatment or treatment under anesthesia.
Premedication – taking sedatives before dental appointments for excitable and emotional children has a very good effect and is approved by dentists and pediatricians.
Thank you Your message has been successfully sent, our manager will contact you in 15 minutes!
Dentistry for children under general anesthesia
Online consultation ANNEX
Author: Linkova Tatyana Viktorovna anesthesiologist, doctor of the highest category, K. M.N.
ABOUT ANESTHESIA
If a decision is made to treat a child’s teeth under anesthesia, the most important thing is getting to know the anesthesiologist.
The full name of the specialty is “anesthesiologist-resuscitator”. This is a specialist who performs general anesthesia (narcosis) during interventions that a child can endure for various reasons while awake, and sedation methods are ineffective.
There are both similarities and differences between anesthesia and sedation.
Both anesthesia and sedation are medicinal effects on the central nervous system. But during sedation, the consciousness and interaction of the patient with the doctor is necessarily preserved. In small and/or non-contact children, this method does not allow achieving the desired level of calmness, adequate reactions to what is happening and prolonged immobility, which are necessary for the quality work of the dentist.
Anesthesia is a state of deep sleep when the patient is not aware of the situation, does not move, does not swallow, does not cough and does not feel pain during the action of a general anesthetic. At this time, the anesthesiologist is responsible for the life and health of the patient.
In outpatient pediatric dental practice, general anesthesia based on the modern inhalation anesthetic sevoflurane (Sevoran, Sevoflurane Baxter, Sevofluran Vial, Sojourn and a number of other trade names) is most preferable. Sevoflurane allows painless, quick and gentle induction of anesthesia, maintains the state of general anesthesia for the required time, provides a quick (within a few minutes) awakening of the child after the end of treatment and after 40-60 minutes to let him go home from the clinic. Such anesthesia is well controlled and has a very high degree of safety.
GETTING STARTED. HOW TO PREPARE FOR TREATMENT UNDER ANESTHESIA.
Outpatient dental treatment under anesthesia is possible only if the child is healthy: at the time of treatment, he does not have acute digestive disorders, allergic reactions, respiratory diseases, exacerbations and decompensation of chronic diseases. For preparation you need:
Electrocardiogram (ECG) with orthotest, get a film and a description. Validity of the ECG 6 months. Sometimes, when describing an ECG, experts recommend doing an echocardiogram (ultrasound of the heart) and / or visiting a cardiologist.
!! Echocardiography is a useful, sometimes necessary, element of the pre-anesthesia examination of a child, but it DOES NOT REPLACE an ECG.
Complete blood count with leukocyte count, platelets, clotting time and bleeding time. Validity of the analysis is 2 weeks.
Pediatrician’s consultation. For a patient with a concomitant disease, a consultation with a specialized specialist is necessary on the eve of treatment.
Both the pediatrician and specialized specialists give conclusions about the current status of the patient according to their profile. If necessary, recommendations for correction of the condition.
The anesthesiologist makes the final decision on the possibility of performing dental treatment for a child under anesthesia on an outpatient basis.
The results of the examination can be sent to the anesthesiologist by mail or messenger. The patient with parents can visit the clinic in advance on one of the anesthetist’s attendance days for an on-site examination and consultation. It is also possible to discuss the test results and most of the questions that arise over the phone.
Hungry and water pauses.
One of the main rules for patient safety is a completely empty stomach before anesthesia. This is a vital requirement, it must be unconditionally fulfilled. Since the treatment is outpatient, and the little patient comes from home, compliance with this requirement is entirely up to the parents (legal representatives).
Before anesthesia:
intake of solid and any milk (including liquid milk and fermented milk products) – 6 hours ahead , no later than;
breast milk 4 hours before anesthesia – only for children up to a year . Children older than a year can even breast milk no later than 6 hours before anesthesia;
2 hours before anesthesia you can give a little (2 ml/kg) plain water (boiled or mineral water without gas). Before this time, water can be given to the child if desired.
COMING TO THE CLINIC.
Upon arrival at the clinic, it is very important to get in the right mood, behave constructively and benevolently. The emotional background of the child depends very much on the mood of the parents, and this, in turn, is important for a more comfortable course of the period of induction of anesthesia and the awakening of a small patient. The clinic staff will do their best to ensure that this day goes smoothly and calmly for your family.
Clothing.
You can come to the clinic in any clothes.
While the treatment is in progress, the child sleeps in a dental chair covered with disposable underwear, covered with a light blanket. And at this time, simple cotton underwear is most convenient (a T-shirt or T-shirt with a wide neck and short sleeves, panties or diapers, tights / pants without tight elastic bands and belts). Sometimes, given the duration of treatment, it may be necessary to change underwear.
INTRODUCTION AND INSPECTION.
Before starting anesthesia, the anesthesiologist examines the child, re-asks some questions to the parents regarding the patient’s growth, development, health status, allergic and hereditary predispositions in the family, drug tolerance, food and fluid intake times.
In anesthesiology practice, the patient’s age and body weight are very important parameters that allow the anesthesiologist to make all the calculations necessary in the work. It is good if you can weigh the child at home in advance. If necessary, weighing will be done in the clinic before treatment.
If there is any doubt about health and fasting, outpatient general anesthesia may be delayed for safety reasons. If there are no contraindications to planned dental treatment under anesthesia, the doctor gives parents the necessary information about anesthesia, talks about how and what will happen, answers questions; after which the legal representatives of the child (or the patient over 15 years of age) sign an informed voluntary consent for anesthesia. The procedure can be started.
General anesthesia is performed by an anesthetic team consisting of an anesthesiologist-resuscitator and a nurse anesthetist, who are with the patient during the entire period of anesthesia.
General anesthesia with sevoflurane (“Sevoran”) usually does not require premedication – a preparatory intramuscular injection before the onset of anesthesia. Therefore, sevoflurane has deservedly been the anesthetic of choice for painless, yet fast and comfortable induction of anesthesia in children for decades.
A small child can be placed on mum’s or dad’s lap in a normal chair; older children, if there are no objections, can immediately sit in the dental chair. The anesthesiologist puts the mask of the anesthesia machine on the patient’s face, and the patient calmly inhales the mixture of oxygen and sevoflurane. The first stage of general anesthesia – in fact, falling asleep – occurs approximately 10-20 seconds after the start of inhalation of the anesthetic. The child is placed in a dental chair in a horizontal position, the anesthetist nurse attaches monitoring sensors and covers the patient with a light blanket. At this time, only consciousness is absent, and sensitivity to stimuli and pain is preserved. Therefore, the supply of anesthetic through the face mask continues. In the process of deepening anesthesia, a short-term, not longer than a minute, period of snoring, increased respiration and heart rate, involuntary movements of the limbs is possible – the second stage of general anesthesia, it is called the stage of excitation; during anesthesia with sevoflurane, it is not always noted, it is weakly expressed and quickly passes into the third phase we need – the surgical stage of anesthesia: the child is relaxed, vital signs are close to rest, there are no pain sensitivity, movements, gag and cough reflexes; decreased salivation; and now the dentist can perform any unpleasant and painful manipulations.
It is necessary to take into account several very important points, associated with the general principles of anesthesia in children and with the specifics of general anesthesia in the treatment of teeth. This is a situation where the area of work of the dentist – the oral cavity – is also the area of interest and responsibility of the anesthesiologist.
The face mask, with which anesthesia was started, does not allow the dentist to work in the oral cavity, since for the hermetic supply of anesthetic and oxygen-air mixture to the patient, it must tightly cover the nose and mouth.
During anesthesia at the level of insensitivity to stimuli (hands and instruments of the dentist) and pain impulses (teeth preparation, work in the control chamber and channels), the muscles of the tongue, pharynx and floor of the mouth are relaxed in the patient. In addition, when working with the lower teeth, the dentist may move the tongue and lower jaw in order to gain access to the problem tooth. All this can interfere with the normal breathing of the child and the maintenance of anesthesia and, accordingly, make it impossible to treat the teeth.
Oxygen-air mixture with sevoflurane from the anesthesia machine must enter the respiratory tract and lungs of the patient during inspiration, and return to the breathing circuit of the anesthesia machine during exhalation. This system must be sealed to maintain the required level of anesthesia, adequate control of the child’s breathing parameters and the absence of leakage of the gas mixture with anesthetic into the patient’s oral cavity and the operating room atmosphere.
Cofferdam, which isolates the tooth from saliva during the work of the dentist, does not protect against the flow of liquids (cooling water from the drill, etchants and antiseptics for treating cavities and canals) into the throat. During general anesthesia, such leaks in an insensitive patient with an unprotected airway can be invisible to the doctor and dangerous to the child.
Before and during anesthesia, the child does not eat or drink for some time. Children are very sensitive to fluid and glucose deficiency. Also, during dental treatment, in addition to sevoflurane, it is necessary to use drugs for the prevention of pain, nausea and vomiting and to be able to introduce emergency aid in case of an emergency.
Therefore, to date, the safest scheme of anesthesia in the treatment of teeth under general anesthesia in children is general inhalation anesthesia with venous access and airway protection, with the ability to control and support breathing.
After the child falls asleep under a face mask, a thin short venous catheter is inserted into a vein in the hand or in the elbow bend, drip administration of balanced water-salt solutions with glucose (infusion therapy) is established, the child’s airways are protected by a laryngeal mask or (depending on the volume and time of treatment) with an endotracheal tube. Anesthesia-respiratory and monitoring equipment continuously monitors the concentration of oxygen, sevoflurane and carbon dioxide in the gas mixture inhaled and exhaled by the patient, airway patency, airway pressure, expiratory volume and minute respiratory volume, respiratory rate and heart rate, blood pressure, capillary saturation blood oxygen, body temperature. Additionally, the glucose level is monitored (by a glucometer). All anesthetic consumables: face and laryngeal masks, airways, breathing circuits, virus-bacterial filters, endotracheal tubes, catheters, stickers, etc. – Sterile disposable.
Despite the rather long description, the time from the beginning of induction of anesthesia (the application of a mask to the patient’s face) to the transition to the maintenance period of anesthesia (from the beginning to the end of the dentist’s work) takes, as a rule, no more than 15-20 minutes. But this is a very important time, ensuring the safety and comfort of the patient and the calm, high-quality work of the dentist for the entire period of treatment.
After preparation, the dentist examines the little patient and proceeds to work according to the treatment plan.
If the treatment plan has not been determined in advance, the doctor draws up a treatment plan after examining the sleeping child immediately after induction of anesthesia and agrees on the amount of treatment with the parents.
In the period of maintenance of anesthesia during the work of the dentist, sevoflurane (“Sevoran”) in a low (supporting) concentration, mixed with oxygen and air, continuously, with breathing, enters the patient’s lungs through the respiratory circuit of the anesthesia machine. The child is sleeping; all the necessary vital parameters of his condition, listed just above, are continuously monitored by the anesthesia team. A protocol and a map of the course of anesthesia are being conducted. A water-salt solution is slowly introduced intravenously by drip to compensate for the pre-anesthesia deficit and the current physiological need for fluid. According to glucometry, if necessary, glucose is added to infusion therapy. According to indications, drugs can be administered intravenously to prevent allergic reactions, nausea and vomiting; agents for preemptive analgesia. This is necessary because with the end of the action of sevoflurane and any other inhalation anesthetics, pain sensitivity is very quickly restored; with a large amount of treatment, pain and / or nausea during the awakening period without additional preventive measures can cause a child to feel unwell.
RARE NEED FOR LOCAL ANESTHESIA.
Nowadays it is difficult to imagine dental treatment without local anesthesia. This is an obligatory component of dental care for an awake patient or for treatment with sedation in children of different age categories and in adults. However, under anesthesia in most cases it is possible to treat milk teeth without the addition of local anesthetics. This is important, since almost all local anesthetics according to the instructions have age restrictions in children under 4 years of age. The ability to avoid local anesthetics reduces the risk of allergic reactions and systemic toxicity.
The addition of a local anesthetic during dental treatment under anesthesia may be necessary in case of tooth extraction or endodontic treatment of permanent teeth (tooth extraction and pulp extirpation are very painful manipulations, and excessive deepening of general inhalation anesthesia is undesirable).
If a local anesthetic is used in addition to general anesthesia, the child may wake up with a feeling of a “cotton” mouth, a “rubber” cheek. These sensations can cause anxiety, discomfort, a desire to bite the cheeks from the inside, which can lead to trauma to the mucous membrane.
END OF TREATMENT AND AWAKE PERIOD.
As soon as the dental team finishes its work, the supply of sevoflurane (Sevoran) to the patient is stopped, the period of recovery from anesthesia begins. After 5-7 minutes, the laryngeal mask or endotracheal tube is removed, the venous catheter is removed. All these actions are performed when the child is no longer in a state of anesthesia, but simply dozing and is not yet aware of what is happening. The anesthesiologist observes the patient for a few more minutes in the operating room, makes sure that the awakening period runs smoothly and transfers him to the awakening ward.
Awakening Chamber.
The wake-up room is a room where the child, laid on a comfortable sofa, finally wakes up in the presence of his parents. As a rule, weak sweet tea or water awaits him, small gifts “for courage” from the clinic.
An anesthesiologist observes the child in the ward for 40-60 minutes, assesses the condition and well-being and gives recommendations for the near future.
The family can then leave the clinic.
PROBLEM OF AGITATION, WELL-FEELING AFTER TREATMENT, RECOMMENDATIONS, FEEDBACK.
Sometimes after inhalation anesthesia in children aged 1-8 years, immediately after waking up, a state of psychomotor agitation may be observed – agitation. The reasons may be the increased emotionality of the child, the initially excited state before anesthesia, the effects of the anesthetic on the central nervous system, pain and discomfort in the mouth after treatment, the residual effect of local anesthetics, hunger and thirst. In the text above, in general, measures for the prevention of post-anesthesia agitation are mentioned: a benevolent attitude of parents, falling asleep in the presence of parents, balanced anesthesia with proactive analgesia, replenishment of the need for fluid and glucose, smooth calm awakening in the presence of parents in a calm environment, early prescribing fluids (breastfed babies can be breastfed as soon as they wake up), distraction with toys, parental comfort and support.
In most cases these measures work and children wake up calm; drinking tea, chatting, playing and asking to go home. But sometimes parents have to wait and endure this unpleasant period of up to 20-40 minutes, which looks like an unmotivated tantrum.
Sometimes crying and whims are not agitation – perhaps the child has a low pain threshold, or the treatment was voluminous and traumatic, for example, with severe tooth decay, a large number of pulpitis and periodontitis. Then Nurofen or Paracetamol will have to be given a little earlier, you may need to take painkillers again.
Discoordination of movements is possible for 2-3 hours immediately after waking up. Even if the child feels well and wants to actively play, run, etc., he must be carefully looked after at this time in order to avoid bruises and injuries.
Sometimes a slight sore throat may occur after treatment. In such cases, we recommend a warm drink, as in case of a cold. If, after a long and large-scale dental treatment, the baby is lethargic and capricious, then it is best to have a quiet pastime at home with cartoons, toys and books.
If parents are concerned about something, they can always contact the anesthetist and dentist by phone or messenger.
FREQUENT QUESTIONS: TO TREAT UNDER ANESTHESIA OR NOT TO TREAT AT ALL, LONG-TERM CONSEQUENCES.
According to foreign medical publications, literature reviews and anesthesia forums, as well as more than 16 years of experience with sevoflurane (Sevoran) in Russia, general anesthesia lasting 2-4 hours in children over 2 years of age does not have a clinically significant effect on further development and cognitive functions.
According to most dentists and paediatricians, dental care is necessary at any age. Multiple complicated caries in children can lead to such serious problems as eating disorders, psychological problems of schoolchildren and adolescents; damage to the rudiments of permanent teeth with the need for further long-term orthodontic, surgical and orthopedic treatment.
Carious microflora (mainly the Streptococci family) can be very aggressive and, being a focus of chronic infection, provoke frequent infectious diseases up to purulent-septic complications, support infectious-allergic processes.
Retention treatment is still practiced in many clinics, but this threatens the child with the development of neuroses and stomatophobia; trauma with dental instruments with resistance; the quality of dental treatment in this case can be depressingly low.
In any case, the doctor’s task is to inform about the possibilities of modern pediatric outpatient dentistry and anesthesiology and about the risks associated with both the implementation of medical intervention and the refusal of it.
The choice of treatment is always up to the parents.
The only advice: if there is no other way to sanitize your child’s oral cavity, except for general anesthesia (narcosis), and you decide to do this, then you should choose a clinic that can provide patients with a license to provide medical care to children in the profile “Anesthesiology and resuscitation” and a full anesthesia team: an anesthesiologist-resuscitator and a nurse anesthetist. This will mean that the clinic has highly qualified personnel, high-quality equipment, medicines, consumables, etc. , that is, all the necessary patient safety standards are met.
Anesthesia for tooth extraction
Anesthesia during tooth extraction helps to eliminate pain, normalize the psychological state of the patient. The variability of techniques makes it possible to choose the optimal type of anesthesia, taking into account the age, duration and trauma of treatment, the physical and mental state of the patient. When removing teeth, superficial, infiltration and conduction anesthesia is used, according to indications – general anesthesia.
Anesthesia in dentistry: types and mode of action
Anesthesia is a decrease in sensitivity or a complete cessation of pain perception by disrupting the transmission of a sensitive nerve impulse at different levels.
infiltration – shutdown of receptors and small nerves;
conduction (regional) – blockade of nerve trunks and plexuses,
intraligamentary (intraligamentous) – anesthesia of the periodontal cavity and intraosseous space;
sedation with nitrous oxide – inhalation anesthesia with laughing gas, in small concentrations retains consciousness, but causes relaxation;
mask anesthesia – a gaseous anesthetic enters the body through the respiratory tract when the mixture is inhaled;
Propofol sedation is an intravenous injection of an anesthetic that temporarily disables consciousness.
Extraction of teeth under general anesthesia in Moscow is the most expensive type of anesthesia. The cost depends on the anesthetic and the duration of its action.
Application anesthesia
An anesthetic is applied to the surface of the gums surrounding the tooth. Use sprays and gels in the composition with lidocaine. This technique slightly reduces pain sensitivity. Anesthesia comes in 3–5 minutes and lasts 10–15 minutes. They are used more often in pediatric dentistry for the removal of milk teeth, anesthesia of the needle injection site.
Infiltration anesthesia
This is the injection of an anesthetic into the soft tissues of the gums. Lidocaine and ultracaine are most often used. The most common type of anesthesia for the removal of frontal teeth. Reduces pain sensitivity for an average of an hour. Not an effective method for removing chewing teeth.
Conduction anesthesia
The anesthetic is injected with a syringe into the area of the branches of the trigeminal nerve, which provide sensitivity to the gums and teeth. The drug acts a few minutes after the injection, numbness persists for another two hours. Used for complex surgical interventions on the gums and molars.
Intraligamentary anesthesia
This is pain relief by injecting an anesthetic between the tooth and gum. With this method of administration, a significantly smaller amount of the drug is consumed, which is especially important for patients with diseases of the cardiovascular system.
Nitrous oxide sedation
Violation of consciousness is superficial. Nitrous oxide is administered intranasally (spray into the nasal cavity). After the cessation of administration, the effect of the drug ends, the condition and reactions stabilize.
The technique allows you to reduce the level of fear and anxiety. More often performed in patients with high anxiety, during traumatic and prolonged dental procedures.
Mask anesthesia
The anesthetic is given through an inhalation mask. The drug and its dosage are determined individually, taking into account the age and condition of the patient. The dose is regulated using a special evaporator. Consciousness is restored a few minutes after the cessation of the supply of anesthetic drug, the general condition returns to normal within two hours.
Propofol sedation
Propofol is a short-acting sleeping pill given intravenously. The patient instantly plunges into a drug-induced sleep, similar to physiological. The drug is non-toxic, quickly excreted from the body, can be used for patients with diseases of the heart, liver, kidneys. Children are allowed from the age of three.
Such anesthesia is justified with a large amount of treatment, dental phobia, diseases of the central nervous system, which are accompanied by an intellectual disorder.
Call right now
+7 (495) 215-58-10
Make an appointment with a doctor
Anesthesia in dentistry: side effects
Subject to aseptic and antiseptic measures, injection techniques, the risk of side effects is minimal. Among the possible complications, allergic reactions to the administration of anesthetic drugs are the most common.
The main cause of allergies is individual intolerance to the components of the composition.
A hypersensitivity reaction occurs due to a medical error – the wrong choice of the drug and its dosage, trauma to the vessels, violation of the manipulation technique. Similar complications also occur due to inadequate patient response – sudden movements increase the risk of breaking the injection needle, traumatizing soft tissues.
Damage to the facial nerve leads to neuritis – a decrease or complete absence of facial movements, the appearance of facial asymmetry. Injury to the blood vessels, muscle fibers of the infratemporal fossa provokes trismus – a prolonged spasm of the masticatory muscles.
Other negative effects of anesthesia in dentistry:
hematoma,
sepsis,
abscess and phlegmon of soft tissues,
angioedema,
anaphylactic shock,
short-term loss of consciousness.
Complications of anesthesia in children include self-harm of soft tissues – biting the lips and tongue in the area of loss of sensitivity.
The prognosis for most complications is favorable. To eliminate the consequences, it is important to provide medical assistance in a timely manner. Death is possible with the development of angioedema, anaphylactic shock, sepsis. Such severe complications are extremely rare.
Call now
+7 (495) 215-58-10
Make an appointment
About the clinic
Responsibility of staff and trust of patients – that’s what distinguishes our dental clinic. In our clinic, the patient finds “his” dentist and trusts the health of the whole family, children and recommends to friends.
Over 23 years of successful work, we have formed a team of dentists who have a special attitude to work – this is both high professional competence and the desire to help a person, provide him with effective treatment, honestly, comfortably and at a reasonable cost.
All of our doctors are not just graduates with extensive experience. Each dentist in our clinic constantly improves his qualifications, mastering new dental technologies and materials.
Read more
Why us?
Over 12000
Satisfied patients
23 years old
Successful work
5 doctors
High qualification of specialists
Quality
Reasonably priced
Extraction of baby teeth
Removing a baby tooth is a last resort. However, sometimes, when other methods are ineffective, doctors have to resort to it. Extraction of teeth in children has its own characteristics and differs from a similar procedure in adults.
At the age of 5-6, milk teeth begin to fall out, giving way to permanent ones. But sometimes you have to resort to the removal of a milk tooth in the dentist’s chair. Here are the main indications for the removal of milk teeth:
Launched caries. If the tooth is so damaged that it cannot be restored, the doctor decides to remove it.
Cyst at the base of a milk tooth.
The milk tooth staggers, but does not fall out, injuring the gum tissue and causing inflammation.
The milk tooth does not fall out for too long, preventing the normal growth of the permanent tooth.
Serious tooth injury – chipped or cracked, root fracture.
Indications of the orthodontist.
Phlegmon, periodontitis, sinusitis or fistula on the gums.
Supernumerary, that is, an extra tooth – this is rare, but it happens.
Permanent teeth in children are rarely removed. This usually leads to neglected caries with complications and serious inflammatory processes. In addition, there are the following indications:
An impacted tooth that cannot develop is a potential source of inflammation.
Severe periodontal disease (with strong tooth mobility).
Serious injury to a permanent tooth.
Contraindications to the procedure
There are a number of relative contraindications to the extraction of teeth in children. Among them: tachycardia, angina pectoris, endocarditis, myocarditis, various diseases of the central nervous system, mental illness during an exacerbation, blood diseases, gingivitis, stomatitis. You can not remove teeth with pneumonia, whooping cough, influenza, acute respiratory infections, scarlet fever. If, in addition to problems with the tooth, there are diseases of the oral mucosa, such as candidiasis, they must first be cured. In urgent cases, removal can be carried out in a hospital.
Procedure for removing teeth in children
Sometimes, if the tooth is healthy, but staggers and does not want to fall out in any way, parents use “folk” methods – for example, they give the child a carrot or a hard green apple to gnaw. This method often works, but only if we are talking about a perfectly healthy milk tooth. If there are any problems, you need to go to the doctor, who will decide whether the tooth needs to be saved or whether it is more expedient to remove it.
The procedure for removing a tooth in children has some differences from the “adult” operation. First of all, the dentist uses special children’s forceps of a smaller size – they do not injure the gums. In addition, the doctor fixes the forceps loosely, since the teeth of children are much more fragile than the teeth of adults and excessive pressure can simply split the tooth. The pediatrician always remembers that under the milk tooth there is a rudiment of a permanent one, and all manipulations are carried out with caution. It takes practice and special skills. That is why you should contact a pediatric dentist.
Types of anesthesia for tooth extraction in children
Pain during tooth extraction is the main fear for both children and their parents, who, of course, worry about their child and want the procedure for removing teeth in children to be as easy as possible.
Today, effective and safe methods of anesthesia are used in pediatric dentistry. The choice of type of anesthesia depends on the problem.
If a milk tooth is to be removed, the root of which has already resolved, the doctor uses application anesthesia – applies a special anesthetic gel to the gum. But this method is used only for the simplest removal of milk teeth – in cases where the tooth is healthy and does not hurt, it simply does not fall out on time.
Most often in pediatric dentistry, infiltration anesthesia is used, in which an anesthetic drug is injected into the gums on both sides. For injections, special, very thin needles are used – often a small patient does not even feel an injection, since application anesthesia is preliminarily performed.
General anesthesia for tooth extraction in children is rarely used and only in extreme cases. Indications for general anesthesia are serious mental illness, acute purulent inflammatory processes, allergies to drugs for local anesthesia.
All anesthetics used for dental extractions in children are safe and generally well tolerated by young patients. However, the doctor is obliged to ask the parents before starting the procedure if the child is allergic to any medications, whether anesthesia was used before and how it went, whether the child has chronic diseases.
After a child’s tooth extraction
The procedure itself is very fast. But within a few days after tooth extraction, parents should carefully monitor the condition of the baby.
Usually, there are no complications after the removal of milk teeth – of course, if the entire manipulation is carried out correctly and the doctor is experienced. Sometimes parents notice inflammation of the hole or bleeding from it – this is a reason for a second visit to the doctor. A blood clot in the hole is a completely normal phenomenon. Moreover, it is necessary – this clot is a natural barrier for bacteria, it protects the wound from infection. Under no circumstances should you try to extract it! That is why doctors do not recommend actively rinsing your mouth with antiseptic and soothing solutions in the first 2 days after tooth extraction. Rinse may dislodge or even wash away this clot.
Pediatric dentists advise limiting the child in sweets, soda, very hot dishes in the first days after surgery. You should also avoid sunbathing, outdoor games, hot baths – in a word, everything that can cause an increase in body temperature.
When brushing your teeth, you should use a brush with soft bristles and avoid injuring the gums at the site of extraction.
After three days, if necessary, you can rinse your mouth with antiseptic solutions and herbal decoctions that relieve inflammation, for example, a solution of furacilin, a decoction of chamomile, calendula or sage. The liquid should not be too hot or too cold. It is generally dangerous to heat the area of the extracted tooth, so hot rinses and even more so compresses are excluded – they can cause serious harm.
Moderate swelling, bruising, dryness of the corners of the mouth and discomfort are not pathologies. Pain after tooth extraction in children, especially in the first few hours, is a normal reaction to intervention. After the effect of anesthesia weakens (after about 1.5-2 hours), you can begin to give painkillers prescribed by your doctor, one dose every 6 hours. Severe and prolonged pain, fever, inflammation, heavy bleeding, numbness that lasts longer than a day are signs that something has gone wrong. In such cases, a second visit to the dentist is necessary.
Extraction of a tooth can often be avoided, provided that the parents bring the child to the doctor’s appointment earlier – before the caries has destroyed the tooth. In order not to resort to this unpleasant procedure, the child should be taken to the reception regularly, at least 3-4 times a year. This will not only help to maintain the health of the teeth, but also teach the child to the obligatory visit to the dentist, will nullify the fear of him. And a calm attitude towards dentists is a guarantee that there will be no problems with teeth in adulthood.
How to pull out a milk tooth – extraction of milk teeth in children
The change of teeth in children begins at the age of 5-6. There is usually no need to specifically remove milk teeth, because they fall out naturally. But in cases where the tooth staggers for a long time, does not fall out and causes discomfort to the child, the process can be accelerated. There are two ways to provide such assistance – contact a dentist or remove a milk tooth yourself at home.
Is it necessary to hurry with the removal?
The process of losing a baby tooth is quite long. Gradually, the ligaments that hold the dental unit in the socket become thinner, the process of resorption of the roots begins. The permanent tooth pushes out the milk tooth, and the process of falling out usually proceeds without pain. As a rule, from the beginning of loosening to natural fallout takes up to 5 days. Is it necessary to remove a milk tooth if the process is delayed?
Dentists do not recommend helping the natural process for several reasons:
milk tooth with physiological mobility closes the entrance to the soft tissues and prevents the ingress of pathogenic bacteria;
milk teeth maintain the correct conditions for the formation of a permanent bite;
if the removal is accompanied by discomfort, the baby will experience fear and anxiety before manipulation in the future.
If the tooth has not fallen out, the tissues may not be completely ready yet, and it is better to give it some more time. A permanent one appears almost immediately after the milk falls out, an open hole is already ready for it. If the baby tooth is removed too early, the gum will grow back, and the permanent tooth will have to overcome a more difficult obstacle. In addition, the roots of the first grow directly above the germ of the permanent tooth. If they have not completely resolved, attempts to remove them can damage the germ. All this is fraught with malocclusion, the shape of permanent teeth and their position relative to each other.
There are several indications for seeking medical help: the child complains of pain, severe discomfort, inability to eat normally.
When can I remove myself?
Extraction of a tooth without the intervention of a doctor is possible only when it is highly mobile. In this case, it will be removed from the gums without pain, and a lot of effort will not be required. Some toddlers do it themselves when they can’t wait to let go of the discomfort and get back to their favorite solid foods.
When is it not allowed?
There are more contraindications to self-removal attempts. These include the following features:
the tooth is slightly mobile – the process of falling out has just begun;
the child is in pain;
there is bleeding of the gums, swelling or redness;
touching the tooth causes discomfort;
the child experiences intense fear and refuses to be manipulated.
It is not worth interfering if the child is unwell – he has ARVI, a high temperature has risen, there are signs of stomatitis, and other inflammatory diseases of the oral cavity.
We delete correctly
If the situation is not critical, and there are no painful symptoms, you can do without going to the doctor. But you should not rush to remove it, it is better to help the tooth fall out on its own. Here are some tips to speed up the process:
Tooth loosening with tongue or finger: Have the child gently rock the loose tooth with their tongue in different directions. A curious baby is likely to touch the tooth with his fingers, so talk to him in advance about the need to thoroughly wash his hands. Remind the child that it is not worth making a lot of effort, you can only gently loosen the tooth.
Teeth cleaning with special enthusiasm: you can act on the crown of a baby tooth with force, brushing it more thoroughly and for longer. You need to try to press the brush on the basal part.
Eating solid foods: offer your child apples, carrots, or crackers. Very often, babies get rid of milk teeth during meals, and this is completely painless.
If a tooth is loose but does not fall out despite exposure, self-extraction can be performed. The positive attitude of the child is very important – tell him about what you will do, you can come up with a fairy tale together about a boy or girl who were afraid to pull out a tooth in vain, or discuss gifts from the tooth fairy.
Requires nylon floss, dental floss, cup of antiseptic solution for removal. It is better to remove a tooth in a well-lit room. Before manipulation, invite the child to brush his teeth and rinse his mouth with a solution. You can pull out a tooth with a thread: tie it around the crown part and pull sharply up if the tooth is lower, and vice versa down if the tooth is upper.
Removal by hand is acceptable with a sterile bandage: wrap it around your fingers, grab the tooth around and gently twist it in different directions. Pull down or up in the opposite direction. Close the wound with sterile cotton.
Aftercare
Extraction of a baby tooth in children is usually quick and painless. But sometimes after the manipulation there is a slight bleeding and swelling of the gums. With severe swelling, redness, unstoppable bleeding, it is important to contact your dentist as soon as possible. If there are no such symptoms, you can handle the treatment yourself.
Treat the well with an antiseptic, chlorhexidine sprays may be used. If blood is observed, apply a piece of sterile cotton wool with hydrogen peroxide. Within two hours after removal, it is better not to eat or drink.
On the evening of removal and the next morning, you can rinse your mouth with mild saline or mouthwash.
Talk to your child about not touching the hole with your fingers or picking with your tongue. The first few days it is better not to eat hot and cold food and solid foods. Give your child warm meals, grated soups, drinks at room temperature.
Baby tooth extraction is best done by an experienced pediatric dentist. By the time the bite is changed, the child has probably already visited the dentist several times, and therefore will not experience severe anxiety. The doctor has antiseptic solutions and sterile materials in his arsenal, so removal in a dental office is always safer, and the risk of infection of the hole tends to zero.
Remember that in most cases anesthesia is not required during the extraction of a milk tooth during the period of physiological change, since the procedure does not cause pain. But if the child is calmer, you can apply an application anesthetic – an anesthetic gel. This will help to quickly deal with the problem and get rid of discomfort.
You can visit a pediatric dentist at STOMA clinics. You can make an appointment by phone or through a special form on the website.
Local anesthesia in dentistry | Clinic Vasilenko
Prices
Doctors
Anesthesia is the most important task of modern dentistry, aimed at providing comfortable conditions for the patient in the dentist’s chair during any medical or diagnostic procedures. Local anesthesia – the most common and commonly used type of anesthesia, in which pain sensations are blocked in a certain area (where the intervention is performed), while the patient remains fully conscious. Local anesthesia in dentistry has always been used, but only in recent years, truly effective and safe anesthetics have been used in dental treatment. Local anesthetics , used today, allow for a comfortable treatment without pain and discomfort. Since local anesthesia also helps the patient to get rid of the fear of the dentist, the quality of the work of the dentist and the dental services provided by him has reached a completely different level. In the clinic of Dr. Vasilenko in St. Petersburg under local anesthesia the following procedures are carried out: We guarantee comfortable, painless and safe dental treatment even in the most difficult cases!
You can make an appointment with a dentist at the clinic of Dr. Vasilenko on Kondratievsky by calling our contact number or by filling out a special form on the website.
Make an appointment
☎ +7 (812) 501-11-92
Types of local anesthesia – dentistry Vasilenko
APPLICATION ANESTHESIA
Application anesthesia consists in applying to the gums of special drugs in the form of a gel, spray or paste, which anesthetize the oral mucosa. Such a “freezing”, although it does not require the use of a syringe, is effective for a very short time (no more than 15-20 minutes). For this reason application anesthesia is used only in uncomplicated cases and for manipulations that do not require a long-term anesthetic effect.
In dentistry, this type of anesthesia is most often used in the treatment of children – in order to preliminarily anesthetize the injection site (before injection anesthesia).
INFILTRATION ANESTHESIA
Infiltration anesthesia can be direct or indirect. In the first case, an anesthetic is injected directly into the area next to the tooth requiring treatment using a syringe with a needle. Anesthesia occurs exactly at the injection site. In the second case, the analgesic effect extends to a larger area. Infiltration Anesthesia is one of the most popular pain relief techniques, also known as “freeze”. The average effect of the anesthetic is one hour.
ROD ANESTHESIA
Tether anesthesia provides blockage of the nerve that controls the site of the planned intervention. Conduction local anesthesia is indicated for complex dental procedures that take a significant amount of time (up to 1.5 hours or more). This type of anesthesia allows you to “freeze” a large area around the tooth . The anesthetic is used in a smaller volume than in infiltration anesthesia, but in a higher concentration. It is worth noting that conduction anesthesia requires special qualifications and skills from the dentist – in order to avoid injury to blood vessels or nerves.
Also, the conduction technique is associated with a high risk of intravascular injection of anesthetic!
☎ +7 (812) 501-11-92
Local anesthesia of the teeth – local anesthesia
Local anesthesia , used in modern dentistry, makes it possible not to experience pain and discomfort during therapeutic and surgical treatment. However, there are cases when local anesthesia of the teeth does not give the desired effect and pain relief does not occur.
This may be due to:
Drinking alcohol before a visit to the dentist. Ethyl alcohol, getting into the patient’s blood, will block the action of the anesthetic;
If the patient has taken an overdose of pain medication before visiting the dentist, this can also interfere with the “normal” action of the anesthetic;
In rare cases, the patient may experience individual resistance to a particular local anesthetic;
An experienced dentist will definitely find out why anesthesia does not work! In some cases, treatment under local anesthesia may be rescheduled for another day.
Preparations for local anesthesia – dentistry Vasilenko
Local anesthetics are divided into 3 main groups according to their duration of action:
0209 The most common drug in this group is Novocain , which was widely used during the Soviet Union. Today, Novocain is not used in dentistry due to the very low effectiveness of pain relief. It was replaced by new modern preparations based on articaine .
A little later, Lidocaine appeared, which was more effective than Novocain, but still much weaker than articaine anesthetics. In modern dentistry, Lidocaine is used for topical anesthesia.
INTERMEDIATE-ACTING ANESTHETICS a) Ultracaine is an articaine-type anesthetic with an excellent analgesic effect. Traditionally produced in the form of ampoules with a solution for injection, but for dentistry anesthetic Ultracain is produced in the form of special cartridges – karpul . For carpool anesthesia, a special carpool syringe is also used, in the side part of which there is a recess for the carpule. Carpool anesthesia allows you to accurately dose the anesthetic, is sterile and painless for the patient. In modern dentistry, Ultracaine can be used for patients from 4 years of age. b) Ubistezin is a German local anesthetic drug with a fast and long-lasting effect. Due to the fact that anesthetic Ubistezin practically does not contain synthetic adrenaline, its use is primarily indicated for pediatric dentistry. c) Septanest – anesthetic with adrenaline based on articaine. It is 2 times more effective than Lidocaine, but has a number of contraindications. d) Scandonest is an anesthetic drug without adrenaline. It is indicated for all patients with individual adrenaline intolerance, including children and elderly patients.
LONG-ACTING ANESTHETICS Bupivacaine is often used in dentistry for the extraction of wisdom teeth and in maxillofacial surgery. The analgesic effect can reach 3-4 hours. This anesthetic is also able to reduce pain after the operation ( long analgesic effect provides good postoperative pain relief).