Monthly Archives: April 2022

School ratings connecticut: Best Schools in Connecticut – CT School Rankings

Опубликовано: April 20, 2022 в 11:12 am

Автор:

Категории: Miscellaneous

Top 10 Best Public Schools in Connecticut (2022-23)

School (Math and Reading Proficiency)

Student Proficiency

Grades

Location

Rank: #11.

South School

Math: 92% | Reading: 93%
Rank:

Top 1%

Add to Compare

Math: 92% (Top 1%)

Reading: 93% (Top 1%)

Grades: K-4

8 Farm Rd.
New Canaan, CT 06840
(203) 594-4313

Rank: #2 – 32. – 3.

Booth Free School

Math: ≥90% | Reading: ≥90%
Rank:

Top 1%

Add to Compare

Math: ≥90% (Top 1%)

Reading: ≥90% (Top 5%)

Grades: K-5

14 South St.
Roxbury, CT 06783
(860) 354-9391

Rank: #2 – 32. – 3.

Riverside School

Math: 88% | Reading: 92%
Rank:

Top 1%

Add to Compare

Math: 88% (Top 5%)

Reading: 92% (Top 1%)

Grades: K-5

90 Hendrie Ave.
Riverside, CT 06878
(203) 637-1440

Rank: #4 – 64. – 6.

Monroe Elementary School

Math: 85-89% | Reading: 90-94%
Rank:

Top 1%

Add to Compare

Math: 85-89% (Top 5%)

Reading: 90-94% (Top 1%)

Grades: PK-5

375 Monroe Tpke.
Monroe, CT 06468
(203) 452-2870

Rank: #4 – 64. – 6.

Ridgebury Elementary School

Math: 85-89% | Reading: 90-94%
Rank:

Top 1%

Add to Compare

Math: 85-89% (Top 5%)

Reading: 90-94% (Top 1%)

Grades: PK-5

112 Bennett’s Farm Rd.
Ridgefield, CT 06877
(203) 894-5875

Rank: #4 – 64. – 6.

Sherman School

Math: 90% | Reading: 90%
Rank:

Top 1%

Add to Compare

Math: 90% (Top 1%)

Reading: 90% (Top 5%)

Grades: K-5

250 Fern St.
Fairfield, CT 06824
(203) 255-8330

Rank: #77.

Stamford Charter School For Excellence

Charter School

Math: ≥95% | Reading: 85-89%
Rank:

Top 1%

Add to Compare

Math: ≥95% (Top 1%)

Reading: 85-89% (Top 5%)

Grades: K-6

1 Schuyler Ave.
Stamford, CT 06902
(203) 989-0000

Rank: #8 – 98. – 9.

Green’s Farms School

Math: 88% | Reading: 89%
Rank:

Top 1%

Add to Compare

Math: 88% (Top 5%)

Reading: 89% (Top 5%)

Grades: K-5

17 Morningside Dr. South
Westport, CT 06880
(203) 222-3610

Rank: #8 – 98. – 9.

Saxe Middle School

Math: 87% | Reading: 90%
Rank:

Top 1%

Add to Compare

Math: 87% (Top 5%)

Reading: 90% (Top 5%)

Grades: 5-8

468 South Ave.
New Canaan, CT 06840
(203) 594-4564

Rank: #1010.

Darien High School

Math: 86% | Reading: 92%
Rank:

Top 5%

Add to Compare

Math: 86% (Top 5%)

Reading: 92% (Top 1%)

Grades: 9-12

80 High School Ln.
Darien, CT 06820
(203) 655-3981

Rank: #11 – 1211. – 12.

Coleytown Elementary School

Math: 85-89% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 85-89% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-5

65 Easton Rd.
Westport, CT 06880
(203) 341-1710

Rank: #11 – 1211. – 12.

West District School

Math: 85-89% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 85-89% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-4

114 West District Road
Unionville, CT 06085
(860) 673-2579

Rank: #1313.

Scotland Elementary School

Math: 80-84% | Reading: 90-94%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 90-94% (Top 1%)

Grades: K-5

111 Barlow Mountain Rd.
Ridgefield, CT 06877
(203) 894-5825

Rank: #1414.

Daniels Farm School

Math: 85% | Reading: 89%
Rank:

Top 5%

Add to Compare

Math: 85% (Top 5%)

Reading: 89% (Top 5%)

Grades: K-5

710 Daniels Farm Rd.
Trumbull, CT 06611
(203) 452-4388

Rank: #1515.

West School

Math: 90% | Reading: 86%
Rank:

Top 5%

Add to Compare

Math: 90% (Top 1%)

Reading: 86% (Top 5%)

Grades: PK-4

769 Ponus Ridge
New Canaan, CT 06840
(203) 594-4410

Rank: #16 – 1716. – 17.

Holmes Elementary School

Math: 85% | Reading: 88%
Rank:

Top 5%

Add to Compare

Math: 85% (Top 5%)

Reading: 88% (Top 5%)

Grades: K-5

18 Hoyt St.
Darien, CT 06820
(203) 353-4371

Rank: #16 – 1716. – 17.

Old Greenwich School

Math: 86% | Reading: 87%
Rank:

Top 5%

Add to Compare

Math: 86% (Top 5%)

Reading: 87% (Top 5%)

Grades: PK-5

825 Sound Beach Ave.
Old Greenwich, CT 06870
(203) 637-0150

Rank: #1818.

Norton School

Math: 84% | Reading: 89%
Rank:

Top 5%

Add to Compare

Math: 84% (Top 5%)

Reading: 89% (Top 5%)

Grades: K-6

414 North Brooksvale Rd.
Cheshire, CT 06410
(203) 272-7283

Rank: #1919.

Tokeneke Elementary School

Math: 89% | Reading: 86%
Rank:

Top 5%

Add to Compare

Math: 89% (Top 1%)

Reading: 86% (Top 5%)

Grades: PK-5

7 Old Farm Rd.
Darien, CT 06820
(203) 655-9666

Rank: #2020.

East School

Math: 90% | Reading: 85%
Rank:

Top 5%

Add to Compare

Math: 90% (Top 1%)

Reading: 85% (Top 10%)

Grades: K-4

54 Little Brook Rd.
New Canaan, CT 06840
(203) 594-4219

Rank: #2121.

North Mianus School

Math: 87% | Reading: 86%
Rank:

Top 5%

Add to Compare

Math: 87% (Top 5%)

Reading: 86% (Top 5%)

Grades: PK-5

309 Palmer Hill Rd.
Riverside, CT 06878
(203) 637-9730

Rank: #2222.

Hebron Avenue School

Math: 83% | Reading: 87%
Rank:

Top 5%

Add to Compare

Math: 83% (Top 5%)

Reading: 87% (Top 5%)

Grades: K-5

1363 Hebron Avenue
Glastonbury, CT 06033
(860) 652-7875

Rank: #2323.

Hindley Elementary School

Math: 89% | Reading: 85%
Rank:

Top 5%

Add to Compare

Math: 89% (Top 1%)

Reading: 85% (Top 10%)

Grades: K-5

10 Nearwater Ln.
Darien, CT 06820
(203) 655-1323

Rank: #24 – 3124. – 31.

Barlow Mountain Elementary School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: PK-5

115 Barlow Mountain Rd.
Ridgefield, CT 06877
(203) 894-5800

Rank: #24 – 3124. – 31.

Eastern Middle School

Math: 82% | Reading: 87%
Rank:

Top 5%

Add to Compare

Math: 82% (Top 5%)

Reading: 87% (Top 5%)

Grades: 6-8

51 Hendrie Ave.
Riverside, CT 06878
(203) 637-1744

Rank: #24 – 3124. – 31.

Farmingville Elementary School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-5

324 Farmingville Rd.
Ridgefield, CT 06877
(203) 894-5570

Rank: #24 – 3124. – 31.

Kathleen H. Ryerson Elementary School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-3

982 Durham Rd.
Madison, CT 06443
(203) 245-6440

Rank: #24 – 3124. – 31.

Noah Wallace School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-4

2 School St.
Farmington, CT 06032
(860) 677-1659

Rank: #24 – 3124. – 31.

Norfeldt School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: K-5

35 Barksdale Rd.
West Hartford, CT 06117
(860) 233-4421

Rank: #24 – 3124. – 31.

North Street School

Math: 80-84% | Reading: 85-89%
Rank:

Top 5%

Add to Compare

Math: 80-84% (Top 5%)

Reading: 85-89% (Top 5%)

Grades: PK-5

381 North St.
Greenwich, CT 06830
(203) 869-6756

Rank: #24 – 3124. – 31.

Riverfield School

Math: 82% | Reading: 87%
Rank:

Top 5%

Add to Compare

Math: 82% (Top 5%)

Reading: 87% (Top 5%)

Grades: K-5

1625 Mill Plain Rd.
Fairfield, CT 06824
(203) 255-8328

Rank: #3232.

New Canaan High School

Math: 81% | Reading: 94%
Rank:

Top 5%

Add to Compare

Math: 81% (Top 10%)

Reading: 94% (Top 1%)

Grades: 9-12

11 Farm Rd.
New Canaan, CT 06840
(203) 594-4600

Rank: #3333.

Ridgefield High School

Math: 81% | Reading: 93%
Rank:

Top 5%

Add to Compare

Math: 81% (Top 10%)

Reading: 93% (Top 1%)

Grades: 9-12

700 North Salem Rd.
Ridgefield, CT 06877
(203) 894-5750

Rank: #3434.

Tashua School

Math: 90% | Reading: 84%
Rank:

Top 5%

Add to Compare

Math: 90% (Top 1%)

Reading: 84% (Top 10%)

Grades: K-5

401 Stonehouse Rd.
Trumbull, CT 06611
(203) 452-4433

Rank: #3535.

Staples High School

Math: 79% | Reading: 93%
Rank:

Top 5%

Add to Compare

Math: 79% (Top 10%)

Reading: 93% (Top 1%)

Grades: 9-12

70 North Ave.
Westport, CT 06880
(203) 341-1210

Show 100 more public schools in CT (out of 935 total schools)

Loading…

Connecticut Elementary Schools

  1. Home
  2. Connecticut Elementary Schools

There are 1,208 elementary schools in Connecticut; 980 public schools and 228 private schools.
Connecticut ranks as the 30th state in terms of student enrollment and 29th in terms of total number of
schools. It ranks 9th for the percentage of students on free
or reduced lunches and 7th for the student/teacher ratio

Below you can find:

  • Schools in Connecticut by City
  • Connecticut Schools Compared to other States
  • Connecticut School Rankings

Get a spreadsheet of elementary schools in Connecticut

Compare Connecticut Elementary Schools to the Rest of the United States

Number of Schools

Number of Schools in Neighboring States
Number of Schools in Neighboring States
New York 4850
Massachusetts 1950
Connecticut 1208
Rhode Island 318
Number of Schools in Connecticut Compared Nationally

Connecticut is Ranked 29 out of 4

Number of Schools in Connecticut Compared Nationally
California 9821
Texas 7823
Florida 5152
New York 4850
Illinois 4139
Pennsylvania 4023
Ohio 3507
Michigan 3181
New Jersey 2711
North Carolina 2614
Wisconsin 2378
Georgia 2365
Washington 2255
Missouri 2206
Virginia 2109
Indiana 1982
Minnesota 1982
Massachusetts 1950
Tennessee 1825
Arizona 1813
Colorado 1745
Maryland 1659
Louisiana 1382
Oklahoma 1349
Alabama 1335
Kentucky 1291
Oregon 1257
South Carolina 1238
Connecticut 1208
Iowa 1164
Kansas 1140
Nebraska 889
Mississippi 875
Utah 835
Arkansas 832
New Mexico 801
West Virginia 715
Nevada 654
Idaho 626
Montana 582
Maine 548
New Hampshire 545
South Dakota 524
Alaska 469
North Dakota 353
Hawaii 335
Rhode Island 318
Vermont 313
Wyoming 294
Delaware 255
District of Columbia 238

Student Enrollment

Student Enrollment in Neighboring States
Student Enrollment in Neighboring States
New York 2187690
Massachusetts 723735
Connecticut 392765
Rhode Island 107591
Student Enrollment in Connecticut Compared Nationally

Connecticut is Ranked 30 out of 4

Student Enrollment in Connecticut Compared Nationally
California 4478570
Texas 3908520
Florida 2255540
New York 2187690
Illinois 1537650
Georgia 1352440
Pennsylvania 1308230
Ohio 1294260
North Carolina 1197490
Michigan 1124740
New Jersey 1035620
Virginia 958250
Washington 800891
Arizona 787602
Tennessee 778508
Indiana 765723
Massachusetts 723735
Maryland 719512
Wisconsin 687915
Missouri 686116
Colorado 677926
Minnesota 639438
Louisiana 604689
South Carolina 587394
Alabama 568542
Kentucky 527675
Oklahoma 496736
Oregon 427952
Utah 417785
Connecticut 392765
Nevada 380578
Iowa 372758
Mississippi 366797
Kansas 361630
Arkansas 334921
New Mexico 245801
Nebraska 232870
Idaho 213444
West Virginia 211471
Hawaii 153076
New Hampshire 135066
Maine 130382
Delaware 109103
Rhode Island 107591
Montana 101889
South Dakota 101314
Alaska 100703
North Dakota 78499
District of Columbia 77158
Vermont 64651
Wyoming 64291

Student Teacher Ratio

Student Teacher Ratio in Neighboring States
Student Teacher Ratio in Neighboring States
Connecticut 11. 9993
Massachusetts 12.2312
New York 12.7829
Rhode Island 13.346
Student Teacher Ratio in Connecticut Compared Nationally

Connecticut is Ranked 7 out of 4

Student Teacher Ratio in Connecticut Compared Nationally
Utah 9.18618
District of Columbia 11.383
New Jersey 11.411
Vermont 11.4761
New Hampshire 11.4777
Maine 11.6772
Connecticut 11. 9993
Wyoming 12.141
Massachusetts 12.2312
North Dakota 12.405
New York 12.7829
Louisiana 12.8017
Rhode Island 13.346
Maryland 13.4295
Missouri 13.5684
Montana 13.7161
South Dakota 13.7282
Pennsylvania 13.7284
Kansas 13. 7432
Nebraska 13.8057
Florida 13.9729
West Virginia 14.0124
Iowa 14.0171
Delaware 14.018
Arkansas 14.0378
Virginia 14.1355
Tennessee 14.1863
Georgia 14.3174
Wisconsin 14.3467
South Carolina 14.431
New Mexico 14. 488
Hawaii 14.5909
Minnesota 14.6017
North Carolina 14.6585
Texas 14.6636
Illinois 14.9324
Kentucky 15.2943
Mississippi 15.3594
Oklahoma 15.785
Colorado 16.1079
Alaska 16.1704
Alabama 16.5661
Washington 16. 7764
Michigan 16.7885
Ohio 17.2488
Indiana 17.368
Oregon 17.8066
Arizona 17.8394
Idaho 18.2843
Nevada 19.3079
California 21.382

Free and Reduced Lunch Percentage

Free and Reduced Lunch Percentage in Neighboring States
Free and Reduced Lunch Percentage in Neighboring States
Massachusetts 0
Connecticut 0. 411317
Rhode Island 0.492438
New York 0.531873
Free and Reduced Lunch Percentage in Connecticut Compared Nationally

Connecticut is Ranked 9 out of 4

Free and Reduced Lunch Percentage in Connecticut Compared Nationally
Massachusetts 0
New Hampshire 0.306585
North Dakota 0.330944
Utah 0.38023
Vermont 0.400375
Wyoming 0.404827
Minnesota 0. 404938
New Jersey 0.405408
Connecticut 0.411317
Delaware 0.412049
Wisconsin 0.428277
Iowa 0.438462
Colorado 0.445265
Virginia 0.446646
South Dakota 0.450179
Nebraska 0.460774
Washington 0.472946
Maine 0.479217
Maryland 0. 483969
Rhode Island 0.492438
Michigan 0.493766
Idaho 0.502997
Indiana 0.510916
Montana 0.512447
Pennsylvania 0.514388
West Virginia 0.514392
Hawaii 0.515809
Kansas 0.517363
Ohio 0.528311
Illinois 0.528756
New York 0. 531873
Missouri 0.532138
Arizona 0.535845
Oregon 0.538171
Alabama 0.539216
Alaska 0.544091
California 0.607249
North Carolina 0.611309
Florida 0.613807
Nevada 0.615532
Tennessee 0.615668
Texas 0.621681
Kentucky 0. 622375
South Carolina 0.628014
Louisiana 0.643328
Georgia 0.652972
Oklahoma 0.656023
Arkansas 0.670967
New Mexico 0.756197
District of Columbia 0.760196
Mississippi 0.770415

Average Students Per School

Average Students Per School in Neighboring States
Average Students Per School in Neighboring States
Connecticut 325. 137
Rhode Island 338.336
Massachusetts 371.909
New York 451.163
Average Students Per School in Connecticut Compared Nationally

Connecticut is Ranked 16 out of 4

Average Students Per School in Connecticut Compared Nationally
Montana 176.279
South Dakota 203.442
Vermont 206.553
Alaska 217.032
Wyoming 226.377
North Dakota 230.202
Maine 239. 233
New Hampshire 248.283
Nebraska 268.903
Wisconsin 290.015
West Virginia 309.621
Missouri 317.941
Kansas 318.336
Iowa 321.066
New Mexico 322.573
Connecticut 325.137
Pennsylvania 325.43
District of Columbia 334.017
Minnesota 334. 96
Rhode Island 338.336
Oregon 340.726
Idaho 348.196
Michigan 357.741
Washington 362.887
Ohio 369.578
Oklahoma 369.595
Massachusetts 371.909
Illinois 372.855
New Jersey 384.133
Colorado 389.613
Indiana 391. 875
Arkansas 403.519
Kentucky 409.686
Maryland 433.702
Tennessee 436.383
Delaware 436.412
Louisiana 441.057
Alabama 445.915
New York 451.163
Hawaii 456.943
Virginia 457.836
Mississippi 457.924
North Carolina 458. 81
California 458.87
Florida 462.201
Arizona 463.295
South Carolina 475.238
Texas 506.416
Utah 508.873
Georgia 571.856
Nevada 588.219

Enrollment in Private Schools

Enrollment in Private Schools in Neighboring States
Enrollment in Private Schools in Neighboring States
Connecticut 0.0866854
Massachusetts 0. 103597
Rhode Island 0.116943
New York 0.134067
Enrollment in Private Schools in Connecticut Compared Nationally

Connecticut is Ranked 28 out of 4

Enrollment in Private Schools in Connecticut Compared Nationally
Wyoming 0.0254935
Utah 0.030183
Alaska 0.0413592
Nevada 0.0415526
Oklahoma 0.0460204
Arizona 0.0488775
West Virginia 0. 0498461
Idaho 0.0537096
Texas 0.055366
Colorado 0.056813
Arkansas 0.0629492
New Mexico 0.0638809
North Dakota 0.0684085
Maine 0.0694038
North Carolina 0.0729457
Georgia 0.0734362
Vermont 0.076302
Kansas 0.077336
South Carolina 0. 0780379
Michigan 0.0804382
Minnesota 0.0811118
South Dakota 0.0815287
Mississippi 0.0833022
Montana 0.0835713
Tennessee 0.0841533
California 0.0847477
Kentucky 0.0858331
Connecticut 0.0866854
Oregon 0.0887413
Washington 0.0887437
Virginia 0. 0909836
Iowa 0.0922985
Alabama 0.093483
New Hampshire 0.0943317
Massachusetts 0.103597
Indiana 0.105223
Missouri 0.105647
Illinois 0.108234
New Jersey 0.108804
Ohio 0.108989
Rhode Island 0.116943
Florida 0.117072
Delaware 0. 120767
Maryland 0.124138
Nebraska 0.128243
District of Columbia 0.129501
New York 0.134067
Wisconsin 0.135277
Pennsylvania 0.136197
Louisiana 0.140239
Hawaii 0.193976

Connecticut Top Private Elementary School Reports & Statistics

Largest by Enrollment

A listing of the largest private grade schools in Connecticut. The Connecticut private schools below in are ranked by the total number of enrolled students.

Total Students School
963 Brunswick School
Greenwich , CT
907 The Greenwich Country Day School
Greenwich , CT
795 Greenwich Academy
Greenwich , CT
715 Greens Farms Academy
Greens Farms , CT
585 Hamden Hall Country Day School
Hamden , CT
493 All Saints Catholic School
Norwalk , CT
489 Foote School
New Haven , CT
447 Yeshiva K’Tana of Waterbury
Waterbury , CT
446 Whitby School
Greenwich , CT
422 Christian Heritage School
Trumbull , CT
416 Greenwich Catholic School
Greenwich , CT
392 St Thomas Aquinas Elementary School
Fairfield , CT
371 Wooster School
Danbury , CT
350 The Stanwich School
Greenwich , CT
335 Rumsey Hall School
Washington Depot , CT
322 St Rose of Lima School
Newtown , CT
317 St Rita School
Hamden , CT
295 St Mary School
Milford , CT
292 St Aedan/St Brendan School
New Haven , CT
291 St James School
Stratford , CT
287 The Master’S School
West Simsbury , CT
283 St Mary Magdalen School
Oakville , CT
276 St Paul School
Kensington , CT
276 Chase Collegiate School
Waterbury , CT
271 Fairfield Country Day School
Fairfield , CT
Download the complete list

Best by Student Teacher Ratio

These are the best private grade schools in Connecticut according to Student Teacher Ratio.

Student Teacher Ratio School
2.0:1 Alpha & Omega Christian Academy
Waterbury , CT
3.0:1 American School for the Deaf
West Hartford , CT
3.0:1 Villa Maria Education Center
Stamford , CT
3.0:1 Natchaug Hospital School-Consolidated
Mansfield Center , CT
3.0:1 Charter Oak Education Dba Sterling East
Bloomfield , CT
3. 0:1 All Nations Christian Academy
New Haven , CT
3.0:1 Ben Bronz Academy
West Hartford , CT
4.0:1 Solomon Schechter Academy
New London , CT
4.0:1 The Bess & Paul Sigel Hebrew Academy
Bloomfield , CT
4.0:1 Mooreland Hill School
Kensington , CT
4.0:1 The Long Ridge School
Stamford , CT
4. 0:1 The Mead School
Stamford , CT
4.0:1 Adelbrook
Cromwell , CT
4.0:1 Eagle Hill School
Greenwich , CT
4.0:1 Whitby School
Greenwich , CT
4.0:1 Montessori Discovery School
Norwich , CT
4.0:1 Solomon Schechter Day School
West Hartford , CT
4. 0:1 Carmel Acadmey
Greenwich , CT
4.0:1 Pierrepont School
Westport , CT
4.0:1 New Hope Academy
East Killingly , CT
4.0:1 Benhaven Academy Site 2
Wallingford , CT
4.0:1 Eagle Hill – Southport
Southport , CT
4.0:1 Heritage Christian School
Bristol , CT
4. 0:1 The Learning Clinic
Brooklyn , CT
4.0:1 Milford Christian Academy
Milford , CT
Download the complete list

Most Number of Full Time Teachers

These private grade schools in Connecticut have the most Full Time Teachers.

Fte Teachers School
131 Brunswick School
Greenwich , CT
93 Greenwich Academy
Greenwich , CT
89 The Greenwich Country Day School
Greenwich , CT
81 Whitby School
Greenwich , CT
78 Greens Farms Academy
Greens Farms , CT
68 Hamden Hall Country Day School
Hamden , CT
65 The Rectory School
Pomfret , CT
64 Eagle Hill School
Greenwich , CT
59 Foote School
New Haven , CT
53 Rumsey Hall School
Washington Depot , CT
53 The Stanwich School
Greenwich , CT
50 Carmel Acadmey
Greenwich , CT
47 Wooster School
Danbury , CT
45 American School for the Deaf
West Hartford , CT
42 Chase Collegiate School
Waterbury , CT
36 Greenwich Catholic School
Greenwich , CT
35 Fairfield Country Day School
Fairfield , CT
35 Yeshiva K’Tana of Waterbury
Waterbury , CT
35 Indian Mountain School
Lakeville , CT
34 Christian Heritage School
Trumbull , CT
30 Natchaug Hospital School-Consolidated
Mansfield Center , CT
29 All Saints Catholic School
Norwalk , CT
28 Winston Preparatory School
Norwalk , CT
27 Pierrepont School
Westport , CT
25 St Rose of Lima School
Newtown , CT
Download the complete list

Smallest by Enrollment

These are the smallest private elementary schools in Connecticut. The Connecticut private schools below in are ranked by the total number of enrolled students.

Total Students School
9 Heritage Christian School
Bristol , CT
13 Charter Oak Education Dba Sterling East
Bloomfield , CT
14 Alpha & Omega Christian Academy
Waterbury , CT
15 All Nations Christian Academy
New Haven , CT
16 St Catherine Academy
Fairfield , CT
16 New Hope Academy
East Killingly , CT
18 Solomon Schechter Academy
New London , CT
19 Benhaven Academy Site 2
Wallingford , CT
21 The Canaan Ridge School
Stamford , CT
23 Love Christian Academy
Bridgeport , CT
28 Trinity Academy
Hartford , CT
29 New England School of Montessori
Milford , CT
32 Milford Christian Academy
Milford , CT
34 St Matthews Lutheran School
New Britain , CT
34 High Road School of Wallingford
Wallingford , CT
35 Laurel Oaks Adventist School
Hamden , CT
35 Ben Bronz Academy
West Hartford , CT
35 Praise Power & Prayer Christian School
Windsor , CT
37 Giant Steps Connecticut
Southport , CT
40 Montessori Discovery School
Norwich , CT
41 Heritage Baptist Academy
Wallingford , CT
41 Fairfield County Sda School
Bridgeport , CT
43 Mooreland Hill School
Kensington , CT
43 Community Child Guidance Clinic
Manchester , CT
43 Hartford Area Sda School
Hartford , CT
Download the complete list

Worst by Student Teacher Ratio

These are the worst private elementary schools in Connecticut according to Student Teacher Ratio.

Student Teacher Ratio School
19.0:1 St Mary
Waterbury , CT
19.0:1 St Gabriel School
Windsor , CT
19.0:1 Enfield Montessori School
Enfield , CT
18.0:1 St Paul School
Kensington , CT
17.0:1 St Aedan/St Brendan School
New Haven , CT
17. 0:1 St Gregory the Great School
Danbury , CT
16.0:1 Ss Peter & Paul School
Waterbury , CT
16.0:1 St Anthony School
Winsted , CT
16.0:1 St Francis-St Hedwig School
Naugatuck , CT
16.0:1 St Stephen School
Hamden , CT
16.0:1 St Matthew School
Bristol , CT
16. 0:1 St Cecilia Elementary School
Stamford , CT
16.0:1 Our Lady of Mount Carmel
Meriden , CT
15.0:1 St Martha School
Enfield , CT
15.0:1 St Thomas Aquinas Elementary School
Fairfield , CT
15.0:1 Catholic Academy of Bridgeport/St Raphael Academy
Bridgeport , CT
15.0:1 St Augustine Academy
Bridgeport , CT
15. 0:1 St Andrew Academy
Bridgeport , CT
15.0:1 St Catherine of Siena School
Trumbull , CT
15.0:1 St Theresa School
Trumbull , CT
14.0:1 Blessed Sacrament Catholic Day School
Waterbury , CT
14.0:1 St John the Evangelist School
Watertown , CT
14.0:1 St Bridget School
Manchester , CT
14. 0:1 Assumption School
Ansonia , CT
14.0:1 St Joseph Elementary School
Danbury , CT
Download the complete list

Fewest Number of Full Time Teachers

These private elementary schools in Connecticut have the fewest Full Time Teachers.

Fte Teachers School
2 Parkway Christian Academy Happy Time Nursery
Norwalk , CT
2 The Children’S Tree Montessori School
Old Saybrook , CT
2 New England School of Montessori
Milford , CT
2 Heritage Christian School
Bristol , CT
3 Laurel Oaks Adventist School
Hamden , CT
3 Fairfield County Sda School
Bridgeport , CT
3 St Catherine Academy
Fairfield , CT
3 The Canaan Ridge School
Stamford , CT
4 Litchfield Montessori School
Northfield , CT
4 St Matthews Lutheran School
New Britain , CT
4 The Foundation School Orange
Orange , CT
4 Montessori Discovery School
Norwich , CT
4 Love Christian Academy
Bridgeport , CT
4 Charter Oak Education Dba Sterling East
Bloomfield , CT
4 New Hope Academy
East Killingly , CT
4 All Nations Christian Academy
New Haven , CT
4 Benhaven Academy Site 2
Wallingford , CT
4 Trinity Academy
Hartford , CT
4 Great Beginnings Montessori School
Fairfield , CT
5 St Mary School
Newington , CT
5 Enfield Montessori School
Enfield , CT
5 St Brigid School
West Hartford , CT
5 St Joseph Elementary School
Baltic , CT
5 Heritage Baptist Academy
Wallingford , CT
5 Alpha & Omega Christian Academy
Waterbury , CT
Download the complete list

Connecticut Top Public Elementary School Reports & Statistics

Largest by Enrollment

A listing of the largest public grade schools in the state of Connecticut according to the school’s total student enrollment.

Total Students School
1,196 Cesar Batalla School
Bridgeport , CT
1,131 Blackham School
Bridgeport , CT
1,063 Achievement First Hartford Academy Inc.
Hartford , CT
1,036 Amistad Academy
New Haven , CT
1,016 Achievement First Bridgeport Academy
Bridgeport , CT
971 Cider Mill School
Wilton , CT
959 Sarah Noble Intermediate School
New Milford , CT
927 Greene-Hills School
Bristol , CT
922 West Bristol School
Bristol , CT
910 R. j. Kinsella Magnet School of Performing Arts
Hartford , CT
891 Read School
Bridgeport , CT
852 Columbus School
Bridgeport , CT
836 Luis Munoz Marin School
Bridgeport , CT
813 Miller-Driscoll School
Wilton , CT
801 Rogers International School
Stamford , CT
794 Geraldine Johnson School
Bridgeport , CT
791 Frank J. Diloreto School
New Britain , CT
788 H. S. Chase School
Waterbury , CT
771 Beecher Road School
Woodbridge , CT
766 Westover School
Stamford , CT
765 Fair Haven School
New Haven , CT
757 Griswold Elementary School
Griswold , CT
751 Highland School
Cheshire , CT
734 Jumoke Academy
Hartford , CT
731 West Hill School
Rocky Hill , CT
Download the complete list

Best by Student to Teacher Ratio

These are the best public grade schools in Connecticut based on the ratio of Students to Teachers.

Student Teacher Ratio School
0.2:1 Irs Program at Moriarty
Norwich , CT
0.5:1 Sunrise Intermediate
New Britain , CT
1.1:1 Windermere School Program for Alternative Learning K-4
Ellington , CT
2.0:1 Eli Whitney – Intermediate Adaptive Learning (ial)
Enfield , CT
2.3:1 Gflc/Access School
Danbury , CT
2. 7:1 Learn Sails Program at Salem
Salem , CT
2.9:1 River Street School
Windsor , CT
4.0:1 Alternative Special Education Program (asep)
Bristol , CT
4.0:1 Henry Barnard – Educational Counseling Program (ecp)
Enfield , CT
4.0:1 Links Academy
Glastonbury , CT
4.0:1 Autism Class
Waterford , CT
4. 1:1 Bridgeport Learning Center
Bridgeport , CT
4.3:1 Therapeutic Day Program
Trumbull , CT
4.9:1 Eastconn Special Education
Hampton , CT
5.0:1 Loveland Hill School
Vernon , CT
5.0:1 Edgar H. Parkman – Autism Spectrum Disorder (asd)
Enfield , CT
5.0:1 Prudence Crandall – Educational Counseling Program (ecp)
Enfield , CT
5. 2:1 Preschool-Primary Learning Center (plc)
Trumbull , CT
5.8:1 Cornwall Consolidated School
West Cornwall , CT
6.0:1 State Street School
Waterbury , CT
6.0:1 Nathan Hale – Primary Adaptive Learning (pal)
Enfield , CT
6.0:1 Ipp Classroom – Johnson
Stratford , CT
6.0:1 Mill Road School
North Haven , CT
6. 0:1 Learn Haynes Elementary Intensive Program
East Lyme , CT
6.1:1 J. Milton Jeffrey Elementary School
Madison , CT
Download the complete list

Most Number of Full Time Teachers

A listing of the public grade schools in Connecticut with the most Full Time Teachers.

Fte Teachers School
73 Cider Mill School
Wilton , CT
71 Sarah Noble Intermediate School
New Milford , CT
69 Cesar Batalla School
Bridgeport , CT
68 Beecher Road School
Woodbridge , CT
66 R. j. Kinsella Magnet School of Performing Arts
Hartford , CT
64 Westover School
Stamford , CT
63 Blackham School
Bridgeport , CT
62 Linden Street School
Plainville , CT
62 Greene-Hills School
Bristol , CT
61 West Bristol School
Bristol , CT
59 Rogers International School
Stamford , CT
58 Northeast School
Stamford , CT
57 Miller-Driscoll School
Wilton , CT
56 J. Milton Jeffrey Elementary School
Madison , CT
55 Fair Haven School
New Haven , CT
55 Roxbury School
Stamford , CT
55 Frank J. Diloreto School
New Britain , CT
54 Stillmeadow School
Stamford , CT
54 Brooklyn Elementary School
Brooklyn , CT
54 Columbus School
Bridgeport , CT
54 Highland School
Cheshire , CT
53 Springdale School
Stamford , CT
52 Samuel Staples Elementary School
Easton , CT
52 H. S. Chase School
Waterbury , CT
52 Chamberlain Elementary School
New Britain , CT
Download the complete list

Smallest by Enrollment

A listing of the smallest public elementary schools in the state of Connecticut according to the school’s total student enrollment.

Total Students School
1 Irs Program at Moriarty
Norwich , CT
1 Windermere School Program for Alternative Learning K-4
Ellington , CT
2 Steps K-2 Nichols
Stratford , CT
2 Eli Whitney – Intermediate Adaptive Learning (ial)
Enfield , CT
2 Abc / Torringford
Torrington , CT
3 Icm – Farm Hill
Middletown , CT
3 Sweeney Medically Fragile Program
Willimantic , CT
3 Bridges at Barkhamsted Elementary School
Barkhamsted , CT
3 Leapss
Cornwall , CT
3 District Program Ses
Ridgefield , CT
4 Abc / Forbes School
Torrington , CT
4 Total
Sharon , CT
4 Ivy Drive Goal
Bristol , CT
4 Henry Barnard – Educational Counseling Program (ecp)
Enfield , CT
4 Autism Class
Waterford , CT
4 South Side Extended Resource
Bristol , CT
4 Icm – Lawrence
Middletown , CT
4 Aba Second Hill Lane
Stratford , CT
4 North Windham Asd Program
North Windham , CT
4 Abc Classroom
Wolcott , CT
5 Green’S Farms Segregated
Westport , CT
5 Edgar H. Parkman – Autism Spectrum Disorder (asd)
Enfield , CT
5 Ivy Drive Medically Fragile
Bristol , CT
5 Prudence Crandall – Educational Counseling Program (ecp)
Enfield , CT
5 Dlc Whitney
Stratford , CT
Download the complete list

Worst by Student to Teacher Ratio

These are the worst public elementary schools in Connecticut based on the ratio of Students to Teachers.

Student Teacher Ratio School
1,063. 0:1 Achievement First Hartford Academy Inc.
Hartford , CT
76.7:1 Special Needs Program
Norwich , CT
21.2:1 Montessori Magnet at Fisher School
Hartford , CT
21.1:1 Montessori Magnet at Moylan School
Hartford , CT
20.0:1 Alice Peck Learning Center
Hamden , CT
19.2:1 Bucks Hill School
Waterbury , CT
18. 9:1 Oxford Center School
Oxford , CT
18.3:1 Shelter Rock School
Danbury , CT
18.3:1 Beecher School
New Haven , CT
18.1:1 Columbus Family Academy
New Haven , CT
17.9:1 Western Ct Academy of International Studies Elementary Magn
Danbury , CT
17.9:1 Blackham School
Bridgeport , CT
17. 8:1 Andrew Avenue School
Naugatuck , CT
17.7:1 Elm City Montessori School
New Haven , CT
17.5:1 F. J. Kingsbury School
Waterbury , CT
17.4:1 John S. Martinez School
New Haven , CT
17.4:1 Read School
Bridgeport , CT
17.4:1 Marvin Elementary School
Norwalk , CT
17. 3:1 Cesar Batalla School
Bridgeport , CT
17.3:1 Dunbar School
Bridgeport , CT
17.2:1 Worthington Hooker School
New Haven , CT
17.2:1 Moriarty Magnet School
Norwich , CT
17.2:1 Vance School
New Britain , CT
17.1:1 Ross/Woodward School
New Haven , CT
17. 0:1 Parkville Community School
Hartford , CT
Download the complete list

Fewest Number of Full Time Teachers

These are the public elementary schools in Connecticut with the fewest Full Time Teachers.

Fte Teachers School
0 Special Needs Program
Norwich , CT
1 Windermere School Program for Alternative Learning K-4
Ellington , CT
1 Eli Whitney – Intermediate Adaptive Learning (ial)
Enfield , CT
1 Edgar H. Parkman – Autism Spectrum Disorder (asd)
Enfield , CT
1 Henry Barnard – Educational Counseling Program (ecp)
Enfield , CT
1 Prudence Crandall – Educational Counseling Program (ecp)
Enfield , CT
1 Achievement First Hartford Academy Inc.
Hartford , CT
1 Nathan Hale – Primary Adaptive Learning (pal)
Enfield , CT
1 Autism Class
Waterford , CT
1 Ipp Classroom – Johnson
Stratford , CT
1 Harvest Park
Yalesville , CT
1 Enfield Street – Autism Spectrum Disorder (asd)
Enfield , CT
1 B. w. Tinker Bdlc
Waterbury , CT
2 Loveland Hill School
Vernon , CT
2 Learn Haynes Elementary Intensive Program
East Lyme , CT
2 Bunker Hill Bdlc
Waterbury , CT
2 Sunrise Primary
New Britain , CT
3 Learn Sails Program at Salem
Salem , CT
4 Irs Program at Moriarty
Norwich , CT
4 New Britain Transition Center
New Britain , CT
5 New Hartford Elementary School
New Hartford , CT
5 Links Academy
Glastonbury , CT
5 Alternative Special Education Program (asep)
Bristol , CT
6 Gflc/Access School
Danbury , CT
6 Elm City Montessori School
New Haven , CT
Download the complete list

Are you moving to Connecticut?

The crime rates and school information for each city in Connecticut is shown below to help you find the best
place to relocate. Before looking into Connecticut homes orConnecticut apartments, check that
the city has the qualities that you are looking for. Then, look for cheap movers or full service movers in the
area.

View Categories of Schools in Connecticut

Connecticut Schools by City, District, and County

  • Cities in Connecticut
  • School Districts in Connecticut
  • Counties in Connecticut

Connecticut Private Schools by Type

  • Catholic Elementary Schools in Connecticut
  • Coed Elementary Schools in Connecticut
  • All Female Elementary Schools in Connecticut
  • All Male Elementary Schools in Connecticut

View Elementary School Statistics for Connecticut

Connecticut Public School Statistics

  • Public School Enrollment Rankings for Connecticut
  • Student/Teacher Ratio Rankings in Connecticut
  • Full Time Teacher Rankings in Connecticut
  • Free Lunch Assistance Rankings in Connecticut

Connecticut Private School Statistics

  • Private School Enrollment Rankings in Connecticut
  • Private School Student/Teacher Ratio Rankings in Connecticut
  • Private School Full Time Teacher Rankings in Connecticut

View Schools by State

Top 10 CT public schools and school districts in Connecticut

Top 10 CT public schools and school districts in Connecticut – NeighborhoodScout

Already have an account?

Log In

New to NeighborhoodScout? Create an account to add this page to your saved places.

Subscribe

  • j

    Overview

  • Real Estate

  • Demographics

  • Crime

  • Schools

  • j

    Overview

  • Real Estate

  • Demographics

  • Crime

  • Schools

Source & Methodology

Analytics built by:
 
Location, Inc.

Raw data sources:
  • Test Scores: Edfacts (U.S. Department of Education), State departments of education.
  • Expenditures: National Center for Education Statistics.
  • Educational Environment: American Community Survey (U.S. Census Bureau).
Date(s) & Update Frequency:
  • Due to Covid-19, complete standardized testing did not take place during the 2020-2021 academic school year. Test data: Reflects 2018 – 2019 school year.
  • Expenditures: 2019
  • Educational Environment: 2020 (latest available). Updated annually.
  • All data updated June 2022

Methodology:
 
Only NeighborhoodScout gives you nationally comparable school ranks based on test scores, so you can directly compare the quality of schools in any location.
Read more about Scout’s School Data

Public Schools Overview Connecticut School Districts by City
Number Of Students 508,585
Number Of Connecticut Schools 1,001
Number Of Connecticut School Districts 196
Spending Per Student $23,724

Reading/English Language Arts Tests

Math Test

Ethnic/racial Groups This State Nation
White (non-hispanic) 52.2% 48.6%
Black 13.1% 15.9%
Hispanic 28.9% 28.3%
Asian Or Pacific Islander 5.5% 5.8%
American Indian Or Native Of Alaska 0.4% 1.4%
Special Needs Groups This State Nation
Economically Disadvantaged 41. 3% 49.0%
English Language Learners 7.9% 10.0%
Students With Disabilities 16.7% 14.9%
Population State Nation
Population 3,605,944 331,449,281
Population Density (per sq. mile) 743 92
Population distribution by age STATE NATION
4 Years Old And Below 5.1% 6.0%
5-19 Years Old 18.4% 19.1%
20-44 Years Old 31.2% 33.3%
45-64 Years Old 28.1% 25.6%
65 Or Older 17.2% 16.0%
HOUSEHOLD CHARACTERISTICS STATE NATION
Number Of Households 1,385,437 118,787,642
Single Parent Households With Children 9. 8% 10.4%
Adults With At Least A High School Diploma 90.9% 88.5%
Adults With At Least A Bachelor’s Degree 40.0% 32.9%
HOUSEHOLD INCOME DISTRIBUTION STATE NATION
$150,000 or more 22.8% 15.5%
$100,000 – $149,999 17.6% 15.7%
$75,000 – $99,999 12.2% 12.8%
$50,000 – $74,999 15.4% 17.2%
$30,000 – $49,999 13.5% 16.3%
$15,000 – $29,999 10.2% 12.6%
$15,000 or less 8.3% 9.9%
For
The State
Per Student Total % Of Total
Instructional Expenditures $12,287 $6,248,864,124 51. 8%
Support Expenditures
Student $1,513 $769,306,875 6.4%
Staff $744 $378,421,693 3.1%
General Administration $500 $254,182,405 2.1%
School Administration $1,224 $622,702,946 5.2%
Operation $1,833 $932,487,697 7.7%
Transportation $1,115 $567,223,599 4.7%
Other $823 $418,636,588 3.5%
Total Support $7,753 $3,942,923,672 32.7%
Non-instructional Expenditures $3,685 $1,874,079,452 15.5%
Total Expenditures $23,724 $12,065,874,668 100. 0%
For
The Nation
Per Student Total % Of Total
Instructional Expenditures $7,549 $372,153,103,143 49.7%
Support Expenditures
Student $792 $39,020,154,935 5.2%
Staff $618 $30,487,652,661 4.1%
General Administration $258 $12,720,931,842 1.7%
School Administration $730 $35,978,592,512 4.8%
Operation $1,169 $57,607,988,317 7.7%
Transportation $527 $26,002,463,553 3.5%
Other $459 $22,633,739,814 3.0%
Total Support $4,553 $224,451,138,461 30. 0%
Non-instructional Expenditures $3,074 $151,519,765,183 20.3%
Total Expenditures $15,176 $748,124,887,521 100.0%

Best schools in CT

  • South School
  • Darien High School
  • Sherman School
  • Washington Primary School
  • House Of Arts Letters And Science (hals) Academy School
  • Monroe Elementary School
  • West District School
  • Stamford Charter School For Excellence
  • New Canaan High School
  • Ridgefield High School

Popular cities in CT

  • Bridgeport
  • Bristol
  • Danbury
  • Fairfield
  • Greenwich
  • Hamden
  • Hartford
  • Manchester
  • Meriden
  • New Britain
  • New Haven
  • Norwalk
  • Stamford
  • Waterbury
  • West Hartford

The top 10 elementary schools in Connecticut, according to U.

S. News and World Report

Skip to main content

CT Insider Homepage

Currently Reading

The top 10 elementary schools in Connecticut, according to U.S. News and World Report

  • Subscribe
    Subscribe

This is a carousel. Use Next and Previous buttons to navigate

1of4Fourth-grade teacher Pam Lucchesi leads the class in a math exercise at Booth Free School in Roxbury.Carol Kaliff / Hearst Connecticut MediaShow MoreShow Less2of4

Third-grader Nash Goodman waves to parents in the crowd while walking with his new classmates in the Parade of Learners on the first day of school at Riverside School in the Riverside section of Greenwich, Conn. Thursday, Aug. 29, 2019.

File / Tyler Sizemore / Hearst Connecticut MediaShow MoreShow Less3of4

The Stamford Charter School for Excellence in Stamford, Conn. on Thursday, April 20, 2017.

Michael Cummo / Hearst Connecticut MediaShow MoreShow Less4of4

For the first time, the U.S. News & World Report has posted its rankings for the top elementary and middle schools in each state. Previously, only high schools and colleges were ranked by the publication.

In Connecticut, eight of the top ten elementary schools were located in Fairfield County. However, the top elementary school in the state, according to the ranking, is found in Litchfield County — the Booth Free School in Roxbury. 

Unlike its high school rankings, the ranking for the elementary schools was only conducted on a state level, not a national one. Additionally, scoring was mostly based on mathematics and reading comprehension.

In order to rank the schools, U.S. News & World Report used standardized test report data from the U.S. Department of Education for each school. Reading comprehension and mathematics were given equal weigh in the assessment. After factoring the two subject areas, U.S. News & World Report gave ratings to each school out of 100 and ranked them based on that score for each state. 

Scroll below to see which schools made the list for the best elementary schools in Connecticut.

Type: public
Grades: K-4
Enrollment: 323
Student/teacher ratio: 12:1
Math proficiency: 87%
Reading proficiency: 87%
Overall score: 98.39/100

Source: U.S. News & World Report

Type: public
Grades: K-5
Enrollment: 513
Student/teacher ratio: 15:1
Math proficiency: 85%
Reading proficiency: 89%
Overall score: 98. 57/100

Source: U.S. News & World Report

Type: public
Grades: K-5
Enrollment: 370
Student/teacher ratio: 11:1
Math proficiency: 88%
Reading proficiency: 89%
Overall score: 98.75/100

Source: U.S. News & World Report

Principal Kelly Svendsen greets students as they arrive for the first day of school at Monroe Elementary School, in Monroe, Conn. Aug. 26, 2021.

Ned Gerard / Hearst Connecticut Media

Type: public
Grades: PK-5
Enrollment: 351
Student/teacher ratio: 16:1
Math proficiency: 87%
Reading proficiency: 92%
Overall score: 98.93/100

Source: U.S. News & World Report

Type: public
Grades: PK-5
Enrollment: 362
Student/teacher ratio: 12:1
Math proficiency: 87%
Reading proficiency: 92%
Overall score: 99. 11/100

Source: U.S. News & World Report

Type: public
Grades: K-5
Enrollment: 423
Student/teacher ratio: 13:1
Math proficiency: 90%
Reading proficiency: 90%
Overall score: 99.28/100

Source: U.S. News & World Report

Sherman School in Fairfield, CT on March 28, 2018.

Genevieve Reilly / Hearst Connecticut Media

  1. Connecticut State Police dispatcher arrested on drug charge, officials say

  2. M&T Bank agrees to compensate former People’s United customers hurt by computer conversion problems

  3. Maryland men used Nerds and Skittles candy packages to hide 15,000 fentanyl pills in CT, officials say

  4. How UConn men’s basketball coach Dan Hurley will manage roster built entirely with his recruits

  5. Fairfield takes steps to stop marijuana use at local park

  6. Glastonbury motorcyclist, 18, killed in crash with girl, 15, had reckless driving record, warrant shows

  7. Sean Patrick Bowley’s Audibles! Your guide to Week 4’s high school football games

Type: public
Grades: K-5
Enrollment: 457
Student/teacher ratio: 14:1
Math proficiency: 88%
Reading proficiency: 92%
Overall score: 99. 46/100

Source: U.S. News & World Report

Type: charter
Grades: PK-5
Enrollment: 395
Student/teacher ratio: 14:1
Math proficiency: 98%
Reading proficiency: 87%
Overall score: 99.64/100

Source: U.S. News & World Report

Students play Fifa World Cup at a video game-themed field day at South School in New Canaan June 2.Erin Kayata / Hearst Connecticut Media

Type: public
Grades: K-4
Enrollment: 538
Student/teacher ratio: 13:1
Math proficiency: 92%
Reading proficiency: 93%
Overall score: 99.82/100

Source: U.S. News & World Report

Type: public
Grades: K-5
Enrollment: 71
Student/teacher ratio: 6:1
Math proficiency: 95%
Reading proficiency: 95%
Overall score: 100/100

Source: U. S. News & World Report

  1. Connecticut State Police dispatcher arrested on drug charge, officials say

  2. M&T Bank agrees to compensate former People’s United customers hurt by computer conversion problems

  3. Maryland men used Nerds and Skittles candy packages to hide 15,000 fentanyl pills in CT, officials say

  4. How UConn men’s basketball coach Dan Hurley will manage roster built entirely with his recruits

  5. Fairfield takes steps to stop marijuana use at local park

  6. Glastonbury motorcyclist, 18, killed in crash with girl, 15, had reckless driving record, warrant shows

  7. Sean Patrick Bowley’s Audibles! Your guide to Week 4’s high school football games

The Bristol Press – Home

Top Stories

  • Plainville PumpkinFest returns, looks to raise money
  • BRISTOL BITS: Taking a look at Dunn Block
  • CCSU football ends road trip at Saint Francis University searching for first win
  • Plymouth police investigating two burglaries in one night at pizza houses
  • Area economic, healthcare, city leaders break ground on new Wheeler Health building
  • Bristol police trying to ID suspect they say stole from grocery store multiple times

Plainville PumpkinFest returns, looks to raise money

Featured Updated

Posted: 30 September 2022 [02:37 PM] Jainchill & Beckert, LLC can help you when you need it most Posted: 30 September 2022 [01:26 PM] BRISTOL BITS: Taking a look at Dunn Block

Featured

Posted: 30 September 2022 [01:04 PM] Plymouth police investigating two burglaries in one night at pizza houses

Featured

Posted: 30 September 2022 [12:43 PM] Area economic, healthcare, city leaders break ground on new Wheeler Health building

Featured

Posted: 30 September 2022 [12:39 PM] Bristol police trying to ID suspect they say stole from grocery store multiple times

Featured

Posted: 30 September 2022 [12:32 PM] Gun owners, rights groups challenge Connecticut firearms ban

Featured Updated

Posted: 30 September 2022 [12:27 PM] Bristol Town Republican Committee holding free viewing of ‘2000 Mules’ Posted: 30 September 2022 [12:08 PM] Boys & Girls Club of Bristol invites community to Halloween party

Featured

Posted: 30 September 2022 [12:05 PM] Kyle Fasold pleads guilty to child exploitation offenses that carry minimum of 15 years in prison

Featured

Posted: 30 September 2022 [11:04 AM] More Local News
CCSU football ends road trip at Saint Francis University searching for first win

Featured

Updated: September 30 Bristol Central football suffers worst loss since 2013

Featured

Updated: September 30 St. Paul looking to get back on track Friday night against Watertown Updated: Yesterday Bristol Eastern football hoping game against Avon will be spark it needs Updated: Yesterday Plainville football remains winless ahead of home debut against Platt Updated: Yesterday No. 1 Southington returns home to host Simsbury after big win Updated: Yesterday Bristol Central football takes on winless Enfield Thursday night at home Updated: September 28 WEEK AHEAD: Terryville girls, boys soccer rolling; others have chance to regroup Updated: September 26 No. 6 Southington rallies from 21 down to beat No. 1 Greenwich 29-28 Updated: September 24 Bristol Central football struggles on offense in close loss at Wilton Updated: September 24 More Sports

  • Karen Bouchard Martineau

  • John Lucien Rajotte

  • James ‘Jim’ Virgil Steele

  • Leo J. Vaillancourt

  • Howard J.

    Friday Jr.

  • Marion E. Cavalier

  • Robertine G. (Pelletier) Chasse

  • Sharon Lee Kenney

  • John ‘Jack’ F. O’Dell Jr.

  • Bryan W. Rathbun

More Obituaries

  • FRIDAY FICKS: It’s never too late

  • FRIDAY FICKS: The dash between the years

  • FRIDAY FICKS: Riding on the surface of the sun

  • FRIDAY FICKS: Of waterfalls, wellness and anvils

  • BRISTOL BITS: Bristol resident looks back on Camp Wangum

  • CAGGIANO: Making room for new development

  • FRIDAY FICKS: Create your own medal-worthy moments

  • FRIDAY FICKS: Heads up, phones down

  • FRIDAY FICKS: Stay connected to, and involved with, your community

  • CHRIS POWELL: Carpetbagger charge in 5th just diminishes the campaign

More Opinion Lamont signs bill suspending 25-cent per gallon gasoline tax Updated: March 25 Gas, sales tax holidays clear Connecticut’s legislature Updated: March 24 Extended absentee ballot changes, outdoor dining clear House Updated: March 17 GOP lawmakers doubt adequacy of school grant program audit Updated: March 02 DPH commissioner’s nomination clears key committee vote Updated: February 25 Sandy Hook families settle for $73M with gun maker Remington Updated: February 15 Connecticut Senate extends governor’s remaining covid orders Updated: February 15 Lawmakers extend final covid orders, emergency declaration Updated: February 11 President Joe Biden visits UConn, honors old friend Updated: October 15 Biden visits Hartford, reassures progressives on cuts to spending bill Updated: October 15 More State Plymouth police arrest alleged under the influence driver in business crash Updated: May 07 Plainville police make arrest after vehicle pursuit, investigate alleged ramming incident Updated: April 09 Individual arrested for suspected arson of two New Britain religious buildings Updated: March 12 Stanley Black & Decker reports fourth-quarter earnings of nearly $330 million Updated: February 01 Association: More than 2,000 restaurants still awaiting aid Updated: January 31 ‘Forever chemicals’ crackdown could hit state manufacturers Updated: October 25 Thousands of online, sports bets placed on first day Updated: October 19 Skytop Motors has served Bristol community’s automotive needs since 2016 Updated: September 23 Quinoco Energy Company in Bristol has been servicing community’s energy needs since 1877 Updated: September 14 Lottery announces partner; sports betting closer to reality Updated: August 13 More Business No ‘smoking gun’ found in documents related to 1963 submarine tragedy Updated: August 02 California’s largest fire burns homes as blazes scorch West Updated: July 25 Pelosi appoints GOP Rep. Kinzinger to insurrection panel Updated: July 25 Fauci: US head in ‘wrong direction’ on virus Updated: July 25 Schumer backs legislation that would end federal criminalization of marijuana Updated: July 14 Biden seeks to shore up support for domestic spending plans Updated: July 14 10 more bodies recovered as emotional toll mounts Updated: July 07 Bill Cosby freed from prison as sex conviction is overturned Updated: June 30 Tragic stories emerge from collapsed building Updated: June 30 Before building collapse, $9M in repairs were needed Updated: June 27 More Nation-World

Connect with us

Facebook
Twitter
Newsletter

Popular

  • Stories
  • Photos
  • Videos

Calendar

  • today’s events
  • browse
  • submit

high school rankings — CT Numbers — Connecticut by the Numbers

Three Connecticut public high schools are ranked in the top 100 in the nation – Weston High School at #84 and New Canaan High School at #85, Staples High School in Westport at #94.   The rankings, compiled by the website Niche, focused on the overall student experience at the schools in developing the list.  Academics, health and safety, teachers, and student culture and diversity were aspects of the analysis.
The top 15 public high schools in the state were Weston High School, New Canaan High School, Staples High School (Westport), Darien High School, Simsbury High School, Ridgefield High School, Wilton High School, Greenwich High School, Glastonbury High School, Amity Regional High School (Woodbridge), Conard High School (West Hartford), Farmington High School, Cheshire High School, Joel Barlow High School (Redding) and Daniel Hand High School (Madison).

Weston High School was named a National Blue Ribbon School for excellence in education by the U.S. Department of Education in 2013.  The school’s “greatest strength is the level of personalization that students receive during their four-year experience,” the Blue Ribbon citation indicated.

The Hotchkiss School in Lakeville is ranked as the top private school in Connecticut, and reached the top ten in the nation, at number seven.  It is the only Connecticut private school in the top 25.  The other Connecticut private schools in the top 50 nationally are Choate Rosemary Hall at #30 and Hopkins School in New Haven at #43. An independent boarding school founded in 1891, Hotchkiss School provides “an education of unsurpassed quality” to 600 students in grades 9 through 12, according  to the school website, which indicates that students come from across the United States and 34 foreign countries.

A high ranking in Overall Experience generally indicates that:

  • Students are very happy with their experiences in all aspects, including academics, teachers, health, safety, resources, facilities, extracurriculars, sports, and fitness;
  • The school is an exceptional academic institution in terms of teachers, students, resources for learning, and student outcomes;
  • The school is made up of a diverse population and fosters an accepting, positive school culture;
  • Students are actively involved in a variety of extracurriculars and sports the school offers.

The Best Public High Schools ranking provides what Niche describes as “a comprehensive assessment of the overall experience at public high schools in all 50 states, the District of Columbia, and Puerto Rico. It uses data sourced from various government and public data sets, Niche’s own proprietary data, and 4,625,227 opinion-based survey responses across a variety of topics from 287,560 current students, recent alumni, and parents.”

Factors considered in the analysis include:

  • Academics, which incorporates statistics and student, alumni, and parent surveys regarding academics at the school.
  • Health & Safety, which incorporates statistics and student, alumni, and parent surveys regarding health and safety at the school. R
  • Student Culture & Diversity, which incorporates statistics and student, alumni, and parent surveys regarding culture and diversity at the school.
  • Survey Responses, which consist of parent and student opinions about the overall experience at the high school they currently or recently attend(ed).
  • Teachers, which incorporates statistics and student, alumni, and parent surveys regarding teachers at the school.
  • Resources & Facilities, which incorporates statistics and student, alumni, and parent surveys regarding resources and facilities at the school.
  • Extracurriculars & Activities, which incorporates statistics and student, alumni, and parent surveys regarding clubs and activities at the school.
  • Sports & Fitness, which incorporates statistics and student, alumni, and parent surveys regarding athletics and general fitness at the school.

Among private schools in Connecticut, according to the website analysis, the leaders are The Hotchkiss School in Lakeville, Choate Rosemary Hall in Wallingford, Hopkins School in New Haven, The Taft School in Watertown, Brunswick School in Greenwich, Greenwich Academy in Greenwich, Kent School in Kent, King Low Heywood Thomas School in Stamford, Greens Farms Academy in Westport and The Master’s School in West Simsbury.

According to the analysis, a high ranking indicates that “the school is an exceptional academic institution with a diverse set of high-achieving students who rate their experience very highly.”

The next ten private schools in the rankings are Westminster School in Simsbury, The Cheshire Academy, Miss Porter’s School in Farmington, Williams School in New London, The Loomis Chaffee School in Windsor, Canterbury School in New Milford, Marianapolis Preparatory School in Thompson, Kingswood-Oxford School in West Hartford, Avon Old Farms School  and Westover School in Middlebury.

Niche, based in Pittsburgh, was founded in 2002 by Carnegie Mellon University students as CollegeProwler.com, and has since “grown into one of the largest content startups in the country,” according to the company’s website.

University of Connecticut Academic and Faculty Rankings: Current School News

Filed in School News
by TMLT Editions
September 8, 2021

– University of Connecticut ranking –

Would you like to study at the University of Connecticut? It is important that you learn about the University of Connecticut ranking, acceptance rate, and other details that will make the University of Connecticut worthy of consideration. Scroll down to find out.

Brief Description of the University

The University of Connecticut (UConn) was founded as an agricultural school in 1881 by brothers Charles and August Storrs.

More than 130 years later, the University of California is one of America’s top public universities, ranked in the top 20 in the nation by US News & World Report.

UConn is divided into 14 schools and colleges that together offer over 100- degree programs more than 30,000 students, about 7,000 of them postgraduate students.

The university also has five campuses located throughout Connecticut. Its main site is in Storrs, others in the cities and on the coast:

its historic center at Avery Point, home to Marine Science Specialists, Marine Research , and Oceanographic Programs, is surrounded on three sides by water.

More Information

The University of California is proud of its diverse community, innovative culture, history of coaching winning athletes, and thriving academic spirit.

It has five theaters on campus, including the Jorgensen Center for the Performing Arts, and three museums, including The Jorgensen Center for the Performing Arts. William Benton Museum of Art – Connecticut State Museum of Art.

UConn has a rich history of supporting the arts. The university has a special educational relationship with the Metropolitan Opera and is one of only two universities in the country to offer a degree in puppetry.

It also has a rich history with 47 buildings listed on the National Register of Historic Places. The golden-domed Wilbur Cross building, a former library and one of the most recognizable landmarks on campus, is one of them.

In addition to the campus, the university offers an extensive study abroad program with 250 programs in 65 countries on six continents.

Award-winning Conn University athletic teams use huskies as mascots. Jonathan Husky , as his name is, leads university parades, travels to sporting events across the country, and is a regular in the media.

See also:

  • Ryerson rating
  • University of Oxford acceptance rate
  • McGill University Acceptance Rate

University of Connecticut Ranking

Among national universities, the University of Connecticut ranks 63rd. Schools are ranked based on their performance against a set of widely recognized factors of excellence.

  • 63 places in national universities (tie)
  • 35th Best Veterans College (tied)
  • 137 in the best schools
  • 243 Social Mobility Top Performers (tie)
  • 23rd Best Public Schools (tie)
  • 69th Best Undergraduate Engineering Program (tied)

More University of Connecticut rankings

schools

Explore over 1,900 graduate programs, plus resources and tools to help you find the right program for you.

3. Global rankings

US News has ranked universities around the world based on their academic research and reputation.

Courses offered at the University of Connecticut

1) Arts and Humanities

  • Languages, Literature and Linguistics
  • History, philosophy and theology
  • Art, performing arts and design
  • Archeology
  • Architecture

2) Physical sciences

  • Geology, environment, earth and sea sciences
  • Physics and astronomy
  • Mathematics and Statistics
  • Chemistry

3) Social sciences

  • Politics and international studies (including development studies)
  • Geography
  • Communication and media research
  • sociology

4) Engineering and technology

  • Civil engineering
  • Mechanical and aerospace engineering
  • Electrical and electronic engineering
  • General Engineering
  • Chemical engineering

5) Life Sciences

  • Sports Science
  • Agriculture and forestry
  • Veterinary
  • Biological sciences

6) Business and economics

  • Economics and econometrics
  • Accounting and financial services
  • Business Administration

7) Computer Science

  • Computer Science

8) Law

  • Law

9) Psychology

  • Psychology

10) Clinical, preclinical and medical

  • Other health
  • Medicine and dentistry

11) education

  • Education

University of Connecticut acceptance rate

University of Connecticut admissions are more selective, with 49% Acceptance rate. Half of UCLA’s accepted students have an SAT score of 119 or higher.0 to 1390, or an ACT score between 26 and 32.

However, a quarter of admitted applicants scored above the ranges indicated, while another quarter scored below.

Read also:

  • What can you do with an economics degree?
  • What can you do with the degree of communication?

University of Connecticut Tuition and Fees

Below is the estimated direct cost of tuition for full-time students for 2021-2022.

Storrs Main Campus B-State Out of State
Education $15,030 $37,698
University and student tuition fees $3,494 $3,494
Appraisal of housing on campus $7,238 $7,238
Estimates for meals on campus $6,020 $6,020
Total direct costs $31,782 $54,450
Exempt Fee: Health Insurance $2,946 $2,946
Unpaid Commission: PIRG Commission $10 $10
Intermediate direct costs (plus exempt fees) $34,738 $57,406
  1. Compulsory fees for Storrs students. Subject to change with the approval of the Board of Trustees.
  2. Room rates are based on the standard double room that most incoming students receive.
  3. The meal plan is based on the Value meal plan.
  4. All full-time students must have health insurance. As such, students are automatically billed each fall by the University’s health insurance plan. If the student is already insured, the student may waive the health insurance fee in their student administration account. For specific information about the university health insurance plan, please visit Student Health Services website .
  5. This is an additional fee that may be waived from your Student Administration account after the fee has been invoiced.

For students studying at the University of Connecticut at Stamford and living in on-campus residences, the estimated cost of attendance will be increased by $15,888.

UConn Admission Requirements

What are the admission requirements for UConn? While there are many elements to college admissions, you should only focus on a few important things:

  • GPA Requirements
  • Test requirements, including SAT and ACT requirements
  • Requirements for candidates

A) UConn GPA Requirements

Many schools have a minimum GPA requirement, but this is often just the minimum required to apply without immediate rejection.

The GPA requirement that really matters is the GPA you need for a realistic chance of admission. To do this, we look at the school’s average GPA for its current students.

(Most schools use a weighted GPA of 4.0, although some report an unweighted GPA. This school has not officially reported its GPA, but we estimated it here using data from over 1,000 schools.)

With a GPA of 3.76, UConn requires you to be above average in your middle school class. You will need at least a mixture of A and B, with more A than B.

You can compensate for a lower GPA with more difficult classes such as AP or IB classes. This will show that you are capable of handling more challenging academic tasks than the average high school student.

If you’re a junior or senior now, it’s hard to change your GPA when you apply to college. If your GPA is not lower than the average school (3.76), you will need a higher SAT or ACT score to compensate for .

This will help you compete effectively with other candidates who have a higher GPA than you.

B) SAT and ACT Requirements

Each school has different requirements for standardized testing. Most schools require the SAT or ACT, and many also require SAT subject tests.

You must take either SAT or ACT to apply to UConn. More importantly, you must succeed in order to have a strong application.

UConn SAT Requirements

Many schools say they have no SAT score limits, but the truth is there is a hidden SAT requirement. This is based on the school’s GPA.

Slot machine average SAT score composite in UConn 1315 1600 SAT.

This result makes UConn Moderately competitive with on SAT scores.

The New SAT 25th percentile score is 1210 and the New SAT 75th percentile score is 1420. In other words, 1210 in the New SAT puts you below average, and 1420 puts you above average.

Here is a breakdown of the new SAT scores by section:

Section Medium 25th percentile 75th percentile
Mathematicians 670 610 730
Read + Write 645 600 690
Composite 1315 1210 1420

SAT Score Choice Policy

Your school’s Score Choice policy is an important part of your testing strategy. UConn has a “Higher Section” grade selection policy.

This is also known as a “super score”. This means you can choose which SATs you want to submit to the school.

Of all the scores they receive, readers of your application will count your highest section scores across all SAT test dates.

For example, you sent the following 3 test results:

Section R+W Mathematicians Composite
Test 1 700 300 1000
Test 2 300 700 1000
Test 3 300 300 600
Super core 700 700 1400

Even though your highest single test day score was 1000, UConn will take your highest section score across all test dates and then combine them to form your Superscore.

In this example you can raise your total score from 1000 to 1400.

This is important to your testing strategy because you can choose which tests to submit and UConn forms your Superscore, you can take the SAT as many times as want, and then take only those tests that will give you the highest Superscore. Readers of your app will only see this rating.

Therefore, if your SAT Super Score is currently below 1315, we strongly recommend that you consider preparing for and retaking the SAT. You have a very good chance of raising your score, which will greatly increase your chances of getting into the game.

What’s more, with Superscore, you can focus all your energy on one section at a time. If your reading score is lower than the other sections, study only for the Reading section and then take the SAT.

Then focus on the math for the next test, and so on. This will give you the highest possible super score.

UConn ACT requirements

As with the SAT, UConn probably doesn’t have a hard ACT cutoff, but if you score too low, your app will be trashed.

Slot Machine Average ACT UConn score is 29. This score makes UConn Moderately Competitive for ACT score.

The 25th percentile ACT is 26th and the 75th percentile ACT is 31st. it will be very hard to hit unless you have something else very impressive in your application.

So many applicants who scored 29scores and above that a 26 would appear academically weak.

ACT Score Submission Policy

If you take the ACT and not the SAT, you have a huge advantage in how you submit your scores and this greatly influences your testing strategy.

Here it is: when you submit your ACT scores to colleges, you have complete control over which tests you submit. You can take 10 tests and send only the highest one. This is different from the SAT, where many schools require you to submit all of your tests you have ever taken.

This means you are more likely than you think to improve your ACT score. To try to reach school requirements for ACT 29 and above, you should try to take the ACT as many times as you can.

Once you have a final score that you are happy with, you can only send that score to all your schools.

Policy ACT Superscore

By and large, most colleges do not rate the ACT at a higher level. (Superscore means the school takes your best section scores from all test dates you submit and then combines them into the best overall score possible).

So most schools will simply deduct your highest score in one session.

Superscoring is a powerful element of your testing strategy, and you must ensure that you plan your testing accordingly. Of all the points UConn receives, readers of your application will count your highest section scores for all ACT test dates you submit.

For example, you sent the following 4 test results:

English Mathematicians Reading Science Composite
Test 1 32 16 16 16 twenty
Test 2 16 32 16 16 twenty
Test 3 16 16 32 16 twenty
Test 4 16 16 16 32 twenty
Super core 32 32 32 32 32

Even though the highest overall ACT score you scored on any given test day was 20, UConn will take your highest section score for all test dates and then combine them to form your Superscore. In this example, you can raise your total score from 20 to 32.

This is important to your testing strategy because you can choose which tests to submit and UConn generates your Superscore, you can take the ACT as many times as you want and then Submit only those tests that give you the highest Superscore. Readers of your app will only see this score.

Therefore, if your ACT score is currently below 29, we strongly recommend that you consider preparing for and retaking the ACT. You have a very good chance of raising your score, which will greatly increase your chances of getting into the game.

What’s more, with Superscore you can focus all your energy on one section at a time. If your reading score is lower than the other sections, prepare for the Reading section only, then take the ACT.

Then focus on the math for the next test, and so on. This will give you the highest possible super score.

RELATED INQUIRIES:

  • Yonsei University Acceptance Rate
  • Ryerson University Ranking
  • York University Courses

We thought this article was helpful, if so, feel free to share this information with your friends on Facebook, Twitter, WhatsApp and Google Plus using our share button below.

CSN Team.

Tags : University of Connecticut Medical School Rankings, University of Connecticut Engineering Sciences Rankings, University of Connecticut qs Rankings, University of Connecticut World Rankings, University of Connecticut Tuition Fees, University of Connecticut News us, World University Rankings of Connecticut 2020, World University Rankings of Connecticut 2021

University of Connecticut School of Business

B University of Connecticut School of Business (UConn) is a public undergraduate and graduate business school that spans four campuses, with the main campus located in Storrs, Connecticut.

The UConn School of Business was founded in 1941 and offers academic programs at the bachelor’s, MBA, Executive MBA, PhD and advanced certificate levels.

Contents

  • 1 Campuses
    • 1.1 Storrs
    • 1.2 Hartford
    • 1.3 Waterbury
    • 1.4 Stamford
  • 2 Academicians
    • 2. 1 Academic regions
      • 2.1.1.1.1 Accounting
      • 2.1.2 Finance
      • 2.1.3 Marketing
      • 2.1.4 Operation Management
    • 9006

    • 3 Research Centers
    • 4 Notable Alumni
    • 5 See also
    • 6 References

    Campuses

    Storrs Business School

    Storrs

    The main campus in Storrs is home to the business school’s core administrative functions, outreach initiatives, students, and PhDs. programs, as well as master’s programs in accounting and human resource management. Students study at a $27 million research and learning center located on campus near the student union, the Co-op bookstore, the Gampel Pavilion, and the Homer Babbage Library. Built in early 2000, the four-story, 100,000-square-foot building houses the school’s five academic departments (Accounting, Finance, Management, Marketing, Operations, and Information Management), as well as faculty, staff, classrooms, and the lobby. . [3]

    Hartford

    The University of Connecticut Graduate Business Learning Center (GBLC) is located at 100 Constitution Plaza in downtown Hartford, Connecticut and is home to the Full-Time, Part-Time, and Executive MBA program offices business school; and classrooms and conference rooms. as a Student Managed Foundation, SS&C Technologies Financial Accelerator, SCOPE. GBLC was renovated in 2004. [4]

    Waterbury

    With approximately 1,000 students, UConn’s Waterbury Campus offers a four-year undergraduate program in business administration and business data analytics. At the graduate level, the Waterbury campus offers a part-time MBA and some graduate coursework. [5]

    Stamford

    UConn’s downtown Stamford campus provides internships, internships, and employment with companies and nonprofits headquartered in Fairfield County. [6]

    Academics

    Academic areas

    The UConn School of Business offers programs in various functional disciplines – accounting, finance, management, marketing, and operations and information management. The School of Business also offers interdisciplinary centers in economics, entrepreneurship and innovation, international business and real estate, as well as programs in health management and insurance studies.

    Accounting

    The department was the first accounting program in New England to receive separate national accreditation from AACSB International. [7] The department offers bachelors, masters and PhDs. [8] The Master of Accounting program has been available 100% online since 2003 and consistently ranks among the top non-MBA online masters programs in the country. [9] The Department of Accountancy has an American Accounting Association award for outstanding contributions to the accounting literature. [10] and two American Accounting Association/Deloitte Foundation Wildman Award winners. [11] .

    Finance

    The Department of Finance provides education in various areas related to finance, such as: corporate or commercial finance, financial management in public and non-profit organizations, financial planning, investment, banking, insurance, real estate, public accounting and systems healthcare. [12]

    Marketing

    The University of Connecticut’s Department of Marketing is comprised of the Departments of Marketing and Business Law. [12]

    Operations and Information Management

    The University of Connecticut’s Department of Operations and Information Management (OPIM) offers bachelor’s degrees in Management Information Systems, Management and Engineering for Manufacturing. [13]

    The US News & World Report ranked MIS at UConn 22nd nationally among public and private programs. [14]

    Accreditation and rankings

    UConn School of Business has been continuously accredited by AACSB International – The Association to Advance Collegiate Schools of Business – since 1958. [15] The AACSB International Accreditation represents the highest standard of achievement for business schools worldwide. [1] The school is ranked in the top 5% of business schools and is widely ranked among the best in the United States, as evidenced by Bloomberg Businessweek 9 frequent rankings 0978, Forbes , U. S. News & World Report [16] and Princeton Review. [17] [18]

    School of Business is very selective. Approximately 26% of applicants were admitted to the MBA program in 2012 with an average GPA of 3.5 and a GMAT score of 620. [19] For undergraduate students The school requires a transfer application from another location within the university. In 2016, 55% of University of California students who applied to the School of Business were accepted with a 3.64 average cumulative GPA. [20]

    The main campus of the University of Connecticut, considered Public Ivy, is located in Storrs and is considered one of the top research universities in the United States. [21]

    Research Centers

    The Research Centers are an integral part of the UConn School of Business, supporting learning, promoting research and innovation, and providing a professional forum for exchange among faculty, students, and the corporate community.

    As one of 17 Centers for International Business Education and Research, UConn CIBER, located in US universities, is dedicated to making American businesses more competitive in the global marketplace. The UConn School of Business first received a CIBER grant from the Department of Education in 1995 under the Higher Education Act. [22]

    The Connecticut Center for Economic Analysis (CCEA) is a university center located at the University of Connecticut School of Business (UConn). CCEA specializes in economic impact studies and policy analysis, as well as advising clients on business strategy, market analysis and related topics. [23]

    The Center for Real Estate and Urban Economics Research provides services to Connecticut real estate professionals and the Department of Consumer Protection. [24]

    Notable Alumni

    • Timothy J. Conway – Founder, Chairman and CEO of NewStar Financial
    • John Huang – Department of Commerce official convicted of criminal conspiracy
    • Viren Kapadia – President and CEO of Gyrus Systems (company) 9 Campo, Alex del (July 15, 2013). “Home – Center for Economic Research in Real Estate and the City”. realestate.business.uconn.edu .
    • Coordinates: 41°48′22″N 72°15′06″W / 41.8061°N 72.2516°W / 41.8061; -72.2516

      The Taft School in the USA

      About school

      Taft School is a prestigious private boarding school for boys and girls from 15 to 18 years old.

      The educational institution is in the top 20 American schools in several ways:

      • SAT exam results;

      • number of AP items;

      • the number of sports sections;

      • competitive selection (9 people per place).

      74% of teachers have master’s or doctoral degrees.

      Alumni include US Senator Robert Taft, Nobel laureate Alfred Gilman, NHL forward Max Pacioretti, five-time Grammy Award winner Mary Chalin Carpenter.

      Ranked

      • 4th Best Boarding School in Connecticut (Niche)
      • 6th Best School for STEM Teaching in Connecticut (Niche)
      • 25th Best Boarding School in USA (Niche)
      • 16th in the list of the best boarding schools in the USA (The Best Schools)

      The official representative of the school in Russia, Ukraine and Kazakhstan is IQ Consultancy.

      • 492 students

      • 20% international students

      • the ratio of teachers and students is 1:5

      • average class size – 11 people

      • admission from the age of 15

      Exam results

      SAT (2021)

      Average score – 1346 out of 1600 possible

      Perspectives

      100% of graduates go to selected universities, including Ivy League universities, as well as leading educational institutions in Canada and Europe.

      • Brown University

      • Georgetown University

      • Boston University

      • New York University

      • University of Pennsylvania
      • Cornell University

      • Yale University

      • Princeton University

      • Harvard University

      • Columbia University

      Training

      The students of The Taft School are engaged in program 9-12 grades of American high school. Students can take an additional year of study to prepare for admission to the university (Postgraduate Year)

      To get a diploma, you need to take a certain number of courses from different areas. The school provides 200 academic courses, among which 30 advanced level (AP) subjects – twice the national average.

      The school has a program of individual studies IPS. Each student can take a creative or scientific course on their own topic, such as studying biofuels or designing photovoltaic cells.

      The school cooperates with the New York Botanical Garden – students can participate in joint research.

      Programs

      Extra-curricular activities and sports

      29 clubs:

      • debate

      • drama

      • dancing

      • radio

      • music

      • math club

      • robotics

      • programming

      24 sections:

      • football

      • basketball

      • golf

      • baseball

      • squash

      • tennis

      • hockey

      • Alpine skis

      Accommodation

      There are 8 residences on the Taft school campus. Girls live in 5 separate houses, while boys occupy the upper floors of 3 buildings, which are connected by a main hall. It is the centerpiece of the school campus with classrooms, administrative offices, canteens and art studios.

      Most rooms in the residences are designed for two people, some students live alone.

      Teachers live in every house. They help students get comfortable on campus, solve everyday issues, and also organize recreational activities on weekends.

      IQ Consultancy

      21 years

      experience in the foreign education market

      95%

      students enroll
      in the selected school or university

      73%

      students enter the top 10% of educational institutions in the world

      97%

      students take the international exam
      to the expected score or higher

      Marianapolis Preparatory School

      country: USA
      age: 15-19 years old
      minimum age of foreign students:

      fifteen

      location:

      Thompson, Connecticut
      language of instruction: English
      school type:

      private school

      classes:

      9-12

      program type: senior classes
      number of students: 400
      student body: 27% of foreign students from 19 countries
      teacher/student ratio: 1/7
      accommodation type:

      boarding house

      duration:

      1+ weeks, academic semester, 1+ years

      start date: autumn winter
      school website: marianapolis. org

      Marianapolis Preparatory School was founded in 1926. The goal of the school is to develop critical thinking in students and to be creative in solving problems. The school is accredited by the New England Association of Schools and Colleges and is a member of prestigious educational organizations:

      • The Association of Catholic Boarding Schools (CBSA).

      • Small Boarding School Association (SBSA)

      • Independent Educational Consultants Association (IECA)

      • Association of Boarding Schools (TABS)

      • National Association of Independent Schools (NAIS)

      School benefits:

      • The school is known for the education of spiritual and moral values ​​of humanism.

      • 100% of graduates enter prestigious US universities.

      • The school offers a unique program of experiential learning.

      • The school offers the study of the subject – Higher Mathematics Online at Stanford University.

      • The school has a wide range of creative subjects: visual arts and performing arts.

      School specialization: sports

      Country Rank:

      High School Program: AP American High School Diploma

      Academic results of the school:

      • average SAT score of graduates was 1300 out of 1600

      Universities , where enter graduates :

      • Boston College

      • Boston University

      • Cornell University

      • Dartmouth University

      • Georgetown University

      • Johns Hopkins

      • Andrew’s (Scotland)

      • Tufts University

      • University of California – Los Angeles

      • University of Pennsylvania

      • University of Southern California

      Famous alumni schools :

      Programs:

      • LEAP Program! (LEArning Power) Helps Improve Study Skills for Better Study Success in the USA
      • The Experimental Learning program gives students the opportunity to try new hobbies during weekly school trips.

      This US private school has a large selection of creative subjects – visual arts and performing arts. For students to choose from – classes in drawing, painting, printing, photography, graphic design, art history, instrumental and vocal training, dancing. The school offers 20 Advanced Placement (AP) subjects, which is very important for admission to leading US universities (for the best US universities, 6 AP level subjects are required).

      • 20 AP subjects for advanced study

      o English Literature

      o English

      o Business

      o Foreign languages

      o Art

      o History

      o Computer Science

      o Mathematics

      o World history

      o Environmental Sciences

      o Psychology

      o Religious studies

      o Social sciences, etc.

      • Summer program

      Accommodation:

      This private school in the USA has 5 well-equipped residences, rooms are designed for 1-3 students, the school offers. All students are provided with a complete balanced diet, it is possible to choose different types of diet food. In the kitchens in the dormitories, students can prepare dishes to their taste.

      Technical equipment:

      The school has 2 laboratories for natural sciences, a library, a theater, a music and art studio, a computer lab and an audio-video center, a modern gym, a fitness center and a tennis court.

      Sport:

      The sports program at the school is diverse: football, tennis, volleyball, basketball, tennis, karate, yoga, body-lifting, softball, swimming, sports dancing, lacrosse, horseback riding and others.

      Extra-curricular activities:

      Pupils actively take part in the work of numerous clubs and circles: a theater club, a writing club, dancing, etc.

      Tuition, accommodation and meals per year : 60,793 USD

      Scholarships: yes

      where they are, how much they cost and how to get there

      Finding a suitable school in the USA is one of the problems that absolutely all US residents face. Immigrants, due to the fact that they are accustomed to a different education system, have to quickly find the differences between the American school and the Russian one in order to find the school that is ideal for the child.

      In the US, the main, but the only, are three types of schools: public (public), private (private) and charter (charter).

      Public Schools are free for all children living in the United States. As in Russia, most often children go to one or another public school in the area in which they live. Immigrant children have the same rights. Their status in the country is also of no interest to anyone. The educational process is based on strict compliance with educational standards.

      Private schools funded by tuition fees. The cost of education varies not only from state to state, but also from school to school. The educational process is more flexible compared to public schools. Each private school has the right to introduce additional and even exclusive subjects along with the required ones.

      Charter Schools is a mixture of public and private schools. The educational process in charter schools is more flexible, as in private schools, but the parent is not paid for education, as in the state. This type of school exists at the expense of the state or donations. You can get into a charter school by participating in a lottery, since there are many applicants, but there are few such schools.

      There is an opinion that only children from low-income families study in US public schools. But this is fundamentally not true. At the moment, about 51 million students attend US public schools. As in Russia, US public schools provide additional support to children from low-income families. For example, providing them with good nutrition. Choosing a school in the United States is directly a matter of the quality of education. Even children from very wealthy families attend public schools due to the high level of quality of education.

      Top five U.S. states with the best public schools s

      WalletHub rated each state’s public schools for Quality and Safety using 33 related metrics (math and reading scores, median SAT scores, and ACT, etc.).

      Massachusetts

      Ranked at the top of various school rankings and is widely regarded as the state with the best public school system. Massachusetts has the highest scores in math and reading. High ACT (American College Test) scores and one of the lowest school crime rates in the country. Massachusetts is also the most educated state in the country.

      Connecticut

      Ranks second in the nation for the number of public schools and the quality of education. Students from Connecticut have the highest average ACT score of 25.5, third in reading test scores. Connecticut spends about $19 per student, one of the highest spending in the country. Connecticut is one of the best states for teachers due to small class sizes and an average annual salary of $73,000

      New Jersey

      New Jersey has the second highest student-teacher ratio. The ranking of students in the country is higher here: third place in mathematics and second place in reading. The state spends an average of about $22,000 per student, and the average teacher salary is $70,000 per year.

      Schools in Virginia

      Virginia ranks fourth in the quality of schools in the US and third in safety. Virginia public schools have the fourth highest math test scores in the nation.

      Vermont

      Vermont’s schools are ranked eighth in quality in the states, with the lowest student-teacher ratio in the nation. This allows teachers to give each student extra attention. The average teacher ratio in the US is 16:1, while in Vermont it is 10:1. Vermont also ranks fourth in safety.

      Top 5 private schools in the USA

      1st place – « Phillips Academy » is a private boarding school in Massachusetts founded in 1778. The school is for students in grades 9-12 only. Tuition is $46,400 per year, including $57,850 of accommodation. At the same time, 46% of students do not pay for their own education, but receive financial assistance. In total, 1146 students study at the school, and the ratio of teachers and students is 1:5. The average score on the SAT (Scholastic Aptitude Test, or test of school abilities) is 1470, and ACT is 33. Graduates of this school continue their studies at the most prestigious educational institutions in the world: Harvard, Yale and other universities.

      2nd Place – Phillips Exeter Academy is a top rated private guesthouse located in Exeter, New Hampshire. It has 1,085 students in grades 9-12 with a student-teacher ratio of 5:1. Tuition is $49,880 per year with accommodation, or $38,740 without accommodation. After graduation, 100% of graduates go to a four-year college. The average SAT score is 1140, and the ACT score is 33.

      3rd place – « St . Mark S School of – private Christian school for boys located in Dallas, Texas. It has 863 students from grades 1 to 12 with a student-teacher ratio of 9:1. Tuition is $29,496 per year. The average SAT score is 1480, and the ACT score is 33.

      4th place – “The College Preparatory School” – a private school for students 9-12 classes in Oakland, California. A feature of the training is enhanced vocational training for college. The school is small – 372 students with a student-teacher ratio of 7:1. A year of study at this school will cost $48,300. 23% of students receive financial support from charitable organizations, foundations and grants. The average SAT score is 1470 and the ACT score is 34.

      5th place – The Hotchkiss School is a private boarding school for students in grades 9-12 in Lakeville, Connecticut. 95% of students live on campus. Tuition and accommodation cost $59,990 per year. One third of students receive financial support. In total, 600 students study at the school, and the ratio of teachers and students is 1: 4. The average SAT score is 1420, and the ACT score is 32. Particular emphasis in the educational process is placed on the arts, science and technology, humanities, languages ​​and leadership.

      Getting into a private school is not easy. Despite the fact that US private schools are sometimes more expensive than college, they are only interested in the most successful and talented children. Therefore, money is not the main thing here.

      How to choose a school in the US: what to look for

      • School rating or score. Even on real estate websites, descriptions of infrastructure always talk about schools and their rankings. So that people immediately choose housing that will meet the educational needs of their children.
      • Average SAT and ACT scores. The higher the scores, the greater the chance of going to college after graduation.
      • Teacher to student ratio (Student-Teacher Ratio). In private schools, the average is 10:1, and in public schools it is twice as much – and depends on the age of the students.
      • Possibility of obtaining financial support . This paragraph applies to private schools. Typically, these schools provide information about sponsors, alumni associations, charitable foundations, etc.
      • Religiosity of the school . Among private schools, about half are religious. Pay attention to this. As a rule, religious schools are cheaper, since most of the tuition funds are transferred by the church.
      • Gender composition of students. Separate schools for girls and boys are common in the US.
      • Number of classes in the school .

      Top 20 SAT Private Boarding Schools in the USA – US School Rankings

      The table is compiled from www.boardingschoolreview.com, based on the average student score on the final SAT exam (Scholastic Aptitude Test), which is a key factor for admission to an American university.

      School

      Result of SAT

      Type of training

      Age

      Location

      1.
      Choate Rosemary Hall

      2025

      Mixed

      14-19 years old

      Wallingford, CT

      2.
      Concord Academy

      2085

      Mixed

      14-18 years old

      Concord, MA

      3.
      Deerfield Academy

      2008

      Mixed

      14-19 years old

      Deerfield, MA

      4.
      Groton School

      2104

      Mixed

      13-18 years old

      Groton, MA

      5.
      Indian Springs School

      2010

      Mixed

      13-18 years old

      Indian Springs, Alabama

      6.
      The Lawrenceville School

      2090

      Mixed

      14-19 years old

      Lawrenceville, New Jersey

      7.
      Middlesex School

      2100

      Mixed

      14-18 years old

      Concord, MA

      8.
      Milton Academy

      2080

      Mixed

      14-18 years old

      Milton, MA

      9.
      Mount Michael Benedictine School

      2033

      Mixed

      14-18 years old

      Omaha, Nebraska

      10.
      Phillips Academy Andover

      2112

      Mixed

      14-19 years old

      Andover, MA

      11.
      Phillips Exeter Academy

      2074

      Mixed

      14-19 years old

      Exeter, New Hampshire

      12.
      St. Paul’s School

      2028

      Mixed

      14-18 years old

      Concord, MA

      13.
      The Thacher School

      2026

      Mixed

      14-18 years old

      Ojai, CA

      14.
      Thomas Jefferson School

      2050

      Mixed

      12-19 years old

      St. Louis, MO

      15.
      The Webb Schools

      2015

      Mixed

      14-18 years old

      Claremont, CA

      16.
      Westover School

      2075

      Girls

      14-18 years old

      Middlebury, CT

      17.
      The Athenian School

      1902

      Mixed

      14-18 years old

      Danville, CA

      18.

      Preschool henderson: Merryhill Preschool | Green Valley Pkwy in Henderson, NV

      Опубликовано: April 19, 2022 в 11:12 am

      Автор:

      Категории: Miscellaneous

      TOP 10 Preschools in Henderson, NV | Compare Prices

      Preschools in Henderson, NV

      Description:

      Dawn of Education Pre-K is a private, tuition-based Pre-Kindergarten program that runs out of the elementary building at Pinecrest Academy, Cadence. Here is our Facebook Page:https://www.facebook.com/DawnOfEducation
      At Dawn of Education, we strive to prepare students for Kindergarten in a nurturing and fun environment, that is also convenient for parents who have older students attending Cadence. My classroom environment harbors purposeful play, so children can learn through age-appropriate play. They “play to learn/learn to play”. This early childhood philosophy puts an emphasis on student development – intellectually, socially, emotionally and physically. We will also (very loosely) follow parts of the curriculum outlined in the Pinecrest Kindergarten model, to ensure our students are ready for the amazing program the following year. I work closely with the Pinecrest Cadence Kindergarten Team and taught Kindergarten at Cadence the previous school year.

      Description:

      My In-home daycare has been Licensed by the state for over 20 years. We have 2 providers in a clean, safe, loving home. I have my degree in Early Childhood Education, CPR, First-aid, background check, and allthe other requirements including 20 extra hrs. Of childhood development classes per yr. I provide health home cooked meals, preschool program, crafts, socialization, manners, large outdoor play area, a separate baby room & play area, and more.
      Seeing is believing.
      Call today 702-454-2536…

      Description:

      Inspiring children since 2003.
      The family of Coronado Prep Preschool has been providing a quality foundation for our most precious resource in Henderson since 2003. Coronado Prep Preschool is locally ownedand operated. Jennifer has been in the field for 17 years and previously worked as a clinical dietitian.
      We recognize there are many childcare options available and that’s one of the most important decisions you will make for your child. We cater to working families and we are committed to providing a positive, rewarding experience to your child and your family.
      The flexible design in each of our programs allows teachers to choose activities that best meet students’ individual needs and interests. Our goal is to enhance development of readiness skills, encourage the love for learning and promote a home/family like environment. The staff is committed to high-quality childcare and education and strive through a supportive and caring environment to raise confident loving children. Our goal is to nurture a child’s social, emotional, intellectual and physical needs and development every day. We want children to have academic confidence and an excitement for the learning process.
      We have an “open door” policy, encouraging families to visit and participate in all areas if a day’s events. Newsletter and weekly memos- help keep lines of communication open to parents of center happenings and events.
      Coronado Prep Preschool knows that child care can be expensive. The center tuition’s are always competitive with industry prices, and we are often more affordable than out direct competitors. We offer flexible options that allow you to create the schedule that your family needs at the most reasonable prices. We offer sibling discounts, referrals and preferred employers such as CCSD and Law enforcement. But price is only one part of the consideration. Jennifer pledges to offer the highest quality of care and programming that will make every penny well spent….

      Description:

      DJ’s Christian Daycare is a family-owned and operated business that services children between the ages of 2 weeks to 5 years old. The company uses the A Beka curriculum, which is a Christian-based teachingmethod that provides children with age-appropriate lesson plans and activities while focusing on their spiritual development as well….

      Description:

      Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
      We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

      Description:

      Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
      We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out.

      Description:

      What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

      Description:

      What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

      Description:

      For almost 40 years, Creative Kids Learning Centers have been providing the highest quality child care and early education environment for children in the Las Vegas area. Our schools are proudly accredited byNECPA (National Early Childhood Programs Accreditation), having met more than 250 high-quality indicators in the areas of curriculum, student progress, health and safety, administration, teacher/child ratio, and parent and community involvement. Many of our administrators and teachers have worked for us for 10, 15, and even 20 years or more. This means that you and your child will find incredible stability and experience that would be difficult to find anywhere else. Our philosophy is governed by five key components: Our aim is to ensure that our school is safe, clean, organized, professional, and educational. These are the top priorities for parents seeking early childhood programs-and they’re our priorities, too. Our goal is to provide a complete nurturing environment for the growth and development of the whole child: socially, emotionally, physically, and intellectually. Our approach to learning is based on the proven concept that children learn through hands-on discovery with a variety of materials. This interaction allows children to learn social skills, test their own abilities, develop confidence and try new ideas….

      Description:

      We believe that happy, loved and connected children are destined for success in every facet of their lives. Our Smarter Choice philosophy is captured in our mantra: “Hug First, Then Teach.” Studies have shownthat making a connection or bond with a child, creating comfort and earning their trust is a critical Smart first step that should precede actual lessons. Because after all-kids are kids. We are locally owned and operated and we tailor our approach to fit your child’s individual needs, comfort and happiness. Call us today to learn more about why we’re the Smart Choice for your family!…

      Monster Watch

      993 Equestrian Dr Suite 3206, Henderson, NV 89002

      Costimate: $146/day

      Description:

      We offer a range of services and have Childcare professionals, Preschool Educators, Senior Care specialists, Housekeeping and Pet care providers.

      Description:

      preschool activity

      Description:

      Kids find happiness. Parents find peace of mind.
      As a parent, you see your child growing every day perhaps too fast. And we re not talking about height markers on door frames.
      At Kiddie Academy, we never takea single moment of your child s growth potential for granted. We feed your child s curiosity and instinct to learn with days filled with age-appropriate activities designed to treat every experience as an opportunity to learn.
      Community Begins Here.
      Our passion is to deliver the highest quality childcare possible. This passion, and our 30 years in business, has earned us a leadership position in education-based childcare. It s what has drives us to positively shape the lives of children, families and communities everywhere.
      A place to learn.
      A place to grow.
      When children learn at their own pace, they are capable of incredible growth.
      This is the core philosophy of our Life Essentials curriculum….

      Description:

      The Art of Learning is a state-licensed preschool and child care provider at 300 E Horizon Drive, Henderson, NV that strives to nurture their students’ growth and development. Their center offers a safe andcomfortable learning environment for children from 5 up to 12 years old….

      Description:

      Creative Kids Learning Center is a NECPA accredited, quality early childhood education program located at Henderson, Nevada. Their center meets over 250 criteria of high quality ECE indicators (includingsafety, teacher/child ratio, and curriculum among others) which is more than what the state childcare licensing requires.

      Description:

      Another school under Kids R Kids, this learning academy has been providing services and education to the families in the Las Vegas and Henderson areas in Nevada since 1998. Kids R Kids-Henderson offers programsfor children ages 6 weeks up to twelve years old. The site is open on Monday through Friday, 6:00 a.m. to 6:30 p.m….

      Description:

      The La Petite Academy in Henderson, NV offers services for infants, toddlers, early preschool, and prekindergarten. This La Petite branch operates from 6:30AM and up to 6:30PM. Its special programs include akindergarten readiness program and “Dance and Tumblebus” extracurricular activities….

      Description:

      Coyote Kids Child Care and Learning Center located in Henderson, NV was formerly known as Marsha’s Mini School. Coyote Kids provides a full day program for children ages two to six years old. The school’scomprehensive program includes language arts activities, science experiments, movement activities, arts and crafts, literature-based activities, math activities, and alphabet learning experiences.

      Description:

      Located in Henderson, Nevada, Miss Marsha’s Mini School aims to provide a fun and loving environment for children. It uses a developmentally appropriate curriculum with programs that promote the social,emotional, physical, and intellectual growth of children. The school’s curriculum includes Center Time, Weekly Theme, Music, Arts and Crafts, Mathematics, Free Play, and Snack Time. Its operational hours is Monday through Friday, 8:00 a.m. to 4:00 p.m….

      Description:

      Goddard Systems, Inc. in Henderson, Nevada provides a safe and stimulating educational environment for children. It is a childcare and learning facility that supports growth and development throughage-appropriate activities. The company offers childcare, preschool, kindergarten and summer programs designed to enhance the children’s educational experience….

      Showing 1 – 20 of 38

      FAQs for finding preschools in Henderson

      In 2022 what types of preschool can I find near me in Henderson, NV?

      There are two main types of preschool programs you can send your kids to in Henderson, NV. The first is a full-time preschool program that usually works well for parents working full-time shifts. The second is a part-time preschool program where you can enroll your child for 2-3 days per week and typically choose between a morning or afternoon shift. A part-time preschool can be a great option if you want to ease the transition of this new learning experience for your child. You can also check your options in Henderson, NV for traditional preschool centers, or private home-based preschools.

      What should I look for in a good preschool program in Henderson, NV?

      When you begin looking for preschools in Henderson, NV ask about the ratio of learning time to supervised play time so you can get a good sense of whether you believe your child’s needs will be met. From there, ask about what a typical day consists of, what the safety protocols are and how discipline will be handled. Also, make sure to check directly with the preschool for information about their local licensing and credentials in Henderson, NV.

      How can I find a preschool near me in Henderson, NV?

      There are currently 1310 preschools in Henderson, NV on Care.com and you can filter these local results by distance from your zip code. From there, you can compare between preschool programs by traditional facility-based preschools and private, in-home preschools. Be sure to check reviews from other families in Henderson, NV who have previously sent their kids to any of the preschools you are interested in.

      Childcare | Henderson, NV – Star Academy Preschool


      Now Enrolling Infants to School Age! 


      Meals & Diapers Included!

      For your convenience we are open 

      Monday to Friday 5:30am to 9:00pm

      Saturday 6:00am to 6:00pm

      Caring for children is a responsibility we take very seriously! It is our goal to provide a safe, loving atmosphere that emphasizes the individual development of each child, mind, body and spirit. Star Academy wants to be your child’s home away from home, so we strive to make your family comfortable and happy with the care, schedules and environment we offer. Each classroom has a Daily Schedule to help guide children through their day in a developmentally appropriate and consistent manner. Our curriculum is designed to encourage every child to grow cognitively, physically and emotionally, while embracing their uniqueness and individual personality! 

      Star Academy provides flexible scheduling for children ages 6 weeks to 12 years. 

      We are open M-F 5:30am-9:00pm and Saturday 6am-6pm. Sunday – Closed

      About Star Academy Preschool

      Give your children the opportunity to thrive at Star Academy Preschool in Henderson, Nevada. With more than 20 years of experience in the childcare industry, we know how to adapt to the ever-changing needs of young children. Our facility is conveniently located on Green Valley Parkway, close to Sunset.

      Students of both our preschool and school-age programs receive beneficial group and individual assignments to help their development. We embrace innovative techniques, including dramatic play, a type of activity that includes children assigning roles to each other in order to challenge their imaginations and cultivate creativity. Children also benefit from other types of structured learning, including math, science, literacy, and physical education.

      We also have a special newsletter to keep the parents of our students informed. In this newsletter, we include special events and other happenings. This serves as a means for parents to provide input and suggestions.

      COVID-19

      We understand we operate a valuable service in our community, and we take that responsibility very seriously. That is why the health and safety of our children and staff is of the utmost importance to us. 

      What Star Academy is doing to keep our families safe

      We are closely following guidance from the CDC, as well as state and local officials and health authorities, as we take extreme care to maintain a safe healthy school environment for our children, families, and staff. We have enhanced our already rigorous health protocols, such as:

      • Protective Masks: Face coverings are required for any adult entering the building (we provide them to all staff members when working at school with children). Please do your part to care for us, while we care for you.
      • Taking Temperatures: We are now screening all staff members, outside agencies and children upon arrival at school to check for raised temperatures or evident symptoms.
      • Limited Access: To curb the spread of germs, we are having parents and family members remain in common areas of the center only. Office staff and teachers are the only ones permitted to drop off in classroom and pick up.
      • Safe Dining: Family-style dining has been eliminated and we are now only serving pre-plated meals to children.
      • Enhanced Health Practices: We have strengthened our existing cleanliness and hygiene practices (including more frequent hand washing; cleaning and sanitizing surfaces and items in classrooms).

      Contact

      Thank you for your interest. Please reach out with questions or comments using the information below. We look forward to hearing from you.

      Phone:
      (702) 272-1717

      Hours of Operation:
      Monday – Friday: 5:30 a. m. – 9:00 p.m.
      Saturday – 6:00 a.m. – 6:00 p.m.
      Sunday – Closed

      Address:
      2560 N Green Valley Pkwy
      Henderson, NV 89014

      Service Area:
      Henderson, Nevada

      La Petite Academy of Henderson in Henderson, NV | 1551 Warm Springs Rd

      Your School La Petite Academy of Henderson, NV

      Go

      Remove

      La Petite Academy of Henderson, NV


      Welcome to Our School

      Welcome to La Petite Academy daycare and preschool in Henderson, NV. My name is Cris and I am the academy director. I have been in the early childhood education field for more than 25 years. Along with my experience, I have an A.A. degree in early childhood education, as well as a Child Development Associate.

      I take great pride in the fact that the average tenure of my team is over 8 years plus a combined 140 years of experience. Our teachers are certified in CPR and First Aid and also take part in continuing early childhood education training throughout the year.

      We serve the Henderson/Green Valley Community and provide care and education for children 6 weeks to 12 years of age. Our Infant Care, Preschool and other educational programs provide a strong foundation for learning and development.

      We’re committed to keeping you connected throughout the day while your child is in our care. Get access to live streaming video of your child’s classroom, plus other real-time updates, with our exclusive mobile app for families, SproutAbout.

      Please call us today so we can meet with you to discuss your little one joining our family. We can’t wait to meet you at La Petite Academy in Las Vegas, NV!


      Here’s what people have to say

      5 out of 5 stars


      Very good, we are so happy and blessed to have our son attend

      Verified Shopper


      Communication is great. Very responsive to questions or concerns. Enjoy the atmosphere and the curriculum. My children have fun. Daughter was excited to return this summer for summer camp.

      Verified Shopper


      My child is excited to go to school every day. The staff make my family feel valued. Everyone, even teachers I don’t regularly interact with and that don’t have my child in their classroom, knows our names. I feel confident my child is safe and loved at school.

      Verified Shopper


      The staff is awesome. Always happy and smiling.

      Verified Shopper


      I had very good experiences teachers and director are very helpful and they took good care of my child.

      Verified Shopper


      Everyone has been great and seem to enjoy working with the children

      Verified Shopper


      Being able to see pictures of them on the app during the day really helps make my day!! Also, having such amazing teachers and staff are a huge bonus!!

      Verified Shopper


      My child loves going to school everyday because all the staff members know her by name and truely care about her.

      Verified Shopper


      My husband and I are really glad and happy that we chose this school for our daughter. We love the teachers and so does our daughter!

      Verified Shopper


      The teachers are very happy and show enthusiasm towards the children. Always say hello to the parents with a smile in the morning.

      Verified Shopper




      Grow Your Connection

      With SproutAbout, you won’t miss a thing when your child is at school with us. Take a peek at the engaging experience provided by our new app.


      Learn About Electives

      For an additional fee, go beyond regular classroom learning experiences with our enhanced series of fun, interactive enrichment programs exploring a variety of activities. We offer:

      Soccer, Music, Yoga, Spanish, Phonics, Handwriting & Advanced Math


      Open a window to your child’s day.

      SproutAbout®, our exclusive family app, provides free live streaming video of your child’s classroom to your mobile device.

      Learn More


      Meet Our Staff

      Cris Dennis, Director

      Education: A.A. in Early Childhood Education

      Certifications: Child Development Associate-Preschool Based, Director Certifications & Training

      I have been in the ECE field for over 25 years and have been with the LPA family for 18 of them. I currently am an active member of both the Nevada Registry’s TAS Workgroup as well as the Registry Advisory Committee. It is an honor to sit on both of these committees. I enjoy being able to guide, advise & make recommendations concerning issues related to Nevada’s ECE field & professional development. High quality education and training means high quality teachers for your little one.

      Meet Our Staff

      Shanna Silva, Assistant Director

      Education: B. S. in Education, Postsecondary Emphasis

      Certifications: Child Development Associates-Preschool Based, Assistant Director/Nevada Registry Certifications

      Hello, my name is Shanna Silva. I’ve had a career in early childhood education with La Petite Academy since December 2016. I’m the assistant director for the Henderson Campus. I’ve been very fortunate in holding the awards for the following: 2019-Teacher of the Year; 2021-Bright Star for the Nevada 1 District. The foundation of my educational philosophy is that every child should receive a quality education, while feeling safe in this nurturing and enriching environment.




      Local School Phone Number: 702.451.2660702.451.2660


      License #: 528-10





      TOP

      Best Private School in Henderson by New Song Christian Academy

      Best Private School in Henderson by New Song Christian Academy

      Welcome to New Song Christian Academy! To visit our church, click here.

      [email protected]

      1291 Cornet St.

      Henderson, NV

      (702) 819-9090

      For ages 3-Kinder

      We offer small class sizes for students aged 3 through Kinder.

      Faith-Based

      Our Nevada-approved curriculum is balanced with faith-based values.

      Expert Teachers

      Small classes allow our teachers to design individulaized learning.

      About Us

      New Song Christian Academy provides quality academics at an affordable price. Our teachers are degreed professionals, qualified to inspire and enrich your child. With a low teacher-to-student ratio in each class, our students thrive in academics, socialization, values-learning, and the arts.

      Our Philosophy

      • Low student-to-teacher ratio
      • focused on Ages 3-Kindergarten
      • Degreed-Professional Teachers
      • Nevada-approved Curriculum
      • hands-on science activities
      • Music and movement classes
      • Art , physical education and socialization

      Academy Hours

      We offer half-day and full-day programs for children ages 3 through Kindergarten.

      Monday

      8:30 AM – 2:30 PM

      Tuesday

      8:30 AM – 2:30 PM

      Wednesday

      8:30 AM – 2:30 PM

      Thursday

      8:30 AM – 2:30 PM

      Friday

      8:30 AM – 2:30 PM

      2022-2023 School Open House

      Join us for our Academy

      Open House & Orientation

      Fall Fest

      Our Classes

      Age group

      3 years

      Class size

      14 max

      Age group

      4 years

      Class size

      14 max

      Age group

      5 years

      Class size

      10 max

      Enroll Your Child Today!

      New Song Christian Academy accepts new students year round. Our school year follows the Clark County School Calendar for start dates and holidays. Stop by for a visit, we would love to show you our school.

      Our Awesome Teachers

      Brigit Drowanowski

      Teacher

      Kindergarten Teacher

      Tamara Comandatore

      Teacher’s Aide

      3’s and Pre-K

      Hope Manley

      Academy Director

      Monica Aldana

      Teacher’s Aide

      Pre-Kindergarten

      Jackie Sulivan

      Lead Teacher

      3’s and Pre-K

      Xenia Gulati

      Teacher’s Aide

      Tina Cook

      Teacher’s Assistant

      Photo Gallery

      JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecember20192020202120222023202420252026

      Yearly Monthly Weekly Daily List

      MO
      TU
      WE
      TH
      FR
      SA
      SU
      29
      30
      31
      1
      2
      3
      4
      5
      6
      7
      8
      9
      10
      11
      12
      13
      14
      15
      16
      17
      18
      19
      20
      21
      22
      23
      24
      25
      26
      27
      28
      29
      30
      1
      2
      Events for September

      1

      No Events

      Events for September

      2

      No Events

      Events for September

      3

      No Events

      Events for September

      4

      No Events

      Events for September

      5

      No Events

      Events for September

      6

      No Events

      Events for September

      7

      No Events

      Events for September

      8

      No Events

      Events for September

      9

      No Events

      Events for September

      10

      No Events

      Events for September

      11

      No Events

      Events for September

      12

      No Events

      Events for September

      13

      No Events

      Events for September

      14

      No Events

      Events for September

      15

      No Events

      Events for September

      16

      No Events

      Events for September

      17

      No Events

      Events for September

      18

      No Events

      Events for September

      19

      No Events

      Events for September

      20

      No Events

      Events for September

      21

      No Events

      Events for September

      22

      No Events

      Events for September

      23

      No Events

      Events for September

      24

      No Events

      Events for September

      25

      No Events

      Events for September

      26

      No Events

      Events for September

      27

      No Events

      Events for September

      28

      No Events

      Events for September

      29

      No Events

      Events for September

      30

      No Events

      Preschool vs.

      Childcare – Henderson Family Magazine

      What is the Best Option for Your Family?

      Written by Ginger Ashby, Principal of Thelma B. Johnson Early Learning Center

      Research is clear that students who can attend a high-quality program are more prepared for kindergarten.  Finding the best option for your child takes time and research.  Children gain a lot from attending preschool.  Preschool provides exposure pre-academics like numbers, letters and shapes. But, most important, children learn how to socialize, get along with others, share, take turns and contribute to a group conversation.  Every child should have some type of group experience before entering kindergarten.  Gymnastics, dance, sports are great, but what preschool does that is not taught in those mentioned is teach kids how to be students. Your child needs to learn how to line up, travel in the hallway, raise his/her hand, take a turn, and share an adult’s attention.  What’s more is the student learns they can be successful upon separation from their parent or caregiver.  

      The importance of giving kids some form of quality; early childhood education is so recognized that 39 states now have state funded preschool programs.

      When it comes to preschool vs. childcare, every family has unique needs that they need to be addressed for the benefit of their child. Every child is unique and so is their development. Children’s programs are not one size fits all. In the first five years of life, the brain is constantly growing and developing; children are learning new things all the time. In fact, this is the time of a person’s life when the brain develops the most, which is why positive experiences are so important. These formative years are critical for every individual child meeting the milestones that they need to prosper. Parents know their children the best, and they know what their children need in order to thrive. It is up to the program, whether it be childcare or preschool, to provide just that.

      The words “preschool” and “daycare” or “childcare” may be used interchangeably among parents, but this is actually incorrect. While both offer great advantages to children, it is important to understand the difference between preschool vs. childcare in order to make a choice that best suits the needs of your child. One of the most notable differences in the ages of the kids that attend either program. Childcare programs typically accept children in the age range of about 6 weeks and older, while preschool is typically for children ages 2-5 years of age. In a preschool program, learning pre-academic skills is the main objective, with the program focusing on the educational needs of the children in order to prepare them for development in the years that follow.

      For the most part, childcare is about providing services to parents when they need it most — during the working hours of the day. It focuses much more on games and free play than a preschool does. Babies, toddlers, and children have a safe and secure place to go where they will receive daily necessities such as feeding, napping, and activities. Although people may not think kids are learning at childcare, they in fact are.

      Every child deserves the best possible care, so it is expected that parents will have questions when they are considering preschool vs. childcare. Parents can rest assured that licensing is required for both preschool and childcare, so their children are being as well taken care of as possible no matter which program they choose. Staff are trained and qualified in order to deal with all the different situations that arise, and as any adult who has ever been in the presence of kids knows, no two days are alike! 

      Things to look for when choosing:

      1. 1.Is the facility clean and safe?

      2.The classroom should have a variety of activities and play materials (reading area, art space, block corner, puzzle area, dramatic play and items on shelves at student level)

      3.Students should be doing different things

      4.Play—children should be learning through the planning and materials they have.

      • -Cognitive skills (math and problem solving in a pretend donut shop)

      -Physical Abilities (balancing blocks and running on playground)

      -New vocabulary (like the words they need to make Leprechaun Stew)

      -Social skills (playing together in a pretend flower shop)

      -Literacy skills (Like creating a menu for a pretend restaurant)

      -Play is simple and complex (symbolic, socio-dramatic, functional, and games with rules)

       

      Kentucky All STARS is Kentucky’s expanded five-star quality rating and improvement system for type I, type II and certified family childcare homes.

      A childcare provider’s KY All STARS rating can be viewed in the Public Child Care Search. Additional details such as physical address, ages served, CCAP acceptance and inspection/monitoring reports can be viewed.

      The Public ChildCare Search, lists only providers certified or licensed through the Division of Child Care. You can also view inspection reports, hours of operation and Kentucky All STARS level.

      Preschool provides opportunities for children to learn in ways that interest them, building a positive association with learning. The best preschool helps children develop a drive to learn that they will take with them throughout their time in school.

      Thelma B. Johnson Early Learning Center will begin early registration March 23, 2022.  We accept 3- and 4-year-old students based on income, need for specialized services, and on a tuition basis. Students must turn 3 or 4 years of age by August 1, 2022 to register for the 2022-2023 year.  You may contact us at 270-854-0140 M- F from 7:30 to 3:30 for more information.  

      Join our list

      Subscribe to our mailing list and get interesting stuff and updates to your email inbox.

      Thank you for subscribing.

      Something went wrong.

      We respect your privacy and take protecting it seriously

      Preschool at Seven Hills- the in Henderson, NV

      1. Home
      2. Nevada
      3. Henderson
      4. Preschool at Seven Hills- the
      Private School
      3051 W Horizon Ridge Pkwy
      Henderson, NV 89052
      Clark County
      (702) 836-0923

      Religious Affiliation
      Other religious

      Co-Ed Status
      Coed

      Preschool at Seven Hills- the Information:

      • Enrollment, Ranking, and Statistics
      • Find Alumni
      • Students by Gender
      • Students by Ethnicity
      • Compare to Other Schools
      • Top Nearby Elementary Schools

      Download a complete list of Elementary Schools


      Preschool at Seven Hills- the Enrollment, Ranking, and Statistics

      Preschool at Seven Hills- the Students by Grade
      PK 29
      K 13
      1 0
      2 0
      3 0
      4 0
      5 0
      6 0
      7 0
      8 0
      9 0
      10 0
      11 0
      12 0

      Preschool at Seven Hills- the is a private elementary school located in Henderson, NV and enrolls 42 students in grades Kindergarten through 8th.

      It has 7.0 students to every teacher.

      Total Students: 42
      Pupil/Teacher Ratio: 7:1
      Full Time Teachers: 1

      Enrollment Rank Nationally: Unranked
      Enrollment Rank in Nevada: Unknown
      Student/Teacher Rank in Nevada: Unranked
      Full Time Teacher Rank in Nevada: Unranked

      Find Former PaSH-t Alumni

      Find Preschool at Seven Hills- the alumni at Classmates.com®

      The form below lets you find Preschool at Seven Hills- the alumni info and Preschool at Seven Hills- the students.

      First Name

      Last Name

      Graduation Year

      Graduation Year202620252024202320222021202020192018201720162015201420132012201120102009200820072006200520042003200220012000199919981997199619951994199319921991199019891988198719861985198419831982198119801979197819771976197519741973197219711970196919681967196619651964196319621961196019591958195719561955195419531952195119501949194819471946194519441943194219411940193919381937193619351934193319321931193019291928192719261925192419231922192119201919191819171916191519141913191219111910

      Powered by Classmates. com®

      Preschool at Seven Hills- the Students by Gender

      Outer ring represents nearby schools

        School Nearby Schools
      ██ Female 39
      (93%)
      7,152
      (60%)
      ██ Male 3
      (7%)
      4,702
      (40%)

      Preschool at Seven Hills- the Students by Ethnicity

      Outer ring represents nearby schools

        School Nearby Schools
      ██ White 7
      (54%)
      5,983
      (64%)
      ██ Hispanic 3
      (23%)
      1,052
      (11%)
      ██ Black 2
      (15%)
      498
      (5%)
      ██ Asian 1
      (8%)
      848
      (9%)
      ██ Two or More 0
      (0%)
      820
      (9%)
      ██ Pacific Islander 0
      (0%)
      112
      (1%)
      ██ American Indian 0
      (0%)
      48
      (1%)

      Compare Preschool at Seven Hills- the to Other Elementary Schools

      Student Teacher Ratio Comparison

      700. 0% 7.0:1
      1,598.0% 16.0:1
      1,930.8% 19.3:1

      Top Nearby Elementary Schools

      School Type Grades Students Student Teacher Ratio Distance
      Preschool at Seven Hills- the
      Henderson, NV
      Private PK – KG 42 7:1  
      Elise L. Wolff Elementary School
      Henderson, NV
      Public PK – 05 893 19.2:1 1 miles
      Liberty High School
      Henderson, NV
      Public 09 – 13 2,569 24.7:1 2 miles
      Glen C. Taylor Elementary School
      Henderson, NV
      Public PK – 05 886 19.7:1 2 miles
      Bob Miller Middle School
      Henderson, NV
      Public 06 – 08 1,632 27. 2:1 2 miles
      The Henderson International School
      Henderson, NV
      Private PK – 12 370 9:1 2 miles
      Roberta C Cartwright Elementary School
      Las Vegas, NV
      Public PK – 05 698 18.4:1 2 miles
      Coral Academy of Science Las Vegas
      Las Vegas, NV
      Public KG – 12 1,551 24:1 2 miles
      Roger D Gehring Elementary School
      Las Vegas, NV
      Public PK – 05 639 17. 3:1 2 miles
      Frank S Lamping Elementary School
      Henderson, NV
      Public PK – 05 684 17.5:1 2 miles
      Nevada Virtual Academy
      Las Vegas, NV
      Public KG – 12 2,209 24.8:1 3 miles

      Download this data as an Excel or CSV Spreadsheet

      View Categories of Schools in Nevada

      Nevada Schools by City, District, and County

      • Cities in Nevada
      • School Districts in Nevada
      • Counties in Nevada

      Nevada Private Schools by Type

      • Catholic Elementary Schools in Nevada
      • Coed Elementary Schools in Nevada
      • All Female Elementary Schools in Nevada
      • All Male Elementary Schools in Nevada

      View Elementary School Statistics for Nevada

      Nevada Public School Statistics

      • Public School Enrollment Rankings for Nevada
      • Student/Teacher Ratio Rankings in Nevada
      • Full Time Teacher Rankings in Nevada
      • Free Lunch Assistance Rankings in Nevada

      Nevada Private School Statistics

      • Private School Enrollment Rankings in Nevada
      • Private School Student/Teacher Ratio Rankings in Nevada
      • Private School Full Time Teacher Rankings in Nevada

      Rachel Henderson

      Rachel Henderson (born 8 September 1992) is an Australian goalball player and is classified as a B2 competitor. Having started playing only in 2010, she got into the national team in 2011 and participated in the 2011 championship. IBSA World Goalball Championship and Regional Qualifiers for the 2011 Paralympic Games in Africa and Oceania. She was selected to represent Australia at the 2012 Summer Paralympics in goalball.

      Personal life

      Henderson was born in Nuriutpa, South Australia on September 8, 1992. [1] [2] She has visual impairment retinitis pigmentosa, a hereditary disease that she was diagnosed with when she was four years old. As a child, Henderson competed in the javelin throw and only stopped competing in 2010 after taking up goalball. [1] She also competed in swimming, representing South Australia in several national competitions before retiring at the same time she quit athletics. [1] [3] She graduated from Nuriotpa High School in 2010. [2] As of 2012, she is studying to become a preschool teacher. [1]

      Goalball

      Henderson is a goalball player and is classified as a B2 competitor. [1] She has a goalball scholarship with the South Australian Institute of Sports. [4] In 2011/2012 The Australian Athletic Commission gave her AUD 7000 as part of their DAS grant program. [5] She does not play for the state team. Rather, she is coached by Australian Paralympic Committee (APC) Development Coordinator and Athletics Coach Cathy Lambert. [1] [6] A few months ago without even hearing about goalball, [7] Henderson took up the sport in 2010 after being invited to a team training camp. [1] [3] [7] She joined the national team in January 2011 at the national trials. [3] [7] and her international debut in 2011 IBSA World Goalball Championship where her team finished sixth, [1] [3] and she scored four goals. [1] Her team reached the quarterfinals before losing to Russia 3–6. He then met the Spain Women’s Goalball Team to try and earn a spot in the fifth/sixth place match, where Australia left with an 8–7 winner. Lost to Israel Women’s Goalball Team in the match for fifth/sixth place 6–8. [3] She played in the 2011 Africa Oceania Paralympic Regional Qualifier and in the gold medal match against New Zealand Women’s Goalball Team, [8] which was won by Australia. [9]

      Henderson was named a member of the Aussie Belles that was going to the 2012 Summer Paralympics. [1] [2] That the team qualified for the Games came as a surprise as the Australian Paralympic Committee was working on player development with the idea of ​​being selected for the Games. 2016 Summer Paralympics. [11] The Australian team has not competed since the 2000 Summer Paralympics when they were automatically selected as hosts and the team finished last in the competition. [11] [12] Country has not won a medal since 19 Women’s goalball. Official website of the London 2012 Olympic and Paralympic Games. Archived from the original on September 15, 2012. Retrieved September 16, 2012.

      Bronchial obstruction in preschool children | Markovskaya

      1. Marques G., Wendt A., Wehrmeister F.C. Temporal evolution of and factors associated with asthma and wheezing in schoolchildren in Brazil. Jornal Brasileiro de Pneumologia 2019; 45(3): e20180138. DOI: 10.1590/1806-3713/e20180138

      2. Kere M., Melén E. Special Considerations in Preschool Age. Severe Asthma in Children and Adolescents 2019; 19–46. DOI:10.1007/978-3-030-27431-3_2

      3. Kaiser S.V., Huynh T., Bacharier L.B., Rosenthal J.L., Bakel L.A., Parkin P.C. et al. Preventing exacerbations in preschoolers with recurrent wheeze: a meta-analysis. Pediatrics 2016; 137(6): e20154496. DOI: 10.1542/peds.2015-4496

      4. Bacharier L.B., Guilbert T.W. Preschool Wheezing Phenotypes Exhibit Heterogeneity in Disease Expression and Prognosis. Ann Am Thorac Soc 2019; 16(7): 820–822. DOI: 10.1513/AnnalsATS.201903-234ED

      5. Kabra S.K., Kumar A. A young child with persistent respiratory symptoms: Think beyond asthma. Journal of Postgraduate Medicine 2017; 63(2): 81–83. DOI: 10.4103/jpgm.JPGM_92_17

      6. Usemann J., Xu B., Delgado-Eckert E., Korten I., Anagnostopoulou P., Gorlanova O. et al. Dynamics of respiratory symptoms during infancy and associations with wheezing at school age. ERJ Open Res 2018; 4(4): 00037-2018. DOI: 10.1183/23120541.00037-2018

      7. Kwong C.G., Bacharier L.B. Phenotypes of wheezing and asthma in preschool children. Curr Opin Allergy Clin Immunol 2019; 19(2): 148–153. DOI: 10.1097/ACI.0000000000000516

      8. Ivanova N.A. Recurrent bronchial obstruction and bronchial asthma in children of the first five years of life. Russian Bulletin of Perinatology and Pediatrics 2016; 61:(5):64–69. DOI: 10.21508/1027-4065-2016-61-5-64-69

      9. Huang S., Garshick E., Weschler L.B., Hong C., Li J., Li L. et al. Home environmental and lifestyle factors associated with asthma, rhinitis and wheeze in children in Beijing, China. Environ Pollut 2020; 256: 113426. DOI: 10.1016/j.envpol.2019.113426

      10. Martinez F.D., Wright A.L., Taussig L.M., Holberg C.J., Halonen M., Morgan W.J. Asthma and wheezing in the first six years of life. The Group Health Medical Associates. N Engl J Med 1995; 332(3):133–138. DOI: 10.1056/NEJM199501193320301

      11. Castro-Rodríguez J.A., Holberg C.J., Wright A.L., Martinez F.D A clinical index to define the risk of asthma in young children with recurrent wheezing. Am J Respir Crit Care Med 2000; 162(4Pt1): 1403–1406. DOI: 10.1164/ajrccm.162.4.9

      1

      12. Brand P.L., Baraldi E., Bisgaard H., Boner A.L., Castro-Rodriguez J.A., Custovic A. et al. Definition, assessment and treatment of wheezing disorders in preschool children: an evidence-based approach. European Respiratory Journal 2008; 32(4): 1096–1110. DOI: 10.1183/036.00002108

      13. Paul S.P., Bhatt J.M. Preschool wheeze is not asthma: a clinical dilemma. Indian J Pediatr 2014; 81(11): 1193–1195. DOI: 10.1007/s12098-014-1500-x

      14. Oksel C., Granell R., Mahmoud O., Custovic A., Henderson A.J. Causes of variability in latent phenotypes of childhood wheeze. J Allergy Clin Immunol 2019; 143(5): 1783-1790. e11. DOI: 10.1016/j.jaci.2018.10.059

      15. Spycher B.D., Cochrane C., Granell R., Sterne J.C., Silverman M., Pedersen E. et al. Temporal stability of multitrigger and episodic viral wheeze in early childhood. Eur Respir J 2017; 50(5): pii: 1700014. DOI: 10.1183/13993003.00014-2017

      16. Raaymakers M.J.A., Brand P.L.P., Landstra A.M., Brouwer M.L., Balemans W.A.F., Niers L.E.M. et al. Episodic viral wheeze and multiple-trigger wheeze in preschool children are neither distinct nor constant patterns. A prospective multicenter cohort study in secondary care. Pediatric Pulmonol 2019; 54(9): 1439–1446. DOI: 10.1002/ppul.24411

      17. Van Wonderen K.E., Geskus R.B., van Aalderen W.M., Mohrs J., Bindels P.J., van der Mark L.B., Ter Riet G. Stability and predictiveness of multiple trigger and episodic viral wheeze in preschoolers . Clin Exp Allergy 2016; 46(6): 837–847. DOI: 10.1111/cea.12660

      18. Jartti T., Bønnelykke K., Elenius V., Feleszko W. Role of viruses in asthma. Semin Immunopathol 2020; 42(1): 61–74. DOI: 10.1007/s00281-020-00781-5

      19. Bergroth E., Aakula M., Elenius V., Remes S., Piippo-Savolainen E., Korppi M. et al. Rhinovirus Type in Severe Bronchiolitis and the Development of Asthma. J Allergy Clin Immunol Pract 2020; 8(2): 588–595.e4. DOI: 10.1016/j.jaip.2019.08.043

      20. Schultz A., Brand P.L. Episodic viral wheeze and multiple trigger wheeze in preschool children: a useful distinction for clinicians? Paediatr Respir Rev 2011; 12(3): 160–164. DOI: 10.1016/j.prrv.2011.01.008

      21. Caudri D. Multi-trigger and viral wheeze: describing symptoms or defining diseases? Eur Respir J 2017; 50(5): pii: 1701283. DOI: 10.1183/13993003.01283-2017

      22. Ma H., Li Y., Tang L., Peng X., Jiang L., Wan J. et al. Impact of childhood wheezing on lung function in adulthood: A meta-analysis. PLoS One 2018; 13(2): e0192390. DOI: 10.1371/journal.pone.0192390

      23. Bonato M., Tiné M., Bazzan E., Biondini D., Saetta M., Baraldo S. Early Airway Pathological Changes in Children: New Insights into the Natural History of Wheezing. J Clinic Med 2019; 8(8): pii: E1180. DOI: 10.3390/jcm8081180

      24. Granell R., Henderson A.J., Sterne J.A. Associations of wheezing phenotypes with late asthma outcomes in the Avon Longitudinal Study of Parents and Children: A population-based birth cohort. J Allergy Clin Immunol 2016; 138(4): 1060-1070.e11. DOI: 10.1016/j.jaci.2016.01.046

      25. Oksel C., Granell R., Haider S., Fontanella S., Simpson A., Turner S. et al. Distinguishing Wheezing Phenotypes from Infancy to Adolescence. A Pooled Analysis of Five Birth Cohorts. AnnAmThoracSoc 2019; 16(7): 868–876. DOI: 10.1513/AnnalsATS.201811-837OC

      26. Savenkova N.D., Dzhumagaziev A.A., Bezrukova D.A. Clinical and prognostic significance of phenotypes of broncho-obstructive syndrome for the development of bronchial asthma in children. Astrakhan Medical Journal 2019; 14(2): 51–59. DOI: 10.17021/2019.14.2.51.59

      27. Geppe N.A., Ivanova N.A., Kamaev A.V., Kolosova N.G., Kondyurina E.G., Malakhov A.B. Bronchial obstruction against the background of acute respiratory infection in preschool children: diagnosis, differential diagnosis, therapy, prevention. Moscow: MedCom-Pro, 2019; 78 p.

      28. Sordillo J.E., Coull B.A., Rifas-Shiman S.L., Wu A.C., Lutz S.M., Hivert M.F. et al. Characterization of longitudinal wheeze phenotypes from infancy to adolescence in Project Viva, a prebirth cohort study. J Allergy Clean Immunol 2020; 145(2): 716–719.e8. DOI: 10.1016/j.jaci.2019.10.026

      29. Oo S., Le Souëf P. The wheezing child: an algorithm. Aust Fam Physician 2015; 44(6): 360–364

      30. Li H.F., Yan L.P., Wang K., Li X.T., Liu H.X., Tan W. Association between ADAM33 polymorphisms and asthma risk: a systematic review and meta-analysis. Respir Res 2019; 20(1): 38. DOI: 10.1186/s12931-019-1006-1

      31. Nwokoro C., Grigg J. Preschool wheeze, genes and treatment. Paediatr Respirator Rev 2018; 28:47–54. DOI: 10.1016/j.prrv.2017.11.003

      32. Seliverstova E.N., Bashkina O.A., Stroikova T.R., Sergienko D.F., Averina I.A. Association of CC16 gene polymorphism with risk factors for the formation of broncho-obstructive syndrome in children. Bulletin of the Peoples’ Friendship University of Russia. Series: Medicine 2018; 22(2): 183–190. DOI: 10.22363/2313-0245-2018-22-2-183-190

      33. Petrova A.I., Gaimolenko I.N. Risk factors for the development of acute bronchial obstruction in preschool children. Transbaikal Medical Bulletin 2019; 1:70–75.

      34. Johansson H., Norlander K., Malinovschi A. Increased prevalence of exercise-induced airway symptoms – A five-year follow-up from adolescence to young adulthood. Respir Med 2019; 154:76–81. DOI: 10.1016/j.rmed.2019.06.011

      35. Guo J., Zhu W., Wang H., Holt P.G., Zhang G., Liu C. Risk factors and prognosis of recurrent wheezing in Chinese young children: a prospective cohort study. Allergy Asthma Clin Immunol 2019; 15: 38. DOI: 10.1186/s13223-019-0351-4

      36. Bao Y., Chen Z., Liu E., Xiang L., Zhao D., Hong J. Risk Factors in Preschool Children for Predicting Asthma During the Preschool Age and the Early School Age: a Systematic Review and Meta-Analysis. Curr Allergy Asthma Rep 2017; 17(12): 85. DOI: 10.1007/s11882-017-0753-7

      37. Shen S.Y., Xiao W.Q., Lu J.H., Yuan M.Y., He J.R., Xia H.M. et al. Early life vitamin D status and asthma and wheeze: a systematic review and meta-analysis. BMC Pulm Med 2018; 18(1):120. DOI: 10.1186/s12890-018-0679-4

      38. AbdelKader A.M., Nassar M.F. Serum 25-hydroxyvitamin D status and wheezing in pre-school children, Kuwait. East Mediterr Health J 2019; 25(3): 197–204. DOI: 10.26719/emhj. 18.031

      39. Kotecha S.J., Watkins W.J., Lowe J., Granell R., Henderson A.J., Kotecha S. Comparison of the Associations of Early-Life Factors on Wheezing Phenotypes in Preterm-Born Children and Term -Born Children. Am J Epidemiol 2019; 188(3): 527–536. DOI: 10.1093/aje/kwy268

      40. Ernest E., Wainstock T., Sheiner E., Segal I., Landau D., Walfisch A. Apgar score and long-term respiratory morbidity of the offspring: a population-based cohort study with up to 18 years of follow-up. Eur J Pediatr 2019; 178(3): 403–411. DOI: 10.1007/s00431-018-03311-6

      41. Hammar K.S., Hedlin G., Söderhäll C. Rhinovirus and preschool wheeze. Pediatr Allergy Immunol 2017; 28(6): 513–520. DOI: 10.1111/pai.12740

      42. Rubner F.J., Jackson D.J., Evans M.D., Gangnon R.E., Tisler C.J., Pappas T.E. et al. Early life rhinovirus wheezing, allergic sensitization and asthma risk at adolescence. J Allergy Clin Immunol 2017; 139(2): 501–507. DOI: 10.1016/j.jaci.2016.03.049

      43. De Jong C. C.M., Pedersen E.S., Goutaki M., Trachsel D., Barben J., Kuehni C.E. Do clinical investigations predict long-term wheeze? A follow-up of pediatric respiratory out-patients. Pediatr Pulmonol 2019; 54(8): 1156–1161. DOI: 10.1002/ppul.24347

      44. Beigelman A., Rosas-Salazar C., Harter T.V. Childhood Asthma: Is it All About Bacteria and not About Viruses? A Pro/ Con Debate. J Allergy Clin Immunol Pract 2018; 6(3): 719–725. DOI: 10.1016/j.jaip.2017.11.020

      45. Kwong C.G., Bacharier L.B. Microbes and the Role of Antibiotic Treatment for Wheezy Lower Respiratory Tract Illnesses in Preschool Children. Curr Allergy Asthma Rep 2017; 17:(5): 34. DOI: 10.1007/s11882-017-0701-6

      46. Castro-Rodriguez J.A., Cifuentes L., Martinez F.D. Predicting Asthma Using Clinical Indexes. Front Pediatrician 2019; 7: 320. DOI: 10.3389/fped.2019.00320

      47. Van der Mark L.B., van Wonderen K.E., Mohrs J., van Aalderen W.M., ter Riet G., Bindels P.J. Predicting asthma in preschool children at high risk presenting in primary care: development of a clinical asthma prediction score. Prim Care Respir J 2014; 23:(1): 52–59. DOI: 10.4104/pcrj.2014.00003

      48. Pescatore A.M., Dogaru C.M., Duembgen L., Silverman M., Gaillard E.A. Spycher B.D. et al. A simple asthma prediction tool for preschool children with wheeze or cough. J AllergyClin Immunol 2014; 133(1): 111–118. 49. Furman E.G., Grymova N.N., Sanakoeva L.P., Krylova O.A., Mazunina E.S. Assessment of the risk of developing bronchial asthma in young children using the questionnaire “Asthma Prediction Tool”. Russian Bulletin of Perinatology and Pediatrics 2018; 63(1): 34–39. DOI: 10.21508/1027-4065-2018-63-1-34-39.

      50. Castro-Rodriguez J.A., Rodriguez-Martinez C.E., Ducharme F.M. Daily inhaled corticosteroids or montelukast for preschoolers with asthma or recurrent wheezing: A systematic review. Pediatr Pulmonol 2018; 53(12): 1670–1677. DOI: 10.1002/ppul.24176

      51. Al-Shamrani A., Bagais K., Alenazi A., Alqwaiee M., Al-Harbi A.S. Wheezing in children: Approaches to diagnosis and management. Int J Pediatr Adolesc Med 2019; 6(2): 68–73. DOI: 10.1016/j.ijpam.2019.02.003

      52. Harding T.W., Driscoll C., Hensey C.C. Strategies for treatment of pre-schoolers with episodic viral wheeze. J Paediatr Child Health 2017; 53(12): 1241. DOI: 10.1111/jpc.13798

      53. Kaiser S.V., Huynh T., Bacharier L.B., Rosenthal J.L., Bakel L.A., Parkin P.C. et al. Preventing Exacerbations in preschoolers with recurrent wheeze: ameta-analysis. Pediatrics 2016; 137(6): pii: e20154496. DOI: 10.1542/peds.2015-4496

      54. Foster S.J., Cooper M.N., Oosterhof S., Borland M.L. Oral prednisolone in preschool children with virus-associated wheeze: a prospective, randomized, double-blind, placebo-controlled trial. Lancet Respir Med 2018; 6(2): 97–106. DOI: 10.1016/S2213-2600(18)30008-0

      Due to hacker attacks, the site was hacked and a lot of information is not available now. Restoration work is underway.

      For complete information, please visit:

      www. germetik-dp.prom.ua

      www.germetik-universal.net

      www.germetik-universal.all.biz

      Group of Companies GERMETIK UNIVERSAL is a specialized company operating in the field of waterproofing and roofing materials, materials for the protection and restoration of buildings and structures, sealing of seams, junctions, inputs, corrosion protection of steel pipelines, materials for the construction and repair of asphalt pavements . Our company has a wide geography of sales – Ukraine, Russia, Kazakhstan, Uzbekistan, Moldova, Belarus, Armenia, Azerbaijan, Turkmenistan, Tajikistan, Georgia, Kyrgyzstan. The company works with many foreign and domestic manufacturers of products, has its own patents and specifications.

      ORDERING MATERIALS

      Online store:

      www. germetik-dp.prom.ua

      www.germetik-universal.all.biz

      www.germetik-universal.net

      e-mail: [email protected]

      +38 050 617-54-77 Telegram, Viber, WhatsApp

      Tel: +38 050 617-54-77

      Tel: +38 067 857-26-62

      Tel: +38 099 905-98-60

      Tel: +38 098 704-59-17

      Tel: +38 098 972-98-00

      Tel: +38 098 127-99-70

      You can see the current prices on the online store

      WWW.GERMETIK-DP.PROM.UA

      Composite elastomeric materials (Liquid Rubber) Ecobit

      Ecobit 2X, Ecobit 2G, Ecobit 2K, Magelast K-1, Magelast G-2X, Magelast G-1, Magelast G-3A, Ultrasil, Ultraflex Standard, Ultraflex Super, Ultraflex Joint, Ultraflex Anticorrosive, Gekopren, Krovelit, MKVG, MKVTs, MRTU

      BITUMEN

      oil

      Construction BN, BNM, Roofing BNK, Insulating BNI, Road BND, Refractory Rubraks, Brittle Grade B, V, G, Bitumen Concrete, For Accumulators, Bituminous Powder

      MASTIC

      hot applied

      MBK-G, MBKG, MBK, MBR-G, MBR, MBG, MB, MBM, MB-50, MBBG, MBBP, MB-50, IZOL, Plastbit, Bituminol, RBV, BP-G, MBP-G/Shm , MTT, DG-1, BPAM, BITALEN

      MASTIC

      solvent cold

      Bitelast, Tegeron, Khamast, MB-50, Stroyizol, Rezaplast, Venta, MBR-X, MB-X, MBU, MBS-X, BNK, MG-X, MK-1, MBF, MG, MBKH, MBBC, BSM , BOOM, PBS

      MASTIC

      cold application on emulsion

      BLK, BIEM, BEM, ANK, BAEM, HAMAST, Asphalt, BELS-20, BELN-20, BELKK-20, BELAM, BELBIN, MG-1, MG-2, MG-3, MG-5, MG-6 , MG-9, MG-11

      MASTIC

      butyl rubber based

      Buteprol 2M, Buteprol, Germabutil 2M, Tegeron, Bitelast, Hydrobutyl, KN-2, KN-3 Armohydrobutyl, Butizol, Butislan-K, Elastim, MBC, Gerostom, Butylcore, Pigmentobutyl

      MASTIC

      based on thiokol rubber

      UTB-1, UTC-1, UTB-N, U-30m, U-30s, U-30 MES-5, U-30 MES-10, UT-31, UT-32, UT-34, UT-35 , UM-20, UM-40, UM-50, UM-60, KB-0. 5, KM-0.5, AM-0.5, Viksint, GS-1

      Catalog Builders Manufacturers Designers

      Consulting

      Logistics Regions Vacancies
      Editions CD/DVD Edition Advertising Science
      Photo Gallery Video Library Catalog of terms

      Waterproofing structures, moisture protection

      Advanced technology and industrial construction Industrial construction is an important industry requiring huge capacities, diverse design solutions and large capital investments. Advanced technologies in industrial construction today play an important role.

      more

      Sealing, sealing building structures

      Sealants are compositions based on polymers, mainly polysulfide or liquid silicone rubbers. Sealants are used to fill various cracks and cracks, to seal expansion joints, as well as to seal windows and doors.

      more

      road construction

      Road construction is not limited to asphalt paving and road repair. The company’s services also include works on the improvement of courtyards and streets, arrangement of sites and asphalting of other objects for various purposes. The list of road works performed by the company was significantly expanded with services for the construction and repair of engineering systems and communications

      details

      Pipeline construction

      A pipeline is an artificial structure designed to transport gaseous and liquid substances, as well as solid fuels and other solid substances in the form of a suspension under the influence of a pressure difference in the cross sections of the pipe.
      To date, the transportation of various substances through pipelines is the cheapest and most convenient way.

      details

      Protection and repair of concrete

      Aggressive environment negatively affects the condition of building materials. Salt, carbon dioxide, water, and temperature fluctuations (freeze-thaw cycles) often lead to corrosion. Therefore, the protection of concrete from corrosion is the most important task in the construction or operation of any objects.

      more

      Corrosion protection

      Metal corrosion is one of the main reasons for the early failure of various structures and structures: bridges, pipelines, machines, equipment, load-bearing elements of buildings, roofing material. Protection of metal from corrosion is one of the most important tasks, the successful solution of which can save huge amounts of money

      more

      fire retardant materials

      Fire protection of facilities is a set of fire prevention measures based on the use of materials that prevent fire and prevent the spread of fire, increasing the fire resistance of building structures.

      details

      Bioprotective materials

      The main methods of protecting wooden structures from bioinjury are carried out with the help of constructive measures and chemicals. The task of constructive measures is to exclude the possibility of wetting wooden structures during the operation of buildings

      more

      paints and varnishes

      Paints and varnishes (LKM) are composite compositions applied to surfaces to be finished in liquid or powder form in uniform thin layers and after drying and hardening form a film that has strong adhesion to the base

      details

      Thermal insulation materials

      The main purpose of thermal insulation is to reduce heat or cold loss. Under certain conditions, it is also necessary in order to prevent condensation on the outer surface of pipelines and other elements of engineering systems

      details

      Roofing materials

      Roof – the shell of the roof or covering of a building that is exposed to the weather. Its main function is the removal of rain and melt water. The main properties of a roof are ease, durability, profitability in production and operation.

      more

      facade materials

      Facade materials are the face of the house. Their main task is to protect the walls from natural influences and give the building an attractive appearance. At the same time, the material with which the house is finished must be durable, practical, and retain its original appearance.

      more

      Decoration Materials

      Finishing materials are a special set of building materials used in the final stage of the finishing work. The whole set is classified not only by the properties of the products, functional use, but also by the type of coatings

      details

      Adhesives, compounds, grouts

      Adhesives are complex chemical compounds based on organic and inorganic substances that can stick together (join together) various materials. Adhesive – a substance that fills the gap between the parts to be joined during the gluing process

      more

      expansion joints

      Expansion joint — designed to reduce loads on structural elements in places of possible deformations arising from fluctuations in air temperature, seismic events, uneven ground settlement and other influences that can cause dangerous loads

      details

      Wastewater systems

      Surface drainage systems are designed to collect melt and rain water from the surface and drain it into storm sewers. Linear drainage is a system of recessed trays (drainage channels, gutters) and sand traps with protective gratings and nets

      details

      Industrial floors

      Industrial floors can be classified according to the type of base plate construction and the materials used for the “finish” layer. At the same time, industrial floor structures differ in the number of layers (single-layer and multi-layer) and in the type of reinforcement.

      more

      Sports surfaces

      Sports flooring is a dirt-resistant, wear-resistant protective flooring for sports halls and fitness centers. High resistance to denting, excellent fire safety indicators allow it to be used in educational and preschool institutions.

      Read more

       

      mastics of various construction and industrial use

      Abstract of the dissertation on the topic “Public pre-school education in the UK at the present stage”

      Manuscript

      LOK1SHP1A Elena Igorevna

      PUBLIC EARLY EDUCATION IN THE UK AT THE PRESENT STAGE

      13.00.01 – theory and history of pedagogy

      Abstract

      dissertations for the degree of candidate of pedagogical sciences

      Kyiv – 1951

      The work was done at the Research Institute of Pedagogy of Ukraine.

      Supervisor

      Official opponents

      Lead agency

      candidate of pedagogical sciences, senior researcher Melnichenko Ye.F.

      doctor of pedagogical sciences, professor Borisova Z.N.

      candidate of pedagogical sciences, associate professor Panchenko I.N.

      Kyiv State Pedagogical Institute of Foreign Languages

      Defense will take place /O- 1992 in

      15:00 at the meeting of the specialized council D 113.15.01 at the Research Institute of Pedagogy of Ukraine /252030, Kyiv-30, Lenina St., 10/.

      The dissertation can be found in the library of the Research Institute of Pedagogy of Ukraine.

      Abstract sent out

      years.

      Scientific Secretary of the Specialized Council, Candidate of Pedagogical Sciences

      Light M.P.

      GENERAL PERFORMANCE

      Urgency of the problem. The movement of our society along the path of deep democratic reforms involves the search for optimal ways of realizing the growing human personality, maximizing its creative potential, and humanizing the educational process. This search causes an increase in interest in the pedagogical experience accumulated by the world community.

      The process of forming a creative individuality begins in preschool childhood, when the foundation of a future mature personality is laid. The combination of objective and subjective conditions for the development of a child at preschool age predetermines the degree of realization of his personal capabilities in the future. Preschool pedagogy in Great Britain, a country with a long democratic tradition, has accumulated rich experience in raising children in the spirit of the priority of universal values ​​for more than a hundred years of its existence, and many forms of work have been tested. The developments and implementation of English theorists and practitioners during the period of a natural increase in interest in preschool childhood in our country are of inestimable value, and their diversified study and critical analysis are relevant.

      The problems of English pedagogy and school were developed by many domestic specialists in this field: Alyoshkina N. P., Alferov Yu.S., Aransky B.C., Barbariga A.A., Vinokurova N.Ya., Kadupshnaya A.A., Kadyrova H.H., Kolontai Z.L. , Lapchinskoy V.P., Latun L.M., Martsinkovsky I.B., Panchenko I.N., Sundukova L.V., Tarasova T.N., Thorik V.I., Shulndina L.B.

      At the same time, the theory and practice of raising children in preschool institutions in the UK is practically not covered. The study by V.S. Aren? whom and V.P. Lapchinskaya refers to the period of 50 years
      9.

      Research by British scientists covers a wide range of problems of preschool childhood and the organization of English public preschool education. So, in the work of Z. Henderson and L. Joyce, the characteristics of existing types of preschool institutions are given, the issues of organization and functioning of game groups are considered, the content, forms and methods of educating preschool institutions are revealed.

      O

      nicknames in institutions of this type.

      The monograph ‘i.Epjoc is devoted to the analysis of the theoretical foundations of the concept of English preschool education4. The author analyzes the influence of early psychological trends – empiricism and biological determinism, as well as the pedagogical theories of &. Srebel, M. Montessori and R. Ytayner. The conclusion is made about the significant influence of the ideas of K. Piaget and Dk. Bruner on modern preschool education.

      Prof. B. Tizard’s manual for teachers examines the development of preschool education in the country in the context of cooperation

      1 Arapsky B.C., Lapchinskaya V.P. The public education system in England. – M.: Publishing house of APN RSFSR, 1961. – 260 p.

      2

      Wenger L. Education and education of children in the UK // Preschool education, 1983, ii I. – P.72-74.

      3

      Henderson A., Joyce L. Fre-School Playgroups. A Handbook. -L.: George Allen and Unwin, 19Bruce T. Early Childhood Education. – L.¡Hodder and Stoughton, 1987. – 192 p.

      partnerships between teachers and parents to educate the younger generation, analyzes the existing forms of their interaction, suggests ways to improve this cooperation*.

      D.Tizard, P.Hoss and D.Perry explore the history of formation and

      development of English early childhood education taking into account social

      2

      economic processes smoldering place in poison .
      9.

      In the monograph by G. McGale, the problem of four-year-old preschoolers staying in primary schools, which is relevant for English society, is studied “*. A comparative analysis of the conditions, content, forms and methods of education in nursery and primary schools, made by the author, makes it possible to reasonably speak about the inappropriateness of visiting a preschooler: , ha of primary schools.

      Developed by O.S. Whisby is a comprehensive methodology for the mental, physical and aesthetic development of a child with the help of music education.
      9Clarke-Stewart A, Daycare. The Developing Child. – Cambr.(Mass.):

      Harward University Press, 1982. – 173 p.

      4 McGail a. The 4 year old in the classroom. – L.: BAECE, 1989. -49p. to

      Wisbey A. Learning Through Music. – LancasterilITP press, 1986.-92p.

      school services of the country, outlining the advantages and disadvantages of each of them*.

      The basics of English preschool pedagogy are revealed in the textbook for the preparation of preschool workers /author

      about

      P. Gerahti/ . Much attention is paid to the presentation of the process of child development, the tasks and content of public preschool education.

      These and other studies cover a wide range of issues facing modern English early childhood education. The positive omrii accumulated in the English theory and practice of preschool education is of undoubted interest for Russian pedagogy. Many problems developed and solved by English scientists are also relevant in our country during the period of democratization and humanization of the system of preschool education, which determined the choice of this study.

      The object of the study is the process of raising children in preschool institutions in the UK.

      The subject of the research is the content, forms and methods of raising children in English preschool institutions.

      The purpose of the study is to analyze the formation and development trends of public preschool education, its content, forms and methods in preschool institutions in the UK at the present stage. ‘

      In accordance with the purpose of the study, the following tasks were set:

      I. To study the process of formation and development of the English system of preschool education: to analyze the influence of Western European

      1 Morrow J. Preschool Choices. – L.: Longman, 1989. – 80 p.

      2 Geraghty P. Caring for Children. A Textbook for Nursery Hurses.-L.: Baillibre Tindall, 1990. – 298 p.

      Russian pedagogy and psychology on the modern pedagogical theory of early childhood education in Britain.

      2. To reveal the features of the system of English preschool education at the present stage; determine the tasks, content, formalities and methods of educating children in the country’s preschool institutions. .

      The sources of the study were English educational programs, teaching aids, documents and materials of the PSCSCO, pedagogical periodicals.

      Among the 4porpat.ii.!

      “Primary and Pre-School Nutrition Aims” for nursery schools and classes; National program for the upbringing of four-year-old children in primary school D. Dkibson, P. Pritchard/; the program of raising children in play groups D.Morrow /.

      The work analyzed the manuals of various publishing companies for the development of speech, sensory development, the formation of skills preceding reading and writing, the development of elementary mathematical concepts.

      Materials from the English pedagogical and socio-political press were widely used in the study: “Baby Magazine”, “British Journal’of Educational Psychology”, “British Journal of Educational Studies”, “British Journal of Sociology”, “Child Education”, “Practical Parenting”, “Report”, “The Times Educational Supplement” and KHECKO’s “Prospects” magazine.

      The author reviewed and used in his work the materials presented at the Biscuit of Periodicals, organized as part of the Days of Great Britain in the USSR /Kyiv, June 19SO/.

      In accordance with the purpose and objectives of the dissertation research, the following methods were applied: historical and comparative analysis and synthesis of pedagogical, psychological and socio-political literature, programs, manuals; systematization and classification of the actual material of the study; interviews, conversations; generalization of advanced pedagogical experience in the aspect of the problem under consideration.

      Reliability and validity of the results of the study were ensured by the involvement of an extensive array of factual material, its objective analysis and presentation, the adequacy of the use of research methods for the tasks set.

      The scientific novelty and theoretical significance of the dissertation lies in the implementation of a holistic analysis of the theory and practice of public preschool education and the identification of trends in its development. The applicant proposed a classification of types of preschool institutions according to the principle of the content of educational work in them; it has been established that the theoretical foundations of English preschool education are a synthesis of elements of various foreign-European and American educational concepts; the focus of the modern theory and practice of English preschool education on the formation of individuality, the creation of conditions for the development of its intellectual, emotional and volitional spheres; generalized the positive experience of public preschool education in order to use it in the conditions of the republic.

      Practical significance. The author analyzed the modern approaches, content, forms and methods of teaching children in English preschools, which can be used by the native! teachers to improve the educational process. The factual material contained in the study can be used in the preparation of educational programs, teaching aids and developments, serve as a source of information for researchers, teachers, university students and parents.
      9> / Kyiv, 1990 /, seuinar “Sorregetie trends of development-

      developments in pedagogical theory and practice in foreign countries” / Kyiv, 1991 /; publication of research results in scientific collections.

      The following are submitted for defense:

      1. The system of public preschool education in the UK, formed as a result of objective socio-economic processes, is characterized by a differentiated approach

      to Ammunition feeding of children in preschool institutions.

      2. The theory and practice of English preschool education, based on various psychological and pedagogical trends, is characterized by elements of eclecticism.

      3. The content and methods of English preschool education are characterized by a personal approach implemented in creating the conditions for the formation of a creative individuality, the development of its intellectual, embryonic and volitional spheres.

      Thesis structure. The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

      MAIN WORK

      The introduction substantiates the topicality of the dissertation, defines the object, betrays, – the purpose and objectives of the study, reveals its methodological basis, determines the scientific novelty, theoretical and practical significance of the work performed.

      In the first chapter “Formation and development of ciictoih preschool education in Great Britain” – a retrospective

      analysis of the development of preschool education in the country; the theoretical foundations of the concept of English preschool education are revealed; the characteristics of the system of additional gooshgashtch on co;;-
      9

      Emerging during a period of rapid industrial development at the beginning of the 19th century, preschool services in the UK have gone through a difficult path from institutions that looked after children from low-income families to centers that put forward the task of diversifying preschoolers from all walks of life, creating conditions for creativity and self-expression every child. The social differentiation of early preschool institutions led to differences in the content of their educational work. So, day nurseries and the first nursery schools, opened for children of the poorest segments of the population, Etzvigali, basically, the task of physical education of the child and strengthening his health, because, living in poor conditions, suffering from hunger and numerous diseases, children often lagged behind in development. Frebel kindergartens with their holistic education system, which became widespread in Great Britain in the middle of the 19th century, were a privilege for the wealthy part of the population.

      The shortage of pre-school institutions of all types gave rise to a problem that has not been resolved to this day. We are talking about attending a large number of preschoolers in primary schools. Proving the inexpediency, and sometimes the erednost of such a visit, scientists offer different ways out of the existing situation. Some are in favor of banning the admission of preschool children to schools, others are in favor of creating conditions suitable for the stay of small children, including the re-equipment of premises, the retraining of teachers, and the revision of program requirements. The second way seems impudently more realistic in modern conditions.

      Originated in the 1960s In the 20th century, the most widespread type of preschool institution – play groups – is also associated with a shortage of 1\” municipal nursery schools and day nurseries. Existing at the expense of parents and gunkshgonirul with the direct participation of the gosledk,

      game groups marked a new stage in the development of English public preschool education – the active involvement of parents in the educational process of preschool institutions. The interaction of teachers with parents today characterizes the work of all types of preschool institutions and, according to the studies of British scientists, has a beneficial effect on the development of preschoolers and the emotional state of their parents.

      The peculiarities of English pre-school education include attendance by children of pre-school institutions for two years – from 3 to 5 years of age. The upper limit is due to the beginning of compulsory school education from the age of 5. The lower limit is explained by the position of English preschool pedagogy on the need to raise a small child (up to 3 years old) by a mother at home. This feature has an impact on

      O T!

      organization of the educational process in preschool institutions. In particular, an opportunity is provided for the functioning of groups of different ages, in which an attempt is made to create conditions for education resembling family ones.

      The modern system of public preschool education is characterized by a variety of types of preschool institutions. These are municipal and private day nurseries, nursery schools, nursery classes, play groups, mother and child clubs, “opportunity” groups, nurseries. A large number of preschoolers (especially 4-year-olds) attend primary schools. There are a significant number of private educators in the country, united in the National Association of Private Educators.

      The existing differences in the content of educational work make it possible to conditionally combine all preschool institutions into three groups. Day nurseries, referred to the first, traditionally emphasize

      attention is paid to ensuring proper child care, and less time is devoted to educational issues than in other preschool institutions. The artificial division of the multifaceted educational process into interpenetrating care and upbringing is subjected to reasoned criticism by specialists who study this problem.

      Nursery schools and classes included in the second group are characterized by English scientists as preschool educational institutions. According to research, it is in these preschool institutions that the most effective intellectual development of the child is ensured. Preschoolers who attend nursery schools and classrooms are better prepared for school, have a richer vocabulary, read faster, and are better at math, learning later in primary school.

      The emphasis on instilling communication skills in preschool children in the process of physical, intellectual, aesthetic and moral development is seen in the work of preschool institutions included in the third group – play groups, mother and child clubs, groups of “opportunities”. All of them are preschool institutions of the public plan, organized on the initiative and at the expense of parents.

      Comparative analysis of all types of preschool institutions, based on research by British scientists, makes it possible to characterize nursery schools and playgroups as preschool institutions that provide the highest quality level of preschool education. These conclusions are confirmed by the results of the analysis of the degree of trust in English pre-school services among parents who prefer nursery schools and play groups /whose popularity has fallen by 1G over the past ten years, respectively!/

      and $13. / At the same time, the percentage of English people who deny the benefits of public pre-school education, which in the UK acts as an addition and extension of home education, and not its replacement, is decreasing.

      An analysis of the concept of “informal” education used in the work of English preschool institutions allows us to speak of its eclecticism. It is impossible to single out any one theory that has been used in the field of early childhood education. Its theoretical base was influenced by various psychological schools, psychologists and educators.

      Empiricism and biological determinism should be distinguished from early psychological theories. The synthesis of these theories, which manifests itself in taking into account hereditary factors and in recognizing the influence of the environment, makes it possible to build the process of education, using both the innate abilities of the child and the educational influence of teachers.

      ‘ The influence of the ideas of F. Frebel and M. Montessori is unequivocally recognized by all researchers. The game theory of the German teacher was further developed in English pedagogy. Play as the main form of a child’s activity characterizes the work of modern English preschool institutions.

      The influence of the pedagogical concept of M. Montessori can be traced in the practice of broad individualization and the indirect influence of teachers on preschoolers, the active use of the environment and the provisions on periods of development inherent in the child’s body. The didactic material for sensory development, based on the method of self-control and self-examination, developed by an Italian teacher, has received wide application.

      Shared the opinion of researchers writing about the influence of

      R.Steiker on English preschool education, we believe that the task of educating a diversified personality, put forward by preschool institutions, is consonant with the thoughts of the German teacher, who, pointing out the importance of the emotional-volitional sphere along with the intellectual, spoke about the harmonious development of ivdtld.

      Behavioral ideas are manifested in the use of programmed learning in a number of preschool institutions, in the practice of reinforcing positive aspects in children’s behavior and ignoring the negative ones.
      9-expression and creativity of the child fits in with the interpretation of the child’s personality by two scientists as an active researcher of the surrounding reality.

      Having been influenced by the mentioned psychological and pedagogical theories, the concept of English preschool education, based on game theory, is characterized by the interpretation of the child as an active researcher of the surroundings of reality, the active use of the environment, taking into account the individual characteristics of each child and periods of development inherent in the child’s body, the practice of reinforcement positive moments in the behavior of children and ignoring the negative, the predominance of the indirect impact of teachers on preschoolers.

      The concept of English pre-school education is distinguished by a personal approach and a humanistic orientation.

      In the second chapter “The content, forms and methods of education in preschool institutions in the UK” – the content of education in English preschool institutions is disclosed, its

      with

      tasks, forms and methods.

      The existence of different types of pre-school institutions and the absence of a unified national program of munitions leads to variability in the content of educational work. A characteristic feature that unites all educational programs is their personal orientation, which is manifested in the orientation of these programs to create conditions for the development of the child’s potential. The physical, intellectual, aesthetic, moral and social education of preschoolers is realized in the context of the formation and development of the child as an individual.

      Common to the analyzed programs is the promotion of the goal of the child’s socialization, which reflects the trend of increased attention to instilling communication skills in children, the ability to live in a team, and successfully coexist in the outside world. Putting forward the goal of socialization, the tasks of educating respect for the rights and freedoms of others, tolerance and cooperation, creating equal opportunities for all children emphasizes the humanistic orientation of the analyzed programs.

      The negative aspects of educational programs include the lack of a propaedeutic task inherent in most preschool institutions in European countries. The successful solution of the problem of continuity of education by the English society depends, in many respects, on the establishment of continuity between preschool institutions and children and primary schools.

      The purpose of the intellectual development of the growing personality is growing old as a program for nurseries, so for

      game groups, however, the former are distinguished by a stronger bias towards the development of the child’s mental activity. The tasks of sensory development, encouragement of children’s curiosity, development of intellectual abilities and skills, skills that preceded reading, writing and counting, formulated in programs for clear schools, cover all areas of mental education of a preschooler.

      In the absence of compulsory group classes in all types of preschool institutions, the child’s intellectual development is carried out in play activities / English teachers include all types of independent activities in the concept of “play” /, much attention is paid to the selection of toys and play equipment, the use of informal schools and teaching methods. So, for sensory development, the following are widely used: tables of sounds – for the development in children of the ability to distinguish sounds of all types; natural building material / games with dry and wet sand, water, clay, tes-, volume / – for the development of tactile sensitivity, the ability to distinguish sounds, familiarity with shapes and sizes; computers – for the development of control over motor skills, visual memory, acquaintance with sensory standards; traditional English puzzles.

      In the development of speech, English scientists consider three points to be the main ones: the ability to express one’s thoughts, to listen and understand someone else’s speech. The efforts of all preschool institutions are aimed at the implementation of these tasks.

      Overwhelmingly, preschools in the UK do not promote literacy. Their efforts are aimed at developing skills that precede reading and writing. Opponents of this approach believe that the skills called antecedents are too narrow. They propose to create in preschool institutions special

      a crazy “literacy” environment, thanks to which preschoolers can easily and quickly become literate. The introduction of such projects in a number of preschool institutions gives positive results, the researchers emphasize.

      Physical education in nursery schools involves both the full-time physical development of the child and the strengthening of his health, as well as the formation of healthy habits and cultural and hygienic skills and abilities.

      An analysis of the traditional daily routines of both nursery schools and play groups allows us to state that the periods of time allotted for various types of activities are compressed. This is explained by the fact that the child is /in most cases/ in a pre-school institution for half a day. For this reason, daily routines do not provide for daytime sleep or rest.
      9summing up. Unlike the traditional one, the new routine, thanks to “time to plan” and “time to take stock,” the scientists say, creates greater opportunity for preschoolers to learn to make decisions and control their activities.

      Criticism of the new approach is based on the evidence that giving a child complete freedom in choosing the type of activity and in its implementation leads to a decrease in the “intellectual level of the game.” K. Silva, S. Ray, K. Painter, supporting the idea of ​​providing preschoolers with the opportunity to learn to plan their activities in general, they consider it expedient;

      Eat the child’s free choice. The fact that he has the opportunity to choose from a certain list a limited number of activities allows teachers to organize work more efficiently. At the same time, the existing, albeit limited, freedom of choice contributes to the creation of conditions for a more complete self-expression of the child in the course of independently chosen activities, according to scientists.

      English pre-school pedagogy considers aesthetic education, in turn, as a means of realizing the creative principles inherent in the child, which, in turn, contributes to the creation of conditions for the formation of such qualities as self-confidence, self-esteem, self-control, self-respect and those around. The efforts of almost every preschool institution are aimed at creating conditions for the child’s creative development, using the beauty of the surrounding garden and art. Fortune-telling, formulated in educational programs to achieve the goal of aesthetic development, provide for the development of aesthetic perception, feelings, appreciation and artistic and creative abilities.

      Musical education involves the acquaintance of preschoolers with sounds, playing the simplest musical instruments, listening to music, singing, motor activity to music, dancing.

      Singing games are widely used to master the rhythm, which include rhythmic dvikenkas, clapping, tapping with the feet to the music. Having absorbed folk traditions, along with musical development, singing games contribute to the formation of the moral qualities of the individual, national identity.

      The interpretation of drawing by English teachers,

      which, in their opinion, is a means for expressing emotions and feelings when it is impossible for a child to express them in words.

      The practice of drawing with fingers at the first stage of mastering drawing skills by preschoolers, which is typical for English preschool institutions, is considered as an opportunity for self-expression of a child’s personality. Scientists believe that it is difficult for children of younger preschool age, whose arm muscles are not yet sufficiently developed, to start drawing with brushes or karan, dates. Directly in contact with the paint, the child has the opportunity to more deeply comprehend the world around him, to get acquainted with the properties of new things, to observe direct contact between the paint and the surface of the paper, British scientists emphasize.

      Note the unconventional use of dough as a modeling material. Dough is preferable to clay for younger preschoolers, according to English teachers, because it is softer and more pliable for small children’s hands. Clay in English preschools is often offered for use by nervous and impulsive children who can use force, giving an outlet of their energy at the atom.

      The negative aspects include the optional involvement of each preschooler in one or another type of activity that contributes to aesthetic education, which can lead to a lag in aesthetic development for a number of objectively capable children.
      9basicity in oneself, respect for the environment!.them, self-discipline, self-control, tolerance

      reflects the focus of English preschool pedagogy on the formation of an independent personality that respects the rights and freedoms of others.

      The inclusion of elements of ecological, religious and sweat education in the programs contributes to the formation of moral qualities. The opinion of British scientists that environmental education should begin as early as possible and permeate all points of the educational program in preschool institutions is shared by many practices and used in the education of preschoolers. The main emphasis is on direct contact with the surrounding nature, using such means as radio, television, fiction, fine arts, music. Ecological education is realized in game activity, such methods as show, observation, explanation are practiced.

      An analysis of the content of education shows that one can speak of the implementation of a kind of pre-religious education in English preschool institutions. In many of them, a certain work is carried out to familiarize preschoolers with moral sources by getting acquainted with biblical stories, religious holidays, conversations on the topics of morality, life, death, immortality.

      A number of English educators take a similar position with regard to sex education, which, in their opinion, will help lay the foundations of morality, bring them closer to understanding the value of life, family, motherhood and fatherhood. This is usually not about scientific knowledge that is taught in adolescence in schools, but about laying the foundation for future family education.

      In order to create conditions for the formation of an independent, independent personality and successful communication in a team, much attention is paid to instilling the ability to serve oneself.

      Due to the lack of mandatory group activities, the game should be

      be regarded as the main form of education in English preschools. Being the main activity, the game acts as a means of versatile development of the child. Interpreting the game as a necessary condition for the development of the child, British scientists emphasize its importance in developing social skills in children. The game is considered by many educators as a therapeutic tool that helps children master the situation.

      Methods of upbringing focused mainly on individual work with individual children. Collective activities, including reading children’s books, singing, dancing, are not mandatory for all children. The main methods are game methods /didactic games, dramatization games, outdoor games/, verbal methods /explanation, story, conversation/, visual methods /show, observation/.

      In the conclusion, the main conclusions of the study are presented:

      as a result of objective socio-economic processes, transformed depending on these processes and was conditioned by them.

      The social differentiation of early preschool institutions led to the parallel development of existing types and led to the preservation of variability in the content of voegattatelt work at the present stage.

      Shortage of municipal pre-schools caused by government-led under-funding polyp-ki during the decade ended a long period of time. led to the emergence of dotyulsh x uchreGchTset-.G. or’v.wrnir’oro sh-pu. gost if-

      private tutors, alternative enrollment for preschoolers in elementary schools.

      The concept of English preschool education is eclectic, because it is based on elements of various psychological and pedagogical trends and schools: empiricism, biological determinism, Freudianism, behaviorism, cognitivism, the concept of education by FLrebel, M. Montessori, R. Steiner.

      Based on F. Zrebel’s theory of play, the concept of “informal” education is characterized by the interpretation of the child as an active researcher of the surrounding world, which is inherent in the cognitive psychologists C. Piaget and J. Bruner; the predominance of indirect influence of teachers on the child, wide individualization and active use of the environment, which distinguishes the concept of M. Montessori; installation on the development of all spheres of the human personality: emotional, strong-willed and intellectual, proclaimed by R. Steiner; the practice of reinforcing positive aspects in the behavior of children and ignoring the negative, developed by behaviorism; taking into account the innate abilities of the child, proposed biologically,! determinism, and the educative influence of adults, emerging from the theory of empiricism.

      The concept of English preschool education is distinguished by its humanistic orientation and priority of universal human values.

      2. The features of the modern system of English preschool education include:

      a/ attendance by preschool children /in most cases/ of preschool institutions for two years – from 3 to 5 years of age;

      6/ Predominance of public pre-school institutions organized on the initiative and at the expense of parents;

      c/ attendance by a large number of preschoolers /mainly four years of age/ of primary schools;

      d/ the existence of a large army of private educators united in the National Association of Private educators;

      d/ recruitment of groups in most preschool institutions according to the principle of different ages;

      e/ attendance by preschoolers of nursery schools /classes/ and playgroups part-time, part-time work week.

      The content of education in nursery schools and play groups is determined by the tasks of the child’s physical, intellectual, aesthetic and moral development. The common goal of the analyzed programs is the goal of the child’s socialization, which reflects the trend of increasing attention to inculcating communication skills in children, the ability to live in a team, society.

      The promotion of the task of interaction between teachers and parents indicates a tendency for the role of the family in English society to increase, its importance in the upbringing of the individual.

      The game, being the main activity, is a means of the child’s all-round development.

      The main methods of work include: gaming /didactic games, dramatization games, outdoor games/; visual / display, observation /; verbal / story, conversation, explanation /.

      3. Critical analysis and comprehensive study of the experience of raising children in preschool institutions in the UK made it possible to identify possible areas of work to improve domestic preschool education:

      a/ use of the educational experience of democracy in English preschool education, its humanistic orientation, personal training;

      – 23 –

      b/ further improvement of the system of public preschool education, its focus on the social development of the child, instilling in him communication skills, respect for the elders and freedoms of others;

      c/ the use of managerial flexibility, which is manifested in the combination of state administration with public self-government in public education, creating the possibility of taking into account local characteristics that are present in each individual territory;

      g / taking into account the various types of preschool institutions and their modes of operation, allowing to satisfy the needs of the majority of sects;

      e/ creation of conditions for the functioning of preschool institutions of a public plan, creating the possibility of actively involving the parent!’: in the educational process;

      e/ application of national traditions and consideration of national characteristics in the process of educational work with preschool children;

      g/ implementation of the practice of ■ versatile use of game methods of education and non-formal teaching methods in domestic preschool education.

      The work does not claim to be an exhaustive disclosure of the problem. Further research can be carried out in the direction of an in-depth study of the problems of the physical, intellectual, aesthetic and 1!emotional development of the child, as well as an analysis and generalization of the practical use of gaming methods of education in preschool institutions in the UK.

      The main provisions of the dissertation are published in the following works:

      I. Game groups in Great Britain // Doshk. wiggle, 1989.

      12. – S.20-21. – Ukrainian

      – 24 –

      2. The system of public education in Great Britain // The system of public education in foreign countries at the present stage /Capitalist and developing countries/. Sat. scientific works. -K.: KSPI, 1990. – S.22-31 / in co-authorship /.

      3. Pre-school education in the UK at the present stage // Pedagogy and public education abroad. Express-Information, Issue 8 /152/. – M .: APN USSR, Research Institute of General Pedagogy,

      1990. – SD-16.

      4. Problems of nursery schools in Great Britain // Pedagogical science – restructuring at school. Materials of the scientific conference of the Scientific Research Institute of Pedagogy of the Ukrainian SSR. Abstracts. – K .: MHO of the Ukrainian SSR, Research Institute of Pedagogy of the Ukrainian SSR, 1990. – P. 270-271. – Ukrainian

      . b. The situation of preschoolers in primary school in the UK: history and modernity // Pedagogy: Res. scientific method, Sat. /Ed.: N.D.Yarmachenkho /responsible ed./ and others/. Issue 30. – K .: 0sv1ta,

      1991. – C.III-II8. – Ukrainian

      Corrigan-Rex Preschool – Preschool B Keysborough VIC 3173

      Corrigan-Rex Preschool is a Preschool located at Caseborough Victoria 3173. It is one of 2605 preschools in Australia. The address of Corrigan-Rex Preschool is 28 Kingsclere Ave, Keysborough Vic 3173, Australia.
      The Corrigan-Rex Preschool website is https://www.bestchance. org.au/kindergartens/keysborough/corrigan-rex-kindergarten/.
      Corrigan-Rex Preschool can be contacted at 61397983017.

      Corrigan-Rex Preschool is rated 5 (out of 5 stars) by 1 reviewers online.

      Some places around Corrigan-Rex Preschool are –

      Doctor GP Heenetigala Nihal

      (General Practitioner) 280 Corrigan Rd, Noble Park VIC 3174, Australia (approx. 352 meters)

      foodworks

      (Supermarket) 285-289Corrigan Rd, Keysborough VIC 3173, Australia (approx. 248 meters)

      Henderson Medical Clinic

      (Polyclinic) 2 Henderson Rd, Kisborough Vic 3173, Australia (approx. 316 meters)

      ww liquor bottle shop

      (Liquor store) 287 Corrigan Rd, Keysborough Vic 3173, Australia (approx. 254 meters)

      Henderson Medical Clinic – Dr. Vinh Le

      (Family Practice Physician) 2 Henderson Rd, Keysborough Vic 3173, Australia (approx. 325 meters)

      Southeast Chiropractic Center

      (Polyclinic) 292 Corrigan Rd, Kisborough Vic 3173, Australia (approx. 313 meters)

      Lina Family Day Care

      (Family Kindergarten) 24 Parramatta Cres, Noble Park VIC 3174, Australia (approx. 268 meters)

      Corrigan-Rex Preschool

      (Preschool) 28 Kingsclere Ave, Keysborough Vic 3173, Australia (approx. 100 meters)

      Dr. Rima Bassi: Family Dentist

      (Dentist) 1 Parramatta Cres, Noble Park VIC 3174, Australia (approx. 280 meters)

      Kingsclere Fish and Chips

      (Fish and chips takeaway) 7/12 Kingsclere Ave, Keysborough VIC 3173, Australia (approx. 204 meters)

      Less than half a mile from Corrigan-Rex Preschool, you can also find Direct Chemist Outlet, Keysborough, Keysborough Tattslotto, Southeast Chiropractic Center, Keysborough Pain and Wellness Center, Greenleaf Beauty, Master of Hair and Beauty, OMP, Kingsclere Hot Bread , Mehfil Indian Restaurant, Lucky Corner Lotto, Oh My Pizza (Parkmore Pizza), Mehfil Indian Restaurant, Oh My Pizza (Parkmore Pizza), Kingsclere Fish and Chips and more. ?>

      Distance from major attractions

      The distance between Corrigan-Rex Preschool and Bunnings Keysborough is approximately 2 kilometers.

      The distance between Corrigan-Rex Preschool and Kmart Keysborough is approximately 1 kilometer.

      The distance between Corrigan-Rex Preschool and Parkmore Mall is approximately 1 kilometer.

      The distance between Corrigan-Rex Preschool and Keysboro Hotel is approximately 1 kilometer.

      Rank

      Contact