Monthly Archives: October 2022

Early Education Programs / Prekindergarten: 3-year-olds

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  Prekindergarten: 4-year-olds
  
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    Pre-K 4 Availability at Campuses
    
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    Frequently Asked Questions / Preguntas Frecuentes
    
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  Prekindergarten: 3-year-olds
  
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    Pre-K 3 Availability at Campuses
    
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    Frequently Asked Questions / Preguntas Frecuentes
    
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    Kindergarten Acceleration
    
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  2022-2023 Pre-K 3 Pre-Registration

  Our Pre-K 3 Program is currently at capacity and is no longer taking pre-registrations.

  Nuestro programa de pre-k 3 está actualmente lleno y por el momento no estamos tomando solicitudes.

  
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  Pre-K 3 Overview

  Grand Prairie ISD is honored that you are considering placing your child at one of our Pre-K facilities. We want to make the registration process for Pre-K as simple as possible, so we have developed these guidelines to help along the way.

  The Pre-K program in GPISD has been developed using the TEA’s guidelines and early education best practices, including dual language at a majority of our campuses.  Our program provides a rigorous environment addressing the developmental and social needs, academic content, and readiness skills essential for children’s success.

  Our focus is on bringing families together in an educational community that provides a rich environment in which students can develop and reach their potential. We intentionally develop strong relationships with students, their families, and our community.

  Class Ratio: 2 Staff (Teacher & Paraprofessional):  18 Students

  
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  Step-By-Step Process: Registration is as easy as 1-2-3!

  Step 1 – Pre-Registration

  Fill out the online pre-registration (English and Spanish).

  Step 2 – Enrollment

  After completing the pre-registration form, you will receive an email with your confirmation number and a second email with enrollment instructions. You will need to complete the New Student Online Enrollment and have the ability to upload the required documents listed below to complete the enrollment process.

  Step 3 – Register

  Complete the registration process for the 2022-2023 school year.

  
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  We are here to help!

  Contact us: Email [email protected] or call Mayra Aceves-Diaz at 972-237-5478.

  
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• Tuition-Based Pre-K 3

  For students who do not meet the federal guidelines, GPISD offers tuition-based Pre-K 3 at:

  • Bonham Early Education School
  • Crockett Early Education School
  • Dickinson Montessori Academy

  For students who qualify under the FREE Pre-K state criteria, GPISD offers the choice of one-way dual language, two-way dual language, ESL, or general English curriculum.

• Is my child eligible for FREE Pre-K 3?

  If your child will be three years old by September 1, 2021, he/she may be eligible for FREE full-day Pre-K. The Federal qualification criteria includes: 

  • unable to speak and comprehend the English language
  • is educationally disadvantaged (eligible to participate in the National School Lunch Program)
  • is homeless, as defined by 42 USC, §11434a
  • is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who is ordered to active duty by proper authority Has ever been in state foster care
  • is the child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed while serving on active duty
  • is or has ever been in the conservatorship of the Texas Department of Family and Protective Services (foster care) following an adversary hearing held as provided by Family Code §262. 20
  • is the child of a person eligible for the Star of Texas Award as a police officer, firefighter, or EMT

• Required Documents

  What will I need to for enrollment once I have completed the online pre-registration?

  Once you receive a confirmation to enroll. You will then complete the New Student Online Enrollment with the ability to upload the required documents listed below to complete the enrollment process. If you have any difficulties with the registration process, email [email protected] for assistance.  

  • Official birth certificate (any country)
  • Child’s social security card
  • Current proof of address (utility bill with address)
  • Parent/Guardian picture ID from any country
  • Income verification (such as a current pay stub or W2 form)
  • Up-to-date immunization record

  As a state requirement All children are required to have this on file with the school before they may attend their first day of school.

  District staff can assist families needing additional documents.

• Child Find

  Grand Prairie ISD identifies children ages three, four, and five who may be eligible and would benefit from a Preschool Program for Children with Disabilities (PPCD). Request for a Child Find Meeting may be made by parents, other concerned persons or Head Start.  ECI case workers will initiate the referral process for children that have been identified with a delay. GPISD completes Child Find Meetings and/or evaluations during the school year.

  For information on referring children enrolled in GPISD suspected of having a disability, contact the GPISD special education department or your child’s campus RTI team. 

  For information on referring children not enrolled in GPISD suspected of having a disability, contact:

  • The GPISD Child Find Departmentfor children 3 and above, call 972-522-3152
  • For services for children less than 3 years old contact Dallas Metrocare – Early Childhood Intervention Services at 214-333-7076

Three-Year Old Homeschool Preschool – This Little Home of Mine

In past generations, small children learned (and learned a lot) through their play, daily interactions at home, etc. Schooling toddlers and preschoolers is a fairly new phenomenon, and I would go as far as to say that formal schooling for your toddlers and preschoolers is actually not a necessity. With that being said, please understand that when it comes to Three-Year Old Homeschool Preschool, you can not mess it up – I promise!

Homeschool Preschool is simply a way to describe you taking advantage of opportunities to guide your little learner as they discover the world around them. When I chat about homeschooling preschoolers, I’m talking about reading with them, playing with them, and involving them in those day-to-day life moments that have the power to teach.

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When my oldest turned two, I decided to begin venturing into the world of Homeschool Preschool. I felt that we would both benefit from the structure and routine it would provide during our days together, and as a former classroom teacher, I must admit I was especially excited to plan learning activities for him.

I simply couldn’t help myself!

While I am a firm believer that children learn best through play as well as through interactions with others, I thought it would be fun to have just a few minutes each day dedicated to these learning activities – definitely something that can be practiced while simply playing and reading books aloud with your little one, but I decided to take it a step further – just for fun.

Are you wanting to do the same? If so, simply choose the areas where you would like to focus with your little one, and then gather resources that will assist you in meeting those goals. Please don’t drive yourself crazy overthinking the details. I assure you that there is no wrong way to do this. The only danger is trying to take on too much at once – overwhelming yourself and your child. My first piece of advice for two-year old homeschool preschool?

Keep it simple – Keep it fun.

I assure you it will make all the difference!

This post will provide you with tips and ideas that will make it possible for you to navigate Three-Year Old Homeschool Preschool at home with your child, and my hope is that you and your little one will have a lot of fun learning together!

Three-Year Old Homeschool Preschool

What Do I Want My Three-Year Old to Learn?

For the three-year old year, I like to focus on the following areas:

Your goals for your little one may differ, but this list will provide you with a good starting point!

• Letter Recognition
• Letter Tracing
• Letter Sounds
• Counting to 20
• Basic Shapes
• Colors
• Sorting/Classifying
• Cutting/Pasting
• Gross Motor Skills/Fine Motor Skills
• Memorization

What Curriculum Resources Do I Use?

• Abeka’s Phonics Charts 1 & 2
• Abeka’s Letters & Sounds for 3’s
• Abeka’s Numbers & Skills with Button Bear

As part of our daily exercises, we use Abeka‘s Phonics Charts 1 & 2. These two charts lay the foundation for Abeka’s entire phonics program.

The Letters & Sounds book will assist you in creating a strong phonics foundation for your little one. As you go throughout this workbook, you will see your three-year old grow in the following areas:

• letter recognition
• tracing skills
• letter/word association

The Numbers & Skills book offers great counting practice – but it also includes a variety of pages that will encourage:

• color recognition/application
• reasoning skills

ABC Jesus Loves Me is just one of many websites that offer letter/number printables to use at home! I printed mine on cardstock and laminated them. They have been great for all kinds of different activities. For example, when we are learning about letter B, we might cover of B‘s with plastic bugs or colorful buttons or craft blocks (pictured below) or blue pom poms.

For letter C, we roll and cut play dough to create Cs on our mat.

For letter V, we might form Vs using vegetables!

POST UPDATE: It has come to my attention that the ABC Jesus Loves Me website has changed in its set up – If you find it difficult to access these particular ones, there are lots of other great freebies out (Check Pinterest for sure!) or you might be interested in what Bitty Beginnings offers along these lines! I have really liked her resources!

Check out my favorite laminator! – Laminating sheets available here.

How Do I Stay Organized?

As with the approach we use for two-year old homeschool preschool, I like to focus on one letter of the alphabet each week – starting with A and working our way through Z over a period of 26 weeks. Out of order works great, too if you prefer to do it that way! This letter-a-week approach serves as the framework for my lesson planning (I use that term loosely. ), and books like this have been great resources.

I simply use my personal day planner to jot down three things:

• #1 – Each Monday is marked with a note of the letter of the alphabet we will be focusing on that week.
• #2 – On each day of the week, I make note of any workbook pages I want to complete.
• #3 – On each day of the week, I list the activities that I want to do.

Check out my favorite planner: Simple & Inexpensive!

I typically plan out 1-2 months at a time – leaving room for any holidays, out-of-town trips, etc. that would take us away from our usual routine. There is no need to be strict and rigid with your schedule. One of the most beautiful things about homeschooling is the flexibility it provides. Don’t be afraid to embrace that.

What Do My Lesson Plans Look Like?

Each day begins with our morning time where we do the following:

• Read from our Children’s Bible
• Practice Memorizing Psalm 23
• Recite The Pledge of Allegiance
• Sing the Days of the Week Song

(Sung to the Tune of “Yankee Doodle”)

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Don’t ask me to sing again, because I’ll do it anyway.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

• Sing the Months of the Year Song

(Sung to the Tune “Michael Finnegan”)

January, February, March, and April

May and June

July and August

September, October, November, December

These are the months of the year.

• Practice Abeka Phonic’s Charts 1 & 2

These are all daily practice activities that we go through each morning and then we walk through the worksheets/activities planned for each day.

We typically do one Letters & Sounds for 3’s worksheet and one Numbers & Skills with Button Bear worksheet each Monday and Wednesday with a third Letters & Sounds for 3’s worksheet either on Tuesday or Thursday  – for a total of five worksheets per week.  Five worksheets?! Five worksheets a week?! For a three-year old?! Let me clarify! Each of these worksheets are very basic with a simple activity of either tracing [for example] one uppercase and one lowercase letter or tracing a single number and coloring a picture that goes with it. Simple. Simple. Simple. I am absolutely not in favor of overwhelming little ones with an over abundance of worksheets!

Here’s an example of what our first two weeks of three-year old homeschool preschool might look like:

Week #1: Letter A

Monday, September 1st: Letters & Sounds for 3’s Page 3 and Numbers & Skills Page 3; Color or Paint the Letter A page from the Melissa & Doug Easel Tablet; Cut up an apple – Count the pieces – Eat the apple.

Tuesday, September 2nd: Read animal books; Use the A alphabet stamp to “stamp” A‘s on a flat piece of play dough; Play with alphabet stickers; Serve asparagus with dinner.

Wednesday, September 3rd: Letters & Sounds for 3’s Page 5 and Numbers & Skills Page 5; Count to 10 with counting chips; Complete cutting/gluing Activity; Attend Storytime/Musictime at the local library.

Thursday, September 4th: Sing the alphabet using letter flashcards; Letters & Sounds for 3’s Page 11; Trace zigzags with highlighter; Play shape-matching game.

Friday, September 5th: Play with alphabet puzzles; Use popsicle sticks to create the Letter A; Paint with q-tips; Interact with Starfall website; Attend drop-in art class at the local art center.

Now I Eat My ABCs Available Here

Week #2: Letter B

Monday, September 8th: Letters & Sounds for 3’s Page 7 and Numbers & Skills Page 7;  Color or Paint the Letter B page from the Melissa & Doug Easel Tablet; Trace student’s name with a highlighter; Blow bubbles; Make banana icecream.

Tuesday, September 9th: Read bug book; Using an B-shaped cookie cutter, “cut” B‘s out of play dough; Play with alphabet magnets; Serve beans with dinner.

Wednesday, September 10th: Letters & Sounds for 3’s Page 9 and Numbers & Skills Page 9; Count to 10 with counting bears; Complete cutting/gluing Activity; Attend Storytime/Musictime at the local library.

Thursday, September 11th: Sing the alphabet using letter flashcards; Letters & Sounds for 3’s Page 13; Sing a song while passing a ball back and forth; Using a letter B alphabet stamp [and washable ink pad], cover a piece of construction paper with letter B‘s; Play shape-matching game

Friday, September 12th: Read bear books; Cut large, colorful letter B‘s out of a magazine, and allow your little one to glue them to a piece of construction paper; Interact with a favorite preschool math YouTube channel;Attend drop-in art class at the local art center.

*Some of our favorite YouTube Channels: Super Simple Learning, Maple Leaf Learning, Oh My Genius, Storybots, Edewcate, Jack Hartmann, Patty Shukla, and Mother Goose Club.

Complete A-Z Alphabet Letter Learning Packet Available from Bitty Beginnings

As you can see, I like to keep the activities as simple as possible – No complicated crafts and projects here! I only list ideas that I know can realistically be carried out in our day-to-day, and I keep my list short and sweet – unless I need to make additional notes to trigger my memory regarding the details of a specific activity.

For example, Monday’s notes for Week #2 might simply say: 

• Color Letter B
• Trace Name
• Banana Icecream
• Bubbles

Alphatales Big Book Available Here

Alphatales Book Bundle Available Here

This quick list is all I need to guide me in carrying out the activities I have brainstormed for each day. You may find that a different method works for you, but my goal is to keep things simple and fun!

Shapes Trace-n-Erase Chalkboard: by Chalk Full of Design

Please know that these specific activities have been tailored to fit the needs of my little ones and you may find yourself drawn to different ideas for your learner. Another beautiful thing about homeschooling is that you can plan your lessons specifically for your child, so don’t hesitate to do just that!

Overwhelmed by the way I just explained my lesson planning?

Maybe this view will help:

Our Weekly Schedule:

Monday:

Bible Reading/Bible Memory/Memory Songs

Abeka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Numbers & Skills Counting Worksheet

Hands-On Letter/Number Activities

Tuesday:

Hands-On Letter/Number Activities

Wednesday:

Bible Reading/Bible Memory/Memory Songs

Abeka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Numbers & Skills Counting Worksheet

Hands-On Letter/Number Activities

Visit to the Library

Thursday:

Bible Reading/Bible Memory/Memory Songs

A Beka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Hands-On Letter/Number Activities

Friday:

Hands-On Letter/Number Activities

Visit to the Art Center

Interested in having access to ALL of my lesson plans A through Z? I’ve released them HERE!

Yes, I’ve done all the work for you – providing you with a multi-sensory approach to teaching more than JUST the alphabet: Library Lists, Snack Ideas, STEM Activities, Sensory Explorations, Art Experiences, Outdoor Play, and more!

Now, for my #1 homeschool organization tip: On Sunday night, I gather any workbooks/supplies I want to use in the coming week – usually placing everything down in a basket. Once a busy week begins, everything I need is right there at my fingertips…which ensures the activities will actually happen as I hope.

Where Do I Find My Supplemental Activity Ideas?

I like to brainstorm ahead of time about what kinds of activities my child will enjoy doing. Does your child love board books? Puzzles? Do you own any educational toys/games that they especially enjoy? Is your little one artistic? Musical? Consider these kinds of questions and then tailor your activities to their interests. This guarantees they will enjoy learning with you, and that is most definitely the number one goal!

Alphabet Animal Flashcards Available Here

If you find that an activity isn’t working well (and there can be a variety of different reasons why this might be the case), don’t stress. Simply stop what you’re doing and redirect. No worries!

If you’re having trouble coming up with ideas for your little one, I have one word for you: Pinterest! Hey, even if your creative juices ARE flowing, I would still suggest checking out Pinterest. Search “Letter of the Week Activities”, and you will be all set with fun ideas to last you from A to Z...and then some! Free letter/number printables, simple alphabet-related craft ideas (Have I mentioned that I’m all about simple?), tasty snack suggestions for each letter of the alphabet, and more – It’s all there for you! In fact, you will discover more ideas than you could ever possibly do, so just pick a few that sound especially fun [and do-able], and you will be all set for a great year.

FREE A-Z Do-a-Dot Packet Available Here – Another great FREE Set Here

Do-A-Dot Markers* Available Here – *These have also been spotted at Marshalls/TJ Maxx!

In the early days, that is what I did- putting all of my favorite activities together in this resource that I make available here at This Little Home of Mine:

Where Do I Find My Supplemental Resources:

Most of my educational supplies/toys have come from yard sales, thrift stores, and consignment sales! You can even find great resources at the dollar store/in the dollar spot! You do not have to spend a lot of money to provide great resources for your children.

A Few Final Thoughts:

Some educators feel that Abeka’s curriculum is too traditional, but I love the strong foundation it provides! This is not to say that the program is for everyone! Every child is different…every parent teaches in their own unique way…but this is simply why we have chosen to use it for our preschoolers. Some parents may feel overwhelmed by the thought of learning Abeka’s phonics curriculum. I can completely understand this as it may seem like a foreign language to those who have never taught it; but I promise that after a little bit of time, it becomes second nature to you and your child! Abeka‘s preschool curriculum allows you to start with basic concepts and then grow from there as your child moves along in the program.

Curious about how to extend Abeka’s Phonics program on in to the four-year old year? Click here!

In addition to the above lesson plans, we also like to incorporate Kumon workbooks in to our at-home learning routines. We have used Kumon workbooks throughout the school year as well as during the summer months. They provide great reinforcement, but I would highly suggest testing the waters to see what your child is able to do as you definitely do not want them to feel overwhelmed.

My First Book of Uppercase Letters Available Here

My First Book of Lowercase Letters Available Here

My Book of Numbers 1-30 Available Here

There are so many great [age-appropriate/developmentally-appropriate] workbooks and activity ideas out there – find what your little one loves and let that be your guide! Don’t over think it. Don’t compare to others. Allow their play to guide you, and you will be amazed what your preschooler will learn!

FREE Alphabet Printables Available Here

Whether we realize it or not, lots of learning is going on during typical childhood activities: rigorous outside play, building with blocks, assisting with household chores, coloring/painting at an easel, cutting/pasting with paper and glue, designing with play dough, creating with Legos. Especially at this age, it is important that we value these things!

My kids love when I read aloud to them! They are big fans of play dates at the park and trips to the library for music time/story time. They enjoy going to the art center and doing little projects in the garage with their dad. They love taking “nature walks” and playing outside with water, bubbles, sand, and chalk. These daily experiences are where so much learning is happening, and in my mind, Homeschool Preschool is simply for reinforcement and enrichment.

Want access to a printable that you can use to brainstorm fun activities for your little ones?

Interested in more information about homeschooling your preschooler? I offer the following posts:

• Two-Year-Old Homeschool Preschool
• Three-Year-Old Homeschool Pre-school
• Four-Year-Old Homeschool Pre-school

as well as a free Homeschool Preschool e-course designed to encourage you as you get started!

Want to read more about our family’s Lifestyle of Homeschooling? Our daily schedule? A look at our week? I would be honored to share with you how we have adopted a lifestyle of living and learning together and how you can do the same with your own family:

Welcome to the Early Learning Programs Page

DEED provides support to the early learning community that serves children ages 3-5 years of age.   DEED does this through hosting the pre-elementary approval to operate system, the Alaska Developmental Profile assessment for children entering kindergarten, AK CLIMBS assessments, and through administering grants to pre-elementary programs in public schools and non-profit partners.

Pre-Elementary School

As defined by Alaska Department of Education & Early Development Regulations, pre-elementary schools are primarily designed to prepare children, 3-5 years of age, for elementary school; regularly serves a group of five or more children; and is operated by a school district or a Head Start agency as defined in 42 U.S.C. 9852c.

Pre-Elementary School Requirements

Programs that meet the abovementioned description must: 

1. Complete an initial or renewal application for approval to operate at Pre-Elementary Approval to Operate application [4 AAC 60.036]
2. Implement the Early Learning Guidelines and conduct appropriate assessments for each child on all domains [4 AAC 60. 170(a)]
3. Submit an end-of-the-year report to DEED annually by June 30 at Pre-Elementary Approval to Operate End-of-Year Report [4 AAC 60.170(b)]

School district pre-elementary programs must also assure that:

1. All teachers employed by the school district hold valid teacher certificates [4 AAC 12.300]
2. All para-professionals employed by the school district meet the requirements outlined in 4 AAC 04.220

For more information about Pre-Elementary Approval to Operate, please contact Kristen Spencer at (907) 465-4862.

Pre-Elementary School District Grants

Alaska Pre-Elementary Grants promote school readiness and positive outcomes for participating children.  Information is gathered from funded programs to inform the longer-term implementation of accessible, affordable, mixed delivery, and high-quality early care and education. Alaska Pre-Elementary Grants are awarded to Alaska’s school districts.  The following school districts were awarded funds for the 2021-2022 School Year:

• Alaska Gateway     
• Aleutians East Borough     
• Anchorage    
• Bristol Bay Borough 
• Chatham Schools   
• Chugach Schools 
• Fairbanks North Star Borough
• Hydaburg

• Juneau Borough
• Kake City     
• Kenai Peninsula Borough
• Kodiak Island Borough
• Lower Kuskokwim
• Sitka Borough
• Southeast Island
• Southwest Region
• Yukon-Koyukuk

For questions about school district pre-elementary grants, please contact Kristen Spencer at (907) 465-4862.

Alaska Early Childhood Coordinating Council

The Alaska Early Childhood Coordinating Council (AECCC) promotes positive development, improved health outcomes, and school readiness for children prenatal through age eight.  The AECCC is co-chaired by the commissioners of the Department of Health and Social Services and the Department of Education and Early Development and members include early childhood state staff, non-profit staff, trbial staff, parents, and early childhood educators.  The council meets quarterly. 

For more information, please go to the Alaska Early Childhood Coordinating Council website or email [email protected].

Early Learning Assessments

Alaska CLIMBS

DEED provides an online observation-based assessment tool to all public Alaskan Pre-Elementary Programs. The assessment is in alignment with Alaska’s Early Learning Guidelines.  The assessment data informs programs about each child’s growth as well as provides information about classroom, site, and program efficacy.   The state uses the data to document success of pre-elementary programs and informs statewide systems and services.    

• Alaska CLIMBS Assurance Page (docx)

Alaska Developmental Profile (ADP)

The ADP is Alaska’s Kindergarten Entrance Assessment. It is an observation-based assessment tool used to identify, record, and summarize the skills and behaviors students demonstrate at the beginning of their kindergarten year.    DEED releases an annual report with this information. 

Alaska Developmental Profile (ADP) website

Frequently Asked Questions (FAQs)

For more information about Early Learning Assessments, please contact Supanika Ordonez at (907) 465-8707.

Early Childhood Programs

Head Start 

There are 15 Head Start Programs serving 3-5 year old children in the classroom setting in Alaska.  DEED provides funding to those programs through an equitable funding formula.

DEED also houses the Alaska Head Start Collaboration Office.   The Head Start Collaboration Office facilitates partnerships between Head Start agencies and state entities who provide services to children from low-income families.

For more information about Alaska’s Head Start programs, please click the link or contact Supanika Ordonez at (907) 465-8707.

Parents as

Teachers (PAT)

DEED collaborates with the Department of Health & Social Services Maternal Infant Early Childhood Home Visiting (MIECHV) Division to fund the Parents as Teachers program.  This program provides support for early learners (birth to 5) by empowering their caregivers through personal and group visits.  The following are the recipients of grants for the 2021-2022 school year:

Alaska Family Services

Kid’s Corp

RurAL CAP

SEA-AEYC

For more information about PAT, please contact Emily Urlacher at (907) 269-3405.

Early Childhood Resources

Information

♦  Alaska’s Early Learning Guidelines

♦  Licensed Child Care Facility Database

♦  Pre-Elementary Programs Database

♦  Reducing Early Childhood Exclusionary Practices in Alaska

Organizations

♦  All Alaska Pediatric Partnership (A2P2)

♦  Anchorage Association for the Education of Young Children (A-AEYC)

♦  Best Beginnings

♦  Home-Visiting Resource Network

♦  Northern Interior Alaska Association for the Education of Young Children (NIA-AEYC)

♦  Southeast Alaska Association for the Education of Young Children (SEA-AEYC)

♦  thread

“Such schools are comfortable and safe for everyone” – Picture of the Day – Kommersant

At the beginning of September, a discussion on the Russian Internet about the right of children with special needs to study in general education schools resumed. The reason was partly the message on social networks of the director of the charity fund “House with a lighthouse” Lida Moniava that her ward Kolya would go to a comprehensive school. Clinical psychologist Tatyana Morozova, expert of the Naked Heart Charitable Foundation, visiting professor at the Department of Child Neurology at the University of New Mexico (USA), told Kommersant special correspondent Olga Allenova, why children like Kolya need to study in general education schools and what this will give them and others.

Clinical psychologist Tatyana Morozova

Photo: Naked Heart Foundation

Clinical psychologist Tatyana Morozova

Photo: Naked Heart Foundation

“Until there are children like this in schools, inclusion will not happen” What is inclusion?

— Inclusion starts with acceptance. And probably, the conflict that we observed on social networks around Kolya’s admission to school is connected precisely with this – not everyone is ready to accept that special children can generally go to the street, to a hairdresser, to a cafe, somewhere else. Therefore, the first step in building inclusion is a change in minds. People need to accept that a person with special needs has exactly the same rights that all other people who develop in a typical way have. All special services, all special types of assistance will be meaningless if there is no acceptance that this is a person.

When society recognizes the right of such children to be near the rest, even if there are no special opportunities for such children in schools, this is already a good start. This is not yet inclusion, but already integration. And inclusion is the inclusion of a person with disabilities in the life of society while creating such conditions so that he has the same access to all services as the rest. Access to transport, cultural, educational and leisure institutions. And this already requires much greater changes in society – not only a willingness to accept, but also deeper professional knowledge. Because the presence of a ramp and a lift, the presence of specialists with diplomas does not mean that we understand the needs of people.

Integration, acceptance and humanity are not enough for true inclusion.

And this is where specialist knowledge, professionals and considerable resources are really needed. And they can not be taken from the ceiling. All over the world, the first attempts to include people with disabilities in the educational process, in leisure, in other areas of life began with the fact that such people were simply brought into society. It was difficult for them to participate in the life of society, because there was no special equipment, there was no possibility of access to buildings, there were no adequate support programs, but without this it was impossible to achieve the construction of the system. Gradually, more knowledge appeared, more people with disabilities began to live in society, and not in boarding schools. Scientists and specialists had to learn to understand the needs of these people, and they consist not only in the fact that a person is fed and clothed. It was necessary to understand how they can function in society and how society can interact with them. Understanding each other is already inclusion, this is a huge shift in society. In our country, this process is in its infancy, because special knowledge in this area still exists in some places.

— You spoke about the human right to be close to the rest of society. That inclusion starts with acceptance. That is, if today there are neither special teachers nor a special resource environment at the school, a child with a disability can still come there?

— Of course, because if the child does not come there, then there will be no inclusion. This precedent will not arise. But the presence of a child with special needs at school and even the presence of a ramp and specialists does not mean that the child will be able to be included.

— What should be at school for a child to be included?

— The first condition is legislation, and we have it in Russia. The current law on education implies that the child and his parents – and most often, when it comes to children with serious disabilities, these are the parents – have the right to choose any school near their home. When the choice has been made, special educational conditions for such a child should be created in this school, and after that, professionals with special knowledge should come.

– Where can I get them?

– The university system is trying, but, unfortunately, this is still at the level of conversations. But in Russia there are some organizations that have been training teachers for many years, they really succeed not only on paper.

— What are these organizations?

— Now there are many organizations that work with different categories of schoolchildren. If we talk about children with autism, then these are Naked Hearts, the Exit Foundation, Autism-Regions, and the Center for Autism Problems. The CLP legal group does a lot for the legal support of inclusion.

— Since the universities are not yet very effective in training teachers to work with special children in a general school, should the school authorities seek help from one of the public organizations that provide such training?

Yes. Because the issues of inclusion and education of a special child are still not the training of specialists in the classical sense, when someone gave a lecture, someone wrote it down, remembered it, can retell it, and everyone fled.

After all, the meaning of such training is that specialists at school can make sure that the child is not only in the same room with others, but also learns with them, communicates, and tries something new.

So that they change something together, adjust, study together. And this is really not fast and requires long-term cooperation with parents, with specialists who know how to do this, and with the school. But until such children appear in schools, inclusion will not happen.

— Let me clarify once again: any child with a disability, even with severe and multiple developmental disorders (SMND), can come to a general education school today, and not wait until something is created for him there?

— Nothing will be created at the school until this child comes there. Because the school cannot know in advance about children with cerebral palsy, children with autism, visual impairments, hearing impairments, learning difficulties, or children who eat or breathe with the help of special devices. And nowhere in the world does a school know all this in advance. But if a child comes to school with certain characteristics and needs, then the school should be provided with sufficiently large and intensive support from the resource center, the department of education or another organization, which must not only know how to teach such a child, but also be able to practice work with it and teach it to the school. This work will take a lot of time.

It is hard to imagine a specialist, even of the highest level, who is very well versed in advance in all the features of development and knows what children with a particular diagnosis need.

Each child is individual, specialists must see him, understand what he is in order to teach him and others to understand each other.

— That is, the school adapts to the child who comes to it?

— Yes, the whole school adjusts, starting with how the building looks, the classroom and what people at school know about these children and their needs. In Russia, a child with a serious disability goes to school with a special individual development program, in this program, experts write what his needs are, what, in fact, the conditions he needs. These programs are very different because children are all different. And the school, in accordance with this program, offers the child classes.

“He was born in this world, he has the right to live in it”

— Let’s take a child like Kolya, he has severe multiple developmental disorders, he spent 12 years in a boarding school and now lies all the time, he has frequent convulsions, and it is not very clear what he feels and how he understands this world. What can and should be taught to Kolya and what would the process of his learning look like in the right school?

— I don’t know Kolya, but if we talk about children with severe disabilities in general, then let’s start with the fact that a child should not lie down all the time, he should have special equipment, because a person with any impairment should lie down all the time not healthy. It is not good for breathing, for digestion, for eating. If the child is not in an upright position at all (not sitting or standing in special equipment), if his bones and joints are not loaded for a long time, this leads to serious difficulties, such as washing out calcium from the bones and increasing the risk of fractures. Therefore, the child should not just lie down. A positioning program should be developed for him, which clearly describes in what positions and with what equipment he needs to be during the day – for example, sitting in a wheelchair, standing in a stand.

What the child will be taught depends on the results of the assessment, which will be carried out by specialists. They will look at what he likes, what he can participate in, what he can enjoy, what he can do and what skills that are in the zone of proximal development need to be worked on.

Someone will be slowly taught to take food through the mouth, even if he is still eating through a gastrostomy, someone will be taught to communicate, for example, not by shouting, but in another way. It is very important to teach the child to express his basic desires so that others do not guess what he likes and what not.

And even for people with the most profound disabilities, it is possible to find a way of communication with which they can show their desires-unwillingnesses, refuse or ask, attract attention in order to communicate, or show that, on the contrary, they want peace and rest.

But the essence of the program is that the child will spend a certain part of the time with typical children. He will learn to simply live in society.

– I understand that part of the time a child with special needs can study separately, and part of the time with the rest of the class. Can you tell us how this part should look like, where everything is together? Let’s say a child with TMND came to school. What lessons will he be in with other children? How will it be taught in the classroom?

– As I said, it depends on the individual child. We need to understand how long he can feel comfortable in a large group of people, how many children are in the class. If we talk about some abstract child, then for some subjects he can come to a regular class, for example, to the world around him, when everyone talks about the existence of oceans, winds, and a child with special needs can learn to distinguish wet from warm. It can be music, it can be drawing, creativity or technology, labor lessons. And while the girls are cooking at the labor lesson, and the boys are hammering something, a child like Kolya will probably improve his self-service.

— Will there be an assistant or tutor sitting next to him who will help him do certain tasks in the general class?

— Yes, it is impossible without an escort.

— If a child with special needs in the general class anyway has his own, special, activities, then what is the point of his being there?

– He was born in this world, he has the right to live in it. To isolate him means to violate his basic rights. He was already isolated once, placed in a boarding school, where he lay in bed for 12 years and probably lost a lot of opportunities in his life. The hospice, where Kolya often visits, has good qualified people and there are many opportunities for children, but this is also an isolated place, and if children go to classes only there, they do not participate in society.

— If we are not talking about basic rights, not about building inclusion and its importance for society, but about each specific child, what does attending a general class give a specific child, if he or she is still studying separately for a significant part of the time? Some parents in social networks ask if it is better for such a child to study in a specialized school.

– If we are talking about children with severe and multiple developmental disorders, then in a regular school such a child will most likely be in a separate class, a small group, because he will solve his problems there.

But, since he lives in society, he will spend some of his time with others – both at recess, during school-wide events, and in individual lessons, if it suits him.

The teacher, who watches over the whole class, includes Kolya in the life of the class. And he plans a lesson for all the children and for a special child. Part of the assigned tasks will be performed by the tutor. You can turn on Kolya at the very beginning of classes so that the guys pay attention to him, say hello to him. Or, in the course of the lesson, approach Kolya and work with him, while the rest of the students are doing a written assignment. This is where the teacher, tutor, and other specialists need this special knowledge. And ordinary children can also see that Kolya is making progress in something, the teacher can discuss this with the class.

— Should this be the first thing to do?

— Yes, we should say to the class that such a child has come to us, his success depends on you and me. And with the parents of other children, the teacher should discuss this topic. How can we help Kolya? What did Kolya learn? In physical education classes, you can tell children: yes, Kolya, Petya or Vasya cannot run and jump, but he can hold his head a little longer, he can raise his hand or, perhaps, move it, and the guys can support him and rejoice at his small successes.

— Internet discussions ask the following questions: does a child with severe disabilities want to go to school? Will he be comfortable there? The decision is made by parents or guardians, but how do you know if the child himself wants to go there? What would you answer such questions?

– To understand if a child wants to go to this school, he needs to try. We know for sure that a child feels bad in a boarding school, simply because children with such disorders do not live there for long and there are generally not the conditions that a person needs. But in order to understand whether a child wants to study at this school and what to do so that he wants to and that he feels good there, we must evaluate his communication skills, understand how he can communicate, including showing whether he is comfortable or not.

“In the West, correctional schools are schools for juvenile delinquents”

— Ever since the education reform began in Russia, defectologists have been complaining that correctional schools have been destroyed in the country. Were they really destroyed? Do we need these schools in their Soviet form?

– I think that if a school can’t do its job and really teach a special child, then it’s not a very good school. Correctional schools in Russia are very different. Yes, there are several dozen correctional schools that have always taken special children and really tried to help because of the knowledge that they have. They work well even now. But in most of these schools, children from the social risk group always studied, when for various reasons the family could not properly help the child study, there was simply a simplified program. But “heavy” children were not taken there anyway. To think that any special school is ready to accept any child is as naive as to think that any ordinary school is ready to accept any child. In Russia, special education has several areas – there are schools, kindergartens for children with visual impairments, hearing, speech, intelligence, motor skills, and so on. There are experts on these same violations.

But in the case of a child with multiple disabilities, it often happens that he falls between specializations: in a school where they know how to develop communication and intelligence, there are no specialists who know how to properly seat a child who cannot sit up on his own, or that to do if he still does not use his sight.

The same applies to other types of schools. It turns out that a special school is not always ready to take into account the needs of a child with multiple disabilities, unless additional resources and knowledge are attracted.

— Are separate remedial schools generally needed, or is it still more correct to develop remedial education on the basis of a general education school?

– Let’s define the terminology. Correctional schools are such a Soviet name. In the West, special schools are schools for juvenile delinquents, and when we say that my child with Down syndrome or autism is being taught in a special school, people in the US or the UK open their eyes wide and ask, what did he do, Everyone However, speaking about the education of children with developmental disabilities or special educational needs, we now use the terms “special education”, “special schools”.

And then let’s talk about one more terminological problem. We are talking about inclusion, but at the same time, the specialty that is taught at a Russian university is called a “defectologist”. Recently, I even specifically checked the names of departments and faculties in Russian higher education. This is defectology and oligophrenopedagogy. The name itself, the focus on the “defect” is somehow not very compatible with inclusion. It is clear that people who have this education and work in this position are not at all guilty that they are called defectologists, but this must also change if we want to turn our faces towards people with special needs.

— What is it called in other countries?

– “Special Education”. We are not talking about a defect and its correction, because a defect is generally offensive, and “correction of a defect” implies that now we will “fix” the child, eliminate the defect and return the “correct” one. And if your “defect” is unremovable, then you are hopeless, and from here we had “untrainable children” in the USSR – they just couldn’t correct their feature, and they didn’t know how to teach them. All this is not about inclusion.

— Are there special schools in the US and other developed countries for children with severe developmental disabilities? And do parents have a choice between a regular school and a special one?

— The United States has an education law that gives a child the right to an educational environment with a minimum degree of restriction. Most special educational programs are implemented in general education schools. But there are also separate special schools, there are very few of them – one or two for the entire state. Basically, they work with teenagers with severe behavioral disorders that can cause some kind of physical harm either to themselves or to others. This is a very expensive education, which is paid from the regional or municipal budget. Therefore, most children with special needs study within the walls of a regular school according to their individual programs. How is the training going? Part of the lessons are held in small classes or groups in accordance with the needs and abilities of the child, and part of the lessons are held by children in the general class.

Usually the child is given a first try at a general education school. If the school did not cope with it, then it becomes necessary to transfer the child to a special school. In this case, the local department of education is obliged to pay for the education of this child in a special school.

And then the family may decide to move to a closer school. I have seen schools for children with multiple disabilities in the US, and there are families who are ready to move closer to such a school. Even within Moscow, taking a child to school for one and a half to two hours is difficult and unprofitable for him, and if it is three or four hours a day, then it is generally harmful. But it is always the choice of the family.

And yet, most American children with special needs go to regular schools, where unusual resources are drawn. For example, there are life skills classes. Programs are built in different ways, depending on funding. There are schools that have better resources. There are schools that are worse, and then everyone is worse there – both typically developing and children with special needs.

In addition, one-story schools with an accessible environment are being built in the USA. In our cities, schools are often built in such a way that the gym is on the fourth floor, and the dining room is in the basement, and wheelchair access to these rooms is sometimes limited. When the school is one-story, it is much easier to organize everything there, and besides, it is good from the point of view of fire safety.

“The question of wanting or not wanting to go to school should not be a question at all”

— Now many parents in social networks ask the question why is it necessary for an ordinary school and ordinary children and whether teaching a child with special needs in a general class will take time from other children.

— If we say that a child is being taken away from time, this is no longer inclusion. Because inclusion makes it possible for every child with any need to realize their needs, and not just for children with disabilities.

Research shows that if there really is inclusion in a school, then it is good for any children, both typically developing and those with special needs. And no one is trying to bite off a piece of the pie. When we talk about inclusion, we are not talking about the fact that the whole class is engaged in English grammar, and a child with severe disabilities is simply present in the class with a nanny and does nothing – this is not inclusion.

At this time, he must also do something, learn something – to the extent that is available to him.

— What does inclusion give to normotypical children?

– Many things, such as understanding that people are different, everyone has strengths and weaknesses and the world is quite diverse and different points of view should be accepted. It also allows the normotypical child to understand that he himself can help a particular person.

— What to do if the school tells parents that it does not have the opportunity to accept and teach a child with special needs, because there are no teachers and knowledge? What if other parents do not want a special child in the class with their children? Will it not turn out that this special child will take on all the negativity from the school?

— It seems to me that the question of wanting or not wanting a school shouldn’t be raised at all. Actually, there is a law. If someone is not interested and does not want to provide the very special conditions that the child is entitled to, then this is a violation of the law.

Yes, inclusion requires a lot of resources, it is not only to build an elevator, but there are resources in the country. The money that the state spends on keeping a child in a boarding school is quite comparable to what this child should have received at school and at home. For some, it is special equipment, or specially selected tasks, or the ability to use a communicator instead of answering verbally, or both.

And someone does not need special equipment, but he must have a special organization of the environment, because he needs a place where he will sit in silence and rest, or a place where a teacher will work with him separately.

It is important for someone to cope with behavioral difficulties or learn to work in a group. Someone needs an individual tutor or assistant, and someone is ready to study in a group or in a regular class. In any case, the state spends money on this person, and I would like them to be spent more adequately.

— Is it possible that, for example, in the USA, parents say that they are against teaching a special child in a class with their children? How will the school react to this?

— It’s hard for me to imagine that people who were born and raised in an inclusive society can be against another person exercising their constitutional rights. It’s the same as if I were against someone breathing, drinking water, receiving medical care.

It’s another matter if a child really gets in the way, and other children don’t get enough knowledge in the classroom, this means that something is wrong with inclusion: either there aren’t enough people, or they don’t have enough qualifications.

So, you need to understand what is missing in the learning process. This applies to any child: if an ordinary child lacks the attention of parents or he cannot master basic programs, then something needs to be changed in his life and environment.

— In materials about inclusive experiences in Western schools, I read that there is no bullying in such schools. This is true?

– That’s true.

— What is the reason for this?

– Schools that think about the needs of children, schools that are ready to adapt to the child, schools where there is trust and where there are enough resources, where teachers are better educated and organized, where they understand more about each child, where they have support from specialists — such schools are comfortable and safe for everyone.

In such a school it will be easier to study for a typical child, a difficult teenager, an adopted child, a child experiencing some kind of family drama, and a child with special needs. A simple analogy: in a house where there is enough food, children do not steal food and do not fight over food, because they have it.

Such a school requires a lot of resources and knowledge, but this investment will fully pay off in the future.

“To take a child from an orphanage and send him to a kindergarten the next day is a wrong step” to get used to the new environment and feel safe?

— Indeed, it is very important for a child who gets into a family to get used to it, and a family needs to get used to a child. And the younger the child, the longer he needs to be with a limited number of people, the same is true for children in the biological family. Basically, if we are talking about small children up to two or three years old, then it is advisable for a child to spend at least a few months with close adults at home, initially limiting the number of contacts with strangers. It has to do with the formation of attachment. But attachment to loved ones is formed in any child of any age.

Taking a child from an orphanage and sending him to kindergarten or school the next day is a wrong step. Even if this is a typically developing child, it takes time for people to get used to each other and for the carer, foster parent, adopter to understand this child, and the child understands where he is, that he is important to his loved ones and his environment is safe. But this cannot go on for years, and it cannot be said that a child with severe disabilities needs a year or five years of getting used to.

If we are talking about Kolya, then this is a 12-year-old boy who has been living in a family for half a year, and I hope that during this time his relationship with his guardian was established and this time was enough for getting used to. Kolya, judging by the photos on social networks, has changed a lot, put on weight, he does not look scared – these are all indicators of good adaptation.

— Example: a three-year-old child came to the family, stayed at home for two or three months, then went to the garden. This is fine? Or another example: a ten-year-old child ends up in a family in the middle of the school year. Can’t he go to school?

– Again, there is no general rule. We don’t know what happened to this or that child. It is possible that the child had a severe emotional trauma, he was subjected to violence, humiliation, and he will need more time to get used to the new home and to cope with the difficulties experienced. Often, specialists are needed to cope with difficulties. But this does not mean that he has no right to go out. If we are talking about an adult child who goes to school, then for some time he still needs to stay at home with his parents in order to get used to it, but if this happened in the middle of the school year, then wait until the next school year starts, probably , not worth it. It is strange to keep each child at home for six months or a year, including depriving him of the needs associated with the peculiarities of age, because the older the child, the more important peers are for him.

Primary school in three or four years: what kind of children it is useful for

Igor Zarembo/RIA Novosti

Some schools have been recruiting classes for “effective “primary” for the second year already. The experiment is not particularly advertised, but there is information for parents on the schools’ websites. They won’t just enroll in a three-year class – you have to pass a selection. So, what is the difference between the “beginning” for three years instead of four? The main differences are in the first year of study. Students must complete the first grade material by December, and from January to May – the second grade material class

Irina Shapovalenko, Head of the Department of Developmental Psychology named after Professor L.F. Obukhova, the Faculty of Educational Psychology of the Moscow State Psychological and Pedagogical University, told RG: “The very idea of ​​shortened, accelerated education in elementary school does not cause me rejection. be useful three-year “starter”?0007

Most likely, these are children who are quite intellectually developed, as if they are quite capable of starting school according to their mental abilities, but having difficulties of various kinds. For example, a child is hyperactive, with difficulty concentrating. Or children are anxious, sensitive, vulnerable, having difficulty in communicating with their peers. Or children who are physically weak, often sick. They get a chance to spend extra time in kindergarten, to overcome some of their weaknesses in the freer atmosphere of preschool classes (especially since the period from 6 to 7 years is very important in terms of brain maturation). And then go to school on a three-year program.

In this case, their parents will be less worried that the smart, but having some difficulties, the child will “sit out”, be late compared to peers … At the same time, the four-year primary school program has its advantages, which allow most children to pace, relying on their own strength to learn the necessary content. What worries me about the implementation of the three-year model, “reduced” or “accelerated” “beginning”? Have new programs been developed? Will it not turn out that the four-year program will be mechanically squeezed into three years? If some classes are moving to three years of study, then the school should have programs for both four and three years of study. You cannot just throw out some sections or cut time, the content of the training must be thought out and restructured. Yes, and textbooks must be brought into line with the new conditions, but has this been done?

Three pieces of advice from Irina Shapovalenko to parents of future first-graders:

1. Under no circumstances should you try to send your child to a three-year primary school program “for the sake of reducing time” or for reasons of prestige. If your child, according to teachers, is not ready to study for three years instead of the usual four, this does not mean at all that he will be less successful than others.

2. It is not worth wasting energy on coaching a child to successfully pass the entrance test at any cost – force him to learn numbers and letters, slip prescriptions. This can only hurt and push the child away from school, cause disgust for the very process of learning.

3. Please note that if a child already knows how to read, has numeracy skills, this does not mean that everything is absolutely in order with “school maturity”. There is a concept of psychological readiness for school. The child must be positively disposed towards school, motivated for this important stage, perceive the teacher, accept the task, be able to get involved in the common work… For all children, this readiness is formed at different times, and not without the participation of interested and caring parents!

What parents need to know about the three-year “starting school”

With a three-year education, a foreign language for children will begin in the first year of study, and homework, too. While in ordinary classes there are no homework assignments in the first year of study, and a foreign language is taught only from the second year of study, in the second grade. If in the usual “start” the mandatory load is 21 hours, then in the accelerated – 23 hours.

December – April – independent diagnostics. Didn’t get diagnosed? As stated in the documents, “in case of unsatisfactory results of independent diagnostics or non-liquidation of academic debt within the time frame set by the school, the number of years for mastering the educational program may be increased to the figure approved in the standard. ” What this will look like in practice is not clear. It turns out that a first-grader, apparently, should be transferred, say, from 1 A, who studies according to an accelerated program, to 1 B, if he goes according to the usual one. And if the whole parallel at school has switched to an “effective “starter”, go to another school? Or switch to individual or home schooling? What if, following the results of the diagnostics, 5-10 students had to be transferred to other classes? In 5 A there will be 25 students , and in 5 B – only 15? If a whole year is deducted from primary school, then fewer teachers are needed. Let it be 1-2-3 teachers, but they will have to be fired?

There are other questions. The main task of accelerated learning is to support motivated children who are very well prepared for school. Yes, there are children who read and write from the age of 4, know the basics of phonetics and know what a phraseological phrase is. But such units! Here are the reviews of parents about what is changing in the accelerated beginning: “copybooks and the alphabet are shrinking, increased homework”, “mathematics is galloping across Europe”, “since January the main thing is English and the multiplication table, and English textbooks are designed for those who already knows how to read and write decently and the study lasts not half a year, but a year.

What should a first-grader in an accelerated school know and be able to do by December? (example of diagnostic work of the MCCS)

Russian language

1. Mark words with a consonant sound at the beginning (berry, iris, nut, peony, ear) 2. Mark the word in which the second syllable is stressed (skirt, luck, mouse, pies) 3. Mark the line where all the words answer the question “what?”

– written, cook, kind – white, red, blush – pencils, toys, houses – colored, soft, school

Mathematics

1. Kolya had 5 books on the shelf and 7 books in the cupboard. How many books did Kolya have in total? 2. There were three apples, 7 sweets and 5 pears on the table. How many fruits were on the table? Write down the solution and the answer. 3. Look at the picture (there is a ruler with two segments marked in different colors). Which question needs to be subtracted to answer? Mark the correct answer. By how many centimeters is the length of the lower segment greater than the length of the upper segment? What is the length of the top section? What is the length of the two segments? How to find the length of each segment?

Reading

Read the text and do the tasks (there are eight of them)

During the break at the animal school, first-graders began to get acquainted. They said where they live, what they love. “I live in the field,” said the Rabbit. – Most of all I love my mother and carrots. – My apartment is on a palm tree, – said the Monkey. And I really like bananas. Then the Elephant and the Hedgehog spoke. Only the Kangaroo was silent, as if he had taken water in his mouth. – Where do you live? asked Rabbit. – Are you homeless? – Not homeless. I live with my mother in a bag … – the Kangaroo was offended. – In the bag? – the Elephant was surprised. – And when your mother jumps and jumps, do you also sit there? – Of course. I sleep in this bag, – answered the Kangaroo. “So you live in a jumping house!” – the Hedgehog was delighted.

Tasks, for example:

Mark the book that is most suitable for the read text (poems, fairy tales, stories, songs).

Choose the most accurate title of the text. (“In the Forest”, “Jumping House”, “Change”, “Animal Talk”).

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It is very convenient to use the learning portal. All information is available. Videos are instructive. There is always the opportunity to repeat the topics covered and also to fix them. At any time and in any place, you can solve tests, thereby improving knowledge. There are sti…

Eftodi Yuriy

Vkontakte page

I was very pleased that there are many training programs in the “Professional” driving school, for example, distance learning, thanks to him I chose this particular driving school. I really like the interactive training system “ISO Proftech”! Even my three-year-old son and wife, who received a driver’s license a long time ago, watch video lessons with great interest. The testing system is provided to choose from, and there are statistics where you can see your mistakes and where you need to “push”. In general, I recommend it to everyone, you can put a solid five in absolutely all positions.

Maryam Idiyatullina

Vkontakte page

ISO proftech is the best thing that could be thought of at the moment, one might even say close to perfection, especially when there is no desire to drag around all the time in the evenings to take another lesson, because it takes time, to go there, to come back. And in our case, I allocated 1-2 hours of classes per day and finished no more than a month and a half later. If desired, even earlier. Then you just repeat.

The site is very convenient. Location of icons In order and clear.
There is everything: theory, and a visual video, and a manual, and most importantly, consolidating the knowledge gained – tests, tests.
I wanted to repeat all the rules, I opened the tests arranged in the order I like and conveniently and went through everything in a couple of hours, I’m ready for the exam

Rating, levels and points can also serve as a motivator for someone.

Of course, the network has everything, but the bottom line is that in ISO this business is all streamlined, systematized, collected. And you don’t need to waste time searching, in which you can even turn to some site, article.

Clearly according to plan, I sat down to study, went on to do my own business.

If someone wants to study law, then this is an ideal option for passing the theory.
Served on a silver platter, just swallow.

There were no comments, nothing hung, it didn’t seem to throw back anywhere, but at the expense of the fact that we went through one topic, and there are questions from a new topic in it, on the contrary, it’s good, when going through that very new topic, you are already familiar with it and you just fix this question in your memory and you already understand what it is about.

In general, prosperity and well-being to the creators of the site and ISO proftech itself, so that it is good. Everything is clear, specific, laid out on shelves, convenient

Andrey Andre Slepko

Vkontakte page

Last month I got acquainted with this system and the impressions are extremely positive.
The material is presented in various forms, so that you can learn it in a convenient and familiar way. There are also traffic rules themselves as they are in the documents (well, this is probably everywhere) and there is additional material for them on each topic; tutorials in the form of presentations with pictures and comments, some explanations; video materials, for those who are too lazy or uncomfortable to read.

Personally, it was convenient for me to study material from presentations. So I went through the topics as quickly as possible, and then, if I made a mistake in the tests, I immediately read excerpts from the traffic rules that appear under the test after the answer. Thus, all the gaps in my knowledge were immediately filled.

We wrote above that there are questions, the answers to which are given only in subsequent topics. Personally, I do not consider this a minus, but rather a plus. Before that, I studied some material where this approach was used intentionally. When you get a question that you don’t know the answer to, you have to think about it. And then you no longer just perform the task of “remember – answer”, but you begin to think and understand. And when the answer to this question is found in the next material, then it is already familiar to you and you will definitely remember it and even understand what, why and how. Of course, if such a goal was not set here, then this can be corrected. But there is also such an approach. Such moments met several times, but I do not see anything wrong with it. Yes, I failed the test the first time. But you solve it again and the material will be deposited in your head better.
Also, in addition to the main tests on topics, there are additional tests. Including a huge test containing all the questions and the tickets themselves as in the traffic police.
The section with questions on which mistakes were made is very useful, bold + for this.
And, of course, it’s good that they got confused, albeit with a simple level system and rating. This also motivates to some extent to take tests more often, reinforcing knowledge.
In general, I was satisfied and will definitely recommend to friends and acquaintances!

Valieva Victoria

Vkontakte page

Tomorrow is an exam in the traffic police .., and you know what? I am completely calm, tk. thanks to your site, well prepared! Thank you very much to the whole team that organized such a system of training traffic rules! I won’t be a teapot on the roads, I promise! 🙂

Bukataru Andrew

Vkontakte page

Well, what can you say about this program? It is, of course, new and made a little differently than those that can be found in the play store, but despite this, it does not differ in its complexity. In principle, it takes a couple of minutes to figure it out! Personally, I liked it because it has everything. Not only theory and tickets, but also video tutorials and notes on traffic rules, in which everything is explained in an accessible way. In fact, you no longer need to google some additional information, it has everything in order to pass the exams !!! So I advise!!!!!!

Natalya Shangina

Odnoklassniki page

I really liked the systematic training, it’s convenient, understandable, there are videos, and tests are just cool, you can immediately evaluate your knowledge yourself!

Savrasova Olga

Vkontakte page

Great system for learning theory! I really liked the possibility of choosing tests both by topic, and by tickets and by classes in a driving school.
Notes of classes were also useful – you can always look if you forgot some information. And, of course, statistics in a visual form helps to monitor your results and strive for the best! I recommend!

Alexander Gazetdinov

Vkontakte page

Great site. Intuitive. Loading is fast, albeit with a beautiful animation in the background. The “student ranking” section provides an incentive to compete. In the tests, the choice of pictures “Like in the traffic police” was successfully made. I would also like to note my own statistics, in which you can see your wrong answers by topic and learn them. In general, during the training, no problems with the site were found, no shortcomings were found. Thank you!

Shishinova Natalia

Vkontakte page

It is very convenient to use the learning portal.

Mount Vernon Weekday School – Mobile Legends

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Mount Vernon Preschool (2022-23 Profile)

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School Overview

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School Notes

• A weekday preschool program & a ministry of Mount Vernon
  Baptist Church. As one of the ministries of Mount Vernon Baptist
  Church, Mount Vernon Preschool serves the community by providing
  the best in preschool education and by witnessing how Jesus Christ
  can change lives. Our main purpose is to provide Christian care and
  to nurture your child cognitively, physically, spiritually,
  socially and emotionally.

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• 5036 MABEN HILL LN
  GLEN ALLEN, VA

  $775,000

  • 5 Beds | 4 Baths
  • (0.52 miles from school)

• 5005 PARKCREST CT #66
  GLEN ALLEN, VA

  $559,000

  • 3 Beds | 3 Baths
  • (0.53 miles from school)

• 12420 SUMMER CREEK CT
  GLEN ALLEN, VA

  $629,990

  • 5 Beds | 2. 5 Baths
  • (2.24 miles from school)

• 12401 COURTYARD LN
  HENRICO, VA

  $459,995

  • 4 Beds | 2.5 Baths
  • (4.18 miles from school)

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September 21, 2022

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Livestream Events · George Washington’s Mount Vernon

View our livestream schedule below and tune in on our Facebook,
Twitter, and
YouTube accounts to watch the live broadcasts from Mount Vernon.

If you enjoy these livestreams, please consider making a donation to support the estate and our staff.

Make a Donation

Tuesday, September 7 at 12 pm ET: Julie Flavell

Join Mount Vernon for a virtual Ford Evening Book Talk with Dr. Julie Flavell. We will discuss her new book The Howe Dynasty: The Untold Story of a Military Family and the Women Behind Britain’s Wars for America.

Friday, September 10 at 12pm ET

En Route to Victory! Washington’s homecoming with his French alliés

Join Dr. Iris de Rode live from Paris as she reflects on the 240 anniversary of Washington’s only visit home to Mount Vernon during the entire Revolutionary War, when the American and French Armies joined forces and marched to Yorktown and — ultimately — victory. 

During his stopover at Mount Vernon, he invited the French General Rochambeau and his Major General Chastellux to join him.  At their “princely dinner,” the gentlemen discussed not only the last details of their Yorktown campaign, but also their belief in the promises of the American Revolution and the future of the French-American relations. 

Presented in partnership with the National Washington-Rochambeau Revolutionary Route Association.

Tuesday, September 14 at 7 pm ET: Official Book Launch with Nathaniel Philbrick: Travels with George

Join us for an official book launch with award-winning author Nathaniel Philbrick. He and the Washington Library’s Executive Director, Kevin Butterfield will discuss Philbrick’s new book, Travels with George: In Search of Washington and His Legacy.

Tickets

Wednesday, September 22 at 7 pm ET: 2021 Founding Debates: Civic Education in America: Origins, Aspirations, Challenges

This year’s exciting program will explore why civic education was so important to America’s Founding generation and what we are learning in the twenty-first century about how we should prepare students for a lifetime of citizenship.

The Founding Debates are sponsored by The Ammerman Family Foundation to honor former Mount Vernon President and CEO James C. Rees, whose vision lives on with the Washington Library.

Wednesday, October 27 at 7pm ET: Carolyn Eastman

Mount Vernon welcomes Dr. Carolyn Eastman to discuss her new book The Strange Genius of Mr. O: The World of the United States’ First Forgotten Celebrity during this Ford Evening Book Talk.

Past Livestreams

Tuesday, August 24 at 7pm ET

Discovering Your Patriot Ancestor: Tips from the National Society Daughters of the American Revolution

Calling all family genealogists! Think you’ve discovered an ancestor who lived in America during the Founding Era? Learn about resources to assist in tracing and documenting lineage back to the Revolution. We will also discuss the many kinds of patriotic aid considered valuable during the struggle for independence and learn how even if your ancestor was not a soldier, you may be eligible for membership in the DAR.

 We are proud to welcome Allie Golon, National Chair – Lineage Research Committee of the National Society Daughters of the American Revolution for this fascinating virtual event. 

Tuesday, August 19 at 7 pm ET: Christopher Pearl

Mount Vernon welcomes author Christopher Pearl to the Smith Auditorium to discuss his new book Conceived in Crisis: The Revolutionary Creation of an American State during this Ford Evening Book Talk.

Monday, August 9 – Friday, August 13: Transatlantic Slavery Symposium

This symposium aims to bring together scholars from both sides of the Atlantic to address the lasting impact of the Transatlantic Slave Trade through panel discussions on themes ranging from its historical foundations and development in the Revolutionary Atlantic world to the current best practices in the museums and heritage sector.

• Transatlantic Abolition and Law: Monday, August 9, 2021, 12:00 p.m. ET/5:00 p.m. BST
• Constitutions and Slavery: Tuesday, August 10, 2021, 12:00 p.m. ET/5:00 p.m. BST
• Capitalism and Slavery: Wednesday, August 11, 2021, 12:00 p.m. ET/5:00 p.m. BST
• Keynote Public Programming and Interpreting Slavery in the Founding Era: Wednesday, August 11, 2021, 2:00 p.m. ET/7:00 p.m. BST
• Historic Sites Interpreting Slavery: Thursday, August 12, 2021, 12:00 p.m. ET/5:00 p.m. BST
• Public Memory and Oral History: Friday, August 13, 2021, 12:00 p.m. ET/5:00 p.m. BST

The Transatlantic Slavery Symposium is a joint venture between the Robert H. Smith Scholarship Centre at Benjamin Franklin House in London, the Robert H. Smith International Center for Jefferson Studies at Thomas Jefferson’s Monticello, and the Fred W. Smith National Library for the Study of George Washington at George Washington’s Mount Vernon.

Learn More

Thursday, July 22 at 7 pm ET

Join Mount Vernon for a virtual book talk with Dr. Katherine Carté to discuss her new book Religion and the American Revolution: An Imperial History.

Monday, July 19 at 12pm ET

Mount Vernon has attracted visitors from all over the world for over two hundred years. Diplomats, presidents, celebrities, military leaders, and royalty are among the millions who come to Washington’s home to pay their respects and explore the Mansion and grounds. The archives of the Mount Vernon Ladies’ Association holds many letters, photographs, guest books, and other records documenting these important visits. Join the Washington Library’s Manager of Visual Resources Dawn Bonner and Archivist Rebecca Baird as they discuss the stories behind some of the estate’s famous sightseers and why Mount Vernon continues to allure people of all backgrounds and cultures.  

Click here to support Mount Vernon by becoming a member.

Exclusive Member Livestreams

Friday, July 16 at 12pm ET Restream Members Only Sneak Peek

To celebrate our special July Wine Festival this weekend, please enjoy a rebroadcast of this livestream exclusively for Mount Vernon Members from December 14, 2020. Doug Bradburn welcomed Washington Post President and CEO Fred Ryan as he discussed his book “Wine and the White House.” Wine, carefully selected and served, has become much more than a pleasant drink to sip with meals: It plays an important role in White House hospitality, the nation’s diplomacy, and America’s history.

Click here to support Mount Vernon by becoming a member.

Exclusive Member Livestreams

Thursday, July 15 at 7 pm ET

Mount Vernon welcomes author David O. Stewart to discuss his book George Washington: The Political Rise of America’s Founding Father during this Ford Evening Book Talk.

Sunday, July 4 at 2pm ET

If you can’t visit Mount Vernon on July 4th this year, experience the celebration at the home of America’s first president on delayed livestream. Events include watching “General George Washington” inspecting his troops, welcoming America’s newest citizens at a Naturalization Ceremony on the East Lawn, and capping off the party with daytime fireworks!

Monday, June 28 at 4pm ET

In 1776, American forces under George Washington were pushed out of New York City, which became British headquarters in North America. More defeats followed, but Continental forces battled back and eventually surrounded New York. Victories in the southern states and the American and French triumph at Yorktown sometimes obscure New York’s centrality to the Revolutionary story, but for much of the war, recapturing New York was the Americans’ primary objective.

Several documents in the Washington Library’s collection demonstrate this focus. Join Dr. Dana Stefanelli, the Washington Library’s Curator of Special Collections, as he describes the ways that the battle for New York consumed so much of Washington’s time and energy, and so many of the continent’s resources.

Click here to support Mount Vernon by becoming a member.

Exclusive Member Livestreams

Friday, June 25 at 12pm ET: Restream Members Only Sneak Peek

From April 2021: George Washington’s sleeping and office tent is one of the most remarkable objects owned by the Museum of the American Revolution in Philadelphia. The tent served as Washington’s headquarters throughout much of the Revolutionary War, and in 2013, the Museum set out to create a working reproduction to better understand the General’s experience, collaborating with Mount Vernon and other institutions.

Join the Museum’s Gallery Interpretation Manager Dr. Tyler Putman and Mount Vernon’s Curator of Fine and Decorative Art Adam T. Erby as they explore the original object and its recreation.  The program will feature many items from Mount Vernon’s collection and their comparable replicas, as well as a sneak peek at the Museum’s forthcoming digital interactive, the Virtual First Oval Office Project, sponsored by the State Society of the Cincinnati of Pennsylvania. 

Click here to support Mount Vernon by becoming a member.

Exclusive Member Livestreams

Wednesday, June 23 at 7pm ET: Honoring Lady Washington, Character Interpretation at Historic Sites

This year, the Annual Martha Washington Lecture pays special tribute to the groundbreaking career of Mary Wiseman, who recently retired from her role officially portraying Martha Washington at Mount Vernon for the past 17 years.

She will be joined by public historians Beth Kelly of Colonial Williamsburg and Christy Coleman of the Jamestown-Yorktown Foundation, who will discuss the broader field of character interpretation at historic sites and the many ways in which the popular discipline helps to educate the visiting public.

They will be led in conversation by Mount Vernon’s Director of Interpretation, Jeremy Ray.

This annual event was created to share new scholarship and insights into the life and times of Martha Washington and is made possible through a generous grant from the Richard S. Reynolds Foundation of Richmond, Virginia.

Wednesday, June 16 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with Lorri Glover in conversation with the Washington Library’s Reference Librarian, Samantha Snyder.

They will discuss Glover’s new book, Eliza Lucas Pinckney: An Independent Woman in the Age of Revolution.

Tuesday, June 15 at 7 pm ET

Please join our knowledgeable panel as they reflect on our Lives Bound Together: Slavery at George Washington’s Mount Vernon exhibition.

The conversation will include the process of curating the material and information, and the continuing research and efforts to elevate the stories on the enslaved population at Mount Vernon and beyond.

Featuring:

• Mount Vernon’s Associate Curator and exhibition lead Jessie MacLeod
• National Park Service Curator Kimberly Robinson
• Descendant community representative from the Syphax Family Stephen Hammond

The livestream is moderated by Mount Vernon’s African American Interpretation Coordinator Brenda Parker.

Wednesday, June 9 at 7pm ET

Join Mount Vernon for a virtual book talk with award-winning author Honorée Fanonne Jeffers where we will discuss her recent book, The Age of Phillis.

Tuesday, May 25 at 7 pm ET

Join Mount Vernon for a virtual book talk with historian Peter Cozzens where we will discuss his latest book, Tecumseh and the Prophet: The Shawnee Brothers Who Defied a Nation.

Wednesday, May 19 at 7 pm ET: Michelle Smith Lecture Series

During this series of online lectures, learn about early American presidents and their leadership. R.B. Bernstein will join us for the third lecture to discuss his new book The Education of John Adams.

This series is supported by an endowment established by a generous grant from Robert H. and Clarice Smith.

Buy Tickets

Monday, May 17 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with Patrick O’Donnell to discuss his new book, The Indispensables: The Diverse Soldier-Marines Who Shaped the Country, Formed the Navy, and Rowed Washington Across the Delaware.

Thursday, April 29 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with Stephen H. Browne to discuss his new book, The First Inauguration: George Washington and the Invention of the Republic.

Thursday, April 22 at 7 pm ET

Join Mount Vernon for a virtual book talk with Dr. Michael D. Hattem where we will discuss his book, Past and Prologue: Politics and Memory in the American Revolution.

Tuesday, April 6 at 7 pm ET: Michelle Smith Lecture Series

During this series of online lectures, learn about early American presidents and their leadership. Thomas E. Ricks will join us for the second lecture to discuss his new book First Principles: What America’s Founders Learned from the Greeks and Romans and How That Shaped Our Country.

This series is supported by an endowment established by a generous grant from Robert H. and Clarice Smith.

Buy Tickets

Wednesday, March 31 at 5:30 pm ET

Are you inspired by the beckoning seed racks at your local garden center, but not quite sure how to turn your inspiration into plants you’ll be proud of?  

Join Mount Vernon’s Greenhouse Manager, Melanie Welles Creamer, as she shares tips for successful seed starting both indoors and directly into your garden during this free livestream! 

Purchase our heirloom seeds or garden set to get started on your garden. 

Thursday, March 25 at noon ET

Join Judge Rohulamin Quander, a descendent of Mount Vernon’s enslaved community, for a live discussion with Brenda Parker, Mount Vernon Character Interpreter & African American Interpretation & Special Projects Coordinator, on the Quander family history and their connections to Mount Vernon and beyond.

They will also discuss his new book, ‘The Quanders Since 1684, an Enduring African American Legacy,’ available for purchase now at https://quanderquality.com/

Tuesday, March 16 at 7 pm ET: Michelle Smith Lecture Series

During this series of online lectures, learn about early American presidents and their leadership. Lynne Cheney will join us for the first lecture to discuss her new book The Virginia Dynasty: Four Presidents and the Creation of the American Nation.

This series is supported by an endowment established by a generous grant from Robert H. and Clarice Smith.

Buy Tickets

Monday, March 14 at 4:00 pm ET: Members-Only Livestream

Mount Vernon famously provides breathtaking views of the Potomac River. But how did George Washington navigate the waters around his properties? Horticulture Director and boat owner Dean Norton goes in-depth with this members-only stream on the Potomac.

Click here to become a Mount Vernon member and tune in to these special livestreams, and to learn more about membership perks.

Excusive Member Livestreams

Wednesday, March 10 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with David Head to discuss his new book, A Crisis of Peace: George Washington, the Newburgh Conspiracy, and the Fate of the American Revolution.

Thursday, March 4 at 7 pm ET

Join the Washington Library, the John Marshall Center for Constitutional History & Civics, and Preservation Virginia’s John Marshall House for a virtual talk with Robert Strauss about his new book, John Marshall: The Final Founder. 

Special Guests Kevin C. Walsh, President of the John Marshall Center for Constitutional History & Civics and Jennifer Hurst-Wender, Director of Museum Operations and Education at Preservation Virginia will discuss how their organizations are working to preserve the legacy of John Marshall.

Tuesday, March 2 at 7 pm ET

Dr. Tamika Y. Nunley will discuss her new book, At the Threshold of Liberty: Women, Slavery, and Shifting Identities in Washington, D.C. during this virtual book talk.

Monday, March 1 at 4pm ET: Members-Only Livestream

Every other week, we’ll be hosting a special livestream just for our Mount Vernon members. On Monday, March 1, members can tune into this special behind-the-scenes livestream for a look at our recently acquired Peter’s Collection of historic Washington objects with Mount Vernon’s curator of fine & decorative arts, Adam Erby.

In Fall 2020, the Association received the extraordinary opportunity to purchase more than 100 Washington-owned objects that remained in family hands—the single largest collection to return in modern times. The collection includes highly personal objects that rarely survive, such as Martha Washington’s stunning gold pocket watch, presidential porcelain for the dinner table, delicate glassware, and more.

Click here to become a Mount Vernon member and tune in to these special livestreams, and to learn more about membership perks.

Exclusive Member Livestreams

Monday, February 22 at 7 pm ET: George Washington National Birthday Celebration

The Regent and the Vice Regents of the Mount Vernon Ladies’ Association invite you to attend our virtual birthday party to celebrate Washington’s 289th birthday!

Proceeds from this event will support the restoration and preservation of George Washington’s beloved home, Mount Vernon. Mount Vernon is not a government-funded park or agency. We rely on the generosity of friends like you for contributions needed to save George Washington’s historic estate.

Learn More & Register

Monday, February 15 at 10 am ET: Presidential Wreath Laying Ceremony

Join us for our annual presidential wreath laying ceremony at Washington’s tomb on Washington’s Birthday Observed, colloquially known as Presidents’ Day, on Monday, February 15 at 10:00 am ET. The ceremony will be closed to the public, and will only be available for viewing online.

Learn more

Tuesday, February 9 at 7 pm ET

Join Mount Vernon for a virtual book talk with Dr. Marcus P. Nevius where we will discuss his latest book, City of Refuge: Slavery and Petit Marronage in the Great Dismal Swamp, 1763-1856.

Thursday, February 4 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with Elena A. Peña in conversation with the Washington Library’s Executive Director Kevin Butterfield. They will discuss Peña’s new book, ¡Viva George! Celebrating Washington’s Birthday at the US-Mexico Border.

Wednesday, January 27 at 7:00 pm: Leadership For A More Perfect Union: Evening Session

During the evening session of the one-day conference hosted by the Brookings Institution and Mount Vernon on leadership, Carlyle founder and patriotic philanthropist David Rubenstein will interview U. S. Supreme Court Justice Sonia Sotomayor followed by General Colin Powell.

Wednesday, January 27 at 3:00 pm: Leadership For A More Perfect Union: Afternoon Session

Inspired by George Washington’s selfless dedication to public service, the Brookings Institution and George Washington’s Mount Vernon will host a special one-day conference as some of our nation’s top government, business, and civic leaders explore how we can overcome today’s great challenges.

Conversations during the afternoon session on Wednesday, January 27 at 3:00 pm ET with General John R. Allen, president of the Brookings Institution, and Dr. Douglas Bradburn, Mount Vernon President & CEO, will include:

• Governor Larry Hogan (R-MD): The Importance of Bipartisan Leadership in Crisis and the Role of States in Meeting National Issues
• Wilson Center President and former Congresswoman Jane Harman: Global Collaboration and America’s Leadership
• Microsoft President Brad Smith: Public-Private Cooperation in Meeting the Challenges of Today’s World
• Senator Tim Kaine (D-VA) George Washington’s Call for a Selfless, Non-partisan Approach to Governing — Restoring Civility and Effectiveness in the Legislative Branch

Tuesday, January 19 at 7 pm ET

Join Mount Vernon for a virtual book talk with Dr. Donald F. Johnson where we will discuss his new book Occupied America: British Military Rule and the Experience of Revolution.

Thursday, January 14 at 7 pm ET

Join Mount Vernon for a digital Ford Evening Book Talk with historian Nathaniel C. Green in conversation with the Washington Library’s Executive Director Kevin Butterfield.

They will discuss Green’s new book, The Man of the People: Political Dissent and the Making of the American Presidency.

Thursday, January 14 at noon ET

Join William Holland for a live discussion with Brenda Parker, Mount Vernon Character Interpreter & African American Interpretation & Special Projects Coordinator, on the Holland family history and their connections to Mount Vernon.

Wednesday, January 6 at 4pm ET: Members-only Livestream

Every other week, we’ll be hosting a special livestream just for our Mount Vernon members! On Wednesday, January 6, celebrate George and Martha Washington’s 262^nd wedding anniversary as Associate Curator Amanda Isaac takes us back to the moment that united this remarkable duo. Join us for a close-up look at Mrs. Washington’s silver spangled wedding shoes, the yellow silk from her dress, and the precious jewelry and accessories that may have once served as tokens of their unalterable affection.

Click here to become a Mount Vernon member and tune in to these special livestreams, and to learn more about membership perks.

Exclusive Member Livestreams

Tuesday, January 5 at 12:00 pm ET

Join us for a livestream with Martha Washington as she gets ready to celebrate her wedding anniversary on Tuesday, January 5 at noon ET!

From Kalashnikov to Crazy Horse: 6 statues with mistakes :: City :: RBC Real Estate

We talk about the mistakes that sculptors made

Photo: Danita Delimont/Global Look Press

Creation of monuments and historical memorials requires careful preparation. The authors study the historical events to which the sculptures are dedicated, as well as the habits and personal belongings of the heroes.

But sometimes funny or serious mistakes come across in the works of sculptors.

Monument to Mikhail Kalashnikov, Moscow

www.adv.rbc.ru

One of the recent notable curiosities is the story of the monument to Mikhail Kalashnikov in Oruzheiny Lane. The memorial opened in September 2017. On the pedestal of the monument to the Soviet designer, bloggers found a drawing of a rifle by the German gunsmith Hugo Schmeisser, who worked in Nazi Germany. The author of the statue, Salavat Shcherbakov, explained that the mistake was made by accident. The sculptors took the materials for work from sources on the Internet, where Schmeisser’s scheme was designated as a Kalashnikov assault rifle.

Photo: facebook.com/yuripasholok

Confusion with drawings is not the first mistake of Shcherbakov’s team. In 2014, a memorial “Farewell of the Slav” was installed at the Belorussky railway station. On the coat of arms – a symbol of the beginning of the Great Patriotic War – there was a German Mauser 98 rifle. The author could not explain the misunderstanding that had arisen, and the image of the weapon was cut down a few days later.

Abraham Lincoln Memorial, Washington DC

Memorial complex in honor of the 16th President of the United States opened May 30 1922. The construction of the memorial lasted eight years and cost $ 2 million – 38 tons of marble and granite were required for the monument. However, monumental composition has become one of the most costly mistakes in the history of US monuments.

The text of Lincoln’s Second Inaugural Address on March 4, 1865 is engraved on the north wall of the memorial. The president took office after the end of the Civil War and therefore noted that he “has high hopes for the future” for a country tired of strife. However, a typo crept into the marble version of the phrase “HIGH HOPE FOR THE FUTURE” – the word “FUTURE” became “EUTURE”. The mistake was corrected, but if you look closely, you can see that the lower plank of the letter E is covered with a stone of a similar color.

Photo: wikimedia.com

George Washington Monument, Mount Vernon

Another monument to the President of the United States, the creation of which the author made a mistake. Unveiled in 1929, the monument bears the date of George Washington’s inauguration as March 4, 1789. This is a historical mistake – on that day, the first meeting of Congress was held in New York in accordance with the new Constitution of the country. And the head of state took the oath on April 30 of the same year.

For a century and a half no one noticed the mistake until at 19’85 Mount Vermonter Phil Easter didn’t pay attention to the dates. Easter, who, he claimed, had a phenomenal memory, saw the inaccuracy at first sight. He notified the city authorities of the discovery, and the date on the monument was corrected.

Photo: wikimedia.com

“Babe” Ruth statue, Baltimore

Baseball star John Herman “Babe” Root Jr. began his career in 1914 with the Baltimore Orioles. Therefore, a statue of the player was installed in Baltimore in front of the home stadium of Root’s first club. The monument was opened on June 19’95 and soon discovered the error. The bronze “Babe” leaned on a bat and clutched a glove in his right hand, although it is known that John Ruth was left-handed.

The error occurred due to excessive caution by the administration of the Ruth Museum. The directorate was afraid to provide the sculptor Susan Luery with the “Babe” glove for work and picked up a similar one, but intended for the right-hander. The author explained that while working on the statue, she discussed in detail with the experts the details of Ruth’s costume – from the buckle on the belt to the sports trousers, but no one paid attention to the glove.

Photo: wikimedia.com

Poe Monument, Baltimore

The history of the statue of the founder of the detective genre is reminiscent of the difficult fate of Edgar Allan Poe. In 1907, the Women’s Literary Club of Baltimore commissioned the sculptor Moses Jacob Ezekiel to erect a monument to the writer. Customers expected to install the statue in 1909, on the centenary of Edgar Allan Poe. However, due to a series of failures, the opening of the monument took place 12 years later.

The first model of the statue was completed in 1913, but it burned down at customs before being sent from Italy to America. The second version, which Ezekiel completed at 1915, was destroyed during an earthquake. A year later, the third model was ready to be shipped to the United States, but the trip had to be postponed due to the First World War.

In 1921 the monument was erected, but the statue outraged the admirers of the writer. In a quote from the famous poem “The Raven”, carved on a pedestal, there were two errors at once: “Dreamng (the letter i disappeared) dreams no mortals (an extra s appeared) ever dared to dream before. ” Edmond Fontaine, an admirer of the writer, unsuccessfully wrote to the authorities and city newspapers for several years, demanding that the inscription be corrected. At 19In 30, Fonteyn went to the city park at night and tried to secretly correct the mistakes, but was arrested on charges of arbitrariness.

Photo: explore.baltimoreheritage.org

In 1983, the City moved the statue to the University of Baltimore, replacing the commemorative plaque with a new one bearing the correct quote. The monument became the mascot of the university and the Baltimore Ravens football team, named after Poe’s poem.

Crazy Horse Memorial, South Dakota

Avoidable errors in this monument – work on the statue of the Indian chief, nicknamed Crazy Horse, is not yet completed. At 19In 1948, Polish sculptor Korczak Zyulkowski decided to carve a sculpture out of solid rock in the Black Hills of South Dakota. He worked on the memorial until 1982. After Ziłkowski’s death, his followers continued to work on donations from visitors and in 1998 finished sculpting Crazy Horse’s face. It is assumed that the finished statue will be the largest in the world – 172 m in height and 195 m in length. The unfinished memorial is already 10m larger than the famous bas-relief on Mount Rushmore dedicated to four US presidents.

According to the author’s idea, the legendary leader, sitting on horseback, points his finger at the horizon. This is an image from the legend according to which Crazy Horse said: “My lands are where my ancestors are buried.” However, those who continue to create a memorial should reconsider the final version of the statue. In most Native American traditions, pointing with a finger is considered offensive, and the very idea of ​​turning a rock into a man-made monument is contrary to American Indian culture.

Photo: Danita Delimont/Global Look Press

Shopping in the USA – Before Traveling (USA)

Shopping is often included in the program of visiting a country. Moreover, the concept of shopping can vary – from buying a bag, hat or souvenirs, and ending with a complete wardrobe update. It all depends on the budget and wishes. And sometimes even shopping is a determining factor when choosing a place to travel. No matter what your main purpose of stay is and what kind of shopping budget you have, the US is a very good place to shop.

Americans, after all, were the first to notice and began to actively use the relationship between good conditions in the store and successful shopping. It was in America that the first air-conditioned supermarkets were opened. And now it has already become commonplace: when, in the struggle for buyers, shops and shopping centers / complexes invest in increasing comfort in the retail space.

In America, for example, fitting rooms of some brands are equipped with special buttons for calling a sales assistant (so that you do not have to go out and call for help). And sellers in some stores know several foreign languages, including Russian.

As mentioned above: The USA is a great shopping destination for people with different budgets.

Only it will be very important to know that the prices there are without tax. This means that in fact you will have to pay the cost of the thing indicated on the price tag, plus the city tax (it can be different – depending on the state, it can reach 12%). But for example, in New York, goods worth up to $ 110 will not be taxed. And, for example, in Texas, once a year, a tax-free weekend is held (at the end of August). During this period, you can make any retail purchases at the price on the price tag without additional taxes.

When you go to a mall in America, look at the information desk or customer service to find out if there are additional discounts for tourists.

Another nice thing is that the discount season in America lasts all year round (it will not be superfluous to go to the website of the store where you are going – to find out about discounts and promotions that are being held at the moment).

Of course, there are periods of a larger sale. This is, for example, two days in October (from the 26th to the 27th). During this period, the promotion “Happy Shopping” (Happy Shopping) is held. Discounts can reach up to 70%. Among the participants of the action are Stella Mc Cartney, See by Chloe, Theory, etc.

Also a period of big discounts are such holidays as Memorial Day (last Monday in May), Independence Day (July 4). On the eve of these holidays, many goods are sold at a reduced cost. But the biggest discounts should be sought in the periods from August to September, and from December to January. The winter start of the sale starts on Black Friday. And if the size of the discount is written on the store (10%, 20%, 30%, 40%, etc.), then be sure that you will find just such a discount inside the store.

As already mentioned, Americans know a lot about shopping and how to make it as pleasant and comfortable as possible. If you decide to return the purchased item, then it will be gladly accepted back (provided that the item has not lost its presentation). Regarding the return period – it is better to check with the store. Often in the struggle for a buyer, stores compete with each other – and try to offer the most pleasant conditions.

Also, for example, if you want to exchange a product (even underwear), then in addition to the new model (actually, for which you came) you can also get additional cards with bonuses, discounts, invitations, etc.

By the way, coupons in America are a very common practice. They can come across in magazines, on product packaging, they can be given out, sent out, etc. With this coupon in certain stores you can get nice bonuses.

And if it happens that the item you like is sold out during the sales period, you can ask the seller for a special coupon that will guarantee you the opportunity to buy this item at the sale price when it goes on sale again.

When going shopping in America, it is important to remember that the opening hours of stores are somewhat different from those in Moscow. Shops are generally open from 9.30 to 17.30, Monday to Friday. Large shopping centers from 9.30 to 21.30 on weekdays and Saturdays, and on Sundays from 12 to 17 hours. But there is no official opening time for stores. And there are some malls that are open 24/7.

As for where to go shopping, of course, New York is the best shopping location in terms of brands and amenities.

Any aspiring designer, for example, tries to show up at New York Fashion Week (even Italians, French and British). And Prada, for example, first received recognition in America, and not in Italy.

Stores in New York are located by zones:

• Large department stores and international brands are concentrated in Midtown, Fifth Avenue and Madison Avenue.
• Boutiques and young brands – in Soho, Chelsea, Nolita.
• Concept shops – in the Villages.
• Shoe stores are highly concentrated on Eighth Street, between Broadway and Sixth Avenue.
• On Third Avenue, for example, you can find shops with collections from the stars. This is where the legendary Bloomingdales department store is located. It sells everything from slippers to wedding dresses. It was the founders of this department store – the Bloomingdale brothers – who came up with the concept of discounts all year round, which ensured the popularity of this department store. It is in Bloomingdales that immediately after the shows, all the new items from New York Fashion Week get.
• Bergdorf Goodman’s most luxurious department store is located on Fifth Avenue. Going there, you should follow a certain dress code.
• But for fashionable novelties, you can go to Barneys New York – a multi-brand luxury department store.

If you are focused on more democratic shopping, then there are many options for you:

• For example, chain department stores like Masy’s and Century 21. But it’s better to come to Century 21 in the morning (it opens at 7.45) . But after a couple of hours on a weekday there are a lot of people there.
• You can buy things at an attractive discount in Discount Stores. One of the most famous and largest in America is TJ Maxx.
• Such chain department stores and discount centers are represented in many cities of America, not only New York.
• Outlets are also worth mentioning. One attractive option is the Woodbury Common Premium Outlet. It is in it that the legendary Patricia Field, an Oscar-nominated stylist and fashion designer, looks for outfits for herself and for the heroines of famous TV shows.

In addition to New York, the recognized capitals of American shopping are Chicago (in the center), Los Angeles and San Francisco (in the west), and Miami (in the south).

If you decide to go shopping in Miami, then you should take into account that there is nothing to do there without a car. The main type of goods that are relevant for purchase are T-shirts, shorts, slates, artsy shoes. Preference – sportswear for outdoor activities. Most of the stores are located in shopping centers, which can be divided into two types: premium and all the rest.

If you decide to shop in America, you will definitely not be left without shopping. Sometimes the excitement can absorb so much – that you will spend a whole day or more in malls, shopping centers, boutiques and department stores. It is very important then to correctly place your things in your suitcases so that you do not have to pay for overweight at the airport.

But in any case, shopping in America will be unforgettable for you.

Author of the article:

Stylist-image maker Elena Konopelkina
megaimage.ru
+7 925 056 65 97

Our History – Slavic Gospel Church

History of the Church

Christ is the Creator, Founder and Head of the Church. Our Lord said: Matthew 16:18: “I will build My Church, and the gates of hell will not prevail against it.” The Church (Greek: “ekklesia”) is a “gathering” of people who follow the ideas of their Master. At the present time, the Church represents local communities, congregations, denominations, and it is also called universal, because it embraces the whole world.

Our local church started in November 1997 when several families of believers who left Russia settled in the small town of Mount Vernon. Their goal was not only the arrangement of physical life but also spiritual. Attending worship in the nearby town of Belingheim once a week was not enough. Hebrews 10:25 says: “ Let us not leave our assembly, as is the custom of some; but let us exhort [each other], and all the more, the more you see the approach of the day thereof . And Hebrews 13:16 says: We needed communication, which was very lacking, and we agreed to meet for communication and worship on weekdays. One of the brothers provided his house for this, but after a few months the house no longer accommodated everyone and it became necessary to rent.

April 19In 1998, the first divine service was held in a rented church building. Having a building and feeling more comfortable, various services and events began to be held. Meetings were held on Saturday and Sunday evenings. A choir was organized in the church, a Sunday school, youth and children’s meetings were held.

In 1999, the first pastor of the church, Viktor Murza, was elected and a church membership was established. The first members of the church were 39 people.

The church was replenished quickly and in early 2000 Vasily Feskov was elected the second pastor of the church, and Victor Murza was confirmed as the senior pastor.

On June 23, 2000, our church was officially registered in Washington State. At the same time, we found another rental, since the old building no longer accommodated everyone. In the new building, we were given the opportunity to hold worship services 3 times a week and we began our Sunday afternoon services.

In November 2003, our church suffered a great loss. At the age of 39, our senior pastor Viktor Murza passed away to the Lord.

At the end of 2003, Vasily Feskov was approved as Senior Pastor. Today the church has about 200 members. There are senior and youth choirs, a children’s Sunday school, a Russian and Ukrainian language school, Bible courses and other ministries. Every year, young brothers and sisters dedicate their lives to the service of God through holy water baptism, and in doing so, the church grows.

Almost from the very beginning of the existence of our church, we had a great desire to have our own House of Prayer. H some time later began looking for a suitable building or land. And in January 2006, the church purchased 15.8 acres of land, and in September 2011, planning of the land and laying of the foundation for the construction of the prayer house began.

Concluding a brief review of the history of the emergence of our church, I want to turn to the words of Scripture: “But now in Christ Jesus, you who were once far away have been brought near by the blood of Christ” (Eph. 2:13).

Church History

Christ- the Creator, Founder, and Head of the Church. Our Lord said: “…I will build My church; and the gates of hell shall not prevail against it.” (Mathew 16:18) Church is a meeting of people who follow the ideas of their Teacher. At the present time, the Church represents the local church, congregations, and denominations. It is called universal because it covers the whole world.

Our local church dates back to November of the year 1997, when a few families immigrated from Russia and settled down in the small town of Mount Vernon. Their goal was not only to build up physical life, but also to improve the spiritual well-being of the people. Attending worship services once a week in the nearby town of Bellingham was not enough. In Hebrews 10:25 it says “ Not neglecting to meet together as is the habit of some, but encouraging one another, and all the more as you see the Day drawing near.” In Hebrews 10:25 it is written “But do not forget to do good and share, for with such sacrifices God is well pleased. ” There was a need for assembling and communicating, so the families agreed to meet for fellowship during the week. One of the men provided his house for the meetings, but in a few months, the house was not enough to accommodate all the participating members. So the families decided to rent a place where everyone could gather.

In April 1998, the first services in the rented church building began. With the building, the members became more comfortable to enable various services and activities. Meetings were held on Saturday and Sunday nights. The church organized a choir, Sunday school, and separate services for the youth and the kids.

In 1999, Victor Murza was chosen as the first pastor. The church also established a church membership where there was a total of 39 members.

The church was filling up quickly and in the year of 2000, Vasiliy Feskov was chosen as the second pastor. Victor Murza was elected as senior pastor of the church.

On June 23, 2000 the church was officially registered in the state of Washington. During that time, the church found another lease because the previous one became too small. The new building gave them an opportunity to hold services three times a week and to begin a Sunday morning service.

In November 2003, the church suffered a great loss. The life of 39-year old senior Pastor Victor Murza was taken by cancer. Towards the end of 2003, Vasiliy Feskov was approved as the senior pastor.

Today, the church has about 200 members. There is a senior choir, a youth choir, Sunday school, Russian and Ukrainian language classes, Bible Courses, and other ministries. Each year, young brothers and sisters devote their lives to the service of God by holy baptism, and thus the church is growing.

Almost from the very beginning, the church had a desire to own their very own building for services. Some time later, the members began searching for suitable land or buildings. In January 2006, the church bought 15.8 acres of land. By September 2011, we started planning the lay-out of the land and the construction for a house of worship.

THE Top 10 Daycares in Humble, TX | Affordable Prices

Daycares in Humble, TX

Jamie

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Thank you for looking at my profile. Have a blessed day….

Description:

Gimme A Break Sitters, is a licensed home daycare company that tailors to the child’s need. We offer a full preschool curriculum, provide before school and after school care, transportation. We also offerbabysitting services during the weekend. Give us a call!
Gimmie a Break Sitters Daycare Teachers are: 18 years or older.
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bowen day care

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Children’s Weekday Ministries in Humble, TX offers creative learning experiences to stimulate the students physically, socially, intellectually, emotionally, and spiritually. They feature a well-rounded programin a loving Christian environment. They require their teachers to attend an ongoing yearly service training and also provide extended care….

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At Little Geniuses’ Academy, each age group program is designed for children to learn and develop; participating in a variety of active and quiet, indoor and outdoor activities.
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Foxwood Prep School

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Foxwood Prep School is a licensed child care facility in Humble, Texas that offers a wide-range of services that include developmental programs, preparatory classes, before and after-school care, summer camps,and day care services. The company mainly handles toddlers to school-age children….

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Providing a home away from home, The Learning Tree Inc in Humble, TX offers parents with a loving and safe environment for children. This child care organization has curriculums that are designed specificallyfor each child’s age group and accepts children from age 6 weeks through grade 5. Other features for this facility includes free lunch and snacks….

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Kids Express Academy provides caring and dedicated child care and education services in Humble, Texas, for kids of all ages. The center provides education, social, cultural, emotional, physical and recreationalareas to provide parents the opportunity to give their child the best start possible….

Beary Patch II

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Beary Patch II in Humble, Texas, is a child care establishment that utilizes the Montessori philosophy and materials in their classroom that self-correct and help the students in developing their five senses. This child care institution helps in promoting independence on the part of the children, enhancing their self-esteem and self-accomplishments from infant to pre-kindergarten….

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Big Mommas Daycare offers love, caring and nurturing that a child needs to grown into the best person he or she could ever become.

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The Little Lamb Learning Center located at 1400 FM 1960 Bypass Road, East Humble, Texas, offers basic childcare and learning services. The school’s hours of operation is from six-thirty AM to six PM, Mondaysthrough Fridays. It also offers programs for infants, toddlers, preschooler and kindergarten prep. It provides before- and after- school activities, including summer camps and winter breaks….

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Carmen Sanchez in Humble, Texas is a home-based Child Care Center that can accommodate up to 12 children and are open every Monday to Friday. Their curriculum seeks to provide a high quality, nurturing and safelearning environment for the child’s overall growth and development….

Our Little Munchkins

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Kid Care Academy

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Kid Care Academy in HUMBLE, TX offers state-licensed learning and child care programs to nurture the preschool kids’ education. They provide a healthy, stimulating, and safe place to build self-reliance, learnfoundation skills, and develop lifetime friendship. They value responsibility, caring, respect, and honesty while supporting the children’s growth and development….

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Northwest Scholars Academy is a child care and education provider that serves the community of Humble TX. It offers a fun and active environment and provides appropriate learning programs that stimulate thechildren’s natural curiosity. The facility promotes active learning through play-based and child-initiated activities….

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Planting Seeds for a Better Tomorrow
The Little Montessori School was founded on the belief that within each child are unique qualities essential to the future of their generation. Rather than trainingchildren to fit a mold that meets our expectations, we believe it is our purpose to nurture their individuality, providing the tools they need to succeed, and acting as guides honored to accompany them on their individual journeys.
Each classroom community offers a wealth of materials for children to grow academically, at an individual pace. We also believe that the future needs far more than well-educated leaders: it needs leaders who are resilient, confident, independent, self-motivated, and respectful of themselves, others, and the Earth.
Interested in learning more about The Little Montessori School? We invite you to explore our website, and get in touch with questions about our values, academics, community and more. …

Description:

You face big decisions as a parent. None bigger than early education. Parents know that at KinderCare, we make it our passion to nurture a sense of discovery, joy, and wonder in every child. We guide them onthis road to discovery with our research-based standards and assessments along six developmental domains:
Language and Literacy Development:
Involves children’s abilities to convey their ideas, thoughts, and feelings through speaking and writing, and their ability to demonstrate early reading skills.
Executive Function:
Focuses on the development of skills necessary for learning, such as self-regulation, attention, and persistence.
Social and Emotional Development:
Supports your child’s ability to express and regulate feelings and develop relations with others.
Physical Development and Wellness:
Gives your child opportunities to build large- and small-muscle skills, strength, stamina, and knowledge needed to live a healthy lifestyle.
Cognitive Development:
Supports the mental processes needed to think, make sense of the world, and understand knowledge across different subjects, including mathematics, science, and social studies.
Creative Expression:
Helps your child creatively explore the arts, movement, drama, and music….

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FAQs for finding daycares in Humble

In 2022 what type of daycare can I find near me in Humble, TX?

There are a variety of daycares in Humble, TX providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.

How can I find a daycare near me in Humble, TX?

If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 34 in Humble, TX as of October 2022 and you can filter daycares by distance from Humble or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.

What questions should I ask a daycare provider before signing up?

As you visit daycare facilities in Humble, TX, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Humble, TX.

Preschool & Daycare Humble, TX

Preschool & Daycare Humble, TX | Kids ‘R’ Kids of Kings River
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Our top priority is providing peace of mind to our enrolled families and to our community. Our school is Now Enrolling, and we would love to meet you! Contact us today for details.

Where Your Child’s Path To Success Begins!

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Ready to take charge of your future, by taking care of theirs?

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Children’s Safety First. That’s The Kids ‘R’ Kids Way.

Safety and care for every child

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Preparing your child with an advanced educational foundation

Smart choice. smarter child.

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We are so happy you found us! Our unique mix of safe surroundings, loving interactions with our staff, and advanced curriculum founded upon play-based activities propels us far beyond the standard concept of “daycare.” Innovative child care programs that integrate technology-filled classrooms, highly trained educational staff, and exclusive curriculum through AdvancED set us apart from a typical daycare. All of our care options work to establish a firm foundation that will set your child up for a lifetime of success! Kids ‘R’ Kids of Kings River is a learning academy that will give your child the educational foundation they deserve! We offer programs for infants, toddlers, preschoolers, pre-K, and before/after school care to select schools in the Humble, Atascocita, & Kingwood areas.

Contact us to learn about our free Discovery Day or to learn about our NACCRRA tuition benefits for active military families. Like us on Facebook!

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Hours of Operation: 6:00 AM – 6:30 PM