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Use of nonverbal communication: Non-Verbal Communication | SkillsYouNeed

Опубликовано: November 5, 2022 в 11:21 am

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Non-Verbal Communication | SkillsYouNeed

When we talk about ‘communication’, we often mean ‘what we say’: the words that we use. However, interpersonal communication is much more than the explicit meaning of words, and the information or message that they convey. It also includes implicit messages, whether intentional or not, which are expressed through non-verbal behaviours.

Non-verbal communication includes facial expressions, the tone and pitch of the voice, gestures displayed through body language (kinesics) and the physical distance between the communicators (proxemics).

These non-verbal signals can give clues and additional information and meaning over and above spoken (verbal) communication. Indeed, some estimates suggest that around 70 to 80% of communication is non-verbal!

Using Non-Verbal Communication

Learning the

Language

Many popular books on non-verbal communication present the topic as if it were a language that can be learned, the implication being that if the meaning of every nod, eye movement, and gesture were known, the real feelings and intentions of a person would be understood.

This, of course, is absolutely true.

Unfortunately interpreting non-verbal communication is not that simple.

As our Interpersonal Communication page, non-verbal communication is not a language with a fixed meaning. It is influenced and driven by the context in which it occurs. This includes both the place and the people concerned, as well as the culture.

For example, a nod of the head between colleagues in a committee meeting may mean something very different from when the same action is used to acknowledge someone across a crowded room, and again when two people are having a social conversation.

Non-verbal communication may also be both conscious and unconscious. Facial expressions are particularly hard to control, because we cannot see ourselves to know what we are doing. We may, therefore complicate communication by trying to convey one message consciously, while in fact conveying quite another unconsciously.

Interpersonal communication is further complicated because it is usually not possible to interpret a gesture or expression accurately on its own. Non-verbal communication consists of a complete package of expressions, hand and eye movements, postures, and gestures which should be interpreted along with speech (verbal communication).

Non-Verbal Communication in Writing

Over the years, many people have argued that written words also contain non-verbal communication. Your handwriting can give clues about how you were feeling when you wrote a note, for example, and nowadays, your choice of font and colour also says something about you.

However, it is now generally agreed that these forms of non-verbal communication are pretty unreliable indicators of character. They convey far less information than the non-verbal communication that is part of face-to-face interactions.

The Cultural Context

The good news is that most of us learn to interpret non-verbal communication as we grow up and develop. It is a normal part of how we communicate with other people, and most of us both use it and interpret it quite unconsciously.

This can make it harder to interpret consciously. However, if you stop thinking about it, you will probably find that you have a very good idea of what someone meant.

The bad news is that non-verbal communication can be very culture-specific.

Examples of culture-specific non-verbal communication

The popular stereotype of Italians, involving big gestures, lots of hand-waving, and plenty of loud and excited shouting, may be a stereotype, but it exists for a reason. In the Italian culture, excitement is shown a lot more obviously than in the UK, for example. Non-verbal communication tends to be a lot more obvious. This can make it much harder for Italians to interpret non-verbal communication in the UK or USA, where it is more subtle. However, even in Italy, there are geographical variations.
The thumbs-up gesture, which generally signals approval in English-speaking countries, is considered offensive in other countries, including apparently Greece, Italy and some parts of the Middle East.
Making a circle with your thumb and forefinger like this means OK in Western cultures. It is used in particular by divers in this way. In Japan, however, it is reputedly the sign for money, and in Arabic countries, it is a threat.

It’s worth being careful how you use gestures and body language!

For more about this, see our pages on Intercultural Communication and Intercultural Awareness.

The Importance of Non-verbal Communication

It is essential to remember that non-verbal cues can be as important, or in some cases even more important, than what we say.

Non-verbal communication can have a great impact on the listener and the outcome of the communication.

Warning!

People tend to have much less conscious control over their non-verbal messages than of what they’re actually saying.

This is partly because non-verbal communication is much more emotional in nature, and therefore much more instinctive.

If there is a mismatch between the two, therefore, you should probably trust the non-verbal messages, rather than the words used.

A lack of non-verbal message may also be a signal of sorts, suggesting that the speaker is carefully controlling their body language, and may be trying to hide their true emotions.

Types of Non-Verbal Communication

There are many different types of non-verbal communication. They include:

Body movements (kinesics), for example, hand gestures or nodding or shaking the head, which are often the easiest element of non-verbal communication to control;
Posture, or how you stand or sit, whether your arms are crossed, and so on;
Eye contact, where the amount of eye contact often determines the level of trust and trustworthiness;
Para-language, or aspects of the voice apart from speech, such as pitch, tone, and speed of speaking;
Closeness or personal space (proxemics), which determines the level of intimacy, and which varies very much by culture;
Facial expressions, including smiling, frowning and blinking, which are very hard to control consciously. Interestingly, the broad facial expressions that show strong emotions, such as fear, anger, and happiness, are the same throughout the world; and
Physiological changes, for example, you may sweat or blink more when you are nervous, and your heart rate is also likely to increase. These are almost impossible to control consciously and are therefore a very important indicator of mental state.

There is more about all of these types of non-verbal communication on our pages on Body Language and Face and Voice.

In Conclusion…

Non-verbal communication is an extremely complex yet integral part of overall communication skills. However, people are often totally unaware of their non-verbal behaviour.

A basic awareness of non-verbal communication strategies, over and above what is actually said, can help to improve interaction with others. Knowledge of these signs can be used to encourage people to talk about their concerns and can lead to a greater shared understanding, which is, after all, the purpose of communication.

4.1 Principles and Functions of Nonverbal Communication – Communication in the Real World

Learning Objectives

Define nonverbal communication.
Compare and contrast verbal communication and nonverbal communication.
Discuss the principles of nonverbal communication.
Provide examples of the functions of nonverbal communication.

As you’ll recall from our introductory chapter, a channel is the sensory route on which a message travels. Oral communication only relies on one channel, because spoken language is transmitted through sound and picked up by our ears. Nonverbal communication, on the other hand, can be taken in by all five of our senses. Since most of our communication relies on visual and auditory channels, those will be the focus of this chapter. But we can also receive messages and generate meaning through touch, taste, and smell. Touch is an especially powerful form of nonverbal communication that we will discuss in this chapter, but we will not get into taste and smell, which have not received as much scholarly attention in relation to nonverbal communication as the other senses.

To further define nonverbal communication, we need to distinguish between vocal and verbal aspects of communication. Verbal and nonverbal communication include both vocal and nonvocal elements, and Table 4.1 “Vocal and Nonvocal Elements of Communication” shows the relationship among vocal, nonvocal, verbal, and nonverbal aspects of communication. A vocal element of verbal communication is spoken words—for example, “Come back here.” A vocal element of nonverbal communication is paralanguage, which is the vocalized but not verbal part of a spoken message, such as speaking rate, volume, and pitch. Nonvocal elements of verbal communication include the use of unspoken symbols to convey meaning. Writing and American Sign Language (ASL) are nonvocal examples of verbal communication and are not considered nonverbal communication. Nonvocal elements of nonverbal communication include body language such as gestures, facial expressions, and eye contact. Gestures are nonvocal and nonverbal since most of them do not refer to a specific word like a written or signed symbol does.

Table 4.1 Vocal and Nonvocal Elements of Communication

	Verbal Communication	Nonverbal Communication
Vocal	Spoken words	Paralanguage (pitch, volume, speaking rate, etc.)
Nonvocal	Writing, sign language	Body language (gestures, facial expressions, eye contact, etc.)

Source: Adapted from Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice (London: Routledge, 2011), 45.

Principles of Nonverbal Communication

Nonverbal communication has a distinct history and serves separate evolutionary functions from verbal communication. For example, nonverbal communication is primarily biologically based while verbal communication is primarily culturally based. This is evidenced by the fact that some nonverbal communication has the same meaning across cultures while no verbal communication systems share that same universal recognizability (Andersen, 1999). Nonverbal communication also evolved earlier than verbal communication and served an early and important survival function that helped humans later develop verbal communication. While some of our nonverbal communication abilities, like our sense of smell, lost strength as our verbal capacities increased, other abilities like paralanguage and movement have grown alongside verbal complexity. The fact that nonverbal communication is processed by an older part of our brain makes it more instinctual and involuntary than verbal communication.

Nonverbal Communication Conveys Important Interpersonal and Emotional Messages

You’ve probably heard that more meaning is generated from nonverbal communication than from verbal. Some studies have claimed that 90 percent of our meaning is derived from nonverbal signals, but more recent and reliable findings claim that it is closer to 65 percent (Guerrero & Floyd, 2006). We may rely more on nonverbal signals in situations where verbal and nonverbal messages conflict and in situations where emotional or relational communication is taking place (Hargie, 2011). For example, when someone asks a question and we’re not sure about the “angle” they are taking, we may hone in on nonverbal cues to fill in the meaning. For example, the question “What are you doing tonight?” could mean any number of things, but we could rely on posture, tone of voice, and eye contact to see if the person is just curious, suspicious, or hinting that they would like company for the evening. We also put more weight on nonverbal communication when determining a person’s credibility. For example, if a classmate delivers a speech in class and her verbal content seems well-researched and unbiased, but her nonverbal communication is poor (her voice is monotone, she avoids eye contact, she fidgets), she will likely not be viewed as credible. Conversely, in some situations, verbal communication might carry more meaning than nonverbal. In interactions where information exchange is the focus, at a briefing at work, for example, verbal communication likely accounts for much more of the meaning generated. Despite this exception, a key principle of nonverbal communication is that it often takes on more meaning in interpersonal and/or emotional exchanges.

Nonverbal Communication Is More Involuntary than Verbal

There are some instances in which we verbally communicate involuntarily. These types of exclamations are often verbal responses to a surprising stimulus. For example, we say “owww!” when we stub our toe or scream “stop!” when we see someone heading toward danger. Involuntary nonverbal signals are much more common, and although most nonverbal communication isn’t completely involuntary, it is more below our consciousness than verbal communication and therefore more difficult to control.

The involuntary nature of much nonverbal communication makes it more difficult to control or “fake.” For example, although you can consciously smile a little and shake hands with someone when you first see them, it’s difficult to fake that you’re “happy” to meet someone. Nonverbal communication leaks out in ways that expose our underlying thoughts or feelings. Spokespeople, lawyers, or other public representatives who are the “face” of a politician, celebrity, corporation, or organization must learn to control their facial expressions and other nonverbal communication so they can effectively convey the message of their employer or client without having their personal thoughts and feelings leak through. Poker players, therapists, police officers, doctors, teachers, and actors are also in professions that often require them to have more awareness of and control over their nonverbal communication.

Have you ever tried to conceal your surprise, suppress your anger, or act joyful even when you weren’t? Most people whose careers don’t involve conscious manipulation of nonverbal signals find it difficult to control or suppress them. While we can consciously decide to stop sending verbal messages, our nonverbal communication always has the potential of generating meaning for another person. The teenager who decides to shut out his dad and not communicate with him still sends a message with his “blank” stare (still a facial expression) and lack of movement (still a gesture). In this sense, nonverbal communication is “irrepressible” (Andersen, 1999).

Nonverbal Communication Is More Ambiguous

In Chapter 3 “Verbal Communication”, we learn that the symbolic and abstract nature of language can lead to misunderstandings, but nonverbal communication is even more ambiguous. As with verbal communication, most of our nonverbal signals can be linked to multiple meanings, but unlike words, many nonverbal signals do not have any one specific meaning. If you’ve ever had someone wink at you and didn’t know why, you’ve probably experienced this uncertainty. Did they wink to express their affection for you, their pleasure with something you just did, or because you share some inside knowledge or joke?

Just as we look at context clues in a sentence or paragraph to derive meaning from a particular word, we can look for context clues in various sources of information like the physical environment, other nonverbal signals, or verbal communication to make sense of a particular nonverbal cue. Unlike verbal communication, however, nonverbal communication doesn’t have explicit rules of grammar that bring structure, order, and agreed-on patterns of usage. Instead, we implicitly learn norms of nonverbal communication, which leads to greater variance. In general, we exhibit more idiosyncrasies in our usage of nonverbal communication than we do with verbal communication, which also increases the ambiguity of nonverbal communication.

Nonverbal Communication Is More Credible

Although we can rely on verbal communication to fill in the blanks sometimes left by nonverbal expressions, we often put more trust into what people do over what they say. This is especially true in times of stress or danger when our behaviors become more instinctual and we rely on older systems of thinking and acting that evolved before our ability to speak and write (Andersen, 1999). This innateness creates intuitive feelings about the genuineness of nonverbal communication, and this genuineness relates back to our earlier discussion about the sometimes involuntary and often subconscious nature of nonverbal communication. An example of the innateness of nonverbal signals can be found in children who have been blind since birth but still exhibit the same facial expressions as other children. In short, the involuntary or subconscious nature of nonverbal communication makes it less easy to fake, which makes it seem more honest and credible. We will learn more about the role that nonverbal communication plays in deception later in this chapter.

Functions of Nonverbal Communication

A primary function of nonverbal communication is to convey meaning by reinforcing, substituting for, or contradicting verbal communication. Nonverbal communication is also used to influence others and regulate conversational flow. Perhaps even more important are the ways in which nonverbal communication functions as a central part of relational communication and identity expression.

Nonverbal Communication Conveys Meaning

Nonverbal communication conveys meaning by reinforcing, substituting for, or contradicting verbal communication. As we’ve already learned, verbal and nonverbal communication are two parts of the same system that often work side by side, helping us generate meaning. In terms of reinforcing verbal communication, gestures can help describe a space or shape that another person is unfamiliar with in ways that words alone cannot. Gestures also reinforce basic meaning—for example, pointing to the door when you tell someone to leave. Facial expressions reinforce the emotional states we convey through verbal communication. For example, smiling while telling a funny story better conveys your emotions (Hargie, 2011). Vocal variation can help us emphasize a particular part of a message, which helps reinforce a word or sentence’s meaning. For example, saying “How was your weekend?” conveys a different meaning than “How was your weekend?”

Nonverbal communication can substitute for verbal communication in a variety of ways. Nonverbal communication can convey much meaning when verbal communication isn’t effective because of language barriers. Language barriers are present when a person hasn’t yet learned to speak or loses the ability to speak. For example, babies who have not yet developed language skills make facial expressions, at a few months old, that are similar to those of adults and therefore can generate meaning (Oster, Hegley, & Nagel, 1992). People who have developed language skills but can’t use them because they have temporarily or permanently lost them or because they are using incompatible language codes, like in some cross-cultural encounters, can still communicate nonverbally. Although it’s always a good idea to learn some of the local language when you travel, gestures such as pointing or demonstrating the size or shape of something may suffice in basic interactions.

Nonverbal communication is also useful in a quiet situation where verbal communication would be disturbing; for example, you may use a gesture to signal to a friend that you’re ready to leave the library. Crowded or loud places can also impede verbal communication and lead people to rely more on nonverbal messages. Getting a server or bartender’s attention with a hand gesture is definitely more polite than yelling, “Hey you!” Finally, there are just times when we know it’s better not to say something aloud. If you want to point out a person’s unusual outfit or signal to a friend that you think his or her date is a loser, you’re probably more likely to do that nonverbally.

Last, nonverbal communication can convey meaning by contradicting verbal communication. As we learned earlier, we often perceive nonverbal communication to be more credible than verbal communication. This is especially true when we receive mixed messages, or messages in which verbal and nonverbal signals contradict each other. For example, a person may say, “You can’t do anything right!” in a mean tone but follow that up with a wink, which could indicate the person is teasing or joking. Mixed messages lead to uncertainty and confusion on the part of receivers, which leads us to look for more information to try to determine which message is more credible. If we are unable to resolve the discrepancy, we are likely to react negatively and potentially withdraw from the interaction (Hargie, 2011). Persistent mixed messages can lead to relational distress and hurt a person’s credibility in professional settings.

Nonverbal Communication Influences Others

Nonverbal communication can be used to influence people in a variety of ways, but the most common way is through deception. Deception is typically thought of as the intentional act of altering information to influence another person, which means that it extends beyond lying to include concealing, omitting, or exaggerating information. While verbal communication is to blame for the content of the deception, nonverbal communication partners with the language through deceptive acts to be more convincing. Since most of us intuitively believe that nonverbal communication is more credible than verbal communication, we often intentionally try to control our nonverbal communication when we are engaging in deception. Likewise, we try to evaluate other people’s nonverbal communication to determine the veracity of their messages. Students initially seem surprised when we discuss the prevalence of deception, but their surprise diminishes once they realize that deception isn’t always malevolent, mean, or hurtful. Deception obviously has negative connotations, but people engage in deception for many reasons, including to excuse our own mistakes, to be polite to others, or to influence others’ behaviors or perceptions.

The fact that deception served an important evolutionary purpose helps explain its prevalence among humans today. Species that are capable of deception have a higher survival rate. Other animals engage in nonverbal deception that helps them attract mates, hide from predators, and trap prey (Andersen, 1999). To put it bluntly, the better at deception a creature is, the more likely it is to survive. So, over time, the humans that were better liars were the ones that got their genes passed on. But the fact that lying played a part in our survival as a species doesn’t give us a license to lie.

Aside from deception, we can use nonverbal communication to “take the edge off” a critical or unpleasant message in an attempt to influence the reaction of the other person. We can also use eye contact and proximity to get someone to move or leave an area. For example, hungry diners waiting to snag a first-come-first-serve table in a crowded restaurant send messages to the people who have already eaten and paid that it’s time to go. People on competition reality television shows like Survivor and Big Brother play what they’ve come to term a “social game. ” The social aspects of the game involve the manipulation of verbal and nonverbal cues to send strategic messages about oneself in an attempt to influence others. Nonverbal cues such as length of conversational turn, volume, posture, touch, eye contact, and choices of clothing and accessories can become part of a player’s social game strategy. Although reality television isn’t a reflection of real life, people still engage in competition and strategically change their communication to influence others, making it important to be aware of how we nonverbally influence others and how they may try to influence us.

Nonverbal Communication Regulates Conversational Flow

Conversational interaction has been likened to a dance, where each person has to make moves and take turns without stepping on the other’s toes. Nonverbal communication helps us regulate our conversations so we don’t end up constantly interrupting each other or waiting in awkward silences between speaker turns. Pitch, which is a part of vocalics, helps us cue others into our conversational intentions. A rising pitch typically indicates a question and a falling pitch indicates the end of a thought or the end of a conversational turn. We can also use a falling pitch to indicate closure, which can be very useful at the end of a speech to signal to the audience that you are finished, which cues the applause and prevents an awkward silence that the speaker ends up filling with “That’s it” or “Thank you.” We also signal our turn is coming to an end by stopping hand gestures and shifting our eye contact to the person who we think will speak next (Hargie, 2011). Conversely, we can “hold the floor” with nonverbal signals even when we’re not exactly sure what we’re going to say next. Repeating a hand gesture or using one or more verbal fillers can extend our turn even though we are not verbally communicating at the moment.

Nonverbal Communication Affects Relationships

To successfully relate to other people, we must possess some skill at encoding and decoding nonverbal communication. The nonverbal messages we send and receive influence our relationships in positive and negative ways and can work to bring people together or push them apart. Nonverbal communication in the form of tie signs, immediacy behaviors, and expressions of emotion are just three of many examples that illustrate how nonverbal communication affects our relationships.

Tie signs are nonverbal cues that communicate intimacy and signal the connection between two people. These relational indicators can be objects such as wedding rings or tattoos that are symbolic of another person or the relationship, actions such as sharing the same drinking glass, or touch behaviors such as hand-holding (Afifi & Johnson, 2005). Touch behaviors are the most frequently studied tie signs and can communicate much about a relationship based on the area being touched, the length of time, and the intensity of the touch. Kisses and hugs, for example, are considered tie signs, but a kiss on the cheek is different from a kiss on the mouth and a full embrace is different from a half embrace. If you consider yourself a “people watcher,” take note of the various tie signs you see people use and what they might say about the relationship.

Immediacy behaviors play a central role in bringing people together and have been identified by some scholars as the most important function of nonverbal communication (Andersen & Andersen, 2005). Immediacy behaviors are verbal and nonverbal behaviors that lessen real or perceived physical and psychological distance between communicators and include things like smiling, nodding, making eye contact, and occasionally engaging in social, polite, or professional touch (Comadena, Hunt, & Simonds, 2007). Immediacy behaviors are a good way of creating rapport, or a friendly and positive connection between people. Skilled nonverbal communicators are more likely to be able to create rapport with others due to attention-getting expressiveness, warm initial greetings, and an ability to get “in tune” with others, which conveys empathy (Riggio, 1992). These skills are important to help initiate and maintain relationships.

While verbal communication is our primary tool for solving problems and providing detailed instructions, nonverbal communication is our primary tool for communicating emotions. This makes sense when we remember that nonverbal communication emerged before verbal communication and was the channel through which we expressed anger, fear, and love for thousands of years of human history (Andersen, 1999). Touch and facial expressions are two primary ways we express emotions nonverbally. Love is a primary emotion that we express nonverbally and that forms the basis of our close relationships. Although no single facial expression for love has been identified, it is expressed through prolonged eye contact, close interpersonal distances, increased touch, and increased time spent together, among other things. Given many people’s limited emotional vocabulary, nonverbal expressions of emotion are central to our relationships.

“Getting Real”

Teachers and Immediacy Behaviors

A considerable amount of research has been done on teachers’ use of immediacy behaviors, which points to the importance of this communication concept in teaching professions (Richmond, Lane, & McCroskey, 2006). Immediacy behaviors are verbal and nonverbal behaviors that lessen real or perceived physical and psychological distance between communicators (Comadena, Hunt, & Simonds, 2007). Specific nonverbal behaviors have been found to increase or decrease perceived levels of immediacy, and such behaviors impact student learning, teacher’s evaluations, and the teacher-student relationship (Richmond, Lane, & McCroskey, 2006). Even those who do not plan on going into teaching as a career can benefit from learning about immediacy behaviors, as they can also be used productively in other interpersonal contexts such as between a manager and employee, a salesperson and a client, or a politician and constituent. Much of this research in teaching contexts has focused on the relationship between immediacy behaviors and student learning, and research consistently shows that effective use of immediacy behaviors increases learning in various contexts and at various levels. Aside from enhancing student learning, the effective use of immediacy behaviors also leads to better evaluations by students, which can have a direct impact on a teacher’s career. While student evaluations of teachers take various factors into consideration, judgments of personality may be formed, as we learned in Chapter 2 “Communication and Perception”, after only brief initial impressions. Research shows that students make character assumptions about teachers after only brief exposure to their nonverbal behaviors. Based on nonverbal cues such as frowning, head nodding, pointing, sitting, smiling, standing, strong gestures, weak gestures, and walking, students may or may not evaluate a teacher as open, attentive, confident, dominant, honest, likable, anxious, professional, supportive, or enthusiastic. The following are examples of immediacy behaviors that can be effectively used by teachers:

Moving around the classroom during class activities, lectures, and discussions (reduces physical distance)
Keeping the line of sight open between the teacher’s body and the students by avoiding or only briefly standing behind lecterns / computer tables or sitting behind a desk while directly interacting with students (reduces physical distance)
Being expressive and animated with facial expressions, gestures, and voice (demonstrates enthusiasm)
Smiling (creates a positive and open climate)
Making frequent eye contact with students (communicates attentiveness and interest)
Calling students by name (reduces perceived psychological distance)
Making appropriate self-disclosures to students about personal thoughts, feelings, or experiences (reduces perceived psychological distance, creates open climate)

Teachers who are judged as less immediate are more likely to sit, touch their heads, shake instead of nod their heads, use sarcasm, avoid eye contact, and use less expressive nonverbal behaviors. Finally, immediacy behaviors affect the teacher-student relationship. Immediacy behaviors help establish rapport, which is a personal connection that increases students’ investment in the class and material, increases motivation, increases communication between teacher and student, increases liking, creates a sense of mutual respect, reduces challenging behavior by students, and reduces anxiety.

Recall a teacher you have had that exhibited effective immediacy behaviors. Recall a teacher you have had that didn’t exhibit immediacy behaviors. Make a column for each teacher and note examples of specific behaviors of each. Discuss your list with a classmate and compare and contrast your lists.
Think about the teachers that you listed in the previous question. Discuss how their behaviors affected your learning and your relationship.
How much should immediacy behaviors, relative to other characteristics such as professionalism, experience, training, and content knowledge, factor into the evaluation of teachers by their students, peers, and supervisors? What, if anything, should schools do to enhance teachers’ knowledge of immediacy behaviors?

Nonverbal Communication Expresses Our Identities

Nonverbal communication expresses who we are. Our identities (the groups to which we belong, our cultures, our hobbies and interests, etc.) are conveyed nonverbally through the way we set up our living and working spaces, the clothes we wear, the way we carry ourselves, and the accents and tones of our voices. Our physical bodies give others impressions about who we are, and some of these features are more under our control than others. Height, for example, has been shown to influence how people are treated and perceived in various contexts. Our level of attractiveness also influences our identities and how people perceive us. Although we can temporarily alter our height or looks—for example, with different shoes or different color contact lenses—we can only permanently alter these features using more invasive and costly measures such as cosmetic surgery. We have more control over some other aspects of nonverbal communication in terms of how we communicate our identities. For example, the way we carry and present ourselves through posture, eye contact, and tone of voice can be altered to present ourselves as warm or distant depending on the context.

Aside from our physical body, artifacts, which are the objects and possessions that surround us, also communicate our identities. Examples of artifacts include our clothes, jewelry, and space decorations. In all the previous examples, implicit norms or explicit rules can affect how we nonverbally present ourselves. For example, in a particular workplace it may be a norm (implicit) for people in management positions to dress casually, or it may be a rule (explicit) that different levels of employees wear different uniforms or follow particular dress codes. We can also use nonverbal communication to express identity characteristics that do not match up with who we actually think we are. Through changes to nonverbal signals, a capable person can try to appear helpless, a guilty person can try to appear innocent, or an uninformed person can try to appear credible.

Key Takeaways

Nonverbal communication is a process of generating meaning using behavior other than words. Nonverbal communication includes vocal elements, which is referred to as paralanguage and includes pitch, volume, and rate, and nonvocal elements, which are usually referred to as body language and includes gestures, facial expressions, and eye contact, among other things.
Although verbal communication and nonverbal communication work side by side as part of a larger language system, there are some important differences between the two. They are processed by different hemispheres of the brain, nonverbal communication conveys more emotional and affective meaning than does verbal communication, nonverbal communication isn’t governed by an explicit system of rules in the same way that grammar guides verbal communication, and while verbal communication is a uniquely human ability, many creatures including plants, birds, and mammals communicate nonverbally.
Nonverbal communication operates on the following principles: nonverbal communication typically conveys more meaning than verbal communication, nonverbal communication is more involuntary than verbal communication, nonverbal communication is often more ambiguous than verbal communication, and nonverbal communication is often more credible than verbal communication.
Nonverbal communication serves several functions.
Nonverbal communication affects verbal communication in that it can complement, reinforce, substitute, or contradict verbal messages.
Nonverbal communication influences others, as it is a key component of deception and can be used to assert dominance or to engage in compliance gaining.
Nonverbal communication regulates conversational flow, as it provides important cues that signal the beginning and end of conversational turns and facilitates the beginning and end of an interaction.
Nonverbal communication affects relationships, as it is a primary means through which we communicate emotions, establish social bonds, and engage in relational maintenance.
Nonverbal communication expresses our identities, as who we are is conveyed through the way we set up our living and working spaces, the clothes we wear, our personal presentation, and the tones in our voices.

References

Afifi, W. A. and Michelle L. Johnson, “The Nature and Function of Tie-Signs,” in The Sourcebook of Nonverbal Measures: Going beyond Words, ed. Valerie Manusov (Mahwah, NJ: Lawrence Erlbaum, 2005): 190.

Andersen, P. A., Nonverbal Communication: Forms and Functions (Mountain View, CA: Mayfield, 1999), 17.

Andersen, P. A. and Janis F. Andersen, “Measures of Perceived Nonverbal Immediacy,” in The Sourcebook of Nonverbal Measures: Going beyond Words, ed. Valerie Manusov (Mahwah, NJ: Lawrence Erlbaum, 2005): 113–26.

Comadena, M. E., Stephen K. Hunt, and Cheri J. Simonds, “The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning,” Communication Research Reports 24, no. 3 (2007): 241.

Hargie, O., Skilled Interpersonal Interaction: Research, Theory, and Practice, 5th ed. (London: Routledge, 2011), 47.

Guerrero, L. K. and Kory Floyd, Nonverbal Communication in Close Relationships (Mahwah, NJ: Lawrence Erlbaum, 2006): 2.

Oster, H., Douglas Hegley, and Linda Nagel, “Adult Judgments and Fine-Grained Analysis of Infant Facial Expressions: Testing the Validity of A Priori Coding Formulas,” Developmental Psychology 28, no. 6 (1992): 1115–31.

Richmond, V. P., Derek R. Lane, and James C. McCroskey, “Teacher Immediacy and the Teacher-Student Relationship,” in Handbook of Instructional Communication: Rhetorical and Relational Perspectives, eds. Timothy P. Mottet, Virginia P. Richmond, and James C. McCroskey (Boston, MA: Pearson, 2006), 168.

Riggio, R. E., “Social Interaction Skills and Nonverbal Behavior,” in Applications of Nonverbal Behavior Theories and Research, ed. Robert S. Feldman (Hillsdale, NJ: Lawrence Erlbaum, 1992), 12.

Nonverbal Communication – Uses, Types, Importance And Role

The form of communication that occurs without using words is understood as Non-Verbal Communication.

Facial expressions, gestures, postures, tone and pitch of the voice, kinesics, proxemics, etc. play a key role in non-verbal communication.

As per the stats, more than 70 to 80% of the communication is nonverbal.

In businesses, nonverbal communication plays a crucial role in revealing who we are, plus it also impacts our interpersonal as well as business relations.

In this post, we will be covering the nitty-gritty of nonverbal communication and will try to understand how important it is in adept channelisation of a business. We will also delve into different types of nonverbal communication and their role in appreciating more favourable decisions.

So, without any further ado, let us start unfolding the critical concepts of nonverbal communication-

Table of Contents

Introduction

Nonverbal communication often called the dialect of the heart is the method of transmitting messages without using words.

Nonverbal communications have been regarded as a critical aspect of disclosure for the ages. It applies to gestures, facial expressions, tone of voice, a touch of the eye, the language of the body, stance and other ways of communication through which one puts different messages forwards without using the medium of language.

Such non-verbal signs can provide hints and context of spoken communication.

Yes, some estimates suggest that the most substantial portion of human conversations occur in the non-verbal fashion.

Interpersonal contact is much more than the explicit meaning of words and the message they convey. It also contains implicit messages that are expressed by non-verbal actions, whether intentional or not.

In many situations, we use behaviour classes to communicate information for nonverbal ways. For example, to suggest disapproval, we might combine a frown with crossed arms and unblinking eye gaze.

In the interviews or other sessions, HR managers analyse one’s personality through your nonverbal communication such as your way of talking tells how confident you are, plus, your gestures and postures play a significant role in the process.

In business dealings, incorporating the right nonverbal styles is also essential in ensuring favourable outcomes.

So, you can make the best impression by using your nonverbal communication skills.

It may seem unprofessional to have poor postures. Seeing downward or not maintaining eye contact gives the signal that you are either not confident or not entirely interested in the conversations.

You must incorporate the right nonverbal skills so that you can have the right impressions on your audiences. This will also increase the importance of your verbal communication.

Uses of Non-verbal communication

1) Reinforcement or modification of spoken words

You can nod your head when you give your consent for something to underline that you are in full agreement with the other individual. A wave with a sad look may mean that things aren’t excellent!

2) Expressing emotions

Your facial expression, vocal tone, and posture can often tell people exactly how you feel, even if you haven’t spoken a word.

Example:

“Are you fine? You look a little unwell.”

No one tells you that they are unwell, but from their non-verbal communication; you will get to know how people feel.

3) Defining relationships

You may have noticed that the body language of sisters, they tend to have a relationship without expressing it through verbal means, which is visible through their nonverbal communication.

The comfort or the discomfort, or way of communicating with each other, etc. are the traits that tell others about the relationship between two individuals.

4) Giving Feedbacks about different things

Smiles and expressions tell you that you’re listening and that you’re in agreement with what they’re doing. Movements and hand gestures can mean that you want to talk.

Your instant expression can tell people about your likings or disliking, and those who are supposed to make decisions as per the inclinations of their audiences always notice such gestures and postures.

5) Regulation of communication flow

We use a variety of signs to tell people that we’ve finished speaking or that we want to talk. For example, an emphatic nod and a firm lip closure suggest that we have nothing more to say.

Contacting the chair of a meeting with your eye and slightly nodding will indicate you want to talk.

Types of Nonverbal communication

1) Facial Expressions

They are responsible for an enormous proportion of nonverbal communication.

Consider how much information a smile or a frown can convey.

Although nonverbal communication and actions can vary dramatically across cultures, the facial expressions of joy, sorrow, frustration, and fear all over the world are identical.

While making any conversation with anybody, we always notice their facial expressions to gauge one’s inner feelings.

2) Gestures

Purposeful movements and indicators are an essential means of communicating meaning without using the verbal means of communication.

Common gestures include waving, pointing, and indicating numerical amounts using fingers. Some many other actions and gestures are arbitrary and they vary with different cultures.

Business communications, government offices, schools, meeting rooms, and professional gatherings, practise different types of gestures that play a significant role as the nonverbal communication medium.

3) Paralinguistic

Paralinguistic applies to vocalisation that is distinct from the language itself.

This covers aspects such as your voice tone while talking to someone, the intonation, modulation or pitch of your voice tell some critical details about what is going on your head while speaking anything.

So, paying heed to the powerful impact on the interpretation of a sentence that the tone of voice can have is one crucial aspect of nonverbal communication.

Loud voice tone might interpret enthusiasm or dissent.

Similar words said in a hesitant voice might convey a lack of interest or disapproval.

So, it is all about the nonverbal representation of a language that plays the role of the deciding factors.

4) Body Language and posture

Body language can be seen as hand gestures or nodding or shaking of the head or the way you are sitting, how your hands are positions. Etc.

It is often the most accessible item to regulate in non-verbal communication.

Posture is the defined position in which we stand, walk or sit.

5) Eye contact or eye gaze

The degree of confidence in one’s speech, discussion or interview session is often measured by the kind of eye contact they have.

The eyes play a significant role in nonverbal communication, and effective nonverbal habits include things like gazing, concentrating and blinking.

The rate of blinking increases when people encounter people or things they like and pupils dilate. Looking at someone else may signify a variety of emotions like aggression, desire, and attraction.

We also use eye contact as a means of determining whether someone is honest.

Regular, constant eye contact is often taken as a sign that a person tells the truth and is trustworthy. But on the other side, duplicitous eyes and an inability to maintain eye contact are often seen as a sign of deception or being manipulative.

6) Closeness or Proxemics

This determines the closeness and intimacy and may differ from culture to culture, person to person and profession to profession.

It can also be referred to as personal space.

The kind of closeness, compassion or intimacy that you show towards others plays a crucial role in nonverbal communication.

For instance, when you have a casual conversation with someone, it is suggested that you can have a distance between 1.5 feet to 4 feet. While at the time when you speak to a crowd, it is advised to have a personal range of 10 to 15 feet.

7) Physiological Changes

When you’re anxious, you can sweat or twitch more, and your heart rate may also rise.

These are almost difficult to monitor and are thus a potent mental state predictor actively.

Different such sorts of signals act as the nonverbal means of communication, and it tells about the kind of discomfort one is going through in the process.

8) Artefacts

The use of different types of images or objects also plays vital roles as a powerful means of nonverbal communication.

They play a crucial role in your personality, brand tone, and other vital signals.

When you go to an office, the décor of the interiors or exteriors play a crucial role in impacting people’s subconscious and telling them about the kind of person you are.

Kind of images used on a website or one’s online profile tells a lot about one’s personality.

9) Appearance

How you appear yourself at any event, interview or occasion also plays a crucial role in nonverbal communication.

So, your clothing, choices of colours, hairstyles, etc. are some of the factors you need to pay heed to for making your presence more impactful.

Importance of Nonverbal Communication

The importance of non-verbal communications is that it is not generally faked and in most cases is instinctive and is used to show emotions like anger, happiness, sadness, pleasure, anxiety, annoyance, hurt, curiosity, interest, and hope. Sometimes it is not easy to interpret non-verbal signals because it does not have any fixed meaning and might differ from individual to individual.

Non-verbal communication has been described as an effectual process because the message is delivered and communicated more accurately than verbal communication. It is a fact that when a person speaks it is not just with words as his whole body is involved somehow or the other. Suppose you meet a friend then the smile on your face is more radiant but if you see someone you are not comfortable with then your fidgety behavior will show your unease.

The non-verbal communication is not always intended and in most cases is an automatic or instinctive reaction because people are also less conscious about it than the verbal one. The importance of non-verbal communication is that it gives credence to the verbal one if both are synchronized at the time of speaking.

1. Helps in Better Understanding and Communication

Non-verbal mode of communication can exist with or without verbal communication and has a significant role in making a good impact. This interpersonal communication makes a strong and long-lasting impression that either compliments or can also contradict verbal communication with a glance or gesture.

The importance of non-verbal communication is that it begets a better understanding of individuals or even groups. Sometimes a person shows great self-confidence while talking verbally and it becomes impossible to determine any adverse nuances from his words. It is at this time that non-verbal communication proves a stroke of luck and helps the listener to come to a better understanding.

The posture of the speaker might be confident but he will leave certain signals showing his true intention, for instance, is there an eye contact and is his facial expression too calm and collected.

Is the non-verbal signals matching his verbal tone is an important question that the listener should pay close attention to if he is looking for the truth of the statements.

2. Helps in different processes in Business

It is a fact that non-verbal communication is mostly contextual in nature but without its help, verbal communication remains incomplete. In few cases, it is in itself a complete statement and you do not need words to put your thoughts across but mostly it is a companion of verbal communication so as to emphasize the importance of the situation. The business has numerous demands of its own and it is important for the owner or the management to have an upper hand in business dealings that can prove a blessing for them.

The importance of non-verbal communication is that it helps in numerous aspects of business for instance in the hiring process. During interviews, the human resource department can easily make assumptions during a face-to-face meet and determine which applicants they want to see in the next round.

Similarly, it is easier for the experienced managers or management team to decipher the expressions of other employees, for instance, are they maintaining eye contact or are squirming in their chair or is the employee showing an interest in the conversation or is he looking at his watch on a continuous basis? Non-verbal communication is a great indicator that depicts the truth about the intention and trustworthiness of an individual’s character.

3. Helps to emphasize your main points

Non-verbal communication is actually a silent form of sending a message to someone without using words or any form of speech. It is influential by nature and is often successful in grabbing the attention of its audience. When the non-verbal signal is contradictory to verbal communication remember it is the time to be cautious and to pay close attention to what is being said. It is a fact that even silence has a deeper meaning of its own.

A person can understand better if verbal communication is accompanied by non-verbal signals for instance when a person says he is having a headache it is natural for his hand to touch his forehead to indicate the extreme pain. Similarly, if a person is interested in pointing out to a certain part of a message he can deepen his tone and put a serious facial expression during that time to accentuate his point.

The importance of non-verbal communication during important conversations is that it can help to emphasize certain points that are vital to that conversation. Some signs like anger, smile or aggression can help a person in making a particular point easily.

4. It is important in the workplace

Depending upon the profession an individual has to spend a greater part of his day in his workplace. He has to take immense care of his non-verbal communication so that his actions or gestures are not taken otherwise. In order to maintain a cordial workplace relationship, a person needs to show his enthusiasm for the job through an exciting look instead of a monotonous facial expression.

Remember it is the non-verbal signal that actually gives out the accurate vibes about your feelings to others hence put a smile on your face while entering the workplace, nod when listening to others and maintain eye contact to show that you are interested in whatever is spoken to you.

The importance of non-verbal communication is that it is a great help in maintaining workplace efficiency.

5. It is important for babies and children

A child relies on non-verbal communication since the time of his birth. He does not know the language or has any verbal means to speak the words and tell about his wants and needs to his parents or people close to him. It is the non-verbal communication that is a godsend at this point in time. A child cries frequently to make his mother or caretaker signify that something is wrong.

He might have been bedwetting and the cry is for someone to change his diaper. When the child is hungry he cries until his hunger is satisfied. After some months he starts recognizing faces and smiles after seeing some of the familiar ones.

The cooing sounds that parents make while interacting with a small child do not have any meaning but signify a rapport and non-verbal communication to the baby. It is a fact that words are not needed to express emotions to children because a warm hug, a smile or a warm greeting are enough to make them feel secure. Even before we utter a word the baby or the child observes the body gestures and can interpret the meaning through facial expression.

A baby or a child trusts the non-verbal communication and believes then to be true and as the gestures and expression are mostly unconscious people tend to rely on them more than the words which can be meaningless.

6. Non-verbal communication reinforces the words

The symbolic messages attached to words are observed and interpreted by people even before they hear the actual words. For instance when a person is asking you something and you want to reply yes or no you will always nod your head to signify an affirmative or negative answer.

Suppose you see a friend and he looks tired to you. When you ask him how he is feeling he might reply ok but his sad and tired expression might indicate that he is not as fine as he is saying. The importance of non-verbal communication is that it gives credence to the words so that the listener can actually believe about the things that are said to him.

The tone of voice, expression, gestures like a sigh or a shrug and emotions like smile, warmth or angry face are all indicators of your true feelings. When movements are accompanied by words it helps the listener to identify the actual meaning because the action is reinforcing the validity of the statement.

Non-verbal communication can have a significant impact on the audience and interaction performance.

Nonverbal words depend upon the way one listens, looks, moves, and talks.

When the words you say suit your nonverbal signals, they improve confidence, understanding, and relationship. On the other hand, they can create tension, mistrust, and confusion if they don’t.

During interviews and networking sessions, most candidates carefully plan what they are going to say and how they are going to appear.

Knowing what you’re going to say is just part of the picture that you are going to create with your appearance.

It’s just as important to understand how thoughts can be conveyed through your body language. Your success in interviewing and networking will depend mainly on the impression people get from you and how they react to what you say.

Role of Nonverbal Communication

Repetition: It focuses on repeating and often confirming the message that you are verbally making.

Paradox: It might contradict the message that is being conveyed, thus making a doubt in the mind of the listener of whether one is speaking the truth or not. So it can work as a paradox as well.

Substitution: It can replace a verbal post. Your facial expression, for example, frequently conveys a meaning far more vivid than words can ever have.

Complementing: It can add to your verbal message or compliment this. As a manager, it can improve the impact of your message if you pat an employee on the back besides giving praise.

Accenting: It can highlight or simplify a verbal message. For example, pounding the table will highlight the importance of your message.

Workplace Nonverbal Communication Tips

1) When you are participating in low-risk conversations, the sound of your voice and body language will play a key role in supporting your words

2) While listening to others at your workplace, you need to pay attention to the nonverbal messages that you show with your actions

3) You should beware of the distracting and nervous habits, as this may dilute your intention

4) You should practice for the right gestures for business communications so that you can enhance the impact of your essential points

5) Managing emotions adeptly while communicating with someone so that you can make best out of essential conversations is also important

Nonverbal Miscommunication

How you express through the language of your body and nonverbal signals determines how others see you, how well they love and respect you, and whether they trust you or not. Sadly, without even realising it, often people are sending ambiguous or derogatory nonverbal signals.

When this occurs, partnerships and trust are harmed. It is crucial to understand how to use and perceive body language and develop your nonverbal communication skills if you want to communicate effectively, prevent misunderstandings, and maintain healthy, trusting relationships, both socially and professionally.

Improvement of Nonverbal communication

Nonverbal contact is a fast-flowing straight-and-forth process involving a full concentration on the perception of the moment. If you’re contemplating what you’re going to say next, checking your watch, or worrying about anything else, you’re almost sure you’re lacking nonverbal signals and not fully understanding what is being conveyed.

Managing stress: Stress affects your ability to speak. You are more likely to misread other people when you are stressed out, give contradictory or nonverbal signals off, and slip into inappropriate behavioural knee-jerk patterns. So remember: there are infectious feelings. If you’re upset, it’s likely to upset others, making a bad situation worse.
Emotional awareness: emotional awareness is significant to improve nonverbal communication skills. It helps to understand better and establishes the trust between two people stronger.

Conclusion

While the secret to success in professional and personal relationships resides in your ability to interact effectively, the loudest language is not the phrases you use, but the nonverbal signals or “body language.”

Body language is the use of body gestures, words, and mannerisms for nonverbal communication often performed unconsciously rather than intentionally.

There may be two different things that come out of your mouth and what you express through your body language. When you say one thing, then you mean something else in your body language, the audience will probably feel you’re dishonest. With the betterment skills of nonverbal communication, however, one can convey and connect with others in a transparent manner.

Non-verbal communication is an intricate and essential part of the overall communication competencies.

Individuals are often entirely unaware of their non-verbal behaviour, though.

In comparison to what is already spoken, a simple understanding of non-verbal communication techniques will help improve interaction with others. Knowing these signs can be used to encourage people to talk.

What are your thoughts about the importance of non-verbal communication in leadership and business management?

Did we miss any of the critical characteristics of nonverbal communication? Share with us in the comments below.

The importance of non-verbal communication

Human language is a remarkably complex form of communication, consisting of countless languages and ever growing dialects and colloquialisms. Despite the vast array of language differences, one constant persists – non-verbal aspects of communication remain stable and universal.

The ways in which your body either emphasizes or contradicts spoken words is just as important as the words you use, or even more so, in those moments when actions speak louder than words. This is known as non-verbal communication, non-verbal cues, or often described as body language (kinesics).

Non-verbal communication is information that is passed without the use of spoken or written words. The non-verbal platform includes eye contact (oculesics) or the lack thereof, facial expressions, gestures, posture, personal appearance, the physical environment and the artefacts/objects that compose it, touch (haptics), paralanguage (vocalics), the use of time (chronemics), and the distance between you and your audience (proxemics).

For example, when interviewing for a job, we might not realize that employers will evaluate what we do as much as what we say. Crossed arms can imply defensiveness, poor posture may seem unprofessional, and a downward gaze (avoiding eye contact) will draw away from the confident impression we want to give.

Verbal and non-verbal communication

Verbal and non-verbal communication occur simultaneously, with the latter generally being under less cognitive control and revealing more of what we actually think and feel. Body language, facial expressions and vocal characteristics are not easy to control, whereas verbal communication is done intentionally and is easier to manipulate. As a result, we have more faith in non-verbal cues than what is actually said. If a person says one thing, but sends a contradicting message non-verbally, the receiver is more likely to trust the non-verbal signal.

Therefore, having a conscious awareness of your non-verbal communication while verbally communicating can help others receive messages the way you actually intended to give them. Also, don´t be “all talk and no substance”. Next time you want to make a positive impression, make sure you have not only prepared what you are going to say, but that you have practiced conveying your messages through appropriate body language (practice makes interview perfect).

There is countless research regarding types, effects, and expressions of unspoken communication and behaviour. To narrow it down, we will repeat the basics offered by psychologists Paul Ekman and Wallace Friesen (1969), who identified six important ways how non-verbal communication can interact with our verbal discourse: repeating, conflicting, complementing, substituting, regulating and accenting.

What type of communication describes our body language?

Repeating – using specific gestures to strengthen a verbal message (e.g. pointing to the object of discussion).
Conflicting – when verbal and non-verbal messages within the same interaction send contradicting meaning. Conflicting messages often arise from feelings of confusion, indecision, or frustration (e.g. a friend saying how they had a great time during the party, but his voice sounds flat and his face lacks emotion).
Complementing – the accuracy of understanding information is greater when the nonverbal and verbal complement each other. Messages have been shown to be correctly recalled to a greater degree when body language affirms the verbal exchange (e.g. saying you are happy and joyfully showing it too).
Substituting – at times non-verbal behaviour is used as the sole channel for communication. A simple gesture can substitute words (e.g. shaking your head to say no).
Regulating – we can use non-verbal signals to regulate speech. Called “turn-taking signals”, these gestures make it possible for us to alternate between speaking and listening (e.g. touching someone´s arm can signal that you want to talk next).
Accenting – when we use non-verbal signals to emphasize our words. Good speakers will know when to use strong gestures, deliberate pauses, changes in vocal volume or speech rate, etc. (e.g. someone who is verbally expressing anger may accent the message by speaking very loudly).

Respectively, we can agree that spoken language is normally used for communicating information about events external to the speaker, while non-verbal communication is used to create and maintain interpersonal relationships.

Body language in business communication

Going a step further is the analysis of non-verbal communication in business. Since business often involves recurring human interaction, understanding the elements of non-verbal cues can be a great asset when working with colleagues, teams, competitors, and current/potential clients. Managers will use body language to effectively lead employees and team members. On the other hand, employees and team members will use their body language to send messages outside the business.

Within MIUC´s BA Psychology module “The Basics of Interpersonal Skills: Experiential Groups”, the first-year student Tapanga Jansen tackled the topic of “The Power of Non-Verbal Communication in Sales”. Tapanga presented the theoretical and practical aspects of body language, its importance in the sales process of any company, and how it has an impact on the decision making process. Moreover, in her presentation she highlights different aspects of non-verbal communication both from the client´s and seller´s aspect, how certain connections with people can create a trustworthy, professional and credible environment, and consequently, how body language can add interest, clarity and trust. For tips on non-verbal communication that can make or break a sale, watch the following link.

To conclude, it must be said that to build good habits one must practice non-verbal communication and know what gestures are likely to resonate with your speaker (clients and prospects), as to improve the chances of making a good impression. Practicing non-verbal cues will ensure your skills are up to par. The more often you instate adequate body language, the more likely it will become second nature, and you will feel comfortable while networking. So instead of clammy hands and a sweaty brow, aim for establishing credibility and trust in your non-verbal behaviour. The less nervous you are, the better communication you will have, both verbally and non-verbally.

Eva Berkovic
Student Counsellor and Lecturer, MSc Psychology

What Is Non Verbal Communication, And Why Does It Matter?

You’ve probably heard about the importance of your body language. There is a lot of information thrown around about this, especially when it comes to job interviews. However, it’s often unclear what it really is and why it’s important. Below you’ll find the answer to what nonverbal communication is and why it’s so important for you to understand.

In the past, there have been many mentions of a study showing that only seven percent of communication is verbal. While this “rule” has largely been disproven, there’s still a lot to be said for the importance of nonverbal communication. In many cases, it will not remove the need for verbal communication, but when used correctly, it can help convey a more explicit message. Below, you’ll see more information on why nonverbal communication can be so beneficial.

What Is Nonverbal Communication?

Take A Step Forward With Nonverbal Communication

Improve your communication skills in therapy

Put merely, nonverbal communication is precisely like it sounds. It is the way that people communicate without using words. This can include things like:

Posture – The way that you hold your body or the way that you stand can communicate messages to other people. For example, if you are very interested in a conversation, you may find that you lean in towards the person that’s talking. Reclining back in your chair can show that you are comfortable and relaxed. If you are fidgeting and restless, it could indicate that you’re nervous or that you are impatient.

Eye Contact – The amount of eye contact that you make with people can also communicate with them. For example, if you are intently listening to something that someone is saying, it can help to make eye contact with them, so they know that you’re paying attention. However, holding eye contact for too long and not looking away can cause people to feel uncomfortable.

Facial Expressions – There are many ways that your facial expressions can communicate the emotions that you’re feeling or the things that you’re thinking to the people around you. Smiling can let people know that you are happy or friendly. Frowning communicates that you may be sad or concerned. Furrowing your eyebrows can make you look angry or like you’re deep in thought.

Gestures – The hand gestures that you make can also add to the conversation that you’re having. Conversely, they can allow you to communicate with someone without having to say anything at all. For example, you can point directions out to people, or you can use your hand gestures to add to the message that you’re trying to communicate. For example, when using American Sign Language, the way you gesture can communicate the emotion that goes along with the words that you are signing.

Space – The amount of space that you leave between you and someone else can communicate your feelings as well. When two people sit very closely together with little space between them, it can show that they have an attraction to one another or that they’re in a close relationship. Alternately, if a person purposefully puts a lot of space between them and someone else, it can show that they’re not comfortable with the other person.

Touch – Physical touch can communicate all kinds of emotions. You can show compassion and empathy for someone by giving them a hug when they are sad. You can give a high-five to someone to show that you support them and are celebrating with them. Or, you may notice that small children hit one another to show their frustration and anger with a situation or person.

Why Is Nonverbal Communication Important?

While the majority of communication may be verbal, nonverbal communication can work to support the message that you are trying to convey. Here are some ways that nonverbal communication is so important:

It Helps People Understand What You’re Saying

The use of nonverbal communication can be used to help people have a better understanding of the message you’re trying to share. For example, if you are saying something important and you are using serious facial expressions and direct gestures, it can help them to understand the importance of what you’re communicating. Or, doing things like smiling and nodding your head approvingly can help communicate that you agree with what someone is saying.

It Can Show Confidence

One example that is often given in conversations about nonverbal communication is how you can use your body language to convey confidence during job interviews. By keeping your shoulders back, your head up, and making eye contact with another person, you portray that you are a confident person. Even if you’re not feeling particularly confident at that moment, you can communicate that message to someone else by your nonverbal communication.

It Helps You Make A Good First Impression

It has been found that people make their first impression of you in the first seven seconds after meeting you. You may not have been able to verbally say anything in those first seven seconds of meeting someone. This means that they are making their judgment of you off of your body language and nonverbal cues. In some situations, it can be difficult to overcome a bad first impression. This is another reason why it’s important to pay attention to what you’re communicating non-verbally to others.

Learning To Read Nonverbal Communication In Others

It’s important to pay attention to what you’re communicating to others through your nonverbal communication. However, it’s also important that you learn how to read the nonverbal signals that you’re getting from others as well.

When people are talking to you, look for nonverbal cues as you listen. See if their facial expressions are communicating the same message that their words are. Pay attention to the position of their body and the eye contact that they’re making or not making with you. All of these things can help you get a clearer picture of the message that they are trying to convey to you.

Learning to read nonverbal communication can also help protect you in conversations where the other person may be trying to take advantage of you. By watching their nonverbal cues, you may be able to pick up on inconsistencies in what they’re saying to you.

How To Improve Nonverbal Communication

The good news is that just like learning to talk, nonverbal communication is a skill that you can learn and develop throughout your life. If you have had trouble with your body language in the past, here are some tips that can help you improve in this area.

Think About Your Physical Reactions

It’s helpful to pay attention to the physical reaction that you have as a result of your emotions. If you are under stress, you may not want to communicate that to the person that you’re talking to. However, you may scrunch your forehead or hold your body a certain way when you’re under stress. Learning how to recognize what your natural physical responses are can help you learn how to catch and correct them before communicating something that you don’t want to communicate with others.

Get In-Touch With Your Emotions

Getting in touch with your emotions can also help you to control your nonverbal responses. It’s hard to choose what the right body language is if you have a hard time understanding what emotion you’re experiencing at any given time.

The basic emotions include happiness, sadness, fear, and anger. Learning how to recognize these symptoms in different situations can help you learn how to better control your nonverbal communication.

Practice In Front Of A Mirror

If you haven’t really thought about what you’re communicating through your body language and nonverbal communication before, you may be unaware of the signals that you are sending to other people. You may find it helpful to practice important conversations or messages in front of a mirror so you can see what you’re communicating non-verbally.

You can practice working through situations that happened to you regularly to watch what your responses are. This can help you look for areas that you may need to tweak to improve your communication efforts.

Work With A Therapist

Take A Step Forward With Nonverbal Communication

Improve your communication skills in therapy

If you continue to struggle with your communication skills, you may benefit from getting some outside help. Talking with a therapist can help you improve your verbal and nonverbal communication skills.

A licensed therapist can help you learn to recognize inconsistencies that you have in your communication and what strategies you can use to improve it. They can also help you recognize nonverbal cues that you use that you may not be catching on your own. If you are only able to do virtual therapy, like that offered at BetterHelp, the use of video sessions can still help a therapist observe your nonverbal communication.

The way that you communicate with others, verbally and non-verbally, can play a large role in the relationships and situations in your life. If you are struggling in this area, you will most likely find it well worth the time that you invest in making improvements.

How Much of Communication Is Nonverbal?

We’ve all heard that 90% of communication is nonverbal, but is there any truth to this adage? When someone reads a transcript of a politician’s impassioned speech, are they really missing out on the majority of the message? While the audience may get the essence of what’s being said, there will always be something lost in translation when nonverbal communication isn’t conveyed. Conversely, nonverbal communication can shed light on the hidden truth within a message.

Information is no longer limited to print. It’s delivered through social media, television, blogs, and other channels of communication. Professionals interested in a communications career have to concern themselves with not only what’s being said but how it’s said. Let’s take a look at how much of communication is nonverbal and how professionals with a Bachelor of Arts in Communication can use nonverbal signals to better their personal and professional lives.

The 55/38/7 Formula

The 90% figure wasn’t plucked out of thin air. It was Albert Mehrabian, a researcher of body language, who first broke down the components of a face-to-face conversation. He found that communication is 55% nonverbal, 38% vocal, and 7% words only. This is where the idea that the vast majority of communication is nonverbal originated, but does this really mean that less than 10% of information is conveyed in spoken words?

It turns out that the above formula was developed with a specific purpose in mind: comparing facial and vocal components to decipher a person’s attitude. According to Mehrabian, “When there are inconsistencies between attitudes communicated verbally and posturally, the postural component should dominate in determining the total attitude that is inferred.” Is 90% of communication nonverbal? No, information is conveyed verbally, but in a face-to-face conversation, body language and facial expressions can have an incredible impact on how information is interpreted.

In “The Definitive Book of Body Language,” Allan and Barbara Pease analyzed thousands of recorded sales negotiations from the 1970s and 1980s and found that body language accounted for the majority of the impact made negotiating. They also considered how the person with the strongest argument usually wins in negotiations over the phone but not always in face-to-face conversations. Although the idea that 90% of communication is nonverbal can be put to rest, a person’s body language and our first impression of them can heavily influence our decision-making.

The Power of Body Language

Now that we know that we know the important role nonverbal signals play in communication, how can we use body language and tone to communicate more effectively? Perhaps more importantly, how can we prevent nonverbal forms of communication from falsely influencing our perceptions of others?

Making a Good First Impression

If you’re interested in a communications career, you’ll come to learn the true value of a first impression. Allan and Barbara Pease also assert that when we meet people for the first time, we make snap judgments about their friendliness, assertiveness, and appearance. Without a single word being spoken, without even realizing it, people use nonverbal communication to size people up.

According to the 55/38/7 formula, nearly 40% of a person’s attitude is conveyed vocally through tone and inflection, so try to ensure that your tone matches whatever message you’re trying to convey. You can also try speaking in a deeper voice. Research has shown that people who speak with a low-pitched voice are rated more authoritative and competent than those who speak with a higher pitch.

Although people are rarely conscious of their body language and facial expressions, there are a couple of behaviors a person can tweak to improve their communication skills. For instance, research has shown that it takes conscious effort for a person to frown when looking at someone smiling—a smile is literally infectious. Research also shows that both men and women are more attracted to people who make eye contact and smile more often. A smile and just the right amount of eye contact can help you effectively convey information during first impressions and long after.

Hand gestures can not only express your thoughts but also convey your enthusiasm and passion for a topic. According to body language expert Dr. Carol Kinsey Goman, “Gesturing can help people form clearer thoughts, speak in tighter sentences and use more declarative language.” As with tone, try to ensure that your hand gestures match what you’re saying, otherwise people will notice the mismatch and may be less likely to trust you.

Interpreting Body Language

Body language can also provide insight into a person’s emotional condition. For example, you likely already know that someone who crosses their arms is guarded or discontent even when they claim the contrary. Reading body language is like learning a second language and can help separate perception from reality.

According to Dr. Jeff Thompson, we can better decipher nonverbal signals by remembering the three C’s of nonverbal communication: context, clusters, and congruence. We’ve already covered congruence—comparing spoken words to body language and tone. Applying context means better understanding the setting. For example, knowing that someone has anxiety can explain why they appear tense during a fireworks display. Finally, using clusters means using not one but multiple expressions or movements to influence our interpretation of a person’s body language.

There’s So Much More to Communication

How much of communication is nonverbal? It may not be exactly 90%, but nonverbal communication—eye contact, smiling, hand gestures—heavily influences how people interpret and react to information. This is an important lesson to learn for anyone interested in a communications career, and it’s only the tip of the iceberg.

The University of Texas Permian Basin offers an online BA in communication program that teaches theories on communication with regard to human interactions, groups and organizations, intercultural interactions, and mass and social media. Whether you’re working toward a career in journalism, speechwriting, or social media, our online program can empower you with the skills needed to convey your message clearly and profoundly.

Learn more about UT Permian Basin’s online BA in communication program.

Sources:

https://www.psychologytoday.com/us/blog/beyond-words/201109/is-nonverbal-communication-numbers-game

https://www.psychologytoday.com/us/blog/attraction-evolved/201906/deep-impact-asserting-authority-low-pitched-voice

https://www.psychologytoday.com/us/blog/cutting-edge-leadership/201206/there-s-magic-in-your-smile

https://www.forbes.com/sites/ashleystahl/2017/09/13/5-body-language-tips-for-success/#295ea5246419

Use of non-verbal communication at work. Article. All Trainings .ru

“The most important thing in communication is to hear what is not said” – Peter F. Drucker.

Non-verbal communication is a way of conveying feelings or information without the use of words. It works hand in hand with verbal communication, but there are some differences between the two.

Non-verbal communication includes:

body language (posture, gestures, movements),
eye contact,
tone and timbre of your voice,
distance between people,
touch,
appearance (colors, symbols, etc.).

These unspoken signals are important because they are 12 to 13 times more powerful than our words. This means that when your colleagues and co-workers are listening to you, your gestures, voice, posture and eye contact actually speak louder. People subconsciously use your non-verbal cues as a roadmap to learn your intentions and then form an opinion about you. In this case, after talking with you, people will feel positive, without even knowing why. This will help you establish positive relationships in the workplace and earn the respect of your employees.

The biggest minus of non-verbal language is that a person cannot fully control it, since it mostly manifests itself unconsciously. This is because, historically, people used non-verbal communication before language existed. Non-verbal is the first form of language we used to express our needs. Non-verbal language is natural for a person, while verbal language needs to be learned.

Have you ever caught yourself in the middle of a conversation thinking: “Oh, I must gesticulate to be more open” . Or “stop looking around the room and look at me!” This is correct, but there are many more nuances. First, you need to understand how non-verbal language works.

Functions of non-verbal communication at 3 key levels

Enhances verbal communication.

Nonverbal cues and gestures can complement or emphasize our verbal messages. For example, such a gesture as hitting a table with a fist along with a scream emphasizes the emotions of anger. Using your hands makes your words more memorable.

Replaces verbal communication.

You don’t always have to talk to say something. Facial expression is universal. You can read a person’s feelings and know when their smile is “fake”. Therefore, you should understand that the facial expression should be consistent with what you broadcast to the person. Otherwise, it will be difficult for you to gain the trust of people and lead them along.

Smile at employees in the morning when you come to work. You may not have time to talk, but people will know that you are happy to work with them. This will infect employees with positivity and help create a positive impression of you without saying a word.

Contradicts verbal communication.

Most importantly, our nonverbal cues can conflict with our verbal messages.

This is the one that managers should pay special attention to work on because conflicting communication breeds mistrust and encourages your employees to question your authority.

Nobody likes ambiguous messages, especially from a leader. It is the leader’s responsibility to communicate his message clearly. Saying one thing and doing another is a fairly common leadership mistake. If oral communication and body language are incompatible, listeners are more likely to respond to the latter.

When can non-verbal communication fail?

Non-verbal communication is a powerful way to express your feelings and emotions. However, it can mislead you:

False interpretation. For example, if an employee rests his head on his hand during a meeting, you might think that he is bored, when in fact he may be thinking about something completely different. Maybe the person is tired, or this position helps them focus. This example shows how quickly we make assumptions and that sometimes it’s important to dig deeper than you think.

Loss of trust. If your non-verbal language tells one story and your spoken language another, people may question your authority. For example, if you give positive feedback to an employee, but do it in a low monotone voice, they will probably not believe your words and lose confidence in you. Pay attention to how you communicate the news to your employees. If they understand that your words are sincere, they will be much more willing to do their job at the proper level.

Self-knowledge

Increasing your self-knowledge skills improves your non-verbal communication.

According to Harvard University, the core of high emotional intelligence is self-awareness : If you do not understand your own feelings and emotions, it is almost impossible to develop an understanding of other people’s feelings and emotions.

If you want to send the right non-verbal message, you first need to become aware of your emotions and understand how they affect you – inside and out. For example, we know that our internal stress affects our external body language. If we learn to understand how we feel and what causes stress, we can better control not only our emotions, but also our body. When emotions are activated, they are accompanied by bodily changes, such as rapid breathing, muscle tension, reddening of the skin, etc. Emotional self-knowledge is the knowledge of one’s own body.

Tip. Ask yourself: In what situations do you feel certain emotions? Does your body language change with this feeling? Try jotting down your emotions every day in a daily journal, and then look for repetitions. Understanding is the first step to improvement.

Your Self-Knowledge Benefits: You will be able to send non-verbal cues that match your verbal intent, resulting in better understanding and trust from employees. You will learn to read the non-verbal messages of your employees and better understand their feelings and needs.

4 non-verbal communication tips for managers

Watch your body language (gestures, posture, movements).

Your body language conveys an emotional message to your audience. It tells the recipient that you are open or closed to them. If you want to build positive, trusting relationships with your peers and co-workers, your body language should be a visual cue for that.

5 language tips for gaining trust:

Lean forward when speaking or listening to show interest.

Nod your head to show that you are listening.

Sit up straight! The leaning back posture shows disinterest.

Keep your arms uncrossed, turn your legs and torso towards the interlocutor to show that you are open.

Maintain eye contact.

It has long been known that “the eyes are the mirror of the soul.” We can actually feel people’s emotions through eye contact (or lack of it). Maintaining eye contact during conversations with colleagues or co-workers will help you build trust. This will allow them to understand that you are listening and you care. It may sound trite, but it’s easy for a person to get distracted and their eyes wander, so making an effort to maintain eye contact is a good start to building a good relationship.

Remember your voice (tone, intonation).

Your tone of voice can convey a wealth of information, from enthusiasm to anger. Pay attention to how your tone of voice influences other people’s reactions. Try changing the tone of your voice to emphasize the ideas you would like to convey. Speak calmly and confidently.

Keep your hands where people can see them.

The first thing people see when they look at you is not your face, it’s your hands. They say a lot about a person. For example, open arms are a sign of honesty, while crossed arms can give the impression that you have something to hide. In your daily work, whether it’s giving feedback to an employee or presenting a new business strategy to your team, it’s best to keep your hands where they can see them to spark interest and build trust.

Remember that becoming aware of your emotions and body language will help you improve relationships with your employees, partners, and clients.

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MEANS OF NON-VERBAL COMMUNICATION IN INFORMAL INTERNET COMMUNICATION

BYADMIN

Non-verbal communication funds in informal Internet communication

Collection of materials of the Conference “Language and Law: Actual Problems of Interaction”, 2017

Styukova Margarita Alekseevna
Court Courts of the Institute of Philology, Journalism and Intercultural Communication of the Southern Federal Federal University (Rostov-on-Don, Russia)

Melikyan Anna Vasilievna
Associate Professor of the Department of ICC and MPI of the Institute of Philology, Journalism and Intercultural Communication of the Southern Federal University (Rostov-on-Don, Russia)

Non-verbal communication funds in informal Internet communication in the conditions Society communication has many means for implementation. This is explained by the fact that thanks to scientific and technological progress, new means of transmitting information appear every year. The key point in the definition of communication remains unchanged: communication is the exchange of information between people, carried out through a common system of symbols (https://dic.academic.ru/dic.nsf/fin_enc/24002). Symbols, in turn, are quite productive and can be interpreted differently by each participant in the conversation. The symbol is polysemantic and is able to evoke new associations in a person’s thinking, since each opponent is a unique bearer of his culture, and also has special knowledge thanks to the communities in which he is a member (Martyanov, 2001, 197). It follows from this that every symbol used in communication needs to be interpreted and clarified.

Direct participation in the conversation of all subjects implies the possibility of realizing a free information exchange, which makes it possible to correctly interpret the symbols and signs used in the course of communication. Communication at the present stage is faced with the problem that, firstly, a person is not always able to accurately interpret the information that he receives, and secondly, situations are possible when the interlocutor conveys a certain meaning that was not originally implied in speech. Both of these occur due to the fact that not all subjects of communication have sufficient knowledge about what semantics the symbols and signs used by them in communication can have. To successfully exchange information, it is necessary to have knowledge that can prevent misunderstandings in communication.

First of all, it is worth distinguishing between types of communication, each of which has its own purpose and expected results. A.P. Panfilova, exploring the psychological aspects of communication, identified five types of communication:

cognitive;

convincing;

expressive;

suggestive;

ritual (Panfilova, 2013)

Cognitive communication aims to expand the information fund of the interlocutor, and the result of such communication is the assimilation of the acquired knowledge. This type of communication does not require an understanding of human psychology, does not imply complex interpretation, since there should be no ambiguity in the simple process of transferring and assimilation of information. However, other types of communication are endowed with more complex mechanisms. Thus, persuasive communication is necessary in order to evoke certain feelings and emotions in the interlocutor, form value orientations and make them like-minded people. Expressive communication evokes a person’s psychological and emotional mood, conveys feelings, and encourages action. Suggestive communication has a suggestion and influence on the partner, provokes a change in attitudes and behavior. Finally, ritual communication is able to consolidate certain relationships between subjects, preserve established traditions and create new rituals (https://studme.org/12041005/management/tipy_kommunikatsii).

Communication can be classified according to several criteria:

by communication channels;

according to the method of establishing contact;

in the form of communication.

Considering communication from the point of view of information transfer channels, one can distinguish formal and informal communications (https://studme.org/60901/psihologiya/formalnye_neformalnye_kanaly_kommunikatsiy) . Formal communication is regulated, carried out within the organization and caused by its needs, directed not at the organization as a whole, but at its specific members. Informal communication is carried out without any regulations and restrictions, it does not have clear channels and models, and therefore it is complex in its structure; as a rule, this is a live communication between people, where each interlocutor has the right to express his feelings and emotions, which are additional sources of information.

According to the method of establishing contact, direct (direct) and indirect (indirect) are distinguished. Direct communication is carried out in the form of a conversation or public speaking, providing an emotional impact, since information is exchanged with the simultaneous use of verbal and non-verbal means of communication. On the contrary, mediated communication, as a rule, is one-sided and is implemented in the modern world with the help of mass media and technical means (Konetskaya, 1997, 304). However, two-way mediated communication, which involves the interaction of participants in communication, is no less common today. Moreover, bilateral interaction today can be realized instantly by sending messages in various instant messengers, forums and social networks, which brings indirect communication as close as possible to direct, with the exception of the personal presence of communication participants.

Finally, according to the form of communication, communication is divided into: 1) verbal, 2) non-verbal. Verbal communication is carried out with the help of language, in other words, it is speech itself. Speech is understood as a natural sound language, which, being a universal means of communication, allows you to preserve the meaning of communication as much as possible (Vishnyakova, 1999). It is verbal communication that is a universal means of communication, encoding and transmission of information (ttp://vjanetta.narod.ru/lekcia8.html). However, non-verbal communication is of greater interest for our study, which, in turn, is a behavior that signals the nature of the interaction and the emotional state of the interlocutors (Kondakov, 2000). Non-verbal communication causes significant difficulties in interpretation, which means that its study is relevant today.

In this study, we set ourselves the goal of finding out whether mediated informal communication is capable of having non-verbal means of communication, and if so, with the help of what they are expressed.

To do this, let’s turn to the definition of non-verbal communication in the narrow and broad senses. In a narrow sense, non-verbal communication means means of communication, a system of non-verbal symbols, signs, codes used to transmit information (Labunskaya, 1999, 16). In a broad sense, non-verbal communication is identified with the term “non-verbal behavior”, and in its structure the unconscious complexes of movements occupy a fundamental place, which express the personal uniqueness of a person.

Thus, we have studied the concept of communication, characterized its types and types, which allowed us to single out exactly those aspects of communication that are of interest to us in further research.

The problem of studying non-verbal communication in mediated communication is relevant for linguists. Repeatedly, as a means of non-verbal communication, researchers noted emoticons, or “smilies” (http://www.meteor-city.top/neverbalnie-sredstva-internet). Emoticons are a stylized graphic representation of a smiling human face. Traditionally depicted as a yellow circle with two black dots representing the eyes and a black arc representing the mouth. The word emoticon is often used as a general term for any emoticon (https://en.wikipedia.org/wiki/%D0%A1%D0%BC%D0%B0%D0%B9%D0%BB%D0%B8%D0%BA). An emoticon, in turn, is a pictogram depicting an emotion. Most often, emoticons are made up using typographic signs (Lebedev, 2017)

Consider emoticons as an example, which are a means of non-verbal communication in indirect communication.

Emoticon “smile”. It has a different graphic image in social networks and instant messengers, but its meaning remains the same.

The smiley below is the first in the world, was invented by Harvey Bell at 1963 and was originally conceived as a logo for the State Mutual Life Assurance Company of America. A few months later, the smiling face was everywhere.

A recognizable symbol for a smile was invented, but on the Internet the first smiley appeared on September 19, 1982. Scott Elliot Fahlman, a professor at the private Carnegie Mellon University in Pittsburgh, Pennsylvania in the USA, suggested using combinations of characters (colon, dash and closing bracket) to indicate a smile. This is what Scott Fahlman’s message looked like:

19-Sep-82 11:44 Scott E Fahlman “:-)”

From: Scott E Fahlman

I propose that the following character sequence for joke markers: I propose to use the following sequence of characters to designate humorous messages:

“:-)”

The “smile” emoticon does not need explanation, because it is easy to interpret and is perceived by the participants of communication in the same way. Its use is multifunctional: a “smile” helps to share a good mood, soften a serious conversation, or show your interlocutor your disposition. It proved Dr. Owen Churches, scientist at the School of Psychology at Flinders University in Adelaide, who has researched emoji perception. As a result of the study, it was found that a person who looks at a smiling emoticon activates the same parts of the brain as if he saw a real smiling face ( https://blog.bufferapp.com/7-reasons-use-emoticons- writing-social-media-according-science ) .

Now let’s turn to the most popular emoticon at the time of March 21, 2016, when one of the popular social networks Twitter celebrated its tenth anniversary and provided some statistics. Thus, the “tears of joy” emoji was typed 14.5 billion times on Twitter, which made it possible to single it out as the most used one (https://meduza.io/shapito/2016/03/21/15-milliardov). It is important to add that the same emoticon became the word of 2015 according to the Oxford Dictionary. Although the emoji had many “rivals” from various fields, it was chosen as the “word” that best captures the spirit, mood and concerns of 2015.

“Tears of joy” can be used to depict the highest degree of laughter as a response to a joke:

In addition, the smiley can have connotations of irony and self-irony:

There are also emoticons that cause difficulties in understanding. For example, three emoticons depicting monkeys, which is a reference to the Buddhist idea of not doing evil and detachment from the untrue (Trubnikova, 2017). Obviously, in the direct meaning, the emoticons below are not used as often as in figurative meanings.

To be convinced of this, it is enough to consider as examples several speech situations where there is no reference to the Buddhist idea:

We find it expedient to find out the answer to this question from the users themselves:

An answer was received, with the help of which we can conclude that this emoticon is used to convey feelings of shame, embarrassment, embarrassment. Indeed, the smiley displays shame and embarrassment:

However, this interpretation does not fully reflect reality, since users often experience difficulties in establishing the meaning of a smiley:

the number and ubiquity of use allow them to be used as an expression of emotions in a variety of speech situations.

There are also “stickers” – graphic images that allow you to express emotions and convey mood. It is believed that stickers are a logical continuation of emoticons, but with a more colorful implementation.

Stickers express complex emotions that can detect words and even actions within mediated communication.

In addition to emoticons and stickers, there is such a means of non-verbal communication as a “meme”. The concept of a meme was proposed back in 1976 by evolutionary biologist Richard Dawkins, who considered a meme as a unit of cultural information that can be expressed as any idea, symbol, manner or mode of action, consciously and unconsciously transmitted by people through speech, writing, video, rituals and gestures. Dawkins compared all cultural information, which, in his opinion, consists of memes, with biological information, which consists of genes, therefore, memes, like genes, are subject to natural selection, mutation, and artificial selection (https://ru.wikipedia.org /wiki/%D0%9C%D0%B5%D0%BC#cite_note-:1-1).

At the moment, memes have become an integral part of popular culture. It should be clarified that when talking about memes, or, as Internet users began to call them, “memas”, “memes”, it means not so much a cultural code as funny images with some kind of postscript. The use of memes is for entertainment purposes at the moment. Considering memes as a means of non-verbal communication, we mean those speech situations when a communication participant shares a graphic image (meme) that expresses some emotion, instead of formulating the same using speech. Also, memes can replace some replicas.

The last, most interesting, in our opinion, method of non-verbal communication is punctuation and graphic design of the text. We note right away that we consider this method of communication exclusively within the framework of informal communication. This clarification is important, since business correspondence exists for other purposes and sets itself other tasks; informal communication, unlike formal communication, does not have strict regulations, it serves for personal communication, in which the expression of feelings and emotions is permissible, which means that it is in informal communication that non-verbal communication can exist.

Punctuation in linguistics is its section, which studies, firstly, punctuation marks, and secondly, their arrangement in writing. The history of Russian punctuation on the issue of the purpose and basics of punctuation identifies three fundamental areas:

logical;

syntactic;

intonation.

Academician F. I. Buslaev studied the logical direction of punctuation, according to whom punctuation marks have a double meaning:

promote clarity in the presentation of thoughts, separating one sentence from another or one part of it from another;

express the sensations of the speaker’s face and his attitude towards the listener.

In modern times, S. I. Abakumov and A. B. Shapiro were engaged in the logical understanding of the foundations of Russian punctuation. Abakumov believed that the purpose of punctuation is to divide speech into parts that are significant for expressing thoughts when writing. He believed that although the use of punctuation marks in Russian writing is regulated by syntactic rules, the meaning of the statement still lies at the basis. A. B. Shapiro found that “the main role of punctuation is the designation of those semantic relationships and shades that, being important for understanding a written text, cannot be expressed by lexical and syntactic means” (Shapiro, 1955).

The syntactic direction in the study of punctuation became known thanks to the practice of teaching the Russian language. The representative of this trend, J.K. Grot, believed that punctuation marks illustrate the connection between sentences and parts of speech, which simplifies the oral understanding of written speech.

The followers of intonation theory L. V. Shcherba and A. M. Peshkovsky believed that punctuation serves to convey the rhythm and melody of a phrase, which in most cases expresses not grammatical, but declamatory-psychological dissection of speech.

Considering all directions in the study of Russian punctuation, it can be established that punctuation marks can be a means of expressing non-verbal communication. This proves the opinion of the linguist B. A. Shapiro. Indeed, with the help of punctuation marks, it is now possible to give the written text additional connotations.

The following are interesting for analysis:

end-of-sentence signs;

Redundancy of exclamation and question marks.

A dot is understood as a punctuation mark that separates the finished part of the text, and is also used in abbreviated spelling of words. In modern Internet communication, the meaning of the point is rethought by users. In the Russian-speaking virtual space, there is a tradition to use emoticons at the end of a sentence in order to demonstrate one’s disposition to communicate. The same function of emoticons is most often replaced by brackets, also a punctuation mark, which is a simplified version of a smile.

The use of a bracket as a smile symbol has become commonplace, so the absence of one makes it difficult for users to understand. Messages devoid of a bracket are perceived as neutral, but the presence of a period instead of a bracket or a smiley can give the statement a connotation of aggression, resentment, unwillingness to talk.

The study of the dot as a means of non-verbal communication is necessary, since some users see it as a negative value, while the rest of the participants in the correspondence use the dot according to the rules of punctuation of the Russian language. This is the reason for the incorrect interpretation of written speech.

As for exclamation and question marks, if they are used excessively, it can be said that they are used for the sake of:

to attract attention

additional emotional coloring

emphasis on content

In addition to punctuation, non-verbal punctuation is a means of graphic design of the text. By text decoration, we mean additional tools that can transform text, in particular, the use of upper case keyboards. Uppercase looks like writing all letters in lowercase. The use of upper case writing of all letters is possible by pressing the “Caps Lock” key. Many modern authors use uppercase in the design of literary texts, which, of course, helps to focus the reader’s attention on certain words. The same thing happens in indirect communication, uppercase is widespread in personal Internet correspondence.

Uppercase is usually used in two cases: to attract attention:

To imitate a scream during a conflict:

Having studied the actual means of non-verbal communication in indirect communication, we can conclude that over time they are transformed , acquire new values; their meanings in many cases are known to each participant in the conversation, however, thanks to the examples considered, we found that certain means of non-verbal communication are not always unambiguous and often need to be clarified.

References

Courtney Seiter – publication language – English, free access: https://blog.bufferapp.com/7-reasons-use-emoticons-writing-social-media-according-science – Head. from screen

Types of communication. Communication as a language problem [Electronic resource] – Lecture – Access mode: free http://vjanetta.narod.ru/lekcia8.html – Head. from screen

Vishnyakova S. M. Vocational education. Dictionary. Key concepts, terms, actual vocabulary. – M.: NMTs SPO. 1999.

Communication [Electronic resource]: dictionaries and encyclopedias – Electr. dictionary – Access mode: free https://dic.academic.ru/dic.nsf/fin_enc/24002. – Zagl. from screen

Kondakov I. M. Psychology-2000: Illustrated reference book: Electron. resource / I. M. Kondakov; Capital humanitarian in-t. – M., 2000.

Konetskaya V.P. Sociology of communication: Proc. – M .: Intern. University of Business and Management, 1997. – 304 p.

Labunskaya V.A. Human expression: communication and interpersonal cognition. Rostov n/D, 1999. S. 16

Lebedev A. Leadership – § 143. Punctuation marks in non-standard situations

Martyanov V.S. Symbol as the basis of communication in culture // Culture and Civilization. Materials of the All-Russian scientific conference. Yekaterinburg, 17-18 Apr. 2001.: At 2 hours – Yekaterinburg, 2001 – Ch2. pp. 197-199.

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Billions of emojis, millions of hashtags. All the most popular on Twitter – for the 10th anniversary of the service [Electronic resource] – Electr. Meduza Magazine – March 2016 – Free access: https://meduza.io/shapito/2016/03/21/15-milliardov – Head. from screen

Non-verbal methods of influence in Internet communication [Electronic resource] – Electr. Article – Meteor City Magazine – Popular science magazine about human development – ed. Smagina E. S. – 2017 Popular science journal about human development – Free access: http://www.meteor-city.top/neverbalnie-sredstva-internet – Zagl. from screen

The Oxford Dictionary named a smiley as its word of the year. Not the word “smiley”, but a smiley [Electronic resource] – Electr. Meduza magazine – November 2015 – Free access: https://meduza.io/shapito/2015/11/17/oksfordskiy-slovar-nazval-slovom-goda-smaylik-ne-slovo-smaylik-a-imenno-smaylik – Zagl. from screen

Panfilova AP Psychology of communication: a textbook for students. medium institutions. professional education / A.P. Panfilova. – M .: Publishing Center “Academy”, 2013. – 368 p.

Emoticon [Electronic resource] – Material from Wikipedia – the free encyclopedia – Free access: https://ru.wikipedia.org/wiki/%D0%A1%D0%BC%D0%B0%D0%B9%D0%BB%D0%B8%D0%BA – Title From screen

Collection of sand and stones (Shasekishu) / Translated from Old Japanese by Nadezhda Trubnikova. – M., St. Petersburg: – TsGI, 2017. – 656 p.

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Shapiro A. B.: Modern Russian language. Punctuation – Academy of Sciences of the USSR, M, 1955

Peculiarities of non-verbal communication of Russian and Vietnamese peoples

Bibliographic description:
Stepanova, NA Peculiarities of non-verbal communication of Russian and Vietnamese peoples / NA Stepanova. – Text: direct // Topical issues of modern psychology: materials of the V Intern. scientific conf. (Kazan, May 2018). – Kazan: Young scientist, 2018. – S. 22-27. — URL: https://moluch.ru/conf/psy/archive/302/14110/ (date of access: 04.10.2022).

The ability to read is acquired by reading books, but a much more necessary skill – the knowledge of the world – can be acquired only by reading a person and studying his various editions.

Chesterfield. Letters to son

In social psychology, it is customary to consider communication as a special type of psychological activity, the result of which is education and changes in the cognitive, emotional sphere of the individual, changes in the field of its relationships and relationships, in the forms of behavior and ways of addressing other people.

People can exchange different types of information at different levels of understanding. It is known that communication is not limited to oral or written messages. Manners, gestures, emotions play an important role in this process. Psychologists have found that in the process of human interaction, from 60 to 80% of communication is carried out through non-verbal means of expression, and only 20–40% of information is transmitted using verbal ones. These data make us think about the meaning of non-verbal communication for mutual understanding of people, pay attention to the meaning of gestures and facial expressions of a person, and also gives rise to a desire to master the art of interpreting this special language.

“What is non-verbal communication?” – sometimes many have heard this phrase, but not each of us understands what it means.

Non-verbal communication is a non-verbal form of communication that includes gestures, facial expressions, postures, visual contact, voice timbre, touch, and conveys figurative and emotional content.

A feature of non-verbal language is that its manifestation is due to the impulses of our subconscious and the lack of the ability to fake these impulses allows us to trust this language more than the usual verbal communication channel.

As the researchers emphasize, non-verbal communication sometimes gives us much more information than words. And the famous French writer F. La Rochefoucauld, who lived in the 17th century, argued: “In the sound of the voice, in the eyes and in the whole appearance of the speaker, there is no less eloquence than in the choice of words.”

Recently, this area of interpersonal communication has increasingly attracted the attention of scientists and specialists. The fact is that the effect of most messages is created by non-verbal information.

Scientists emphasize that verbal and non-verbal means are important integral parts of a single communication system.

Communication is a creative game of the interlocutors’ intellectual and emotional forces, mutual learning of partners, comprehension of new knowledge in the course of discussing the subject of the conversation.

Non-verbal language is much more unstable and variable than linguistic means. The study of the language of the body and its parts is engaged in a science called “kinesics”. The well-known American anthropologist R. Birdwistell is considered its creator. At times, more can be said through non-verbal means than through words. The Australian specialist in “body language” A. Pease claims that 7% of information is transmitted with the help of words, sound means (including tone of voice, intonation, etc.) – 38%, facial expressions, gestures, postures (non-verbal communication) – 55 %.

Therefore, one can come to the conclusion that it is important not what is said, but how it is said.

Since ancient times, body language has always received a lot of attention. Body language played an important role in social relations in the Middle Ages. It is no coincidence that the culture of the Middle Ages is sometimes called the culture of gesture, or gesture culture.

And now gestures play an important role in socio-political, business and private life. “As some events of modern history show,” writes G. E. Kreidlin, “it is often enough to perform such symbolic gestures as an outstretched hand for a handshake or a benevolent smile, a pose to bow your head or take off your hat in front of a grave, so that the forces that bring to desired concrete results.

Kinetic means include a wide variety of touches – handshakes, kisses, strokes, hugs, etc.

The most common business touch is the handshake. According to Erasmus of Rotterdam, the handshake was introduced at the end of the 17th century. This gesture was conceived as a greeting of equals in status, since gestures to bow or take off the hat had an undesirable coloring of inequality between the gesticulator and the addressee.

Posture contains significant information about the state of a person, about his relationship with the interlocutor. Experts name about 1000 different poses.

Etiquette norms for the use of different postures, as well as gestures, are largely determined by the cultural traditions of peoples.

Different attitudes are observed towards such a pose as a deep bow. For example, among Europeans and Americans, this posture is regarded as a sign of humiliation and servility. And in Vietnam it is a sign of respect and humility. Not to bow means to show impoliteness and impoliteness, to violate the ethical standards of behavior.

Observations show that in the processes of communication 60% – 95% of information is transmitted precisely with the help of the non-verbal system.

Facial expressions are very important in the practice of business interaction. It is the face that attracts our gaze, and the facial expression gives feedback.

Since the face is a kind of crossroads at which non-verbal features appear, facial expressions are the most expressive.

“The face is the bearer of the richest communicative potential. This is a tool for conveying emotional states, it reflects interpersonal relationships, it provides non-verbal feedback on the actions of others, some scientists call it the main source of information after speech.

According to A. Pisa, the problem with lies lies precisely in the fact that our subconscious mind works automatically and independently of us. This is why our unconscious gestures can give us away when we lie. During deception, our subconscious mind throws out a bundle of nervous energy, which manifests itself in gestures.

The main sound means of oral speech is the voice. It conveys information about the physical and emotional state of a person, the degree of his upbringing and education. The human voice has a huge number of shades.

In speech, a barely noticeable change in the technique of pronunciation can create a sound that is completely different in meaning and meaning. The voice materializes intonation, which is considered a mandatory characteristic of sounding speech. The emotional state of a person is expressed in the voice: indifference, surprise, joy, etc.

In other words, in many cases, how we speak is more important than the words we say. So, having accepted a business card from a Vietnamese, you should immediately read it. If you put it in your pocket, you thereby inform the Vietnamese that he is considered an insignificant person. Another example of cultural differences in non-verbal communication is the tendency of the Vietnamese to react with bewilderment to the “stony expression” of the interlocutors’ faces, while the smile does not often stay on the faces of Russians and Germans.

Most researchers share the opinion that the verbal channel is used to convey information, while the non-verbal channel is used to “discuss” interpersonal relationships. For example, a woman in Russia can give a man a murderous look, and she will clearly convey her attitude to him without even opening her mouth.

Women in Vietnam are more sensitive than men and this explains the existence of such a thing as female intuition. Women in Russia also have an innate ability to notice non-verbal signals, so few husbands can deceive their wives, and, accordingly, most women can find out a man’s secret from his eyes.

In Vietnam, most men put on their coats starting from the right sleeve, while most women start putting on their coats from the left sleeve. When a man passes a woman on a crowded street, he usually turns his body towards the woman as he passes; the woman usually walks away, turning away from him. Does she do it instinctively, protecting her breasts? Is this a woman’s innate gesture, or has she learned it unconsciously from watching other women?

Most non-verbal gestures are learned, and the meaning of many movements and gestures is culturally determined. All over the world, the basic communication gestures do not differ from each other. When people are happy they smile, when they are sad they frown, when they are angry they look angry. This happens both in Russia and in Vietnam.

All of the above allows us to conclude that if you want to achieve certain results in relationships with partners or just colleagues, you need to get acquainted and master the country’s culture, customs and habits.

Knowing the language of gestures and body movements allows not only to better understand the interlocutor, but also to foresee what impression he heard on him even before he speaks on this matter. In other words, such wordless language can alert you to whether you need to change your behavior or do something else in order to achieve the desired result.

By learning to “read” other people’s gestures, you can recognize whether they are sincere or deceitful, whether they are friendly or hostile to you. You also need to remember that your acquaintances can make similar observations on your own behavior.

Scientific research in the field of linguistics has shown that there is a direct relationship between the social status, power, and prestige of a person and his vocabulary.

A person at the top of the social ladder may use the richness of their vocabulary in the process of communication, while a less educated person will rely more on gestures rather than words in the process of communication.

The combination of the two main channels of communication, both verbal and non-verbal, is the key to successful interaction between partners and just interlocutors.

Literature:

Pavlova LG Fundamentals of business communication. – Rostov n / a .: Phoenix, – 2008. – 311 p.

Deryabo S., Yasvin V. — Grandmaster of Communication — Meaning, 2000

Knapp M, Hall D. Non-verbal communication. – Textbook 6th international edition – St. Petersburg, 2004

Labunovskaya V. A. Non-verbal behavior (social-perceptual approach). – Rostov: Publishing house 1986

Pease Allan. Body language M .: Eksmo, – 2006

Borozdina GV Psychology of business communication: Textbook. – 2nd ed. – M: Infra – M, 2003. – 295 p.

Basic terms (automatically generated) : Vietnam, gesture, non-verbal communication, woman, posture, Russia, non-verbal communication, non-verbal language, vocabulary, emotional state of a person.

“Non-verbal means of communication”. “Visual contact”. Recommendations for teachers and parents MBDOU

Developed by educator: Butolina Yulia Nikolaevna

Introduction

Non-verbal communication is a “gesture language” that includes such forms of self-expression that do not rely on words and other speech symbols.

There are two problems of understanding non-verbal communication:
• firstly, in linguistic and verbal communication, the process of transmitting and receiving information is realized by both parties, while in non-verbal communication it is carried out at the unconscious or subconscious levels – this introduces some complication in understanding this phenomenon and raises the question of the justification for using the concept of “communication”. Therefore, some consider it acceptable to use, when it comes to non-verbal communication, another concept of “non-verbal behavior”, understanding it as the behavior of an individual that carries certain information in itself, regardless of whether the individual is aware of it or not;
• secondly, in many scientific works there is confusion in the concepts of “non-verbal communication”, “non-verbal communication”, “non-verbal behavior”, most often used as synonyms. However, it is important to separate these concepts and clarify the context. According to the definition proposed by V. A. Labunskaya, “non-verbal communication is a type of communication that is characterized by the use of non-verbal behavior and non-verbal communication as the main means of transmitting information, organizing interaction, forming an image and concept of a partner, exercising influence on another person.” Therefore, the concept of “non-verbal communication” is broader than the concept of “non-verbal communication”.

Associated with this problem are both well-established truths and questions that are still unanswered. It has been established that non-verbal ways of communication have two types of source of origin:
• biological evolution;
• culture.

Why do we need non-verbal means of communication?

Non-verbal means of communication are needed in order to:
1) regulate the process of communication, create psychological contact between partners;
2) to enrich the meanings conveyed by words, to guide the interpretation of a verbal text;
3) express emotions and reflect the interpretation of the situation.

Australian specialist A. Pease claims that 7% of information is transmitted with the help of words, 38% of sound means, facial expressions, gestures, postures – 55%. In other words, it is not so important what is said, but how it is done.

And although the opinions of experts in assessing the exact figures differ, it can be said with confidence that more than half of interpersonal communication is non-verbal communication. Therefore, listening to the interlocutor also means understanding sign language.

Charlie Chaplin and other silent film actors were the founders of non-verbal communication, for them it was the only means of communication on the screen. Each actor was classified as good or bad based on how they could use gestures and other body movements to communicate. When sound films became popular and less attention was paid to the non-verbal aspects of acting, many silent film actors left the stage, and actors with pronounced verbal abilities began to predominate on the screen.

Learning to understand nonverbal language is important for several reasons.
First, words can convey only factual knowledge, but to express feelings, words alone are often not enough. Feelings that are not amenable to verbal expression are transmitted in the language of non-verbal communication.
Secondly, knowledge of this language shows how much we can control ourselves. Non-verbal language tells us what people really think of us.
And, finally, non-verbal communication is especially valuable because it is spontaneous and manifests itself unconsciously. Therefore, despite the fact that people weigh their words and control their facial expressions, it is often possible for hidden feelings to leak through gestures, intonation and voice coloring. That is, non-verbal communication channels rarely provide false information, as they are less controllable than verbal communication.

Classifications of non-verbal means of communication.

In socio-psychological studies, various classifications of non-verbal means of communication have been developed, which include all body movements, intonation characteristics of the voice, tactile impact, spatial organization of communication.
It should be noted that the non-verbal behavior of the individual is semi-functional. Non-verbal behavior

Creates an image of a communication partner;

Expresses the quality and change in the relationship of communication partners, forms these relationships;

Is an indicator of the actual mental states of the individual;

Acts as a clarification, change in the understanding of the verbal message, enhances the emotional richness of what was said;

Maintains an optimal level of psychological closeness between communicating;

Acts as an indicator of status-role relations.

The effectiveness of communication is determined not only by the degree of understanding of the interlocutor’s words. But also the ability to correctly assess the behavior of the participants in communication. Their facial expressions, gestures, movements, posture, gaze orientation, that is, to understand the language of non-verbal (verbal – “verbal, oral”) communication. This language allows the speaker to express his feelings more fully. Shows how the participants in the dialogue control themselves, how they really relate to each other.

What non-verbal elements should be paid attention to during communication.

Visual contact.
Of exceptionally great importance in communication is the look – a complex that includes the state of the pupils of the eyes (constriction or dilation), eye color, shine, cornea, position of the eyebrows, eyelids, forehead, duration and direction of the gaze. Psychologists have shown that the gaze of a communicating person is closely connected with the process of thought formation (R. Axline, L. Wintere). The birth of a thought is a difficult and very intimate process, so a person looks away when a thought is just being formed, and when it is ready, then the look is directed at the interlocutor. The speaker looks less at the partner – only to check his reaction. The listener in this sense is more active: he sends feedback signals to the speaker. If there is visual contact between the partners, there is a disposition to communicate, if not, it is worth considering whether it makes sense to continue it. To build a good relationship with the interlocutor, your gaze should meet his gaze for about 60-70% of the total time of communication. In business communication, you should not use dark glasses, as your partner will definitely have the feeling that you are looking at him point-blank. This will cause embarrassment and irritation, and the positive atmosphere of communication will be broken.

The most accurate signals about a person’s condition are transmitted with the help of the eyes, since the expansion or contraction of the pupil with constant illumination is beyond the control of consciousness. Excitement, interest, high spirits give the expansion of the pupil four times against the usual state. Depression, melancholy cause the pupil to narrow, and at the same time, “beady eyes” or “snake” eyes are obtained. By carefully observing the gaze of a partner, we can choose the most favorable moments for communication. Chinese and Turkish merchants successfully used this feature when negotiating the price of goods: if the buyer gets what he wants, his pupils expand. The success of famous poker players is based on observing the opponent’s pupils: dilated pupils signal the receipt of an excellent card, constricted pupils indicate bluffing.

In communication, the direction of the gaze is also important, that is, the part of the face or body to which it is directed.
With the help of the eyes, you can convey a variety of expressions, thanks to them we can carry out the process of managing the course of a conversation, provide feedback in human behavior. The look helps in the exchange of remarks, since most statements without the participation of the eyes would be meaningless.
Even interlocutors on the Internet need a variety of emoticons, which are a substitute for such a means of non-verbal communication as the exchange of views, facial expressions. After all, without seeing each other, it is much more difficult to convey the feelings experienced. Developers of instant messaging programs, improving their program characteristics, are trying to include and expand the function of eye expression, general facial expressions and various hand gestures. And, as practice shows, the demand for such programs like ICQ is very high. People crave full-fledged communication on the Web. And the appearance of video calls in cell phones and the installation of video equipment on a computer that allows you to communicate in an interactive mode, contemplating each other, is precisely the answer to the need for live communication at a remote distance.
Also, the look takes part in the expression of intimacy, frankness. With it, you can set the degree of proximity to a person.
In communication, the gaze, as a rule, performs an information search, for example, the listener looks at the speaker, and if he paused, silently expects to continue without interrupting eye contact; gives a signal about a free communication channel, for example, speaking with an eye sign, reports that the conversation is over; helps to establish and maintain social relationships when we are looking for a person’s gaze to enter into a conversation.

Views.

In psychology, there are several types of views, each of which carries very significant information about a person’s thoughts:
1. Business look – when we look at the forehead and into the eyes of the interlocutor. Often we behave this way when meeting with unfamiliar people, leaders and bosses.
2. Social gaze – when we direct our eyes to the area of a person’s face in the area of the mouth, nose and eyes. It is typical in situations of easy communication with friends and acquaintances.
3. Intimate gaze – passes through the interlocutor’s eye line and descends to a level below the chin, neck to other parts of the body. There may be dilation of the pupils, as a foretaste of pleasure.

It is more difficult for men to deceive their wives, girlfriends, as women can expose lies much faster by reading their eyes. How do they do it? First of all, according to the characteristic changes in the eyes due to contraction of the eye muscles. When trying to deceive, it is difficult for a person to withstand a gaze, he blinks and looks away. These signs can also be present with sadness, shame, disgust. If he experiences suffering, tears flow from his eyes, but they also appear with laughter and joy.

In any case, for the correct interpretation of non-verbal gestures, we take into account the environment, the context of circumstances. One thing can definitely be stated for sure: the expansion or contraction of the pupils, which occurs as a response to excitation, occurs involuntarily, without taking into account consciousness, the autonomic nervous system is involved in this. If the direction of the gaze can still be somehow controlled, then changing the pupils is beyond our control. When we talk about a person: “he has expressive eyes”, “she has an evil look”, “she jinxed me”, then we mean exactly the information obtained through non-verbal communication when observing a person’s pupils. Children abandoned by their parents have a dry, distant look, filled with the pain of loneliness, which gives them an adult expression. On the contrary, beloved and caressed babies look at the world in a completely different way.

Longitude of gaze can indicate the degree of interest. Staring, inseparable will tell you about the intention to find out some information from you or force you to obey. For couples in love, such a look serves as a signal to begin active courtship. If a close look is directed at a sleeping person, subconsciously he may experience anxiety, even wake up. Interestingly, in the animal world, a gaze serves as a signal for an impending attack, so there is nothing surprising when, feeling such a signal from an unfamiliar person, you experience anxiety and a desire to hide. With peripheral (lateral) vision, we are able to see objects and the environment around us, analyze the degree of danger.

Serial killers and maniacs look very different from the look of an ordinary person. All the previous behavior of a person up to a given point in time, the situations that he solves and the methods that he uses in eliminating problems – everything leaves an imprint on the expression of his eyes. A tired mother after a sleepless night with a baby, a pensioner living on crumbs, a student who did not receive a scholarship that he was counting on – everyone has peculiar expressions in their eyes. If, for example, you are in a close relationship with such people, you will definitely understand the reason for such a view.

The psychological essence of eye contact as an important element of non-verbal interaction can change under the influence of many variables, but it remains unshakable that eye contact indicates the types of certain relationships:
. “Distance”, positive pole – “inclusion” (relations of attachment, interest, acceptance). It corresponds to frequent, intense visual contact, obeying the rules in accordance with the role of the communicator and the recipient. The negative pole is “off” (detached, autonomous, alienated relationships). It corresponds to infrequent, non-intense or completely absent eye contact.
. “Position”, one pole of which consists of relations of “control” (dominance, power, suppression). These relationships correspond to such parameters as the intensity and duration of looking at the partner, especially at the moment of active communication or at the moment when the interlocutor states negative, but emotionally significant facts for him. “Position” is also represented by the pole “submission”. Relations that form this pole are characterized by “folded” eye contact, frequent and quick glances at the partner, as well as a rather persistent search for the partner’s gaze (looking into the eyes when the other does not want to make visual contact).
. “Valence”. On its positive pole there are relations of “emotional closeness” (goodwill, sympathy, friendship, disposition), and on the negative – relations of “emotional coldness” (hostility, negativism, suspicion, hostility). The relations of the “valence” group are transmitted through the intensity, frequency, duration of eye contact, but mainly the modality of the gaze and its psychophysiological characteristics testify to these relations. Hostility is transmitted not only through a gaze, but also through such indicators as coldness, harshness, etc., and friendliness is expressed through warm, affectionate eyes.

Conclusion.

There is even a special science – oculesics, which studies the language of the eyes and the visual behavior of people. This form of non-verbal communication takes place when two people look into each other’s eyes at the same time. Of course, eye contact can be interpreted differently in different cultures, but in general, eye contact is considered one of the most effective tools for establishing a connection between two people.

Eye contact is a science, which means that we can learn to control our gaze, its duration and frequency, but there are things that are beyond our control – the size of the pupils. At 19In 75, psychologist Eckhard Hess, founder of the unusual science of pupillometry (the science of measuring pupil dilation) – found out that pupils can respond to more than just light. When we are interested in the person we are talking to or the subject of the conversation, our pupils dilate. When we are bored, the pupils get smaller. To prove this, the next time you go out with a friend, talk about a topic that your friend is interested in, and then suddenly change the topic of conversation and start talking, for example, about the unemployment rate in Papua and Guinea. Watch how his pupils react.

By mastering the basics of the psychology of eye contact, you will be able to successfully establish both personal and professional relationships. Do not neglect the power of eye contact, but, on the contrary, you need to use it as much as possible.

References.
1. http://yandex.ru/yandsearch? clid=1972090.
2. boltyan.ru›lib_va/nayka/psih_ypr/0003_5.htm.
3. do.gendocs.ru›docs/index-359218.html…
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5. http://yandex.ru/clck/jsredir?from= yandex.ru4.4740

Means of non-verbal communication and their use in the activities of the investigator

Magomaev Khasan Said-Selimovich, master student
Saratov State Law Academy
Institute of Magistracy

Annotation . This article discusses the concept of non-verbal means of communication. These include gestures, movements of body parts, facial expressions, eye contact, and the position of the subject in the environment. which may indicate the falsity of the information provided by the person. Some tactical and psychological techniques used by the investigator in the course of investigative actions are being investigated. Non-verbal communication is the most ancient form of human communication. In interpersonal communication, non-verbal communication conveys 65% of all information. This is due to the fact that for successful communication, information is important not only of a representative nature (about objects, their location, ideas, phenomena of a given time), but also information of an evaluative nature, which makes it possible to determine the attitude of the interrogated person to the information transmitted to them.

Keywords : investigator, false testimony, non-verbal gestures, tactical and psychological techniques, investigative actions.

Criminalists have repeatedly drawn attention to the fact that the communication process during investigative actions is not limited to the verbal channel of information transfer. A significant part of the information needed for an investigation can be transmitted non-verbally. Non-verbal communication is understood as the exchange of messages using non-linguistic means, including gestures, movements of body parts, facial expressions, eye contact, and the position of the subject in the environment. Scientists have identified more than a thousand non-verbal signals. Thus, the psychologist Albert Meyerabyan found that the process of transmitting information occurs through verbal means (verbal form), in the amount of 7%, through sound means, including tone of voice, intonation of sound, -38%, and through non-verbal means – 55%.

When conducting investigative actions from the point of view of non-verbal behavior, the scene is based on two aspects. First, what is a person as a socialized person. Secondly, how and in what way this person reacts to the created investigative situation. In the course of investigative actions, the investigator and the psychologist analyze the oral speech of the participants in the process and receive important background information.

As the practice of communicating with persons under investigation shows, some signs of a person’s voice may indicate an attempt to give false testimony. At the same time, there is a very low emotional and informational background. This is directly related to the fact that the very process of giving false testimony cannot reflect the emotional experiences that he should have experienced, since they simply did not exist before. The investigator must understand that the perjurer is in a low emotional state, in contrast to the high significance of the information he provides. Although it is not necessary to unambiguously draw a conclusion about the falsity of the testimonies of the interrogated, since his behavior during the interrogation may be associated with psychological arousal.

Often, if there is time, some people who are preparing to give false testimony in advance will deliberately write their version. And when they testify, signs of memorization of the verbal formulation of allegedly truthful testimony are clearly revealed. Such oral speech can be unnaturally clear, with elements of a bookish style. When establishing such a sign of a lie, it is necessary to correlate it with other scientific methods for diagnosing lies, as well as with the language of subconscious gestures [1]. Further, in the system of non-verbal means, when giving evidence, clothes are of great importance, since when dressing, a person may not be aware of what information his appearance will convey. This external attribute can tell the investigator some psychological personality traits: well-bred tastes and habits, age, social circle, etc. [2]. The most important sources of non-verbal information include: the position of the hands, head and gestures associated with the touch of hands on various parts of the human body.

Thus, gestures associated with touching hands on different parts of the body, faces, can be interpreted as deception, indicating the speaker’s uncertainty. “Protecting the mouth with the hand clearly indicates that the person is not telling the truth. The nose touch is a veiled version of the previous gesture. Ear scratching indicates that the person wants to isolate himself from unpleasant words. Pulling back the collar indicates that the person is lying and suspects that his deceit has been discovered. Arms crossed on the chest indicate that a person is trying to isolate himself from undesirable circumstances. Rubbing his eyelids, a person who tells a lie tries not to look into the eyes of his interlocutor. At the same time, non-verbal information can be minimized by misleading the interlocutor with special gestures or the absence of such gestures” [3].

It is noted that the gestures listed above require careful preparation on the part of the person and cannot be controlled for a long time. Lies in such cases can be seen in micro movements that are poorly controlled by the person himself, but are clearly visible to others. In order to minimize errors in the interpretation of information obtained from the analysis of gestures, it is necessary to take into account all non-verbal means of the complex” [4]. Investigators need to remember that in order to fully control a person’s non-verbal behavior, it is necessary to put him on a chair and create good lighting in the room. A person’s non-verbal behavior may be due to the fact that he is fighting with himself on a subconscious level. At the same time, on the one hand, he understands that he needs to tell the investigator the truth. On the other hand, the interrogated person is aware that giving truthful testimony can create very unpleasant consequences for him.

And that is why a person’s lack of ability to get out of this situation is expressed in involuntary gestures. As soon as he begins to lie, his body reflexively makes certain movements, with the help of which he can be caught in a lie. “This is due to the fact that when a person lies, his subconscious sends nerve impulses that appear as a gesture and contradict what was said by the person” [5, p. 55].

During interrogation, there should be no artificial barriers between the investigator and the person giving evidence. For example, if the interrogated person was sitting at a table opposite the investigator, it would be easier for him to withstand the influence of the investigator. And if the interrogated person sits in a chair with his back to the front door, this, on the contrary, will increase the likelihood of a verbal impact on this person. In practice, to expose a lie, such a tactic as “invasion of a private zone” is recommended. Scientists believe that “each person considers the space around him with a radius of 50-60 cm. The investigator can approach the person being interrogated, breaking the line of this zone, asking questions. The investigator’s walk around the office in the immediate vicinity of the interrogated person, his personal zone, causes increased interest, attention to the words of the investigator” [6].

All these psychological-tactical techniques can be used by experienced investigators, for example, in conditions of severe conflict during the interrogation of a suspect. And their use must be strictly in accordance with the law. Their only main goal is to establish the truth in a particular case. So, in Art. 164. Code of Criminal Procedure of the Russian Federation p.4. it is clearly stated that in the course of investigative actions, the use of violence, threats and other illegal measures, as well as the creation of a danger to the life and health of persons participating in them, is unacceptable. At the same time, we must not forget that the investigator himself is a source of non-verbal information. Therefore, he must control both his verbal and non-verbal reactions. The investigator must in every possible way encourage the frankness of the interlocutor, the desire to convey to the investigation the facts of interest to him, the circumstances of the crime with all his appearance, gestures and remarks. The openness and goodwill of the investigator involuntarily give rise to goodwill and a desire to cooperate in response, and vice versa [7] non-verbal information coming from the subject has no evidentiary or procedural value. This information guides and determines the tactics of investigative actions. From the foregoing, we can conclude that it is necessary to carefully study the non-verbal behavior of persons involved in a criminal case as suspects or other status.

References

1. Lutsenko.O.A. The value of non-verbal communications in the investigation of crimes // Scientific notes. Collection of scientific papers.2015
2. Lutsenko O.A., Verbal and non-verbal communications in investigative actions//Scientific notes. Collection of scientific works.-2014.
3. Panasyuk A.Yu. What is in his subconscious? (12 lessons on psychotechnology of penetration into the subconscious of the interlocutor). M. Delo, 2016.
4. Protasevich A.A., Obraztsov V.A. Disclosure of murders: non-traditional methods, techniques, recommendations. Essays on the theory and practice of investigative work. Irkutsk. From IGEA, 2018.
5. Katsia T.V. Improvement of the Civil Code of the Russian Federation in the Aspect of the Doctrine of Abuse of Law // North Caucasian Legal Bulletin. 2009.
6. Issues of improving justice in Russia / Yu. A. Lyakhov, Yu. B. Chupilkin.// North Caucasian legal bulletin. -2008. – No. 4. – P. 24 –
7. Zinchenko S.A. Methodological approach in the concept of improving the general provisions of the Civil Code of the Russian Federation and the status of legal entities // North Caucasian Legal Bulletin. 2009. No. 4.

Non-verbal aspects of therapeutic communication | Journal of Practical Psychology and Psychoanalysis

Annotation

The article discusses the components of non-verbal communication, as well as the signals and meanings that they may have in the interaction of a psychotherapist and a client.

Key words: non-verbal communication, body language, psychotherapy.

Introduction
Non-verbal communication is a fundamental skill of effective human communication and a basic component of the therapist-client interaction. Non-verbal communication plays an important role in establishing contact with the client during the first meeting and in maintaining contact throughout the therapeutic interaction. The client’s non-verbal expressions reveal genuine emotions and interpersonal responses, the adaptive expression of which is an important part of therapeutic change. The nonverbal expressions of the therapist are equally important; they may encourage openness and exploration of the client’s problems, but may also lead to distrust and avoidance of the therapeutic interaction.

Non-verbal manifestations are more spontaneous than verbal ones and more difficult to control. Body language not only conveys what we want to express, but also betrays what we would like to hide. Through body language, which we use to a large extent unconsciously, the human personality, its needs and attitudes are expressed more directly and truthfully. “Indeed, when what a person expresses with the help of language (verbal communication channel) does not correspond to what he expresses with the body (non-verbal communication channel), his interaction partner pays more attention to non-verbal messages. This is likely because body language can be directly observed, is on the surface, and is harder to hide. Body language is more persuasive than words because of its natural spontaneity and resistance to falsification” (Cozzolino, 2009).

Non-verbal communication provides a number of important functions during the very first encounters between people. Three functions are central to establishing rapport: gathering information about each other; manifestation of intention to cooperate and friendliness and regulation and influence on interpersonal involvement (Tickle-Degnen & Gavett, 2003). In other words, the client is looking for information to answer the question: “Is this person kind; those whom I can trust; who will understand me; who can I work with and who can help me?” The therapist, in turn, is looking for an answer to the question: “Is this person someone I can appreciate; whom I can understand; those who trust me; who can I work with and who can I help?” The therapist also asks the question: can the other be a source of personal threat to him? In other words, both therapist and client, before they begin to work together on therapeutic goals, must very quickly achieve some initial understanding of the stranger in front of him. This largely hidden process of mutual cognition occurs largely at the level of reading non-verbal cues.

One of the main functions of non-verbal communication is the external manifestation of emotion. In non-verbal communication, important clues about the client’s true feelings can be found more quickly than in words. It happens that clients communicate the main message only non-verbally, sometimes without realizing it, and in doing so, they expect us to be insightful and involved. It is important for the therapist to be able to “read” both the client’s non-verbal behavior and their own non-verbal signals. Tracking non-verbal cues during a conversation allows you to reveal the meaning hidden in them. In dealing with internal reactions, the therapist is faced with conflicting demands: to be open to one’s own feelings and at the same time to refrain from their direct external expression. It is a difficult but worthwhile task.

The components of non-verbal communication, the signals and the meanings they can have in therapeutic interaction, will be considered next.

Components of non-verbal communication

Visual contact
The eyes are known to be the mirror of the soul, therefore visual contact is a key element of non-verbal communication. As K.S. Stanislavsky, “a look is a direct, direct communication in its purest form, from soul to soul” (quoted from: Labunskaya, 1999).

Gaze is an important element in establishing relationships and shaping the emotional involvement of the interlocutor. To meet eyes means to openly show interest, attention, understand, establish contact. According to Cozzolino (2009), in social listening situations, a person uses the gaze to supplement what they see with the information they hear. A person looks at the interlocutor more often (about 2 times) when he listens than when he speaks himself. At the end or when changing statements, the views of the interlocutors become more frequent. This is due to the need to determine how interested and attentive the interlocutor is. Also, visual interaction tends to become more intense towards the end of a conversation.

“Eye contact is the main element that creates the intimacy of a relationship, along with closeness in space, a smile and a tone of voice. Factors such as dependency and needs for attachment, acceptance and approval are expressed through communication patterns characterized by an increase in the frequency of the subject’s gaze at the interlocutor from whom such an attitude is expected . .. How others look at us, for how long and how often, affects our emotional and behavioral response” (Cozzolino, 2009).

We all know from everyday communication that eye contact is easily maintained when discussing a pleasant topic, but the interlocutors usually avoid it when it comes to emotionally affecting or unpleasant issues. When two people discuss an intimate topic, they look at each other less than when they talk about a neutral topic. If the speaker alternately looks into the eyes, then looks away, this usually means that he has not finished speaking yet. At the end of his message, the speaker, as a rule, makes this known by looking directly into the eyes of the interlocutor, as if thereby requesting a response and reading the very first, immediate reaction.

“People who do not recognize the influence of other people try to avoid eye contact. Eye avoidance has also been associated with negative emotions such as shame, embarrassment, and anxiety. However, this behavior also appears when a person wants to hide something from others” (Cozzolino, 2009). However, Cormier and Cormier (1998) note that “unfortunately, often counselors believe that avoiding eye contact indicates disrespect, embarrassment, lying, or depression; for some clients, less frequent eye contact is typical of their culture and is not evidence of any of the above.”

According to Sommers-Flanagan and Sommers-Flanagan (2006), too much staring makes many people feel uncomfortable and can be interpreted as a threat. “Imagine that the interlocutor is staring at you while you tell something deeply personal or cry. Eye contact is essential, but too much of the clinician’s gaze can be overpowering” (Sommers-Flanagan, Sommers-Flanagan, 2006). “The results of studies of visual behavior show that two interlocutors spend between 30 and 60% of the total interaction time exchanging glances, and that from 10 to 30% of this time is accounted for by simultaneous glances that last from 1 to 7 seconds” (Cozzolino, 2009). The ability to maintain eye contact until the other looks away is a trait that some people pride themselves on; there are those who immediately look away when the duration of eye contact is a little more than “permissible”. Eye contact for more than 7 seconds is rare and usually carries some important message: interest, desire for closeness, manifestations of participation and care, challenge, demonstration of power and dominance, manifestation of disagreement, stubbornness or arrogance. With different clients, the therapist may encounter all these manifestations, and in order to deal with them, not to succumb to difficulties, the therapist must be ready for continuous visual contact. It’s not about the game “Who will look over whom?”. But it is important for the therapist to be able to maintain direct eye contact for a sufficiently long time despite increasing discomfort. In this case, you can turn to the client with the question “What do you want to tell me with your look?”, thereby showing him that you are ready to face the tension that has arisen in your relationship. Any words from the therapist, such as “You don’t seem to agree with me” or “Are you mad at me?” – can be perceived quite differently, depending on whether the therapist maintains eye contact with the client at the time of their expression or looks away.

Some people find it difficult to make direct eye contact and therefore avoid it, some are afraid of expressing an idea or emotion and discussing certain topics and avert their eyes as soon as a frightening or painful topic is brought up in a conversation. The therapist can comment on the change if he feels it would be helpful to address the topic directly, and the client can deal with the increased anxiety. Difficulties in eye contact make sense as a potential source of information about the client and the therapeutic relationship.

Any couples usually “agree” on how much and when to look at each other, and such an agreement is carried out without words, at an unconscious level. The therapist may rely on his own automatic adjustment to establish the appropriate visual contact, but it is also useful to consciously evaluate the nature of the visual interaction from time to time.

Hill and O’Brien (1999) note that a lack of eye contact can cause the client to feel that the therapist is not interested, while too much eye contact can make the client feel uncomfortable, experience the other side is an attempt at dominance, control, infiltration and even absorption. This requires observation and tactful exploration from the therapist. Thus, for example, if the client avoids direct gaze, averts his eyes, and occasionally casts a sidelong glance at the therapist, then an examination of this fact may reveal that when his father scolded him for wrongdoings in childhood, he also demanded that he look him directly in the eyes. Some clients avoid eye contact during a conversation, but may still seek eye contact or pierce a goodbye when entering the office. Exploring the feelings behind such behavior can be an important focus of therapeutic work.

Facial Expression
Charles Darwin (Darwin and Ekman, 2013) believed that before prehistoric humans acquired language, facial expression was the means of expressing greeting, threat, and submission. It is this heritage of humanity, in his opinion, that explains why people of different cultures express basic emotions through similar facial expressions.

However, a person does not always want to show his true feelings for another person, so we all learned in due time to track and control our facial expressions. However, the manifestation of spontaneous feelings or strong emotions is very difficult to contain. In their initial form, against our will, they can, like a running line, flash across our face, and here it depends on the observation of the interlocutor and his skill to read from the first flashes of emotions, what remains hidden and what becomes obvious. If a person catches that he missed an unwanted reaction, then another facial expression may immediately follow, complementing the first facial expression. For example, after expressing anger or sadness on the face, we may immediately smile, as if to say, “I won’t go too far” or “I can handle it.”

Since it is precisely the mimic reactions of the interlocutor that clearly testify to his emotional response, let’s look at some of the manifestations of facial expression.

Angled brows by themselves usually convey disapproval, but if the listener occasionally wiggles his brows, he can thereby inform the speaker in a very economical way that he does not understand what was said. Clenched jaws can indicate firmness and confidence, as well as an aggressive attitude. Chin movements are associated with a person’s ability to assert-dominate. When a person tries to achieve respect for himself and to be appreciated, he tends to push his chin forward.

Fear, delight, or surprise can cause the listener to open their mouth, as if these feelings have no place inside. And a person with tense nostrils and lowered corners of the lips might say: “I breathe this air and I am near you, but I do not approve of this air or you.” The mouth opens partially or completely when there is a great desire to learn something, to understand, to talk, the same thing happens in a situation of surprise. But when we experience rejection, anger and unwillingness to perceive anything, our mouth closes, and our lips narrow and tighten. The defensive stance and reticence is often accompanied by tense lips.

“A smile is the key to mental well-being for those who give and receive it. In this sense, a smile is a kind of gift that people can exchange for their own pleasure” (Cozzolino, 2009). A smile has a multiple communicative function in human communication. A smile can express a desire for rapprochement or reconciliation. “Smiling tends to convey friendliness, but excessive smiling often reflects a need for approval… A forced smile in an unpleasant situation betrays feelings of apology and concern… A smile accompanied by raised eyebrows indicates submission, while a smile with lowered eyebrows expresses superiority “(Evsikova, 1999). In addition, a smile is often designed to hide something. So, for example, the client may feel anxious, but try to suppress its expression through a smile. To the sensitive observer, a hidden alarm can be revealed through a false smile.

“Women smile more often than men and thus stimulate positive reactions in other people. But the smile does not leave their face even when they feel uncomfortable or when they are excited (timid and shy women generally smile a lot). Men, on the other hand, when they are nervous, become restless and almost incapable of smiling” (Cozzolino, 2009).

“Some facial manifestations are associated with the communicative situation, others are more stable and permanently inherent in a person, regardless of the current situation. In this case, it is more about acquired facial expressions. The so-called wrinkles of bad mood around the mouth or wrinkles of sadness can also be found in those people who are not aware of such a state of their soul … There is a facial expression typical of a person, which arose as a result of experienced relationships and feelings and then became fixed as a stable expressive model. Constant facial expressions indicate the state of mind of a person in which he is most often ”(Cozzolino, 2009).

The therapist’s monitoring of mimic reactions (both his own and the client’s), understanding their significance can significantly enrich the process of therapeutic communication. Lee McCullough (1997) has proposed an ingenious way of addressing the perception of the therapist’s facial expressions as a corrective emotional experience for patients who have difficulty taking care of themselves and have a distorted perception of how other people treat them.

Client: It seems to me that you think that there is no good in me and that you do not have a very high opinion of me. [This reflects the distortions caused by past relationship patterns carried over into the present.]

Therapist: Did I do anything that left you with that impression? [Carefully begins to give a real perspective to counter the distortion.]

Client: No, I can’t think of anything. It just seemed that way to me.

Therapist: When you look at my face, do you think I think bad of you?

Client: No, your face doesn’t look like that at all. I think you don’t really… look down on me… but…

Therapist: Look at my face. What do you think I feel for you right now?

Customer: [glancing nervously at me] I have no idea!

Therapist: Maybe you don’t, but if you let your eyes linger on my face for a moment, you might feel something different. What do you think is coming from me now?

Client: [looks at me again] Your face looks a bit sad. Perhaps you are a little sad for me.

Therapist: Well, you told me a sad story, didn’t you?

Customer: Yes. And I would be sad too if someone told me this

(McCullough, 1997).

Non-verbal aspects of speech
The voice is an important means of expressing a whole range of subjective feelings and meanings. “Although humans perceive emotions through all of the senses, some research suggests that hearing provides more accurate discrimination of emotions than sight. This fact highlights the importance of vocal characteristics in the expression and perception of emotions… Competent clinicians use their vocal characteristics to strengthen emotional contact, interest in communication and empathy in order to place the accents of a conversation in a certain way ”(Sommers-Flanagan, Sommers-Flanagan, 2006) .

Of course, what the therapist says in response to what the client says is important, but how it is said is just as important. The most empathic and meaningful remark of the therapist can be ruined by a tone and intonation that does not correspond to the attitude conveyed. Voice characteristics are of particular importance in such a form of psychological assistance as telephone counseling, as well as during the first telephone conversation with a client. If your first telephone conversation with a client is not conducted in a calm and confident voice, but with interspersed with uncertainty or irritation, then the first meeting will most likely not take place. The client has every right to show in a telephone conversation the so-called signals of excitement – hitches, omissions of letters or words, repetitions, incompleteness of the phrase, while the therapist, as a rule, does not forgive manifestations of anxiety.

One and the same phrase, depending on intonation, can take on a different meaning. You can speak confidently and achingly, acceptingly and apologetically, jubilantly and dismissively. The pace of speech can tell a lot about the emotional state of a person. As a rule, the speed of speech increases when the speaker is excited, agitated or worried. The one who tries to convince his interlocutor also speaks quickly. Slow speech can indicate depression, arrogance, or fatigue. However, this may also indicate the opposite. Thus, therapists often deliberately speak slowly, carefully choosing their words and emphasizing their meaning. The client’s reaction to the therapist’s statements is largely related precisely to the non-verbal aspects of speech, so the therapist must constantly strive to expand the range of intonational expressiveness.

Fine and Glasser (2003) provide an example of how a slight accent can affect the client’s perception of the therapist’s opening question. See what happens to the meaning when the logical stress changes:

What brought you here? (What problem are you in?)

What brings you here? (Never thought you needed a therapist.)

What brings you here? (To a psychiatrist, just think) (Fine, Glasser, 2003).

Researchers of non-verbal aspects of speech distinguish such paralinguistic properties of speech as laughter, crying, yawning, grumbling, sighing, pauses and sounds like “uh”, “hmm” (Cozzolino, 2009). Perhaps the most relevant aspects of non-verbal communication in the therapeutic situation are pauses, crying, sounds like “hmm”, although in some cases laughter, yawns, sighs and grumblings of the client may be of particular importance.

Pauses and silences
“In ordinary conversations, people often become impatient and interrupt the interlocutor to express sympathy, advice, value judgments, or to share their own experience. Communication with a psychotherapist differs from this type of interaction, in particular, the importance of pauses and silence during the conversation. The silent pause and involvement of the therapist emphasizes the opportunity for the client to express himself more fully.

Pausing is one of the basic communication skills of a therapist. By pausing, the therapist gives the client the opportunity to speak. The presence of pauses creates a sense of slowness in the conversation, the thoughtfulness of what is happening, so you should not be too hasty to ask questions or comment on what the client said. The pause gives the client the opportunity to add something to what has already been said, to correct or clarify the message. Sometimes people need a long enough silence to “digest” what happened or cry before they start talking again. Another reason for silence may be the desire of both participants to stop for a while to comprehend and summarize what was previously said.

If the client falls silent, in most cases, the therapist should allow him to continue and express what was not said. Or, for example, if the client only non-verbally responded to what the therapist said, it is also worth maintaining silence, giving him the opportunity to think about what he heard and respond. We can say that a short pause is appropriate after almost any statement of the client, except for those that contain a question addressed to the therapist. The therapist’s silence can convey the following messages: “I want us to move a little slower” or “I want you to think more about what you just said” or “At this moment I am very attentive to your feelings.” The client, in turn, may pause to convey to the therapist a message: “I am approaching a topic that scares me and needs support” or “I am independent and do not need your sympathy.”

In many situations, the therapist’s silence is golden, but not always. Do not forget that the pause time is perceived in a special way in a conversation. An excessively long pause can cause anxiety and irritation. The acceptable duration of the pause depends on the client’s condition and the stage of psychotherapy. Despite the value of silence, we do not advise over-reliance on it until the therapeutic relationship is well established and the client has an understanding of the therapeutic process. At the initial stage of psychotherapy, the client may feel paralyzed if he does not know what the silent therapist expects from him.

The client’s silence may be resistance to inner work, evidence of a desire to hide, isolate and protect himself from other people, but avoiding silent pauses may also be an avoidance of immersion inward. “Silence is the most transparent and frequent form of resistance in psychoanalytic practice. This means that the patient is consciously or unconsciously reluctant to communicate his thoughts and feelings to the analyst… Sometimes, despite silence, the patient may involuntarily reveal the motive or content of the silence by his posture, movements and facial expression. Turning the head away, avoiding looking, covering the eyes with hands, hunched body posture on the couch, blushing face, may indicate embarrassment. If the patient at the same time absent-mindedly removes the wedding ring from her finger and then passes her little finger through it several times, she may be confused by thoughts of sexuality and adultery. Her silence shows that she has not yet become aware of these impulses and that there is a struggle between the urge to reveal and the opposing impulse to hide these feelings. Silence, however, can also have other meanings. For example, silence can be a repetition of a past event in which silence played an important role” (Greenson, 2003).

For novice counseling psychologists and psychotherapists, silence can be seen as something threatening, demonstrating their professional incompetence. This is how beginning therapists often describe periods of silence. As a result, there is a desire to say or ask at least something, just to break the silence. Usually in such cases, the therapist asks not the best question, which, as a rule, does not develop the course of the conversation. This situation arises whenever the therapist takes responsibility for the absence of pauses in the client’s speech. As if speaking is the only evidence that the client is doing important psychological work, and silence is just a waste of time.

Silence often has a similar effect on clients. They also feel the need to speak and feel the need to respond by filling in the gaps in the conversation. In this regard, there may be a collusion between the therapist and the client to fill the gaps with speaking. Realizing this, the therapist can correct the situation by inviting the client to be silent during the next pause and focus on internal experiences. Thus, silence can take on a different meaning. Focusing on inner experience (sensations, feelings, images, fantasies), a kind of silent focusing, takes time, and a pause in this situation is the most appropriate response of the therapist.

Tears and Crying
Psychoanalyst Sheldon Roth (2002) remarked: “Among the items included in the psychotherapist’s toolkit, the box of tissues comes first.” Many psychotherapists, especially those involved in long-term therapy and crisis intervention, will agree with this judgment. Clients are different: there are those who do not allow themselves to shed a tear and look disapprovingly at a box of tissues, those who start to sob in the first session and continue to do so for many months, there are those who, after several years of psychotherapy, can afford only an almost imperceptible moistening of the eyes, but then they pull themselves together and ask for an apology. Tears and crying are, of course, not an end in themselves, but these manifestations rather accompany the process of alleviating mental pain and healing.

If the client does not allow himself to cry in the session, even when it comes to painful and sad things, then most likely there is an internal prohibition against expressing such feelings. A study of this may, for example, reveal that even at the very first meeting, paying attention to the napkins in the office, the client said to himself: “Well, no. This will never happen”.

The recognition of one’s own limitations and the experience of hardships and losses are impossible without experiencing sorrow and tears, i.e. without the so-called work of grief. Tears help the client express pain and accept painful reality.

Laughter and humor
A sense of humor and infectious laughter are qualities that are highly valued in human communication. Jokes and laughter are rare in psychotherapy, but quite possible, especially at its final stage, because humor is one of the mature defenses and can reflect progress in treatment.

“Dostoevsky, that subtle researcher of human nature, aptly remarked: “A person’s laughter can tell much more about his character than a boring psychological examination.” It is noteworthy that it is not so easy for a neurotic to laugh heartily. He can afford a sardonic smirk or ironic smirk, such as a provincial actor playing a villain in an old play, because with such facial expressions the corners of the mouth still remain lowered. Sincere laughter is a sign of mental health, an invitation to friendliness, direct evidence of an open attitude to life” (May, 2012).

Humor gives a person the opportunity to create a distance in relation to anything, including in relation to oneself (Frankl, 1990). “Humor carries an element of forgiveness, as well as recognition of natural forces that are beyond our control … Humor helps to make the unbearable bearable, which, ultimately, is the main content of the psychotherapy process” (Rout, 2002). In addition, as Freud (1999) noted at the time, “wit is an outlet for feelings of hostility that cannot be satisfied in any other way . .. A joke allows us, by using something funny in our enemy, to express what we could not in the power of certain obstacles to express openly and consciously. A joke allows you to bribe the listener with the lure of pleasure, so that he, without delving into the problem, accepts our point of view.

Roth gives the example of a patient who at the beginning of the analysis said: “Psychoanalysis is like a marriage. I want it to be once in a lifetime!” “This remark was indicative of his hopes for his marriage and hinted at an emerging strong transference. At the same time, it spoke of his anxieties about the fact that he would need a long and difficult analysis for both of us … A sense of humor was discovered by his observing Ego, which was at some distance from his experiencing Ego and suggested that he had the ability for reflective self-observation ”( Roth, 2002).

Sometimes at the first consultation, you can ask the client about his favorite joke, which may reveal something important about him. I recall one client who came to counseling with a problem related to excessive drinking, but denied that he had an alcohol addiction. A few minutes later, he remembered and told the following joke: “When I drink one hundred grams, I become a different person, and he also wants to drink.” In every joke, as you know, there is some truth.

The presence of laughter and humor in the therapeutic relationship in moderate doses is a sign of a good atmosphere. In some situations, laughter is the best way to relieve tension. At the same time, we should not forget that such words as “ridicule” and “mock” reflect the negative side of this phenomenon. Laughter can have many meanings. Analyzing the client’s use of humor in the context of the therapeutic relationship can be an important source of information about the client.

Yawning
Yawning is evidence of a lack of interest and/or fatigue, hidden or overtly shown by the interlocutor. It can also express other feelings such as boredom, irritation, or neglect.

By yawning in your face, the client may express his attitude, but perhaps he just came to you just very tired. In some cases, yawning can become a serious obstacle to work. I remember a client who, at a moment when it was difficult to approach significant material, suddenly yawned and thus moved away to a safe distance from painful feelings. He himself later compared this moment with rebooting the computer, after which the process of turning inward had to be started all over again.

With some clients, it seems impossible to avoid feeling bored, and therefore, alas, some non-verbal manifestation of it. Thus, for example, with clients who start from afar and “beat around the bush,” the urge to yawn may be caught halfway through, but what has happened becomes obvious to the patient, unless, fortunately for the therapist, he does not look the other way.

Only those therapists who take their first steps in the profession do not feel bored and never yawn; they are all overwhelmed with anxiety. When communication with clients is no longer particularly disturbing to the therapist, when he sees a number of clients, especially one after another almost without interruption, and fatigue sets in, non-verbal manifestations of boredom are possible, although, of course, highly undesirable. If the emerging feeling of boredom becomes not a rare, fleeting phenomenon, but a stable experience with some particular client, then the therapist is faced with the task of dealing with his own countertransference. The psychoanalyst Wilfred Bion once remarked about this: “There are many ways in which a patient can bore you, understanding any of them is a very exciting undertaking.”

Space and distance in interaction
Space and distance in the process of interaction with another person is a living space filled with meanings that change depending on individual, interpersonal and sociocultural characteristics.

There are four distance zones: intimate, personal, social and public. “For every type of interaction between two people, there is some optimal distance, determined by the proportion of warmth and hostility in their relationship. About half a meter around our body is an intimate area intended for lovers, spouse, children and close family members. At this distance, we can touch another person, kiss, smell his body, see the pores and defects of his skin. When talking with friends and acquaintances, we are usually at a distance of half a meter to 1 m 20 cm from them. More formal business and social interactions occur at a distance of 1 m 20 cm to 2 m 75 cm. In even more formal situations ( for example, when negotiating with important persons or when addressing the public), distances of more than 2 m 75 cm are used” (Wilson, 2001).

Disrespect for another person’s personal space may be experienced as a violation of personal safety. The discrepancy in the participants’ assessment of the appropriate distance leads to the experience of discomfort, although sometimes people do not immediately realize what caused this. Being acquired in the course of learning, these patterns of regulation of personal space, as a rule, are beyond the scope of conscious control.

Generally, personal and social distancing are appropriate for seating arrangements in a therapist’s office, but this may vary from person to person. The therapist’s attention here should be directed, first of all, to individual differences in the perception of the boundaries of personal space. Some therapists place seating close enough, others far enough away. When the sofa is a place for the client, it allows him to choose exactly where and at what distance to sit. If the therapist is working with couples and families, there should be sufficient seating, and the way family members sit in relation to each other can signal tension between partners and coalitions between family members.

The initial arrangement of the chairs at a certain angle and at a certain distance sets the subsequent possibilities for the regulation of the contact boundary by both participants, so usually the chairs are placed at a distance of 1. 5–2 meters at a slight angle. There are three position options that allow both participants to adjust the physical distance: both sit, leaning on the back of the chair; one sits leaning on the back of the chair, and the other leaning forward; both therapist and client sit leaning forward towards each other. Depending on what happens during the session, there can be numerous changes in these positions, initiated by one or another side of the communication.

The therapist’s gentle and slight leaning forward can be experienced by the client, immersed in painful feelings, as support from the therapist, and vice versa, leaning back as a withdrawal and unwillingness to deal with his feelings. Too fast, sudden tilting by one of the participants sharply reduces the distance, which may be perceived by others as a challenge. So, for example, the therapist might say, “Well, I have listened to your complaints, and now I would like to know what you see as the causes of these difficulties?”, while leaning forward sharply. Such non-verbal behavior can lend undesirable meaning to a perfectly relevant question by the therapist. Conversely, if after this phrase the therapist deviates sharply back, the client may perceive this as an unwillingness to listen to his complaints and neglect to explain their reasons.

Separately, I would single out the position in which one of the participants sits on the edge of the chair and at the same time leans forward. This may be experienced by others as a strong shortening of the distance and a violation of personal boundaries, especially if this posture is maintained for a long time. I remember the initial consultation with the client, who settled down on the couch so as to be as close to me as possible, sat on the edge and, leaning forward, sat there for the entire time of the conversation. It is also characteristic that he immediately said that 50 minutes is too little time to tell his story. He wished to begin his story with prehistory – facts from his childhood. He spoke in a hurry, almost never pausing, while maintaining active, almost continuous eye contact. This caused me discomfort, which I tried to cope with by adapting to the distance set by the client, which I could not even temporarily reduce. I restrained my reactions, but apparently some of the discomfort I felt could be seen in my non-verbal reactions, but this did not lead to a change in the posture and manner of interaction on his part. At the same time, the client talked about his relationships with significant others, in which the topic of violation of personal boundaries was clearly sounded. Notable was his behavior after the completion of the consultation and agreement on the next meeting; standing at the door of his office, he turned to me three times with a question, which was preceded by the words “And now the very last question.”

A good therapist respects the psychological boundaries of the other person; he is mindful of physical distance and psychological intimacy that is comfortable for the client, and uses his own reactions as a source of information about the client’s characteristics.

Gestures
A gesture is an action by which a person signals to another person about his attitude and intentions. Most often, the gesture is made with the hands or the head, less often with other parts of the body. Active gestures in human communication often reflect positive emotions and are perceived as a sign of interest and friendliness.

The results of the analysis of a gesture as a means of expression show that: 1) a gesture is a silent action that does not interrupt speech and does not interfere with it; 2) with the help of a gesture as a single movement, a person can convey such an amount of information that he could not convey with a single word, but only with the help of a large number of words; 3) it takes a person much less time and cognitive effort to prepare a gesture than to prepare the corresponding verbal expression; 4) with the help of a gesture, you can express feedback to the sender of the message without interrupting it and without claiming the right to speak; 5) a gesture can clarify the potential ambiguity of the statement, explaining what exactly is being said; 6) with the help of a gesture, it is possible to express elements of experience or experience that are difficult to adequately convey in words.

Ekman and Friesen (1984) identified the following types of gestures.

Expressive gestures, or indicators of emotional state. These are gestures of contact, with the help of which a person shows his feelings and attitude towards the interlocutor.

Regulatory gestures. The sender and receiver use regulatory gestures to keep up the conversation, to determine the order of statements, or to control the interlocutor for one reason or another.

Illustrative gestures. With their help, a person explains, supplements what he expressed in words, places accents, emphasizes the main thing or strengthens the verbal statement.

Gestures of adaptation or self-control. The control of various parts of one’s own body or an external object, whereby a person unconsciously seeks to adapt to an unusual situation. These gestures are acquired mainly in childhood and constitute the repertoire of means of human self-regulation.

Client gestures may have hidden meanings that need to be unraveled. For example, Volkan (2012) cites the case of a patient who, during a certain period of analysis, before getting up from the couch, made an unconscious hand gesture from top to bottom. “I gradually figured out that he “magically” actuated the flush tank, as if my interpretations were feces that needed to be flushed down the toilet. This magical gesture was a direct expression of his resistance” (Volkan, 2012).

The extent to which gestures are used in therapeutic interactions with clients depends on the expressiveness of psychotherapists. A training film comes to mind in which Carl Rogers, Fritz Perls, and Albert Ellis conduct therapy interviews with the same client, Gloria. Carl Rogers throughout the conversation sat leaning forward and nodding his head often, in a way that probably no one else can. Fritz Perls reacted to the client’s words more directly, for example, spreading his arms to the sides and at the same time turning his head, expressed disagreement with the client. In addition, he repeatedly focused on the gestures of the client herself, for example, encouraging her to directly express her disagreement and aggression towards him. At one point, he “captured” her fleeting hand gesture with an index finger, repeated it himself, encouraging the client to use it: “Do this, and now talk to me like that.” Albert Ellis, on the other hand, accompanied his persuasive speeches with no less convincing hand gestures, as if by doing so he “hammered” his ideas into the client’s head.

Head nods
Head nods are a good way to show the client that you are listening. Nodding is direct confirmation to the client that you are following him step by step and understand what is being said. Appropriate use of nods allows the client to feel that the therapist is listening and following the flow of his reasoning. This simplest skill, if used consistently, begins to function as a feedback. The absence of nods communicates to the client a lack of understanding and the need for clarification, while their appearance indicates an understanding of what the client is trying to express. However, Sommers-Flanagan and Sommers-Flanagan (2006) emphasize the need for moderation in the use of head nods: “Too much head nodding can irritate the client. After a while, he starts to look away just to avoid seeing the interviewer’s constant nods. One younger client commented, “It looked like her [interviewer’s] head was attached to a spring rather than her neck.” So, head nods require a measure, if there are too many of them, they are more likely to annoy and confuse than to promote dialogue.

Postures
A posture is a position of the body that a person takes consciously or unconsciously, thereby showing his attitude towards other people and his own individual characteristics.

The emotional state affects the posture a person takes, since, on the one hand, emotions directly affect the physiology and bodily manifestations of a person, forcing him to involuntarily take one or another position, and on the other hand, a person can specifically take one or another pose to symbolize, to show their inner emotional states (Cozzolino, 2009). Of course, a person can also deliberately adopt a certain posture to hide their feelings.

Significantly simplifying the state of affairs, traditionally there are open and closed postures. An open posture is thought to be indicative of the therapist’s openness, receptivity, and acceptance. A closed posture, the obvious markers of which are crossing legs or arms, indicates less involvement in the conversation, may indicate a distance from another person or express a need for protection.

Claiborn (1979) found in a study that therapists’ expressive non-verbal behavior significantly increased clients’ assessments of their attractiveness and professional competence. Some forward leaning and open posture, with no crossed arms and legs, is the bodily posture that is generally recommended by counselors and therapists as optimal. An open position does not imply that, having taken it, the therapist will keep it unchanged throughout the session. An open posture will only make the right impression when it is relaxed and natural. The ideal situation can be considered when the adoption of an open posture is a natural, authentic behavior for the therapist. The typical choice is between an open, but to some extent uncomfortable, unnatural posture and a comfortable, but to some extent closed posture. In a situation where the therapist strives to maintain an uncompromisingly open posture, but at the same time all his attention is focused on the discomfort he experiences from this, it is perhaps better to take a closed but comfortable posture and concentrate on listening to the client.

Interaction synchrony
coordination of movements of people in the process of interaction. Synchrony can manifest itself as a similarity of movements, for example, when both people change position at the same time, as if in a mirror, or when people speak at the same speed. Being intensely involved in a conversation, you may suddenly notice that the body posture of the person with whom you are communicating is a mirror image of your own posture. Awareness of this mirroring phenomenon can also occur when a change in posture by one of the participants leads to a change in the posture of the interlocutor, a kind of unconscious following. This is easy to verify, for example, by deliberately yawning in a conversation with a friend, after which he is very likely to immediately follow you. Such a “bodily attunement” usually indicates a deep contact between two people. This alignment of non-verbal behavior in a couple occurs at an unconscious level.

Successful attunement of the therapist to the affective state of the client can lead to the involuntary emergence of the phenomenon of interaction synchrony as a consequence of genuine emotional contact between them. In addition, this phenomenon can be used consciously by therapists to attach to the client, induce trance and influence his state (as in Ericksonian hypnosis and NLP), but this requires a high mastery of this technique. According to Sommers-Flanagan and Sommers-Flanagan (2006), “The overuse or inept use of the mirroring technique can cause enormous harm.” The authors give an example of a psychiatrist who used this method with patients in a neuropsychiatric dispensary. Sometimes the results have been incredibly successful; in other cases, patients became angry and aggressive because they felt that the therapist was mimicking them. “Similarly, clients sometimes worry that the interviewer is using some kind of secret method to gain control over their psyche. They may notice that you are trying to imitate their movements and think that you are using a special psychological technique to manipulate their minds” (Sommers-Flanagan, Sommers-Flanagan, 2006).

Types of non-verbal messages
Non-verbal communication components are part of a wider communicative repertoire. Through non-verbal manifestations, a person can consciously or unconsciously supplement and modify his verbal message. Knapp (Knapp, 1978) identified 4 types of non-verbal messages that complement or modify verbal communication.

(1) Confirmation and repetition. Non-verbal behavior can confirm and repeat what was said in words. For example, if after the phrase “That’s enough for me,” the client decisively turns his head from side to side, then he gives more weight to his words and, as it were, repeats them. Or, if in response to the client’s expression of feelings related to the memory of a painful situation from the past, the therapist slowly nods his head with an empathic facial expression: “I understand how difficult it was for you at that moment,” then he nonverbally confirms the message of sympathy and understanding.

(2) Denial or obfuscation. Non-verbal behavior can negate or confuse the verbal message. If, in response to the question addressed to him, “It seems that I offended you with my criticism?” the person replies “No” in a trembling voice, then his non-verbal message denies what he said. An example of confusion is when a person says that he is angry with someone, but at the same time he smiles. In this case, the non-verbal response confuses the other. Smiling in this situation can mean: “I’m angry, but I’m very uncomfortable talking about it.”

(3) Reinforcement and emphasis. Non-verbal behavior can reinforce and emphasize what is said, i.e. increase the intensity of what was said and give it some emotional coloring. For example, if the therapist asks, “Did you tell her about this?” the client replies, “I can’t even imagine it,” covering their eyes with their hands. Or, for example, if the therapist refuses advice to a client who is trying once again to shift responsibility onto his shoulders, and at the same time stares at him with a frown, then he gives him to understand that he is adamant in his position.

(4) Control and regulation. Non-verbal messages are often used to regulate the process of interaction and control the behavior of another. For example, the slightly furrowed eyebrows of one of the participants in the conversation can serve as a signal to the speaker that his thought is not entirely clear and needs clarification. Conversely, the therapist’s nods indicate agreement and consistent understanding. In both cases, the pace of the story is regulated.

Several attempts have been made to isolate the most important non-verbal components of the psychotherapist-client interaction. So, Walters (Walters, 1980) singled out the following elements of the clinician’s positive body language:

– slight inclination of the torso towards the client;

relaxed but attentive posture;

– the position of the legs, which is not striking;

– unobtrusive and smooth gestures;

– minimization of other movements;

– facial expressions correspond to the feelings of the therapist or client;

– placement at arm’s length from the client.

Egan, 1994) proposed the acronym SOLER to describe the basic components of non-verbal behavior that primarily determine the quality of the therapist’s presence, namely: face straight (squarely), take an open (open) posture, lean (lean) towards the client, maintain a moderately consistent visual (eye) contact and strive to be quite relaxed (relaxed) and natural.

Conclusion
The above aspects of non-verbal communication, despite their apparent simplicity, require quite a lot of time for their practical development and conscious application in practical activities.

How to get slime out of kids hair: How to Get Sticky Slime Out of Hair Without a Haircut or Scissors

Опубликовано: November 5, 2022 в 10:31 am

Автор: alexxlab

Категории: Kid

7 Smart Ways to Get Slime Out of Hair

If you have young kids, you have heard all about slime. While slime is fun to make and even more fun to play with, it can also become a parent’s worst nightmare. Even with the closest supervision, slime can go from the table to the hair within seconds.

Once slime gets into your hair, your kid’s hair, or anybody’s hair, it doesn’t seem to want to come out. Don’t panic, though, as there are several ways to remove slime from hair that are not complicated and use items you probably already have at home.

(andrascsontos/123rf.com)

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Table Of Contents

What is in Slime?

Remove Slime from Hair with Conditioner

Getting Slime out of Kids Hair with Oil

How to Remove Big Globs of Slime

How to Remove Food Coloring Stains from Hair

Remove Slime from Hair with Mayo

How to Get Slime Out of Hair with Peanut Butter

How to Get Slime Out of Clothes

What is in Slime?

Understanding what is in slime is super helpful when it comes to cleaning it. The majority of slime, including homemade slime, is made from glue, Borax, food coloring, and baking soda.

The Borax and baking soda make it hard to use traditional cleaners to remove slime, while the white glue makes it stick to everything, and the food coloring leaves behind the most colorful stains. Another problem with slime is that it is not water-soluble due to the high oil content.

Think about the greasy oil marks slime leaves behind. Not being water-soluble means you need more than just hot water and dish soap to clean it. Luckily, several bloggers have tackled the subject of the best ways to remove slime from hair, clothes, and everything in between.

Remove Slime from Hair with Conditioner

How to get slime out of hair involves warm water and hair conditioner. According to Crayola, who makes silly putty, conditioner is also the best way to get silly putty out of your hair.

How you can use the warm water to break down the slime will depend on where exactly it is in your hair. If it’s on the ends, you can use a bowl of warm water, while if it’s in the middle or top of the head, you will find it easier to jump into a warm or hot shower.

After soaking the hair in warm water, apply hair conditioner with your fingers. Work the conditioner in from top to bottom.

As you work the conditioner into your hair, use your fingers to break up any slime. The oils in the conditioner will break it down, allowing you to pull it from your hair.

With the water running, massage the slime with your fingers and gently pull away as much as you can. Comb through wet hair to further remove any slime.

Once most of it is gone, rinse out the conditioner and shampoo your hair. Knowing how to wash a synthetic wig can also help in removing goop from the hair there.

Getting Slime out of Kids Hair with Oil

Homemade slime recipes need to start including tips on the best ways to remove slime from hair. Vegetable oil and olive oil can also be used to remove slime or similar products from hair. In addition, when dying your hair, you can rub oil along your hairline to keep the dye from staining your skin.

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Apply a little of the oil to the slime. Massage the product in using your fingertips, being careful not to tangle the hair.

Gently comb the hair with a fine tooth comb to remove as much of the slime as you can. Jump into a warm shower and shampoo and condition your hair as usual to remove any remaining residue left behind by the product you used.

How to Remove Big Globs of Slime

Big globs of slime can seem impossible to remove, but with a little work, it can be done. Before you use any product to remove the slime, start by removing as much as possible with just your fingers.

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Vinegar Slime Removal

Goggles

2/3 cup white or apple cider vinegar

1/3 cup warm water

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Have the person wear a pair of goggles while standing inside the shower to prevent the vinegar from getting into their eyes. Make sure the goggle strap is not placed over the area affected by the slime.

Mix water and vinegar in a bowl. Pour some of the diluted vinegar onto the hair and massage with your fingertips to work the vinegar into the slime. Continue applying a small amount of diluted vinegar to the hair until gone.

To remove the residue left behind by the slime, take a warm shower, and apply a small amount of conditioner to the hair. Rinse out the conditioner and then shampoo hair as usual.

How to Remove Food Coloring Stains from Hair

Many homemade slime recipes involve food coloring; after all, who wants to play with white slime? When slime gets in the hair, so does the food coloring. In darker hair, the food coloring isn’t that big of a problem, but in lighter hair, the food coloring is one of the worst slime stains to remove.

One way to remove colored slime stains from light colored hair is with a color stripping shampoo, such as Tresemme. You can also use rubbing alcohol and a paper towel. Soak the paper towel in rubbing alcohol and wipe the hair from top to bottom to avoid tangling.

Remove Slime from Hair with Mayo

One of the quickest ways to remove slime from a kids hair is with mayo and a comb. Grab a handful of mayo and work it into your kid’s hair as you would shampoo. Gently comb out your kid’s hair with a comb or brush.

Make sure you are cleaning hair brushes of slime and mayo after each pass. Wash hair as usual to remove any traces of slime and mayo.

How to Get Slime Out of Hair with Peanut Butter

Peanut butter is one of those lifesaver products that you always want to have on hand. Peanut butter not only removes chewing gum from a person’s hair, but it is also the best way to get silly putty out of your hair as well as slime.

Apply peanut butter to the putty or slime and allow to sit for several minutes. Use your fingers to remove gum, putty, or slime. Shampoo and condition your child’s hair as usual.

How to Get Slime Out of Clothes

Getting gum out of clothes is similar to getting slime out of clothes. First, remove as much excess slime as possible from the clothes. Next, apply a generous amount of dish soap (Dawn works best) to the stain.

Run a steady stream of water and gently rub the fabric together under the water stream. Scrub until the slime stain is gone. Wash the clothes as directed without having to worry about slime chunks spreading to your other clothes.

(andrascsontos/naiyanab/123rf.com)

Thanks for reading our slime cleaning tips. If you found any of our tips on how to get slime out of hair helpful, please take a minute to share the best ways to remove slime from hair with others on Facebook and Pinterest.

How to Get Slime Out of Hair, Using Only Items You Already Have at Home

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How to Get Slime Out of Hair, Using Only Items You Already Have at Home

By PureWow Editors

Published Sep 13, 2020

Your kids are obsessed with slime and it’s not hard to see why: The ooey, gooey and ridiculously sticky stuff provides endless hours of entertainment for a variety of age groups. Add in the fact that it’s budget-friendly and easy-to-transport, and it’s no wonder that slime consistently ranks as one of the hottest toys of the year. In fact, the only downside is that, well, it’s extremely ooey, gooey and sticky. This means that it’s practically impossible to get out of clothing, upholstery, carpeting and—worst of all—hair. But don’t freak out the next time your toddler decides to see what happens when she rubs the stuff all over her baby brother’s head. Here’s our handy guide on how to get slime out of hair using common household items—none of which are scissors.

How to Get Slime Out of Hair with Shampoo and Conditioner

When it comes to removing slime from hair, start simple with shampoo and conditioner. But there’s a trick to this method: Use conditioner first and then suds up with shampoo. Why? Because most conditioners contain oil, which is exactly what you’ll need to combat all that ooey-gooeyness. Here’s what to do:

1. Rinse hair in warm water.
2. Apply a generous amount of conditioner to slime-soaked strands.
3. Massage the product into the hair and use a fine-tooth comb to gently remove pieces of slime. Wash the comb as you continue to remove the slime.
4. Rinse the conditioner out of the hair.
5. Apply shampoo to hair and create a lather by massaging the product into the scalp.
6. Rinse the shampoo out and dry hair normally.

How to Get Slime Out of Hair with Mayonnaise

Remember what we said earlier about oil being just the thing to combat slime? Well, your favorite sandwich spread just so happens to be loaded with the stuff. It may sound weird but cleaning expert Jolie Kerr swears by the mayo method. (BTW, per the American Academy of Dermatology, using this type of oily substance will also remove that wad of chewing gum from your kid’s hair!) Here’s how it works:

1. Add a couple of spoonfuls of mayonnaise to the affected area.
2. Gently massage the mayo into the hair using your fingertips, going from root to shaft.
3. Use a fine-tooth comb to gently remove pieces of slime, again making sure to clean the comb as you go along.
4. Once most of the slime has been removed, use the conditioner-shampoo method above to remove any leftover sticky stuff. Tip: Use a nice-smelling shampoo and conditioner to nix any lingering odors on your kid’s scalp. (Hey, nobody wants to smell like lunch.)

No mayonnaise in the fridge? You can substitute with peanut butter and use the same method as above. The oil in the PB works in just the same way as mayo and should help coax the slime out of the hair.

How to Get Slime Out of Hair with Oil

You know the drill by now—oil is slime’s mortal enemy and the key to detangling your mini’s tresses. For this method, you can use almost any cooking oil you have lying around, including olive, avocado, canola and vegetable.

1. Gently massage a few spoonfuls of oil into the slimey strands, moving in the direction of hair growth.
2. Once the slime starts to loosen, use a comb to tease it out. Rinse the comb as you brush through the hair.
3. Use the conditioner-shampoo method to remove any remaining slime, then clean hair as usual to get rid of the oily residue.

How to Get Slime Out of Clothes

Your kid was playing with slime and then proceeded to give you a giant hug, smearing the brightly-colored goop all over your favorite sweater. Annoying? Yes, but not a complete disaster. We asked cleaning expert Mary Marlowe Leverette how to get slime out of clothes and her top recommendation was to mix an oxygen-based bleach (such as OxiClean, Nellie’s All Natural Oxygen Brightener or OXO Brite) with cool water and then soak your clothing in the mixture, per product instructions. Once the solution has worked its magic (try to let it soak for at least eight hours), toss the garment in the washing machine for a spin (check the label for care instructions) and it should be good as new, says Leverette. Just make sure you remove any dried slime first with a dull knife or the edge of a credit card and remember that you should never rub a slime stain, since this will push the stuff deeper into the fabric.

One More Thing…

Now that you know how to get that wad of slime out of your kid’s locks and your clothing, may we offer a suggestion for the future? Invest in some non-sticky slime for the playroom. By making your own slime without glue, your kids can have all the fun, without turning your home (or their fresh haircuts) into a sticky mess. Extra bonus: Not all store-bought varieties of glue are non-toxic, so if you’re going the DIY route then eliminating the glue altogether is your safest bet. This recipe only calls for shampoo, food coloring and cornstarch (plus some glitter if you’re feeling bold). Grab some measuring cups and spoons and let your kids get in on the DIY fun. Your finished product should stay damp enough to play with for about five days. When it starts to dry and crack, then it’s time to toss it.

Top 10 Ways to Get Slime Out of Kids’ Hair • The Koala Mom

As a parent of four girls with long hair, I can say that few things are worse than something sticky tangled in a braid or ponytail. Usually, ice cream, lollipops and glue wash out of the girls’ hair with a generous portion of shampoo. Slime, however, is another matter. If your child has been playing with slime and has gotten it somehow tangled into their hair, here’s what you can do to get the slime out of your kid’s hair.

What is slime?
Slime is a mixture of hazardous chemicals like borax, artificial colors, and glue. It’s often marketed as “putty” with different other ingredients added such as minuscule metal beads or glow-in-the-dark paint. It usually has a soft texture and is fun for kids to play with (until it gets dirty or stuck in their hair). If anything, slime is not easy to remove without proper techniques.

It’s also important to note that slime is harmful to your hair. It should be removed as soon as possible. It can lead to early balding, hair damage and hair fall.

Here are the top 10 ways to get slime out of hair.

How to get slime out of kid’s hair
Hair oils

Oils that can be used for hair have excellent repellent properties for the ingredients that make up the slime. They act on the glue present in dirt and start its breakdown so that it gets removed easily. The following steps should be followed for safe removal of slime using oil.

Take any good quality oil.

Smear the hair with the oil gently.

Keep the oil on your hair for thirty minutes. (Have your child read a book or turn on a TV show.)

Gently comb the hair to get the slime out of it.

Oil is a natural method for cleaning hair and has minimum side effects.

Shampoos and conditioners

Shampoos and conditioners can also be used to remove slime from your child’s hair. If your kid loves having baths, this could be a great option for getting the slime out of their hair.

Start your child’s bath. Wet their hair. Apply the condition first and let it sit for about ten minutes (while they play in the tub). After that, comb your child’s hair gently, which will remove the slime. You may want to start with a wide-tooth comb here or try to work some of the slime out with your fingers.

Then you’ll want to shampoo your child’s hair and apply conditioner again. When your child is done their bath, they should also be slime-free!

Vinegar

Vinegar is a natural killer of gum. It acts on the slime and promotes its easy removal. Here’s how to use vinegar to remove slime from your child’s hair:

Take a pot and pour some vinegar into it.

Dilute the vinegar by two times with the help of water.

Dip the affected area of your hair in it.

Wash your hair after twenty minutes with a good quality shampoo.

Peanut butter

Peanut butter is another oil found in most pantries that can be used to remove slime from hair. (If your child has a peanut allergy, please don’t use this method.) If you do have peanut butter handy, here’s how to use it to remove slime:

Scoop some peanut butter into your palm.

Apply it on the slime and adjacent area.

Wash the hair after thirty minutes of application to get maximum results.

Mayonnaise

This is another natural method to remove slime from hair. Mayonnaise is thickened oil that may be less messy to apply to hair than other oils. Apply the mayonnaise on the hair and start combing the hair gently for two to three minutes. The mayonnaise acts on the slime and makes it easy to remove from the hair.

Brake cleaner

Brake cleaner is one of the productive agents used for many ages to remove slime from hair. It has antioxidant and bleaching agents, which promote the dissolving of slime. It should be applied in the following way:

Apply the brake cleaner on the affected area of the hair.

Wait for twenty minutes.

Gently comb the area and shampoo your hair immediately after this.

Alcohol

Alcohol is used for ages to remove sticky substances from hair. It has spectacular dissolving properties. It should be used in the following manner to remove slime from hair:

Spray or pour your slime-affected area with alcohol.

Start combing your hair gently for about five minutes.

The slime starts dissolving after two to three minutes.

Immediately wash your hair with distilled water once the slime disappears.

A research carried out by the American College of Dermatology had found that alcohol is one of the safest and cheapest ways to get rid of slime. It acts on the slime and breaks the bond between its molecules. Knowing that, many other manufacturers mimic the same mechanism that alcohol uses to devise slime-removal solutions. While a product designed to remove slime may be more effective, alcohol is always affordable and simpler to use.

Baking soda

Well, well, well, at this point, you might as well ask is there anything baking soda CAN’T do?

Baking soda is a robust base that acts on the slime ingredients and promotes their pain-free removal. It is essential to use the baking soda in the following manner to get maximum effects:

Mix one cup of baking soda in water and stir it.

Dip your hair in the mixture for thirty minutes.

Once the slime starts shedding off the hair, remove it.

Wash your hair with shampoo.

Soap and water mixture

Soap is a powerful cleanser of gum and glue. It is a potent base that dissolves the constituents of slime in it. Here’s how you should be used:

Wash your hair with lukewarm water.

Apply soap on the hair and wait for fifteen minutes.

Rub the slime with your hands until it gets removed from the hair.

Haircut

Sometimes, the slime gets so hard that it becomes almost impossible to remove it that none of the above solutions work.

So, instead of getting harder and harder on the hair and damaging its roots, it is advised to cut the affected hair.

What method should you choose?
Many times, parents are worried and confused at the same time about the choice of remedy to get slime out of their kid’s hair. On the safe side, always go with natural methods. They are safe, productive, and have less harmful effects. Next, pick whatever is most convenient. If you don’t have peanut butter in your pantry, try the mayonnaise. An upset kid doesn’t want to wait for you to run to the store to get a certain product to clean their hair.

If the natural methods fail, now it’s your choice whether to use specialized shampoos, conditioners or get a haircut.

Conclusion
Slime may be fun for kids to play with, but it takes no time to get you in a mess. It should be removed as soon as it gets entangled in hair. Different natural and artificial products are available to remove slime from hair. However, many of the products mentioned above can cause havoc if used without proper instructions.

Above all, in case of any allergy after using the above methods, immediately contact your dermatologist.

Do your kids like playing with slime? Have you ever had to get slime out of your kid’s hair?

How To Get Slime Out of Hair Without Cutting It: DIY Guide

Has your child ever gotten slime in their hair? If so, you know that it can be a real pain to get out. The good news is that there are some tricks and tips that will help!

How To Get Slime Out of Hair: Step-by-Step DIY Guide

Hey, you! The parent with the kid who just got slime in their hair. We feel your pain. Hair and slime don’t mix – we all know that.

Yet, through an odd series of events, slime sometimes makes its way into our hair. Regardless of how slime got in there, what’s important is what you do now to get it out.

In this article, we’ll be diving into several methods you can use to get slime out of your kid’s hair.

Table of Contents

1 How To Get Slime Out of Hair: Step-by-Step DIY Guide

2 Wash It Out Thoroughly with Warm Water

3 Use Everyday Oils

4 Wash Hair with Peanut Butter

5 Use a Diluted Vinegar Rinse

6 Freeze it with Ice Cubes

6.1 Related Articles

Wash It Out Thoroughly with Warm Water

We’ll start with the most effective slime removal method – washing your hair. No other slime removal method comes close.

You may be tempted to wash your hair like you usually would to remove the slime, but that won’t work very well.

When you have slime in your hair, you’ll need to complete a few extra steps, and we will outline every step for you below:

How to Remove Slime from Hair | Kids Curly Wash Day Routine | BEST METHOD!

Watch this video on YouTube

Use your hands to remove as much slime from your hair as possible. If you jump in the shower with a ton of slime on your hair, you could clog your pipes. So, with your hands and/or a wet towel, part your hair into sections and remove the excess slime.

After removing as much slime as you can in the previous step, hop in the shower and turn on the hot water. It’s essential to get the water as hot as you can take it because the heat of the water is what’s going to break down the slime. It also helps to turn the shower on high pressure to blast away some of the gunk as well. Note: Warm water is best for a child’s hair, since burning your child with hot water would be parent’s worst nightmare.

Now, apply a slippery conditioner to your hair and use it to dislodge the slime. Some people find that they need to use their nails to get the slime out, but that’s not good for the hair. Instead, use a wide-tooth comb to get your hair as detangled as possible, and then use a fine-tooth comb to get the rest of the slime out. Don’t skip the conditioner, because it makes your hair slippery, aiding in the removal of the slime.

Once you feel that you’ve gotten all the slime out, rinse the conditioner and any leftover slime remnants out of your hair. Use hot water for this step as well.

Apply shampoo to your hair, paying close attention to your scalp. At the last minute, distribute the shampoo to the ends of your hair and then rinse well.

Note: If you don’t have shampoo, dish soap or baking soda are reasonable alternatives. Also, if you haven’t already, we recommend watching the video above by YouTuber – Girls with Da Curls washing slime out of her kid’s hair.

Use Everyday Oils

If you want to get rid of slime from your hair naturally, oil can help. Oil breaks down slime, making it much easier to remove with a comb or your hands.

Chances are you’ve got some type of oil lying around your house somewhere. You can use just about any oil, including olive oil, coconut oil, baby oil, cooking oil, vegetable oil, and other oil-based products.

Here are the steps to follow for this method:

Dispense a generous amount of oil into the palms of your hands and apply the oil to your hair and scalp. Massage the oil into your hair, making sure that all your strands are coated in the oil.

Leave the oil on your hair for about 5 to 10 minutes. Within this time, the slime will begin to break down and loosen up.

Use a wide-tooth comb to get the slime out of your hair. Depending on how much slime you have in your hair, this step may take the most time. Be extremely gentle while removing the slime from your hair, as you don’t want to cause damage to your hair.

At this point, you can wet your hair thoroughly, apply your conditioner, and gently comb through your hair. For this step, you can use a fine-tooth comb (only if your hair is thoroughly detangled).

Following the conditioning session, apply shampoo to get any leftover gunk out of your hair. If there’s any left over after the first shampoo session, feel free to shampoo again.

After completing this process, your hair should be slime-free. However, if it is not, repeat the entire process after a couple of days. Sometimes, it takes several sessions to get all of the slime out.

Wash Hair with Peanut Butter

Break out the peanut butter – and not for your sandwich. You may not have been aware, but peanut butter can be used to remove slime from your hair.

Peanut butter is full of oil, which makes it an excellent option for dislodging and dissolving slime.

But it’s important to use the peanut butter correctly to see the best results. If you’re up for a bit of experimentation, we urge you to give this method a try.

In the below section, we will tell you exactly how to use peanut butter to rid your hair of slime:

Spread smooth peanut butter, not crunchy, on your slime-covered hair.

Work the peanut butter into your hair, and then hop into a warm shower and wash it all out with shampoo. You’ll be surprised when you see that the slime is washing out with the peanut butter.

You may need to shampoo twice after putting peanut butter in your hair.

Follow up the shampoo session with a moisturizing conditioner.

The peanut butter method should only be used if nothing else works. The peanut butter gets really messy (like a sticky goo). And, if possible, avoid using chunky peanut butter.

Not only could the nuts get stuck in your hair, but they could get caught in your drain as you rinse your hair out.

Use a Diluted Vinegar Rinse

If none of the previous tips sound right for you, consider using diluted vinegar. It dissolves slime on contact.

For this method, all you need is apple cider vinegar or white vinegar and water. Here are the steps to follow to remove slime with vinegar:

Use your hands to remove as much slime as possible from your dry hair. Focus on removing big globs – you’ll remove the others in the following steps.

Make a vinegar mixture by combining 2 parts vinegar with 1 part water. Combine it in a large container or pot.

Get in the shower and pour the vinegar mixture all over the slime-covered parts of your hair. Make sure that it completely saturates your hair. As you pour the mixture, gently massage it in to dislodge the slime.

Rinse out the vinegar mixture after rubbing it in for a couple of minutes. Then apply conditioner and rub it in the same way you did the vinegar mixture. If needed, use a comb to remove the remaining slime.

Freeze it with Ice Cubes

Ice cubes freeze slime and cause it to crack. So, the ice cube method is worth a shot if none of the previous methods were successful.

Just put an ice cube directly onto the slime to freeze it. You should then be able to comb the slime out of your hair.

If your hair is weak or otherwise damaged, we advise against this method. You don’t want your hair to break when the slime cracks.

NOTE: It’s important to know that the slime may not be completely gone after trying a method just one time. So, don’t be discouraged. Try your chosen method more than once for optimum results. Also, we recommend giving your hair a break before repeating any of these methods. This will help preserve the health of your hair.

Related Articles

How to Get Wax Out of Hair

How to Get Paint Out of Hair

How to Get Gum Out of Your Hair Without Cutting It

Slime can be notoriously hard to remove, but with the correct information, you can get rid of it with less work than you think. And with the 5 easy methods mentioned in this article, you’re in a good spot. Good luck with your slime-removal efforts!

How To Get Slime Out Of Hair (WITHOUT Scissors!)

Slime is a lot of fun – right up to the moment it splats into someone’s hair. Most slimes are tacky, sticky stuff made of glue and other chemicals. That’s part of the fun, right? Well, not always. In the worst-case scenario, it might get stuck somewhere it shouldn’t.

When slime gets stuck in your little one’s hair, what do you do? If the idea of taking scissors to their hair (or worse, yours) is enough to make you pull your hair out, don’t fret. We know you might not have time to run out and buy supplies, so we’ll be looking at methods for slime removal that you can do with household ingredients. Keep reading to find out how to get slime out of hair.

How to get slime out of hair with household items

DIY slime recipes are fun to make – and what’s more, fun to play with! Your child will love squishing the stuff between their fingers and rolling it around. Most kids would even argue that getting things stuck in slime is part of the fun. There’s nothing fun about slime being stuck in hair, though. Cleaning up slime has to be one of the most hated cleaning jobs, and cleaning slime stuck in hair takes it to a whole new level.

Before we show you a few different methods, let’s look at the basics of slime removal. To break down the sticky ingredients in slime, an oily substance will work best. The oil dissolves the tacky glue and enables you to comb it out of the hair. Because this is quite a messy process, no matter which method you go for, we recommend removing the slime at bathtime – if you can wait that long! It will be much easier to clean your bathroom afterwards, compared to any other part of the home.

WARNING: If you go with the bathtub, take care and make sure no one slips on the oils and other substances.

1. How to get slime out of hair with a comb

Although it feels backwards, using your comb from the bottom of the hair strands will help you pick apart the clumps better. This method helps get knots and gunk out faster, and by holding the strand in your hand, you protect the scalp from getting pulled and tugged as you comb. All you need is a comb and a source of warm running water.

Method:

Holding the hair halfway up the strand, set the comb a few inches above the end of the strand.

Comb down, untangling as you go. If the knots are especially bad, try combing from halfway through or under the knot to unravel them faster.

Every time you unravel a knot, set your comb higher. Then, if you hit another that won’t come out, just put your comb halfway through again.

2. How to use shampoo and conditioner to get slime out of hair

This is our favourite method because everyone should have this product in the house. While you might think to try shampoo for slime removal, because of its cleaning properties, we’re going to start with conditioner. The slippery nature of the conditioner will help break down the bond between the glue and the hair. Afterwards, if you have some around, feel free to use a clarifying shampoo to ensure the slime residue is gone.

This method is an essential final step for all the other techniques we will go on to list – they can get pretty messy!

Method:

Use warm water to rinse your hair.

Apply conditioner to the wet hair. Massage it into your hair while using the comb to work through tangles and pull more giant clumps of slime out.

Coat the slime with conditioner. Use your fingers to pull apart the clump and work the conditioner in.

Finally, wash the conditioner out. If all the slime is gone, use shampoo and wash normally.

How to use cooking oil to get slime out of hair

This trick will use almost any vegetable-based oil: olive, avocado, canola, vegetable, or coconut oil. We always have some to hand, because there are so many other uses for olive oil, too!

Method:

Pour a few spoonfuls directly onto the clump of slime (if you’re using coconut oil, melt it in your hand first).

Massage in the direction of hair growth. You’ll feel the slime loosen – use your comb to tease it apart and separate the strands.

Rinse your comb as you work through the strands to get the clumps out.

Once the slime has disintegrated, use the conditioner-shampoo method to ensure everything is out before washing.

How to get slime out of the hair using mayonnaise

Mayonaise masks are popular for adding moisture back to hair, but did you know that it’s also great for getting slime out of hair?

Method:

Put a couple of spoonfuls of mayo on the slime.

Massage the mayo through the clump, using your fingers and comb to tease it apart. Make sure to clean the comb as you go.

Finish off with the conditioner before the shampoo method and a clarifying wash to make sure you get the sandwich smell out of your hair!

How to remove slime using peanut butter

Smooth peanut butter will work better for this. You don’t want to add more clumps of stuff to clean out of your hair. Crunchy will still work if you’re stuck, though.

Method:

Get a chunk of peanut butter as large as the slime in your hair and work the peanut butter into the slime with your fingers.

Tease apart the slime, working the peanut butter in. Use the comb to untangle any knots and work the peanut butter through.

Finish off by rewashing your hair conditioner to ensure it’s all out. Then wash normally to make sure the peanut butter smell is gone.

How to remove slime using vinegar

This isn’t the best option, in our opinion. Vinegar strips your hair of natural oils because it’s a mild acid. So, while the acid will eat through the slime without eating through your hair, it will also eat all the good oils your hair needs to look and feel good. We love using vinegar for cleaning, but not so much for hair.

The other things in your house, like oil or even mayonnaise, are beneficial to your hair, so we prefer to remove the slime while nourishing your hair. However, if you don’t have anything else on hand and need that slime out right away, you can use vinegar to remove slime by following the steps below.

Method:

Dilute the vinegar with water. The ratio is 2:0.5, meaning that if you use half a cup of vinegar, you’ll add 2 cups of water. A dilution keeps the vinegar from being too strong-smelling and harmful to your hair.

If using this method, make sure to protect the eyes from the solution.

Either pour the vinegar onto your hair, focusing on the slime, or dip into the mixture.

Massage the lump, pulling and working the slime apart. You can repeat with the vinegar solution as needed.

Once you’ve got all the slime out, wash your hair backwards, conditioner first, making sure it’s all out, then wash.

How to use coke to get slime out of hair

You can use coca-cola or any other soda to get slime out of your hair, just like vinegar. However, it’s not recommended. Coca-cola is made with phosphoric acid, making it great for cleaning pennies and rust from cars. There are so many uses for coca-cola, but it may not be something you want pouring over your head. Hair can be pretty sensitive, and putting acid on it can damage your hair.

But, just like vinegar, it’s preferable to use acid than to cut your hair, so as a last resort, this will work.

Method:

Pour some coke onto the slime. Massage it in, adding more from time to time to keep it moist.

Use your fingers to tease the lump apart. A comb will help you separate the strands.

Once all the slime is out, use the conditioner first method to do a final clean, then wash.

We hope these methods have helped! We’re always on the lookout for clever cleaning tips for parents. If the slime isn’t budging, and you’ve no choice but to face the chop, be sure to read our guide on how to cut your own hair at home – it’s surprisingly easy!

Got a real mess on your hands? Find out how to get slime out of clothes next! Better yet, take a look at our ways to keep kids busy at the weekend, and you might just avoid another slime mishap!

You might also find it useful to know how to get gum out of hair and how to get vaseline out of hair, so be sure to head there next.

Q&A

Does vinegar get slime out of hair?

Vinegar, like apple cider or straight white vinegar, can take the slime out of your hair. That said, vinegar will also bring moisture and natural oils out of your hair, so try to use it only as a last resort. (If you have curly hair, avoid using vinegar like the plague. Curly hair needs all the oils and moisture it can get, and vinegar is terrible for it.)

How to remove slime out of hair with coke?

Like vinegar, coca-cola will work to take the slime out of your hair, but we don’t recommend it since they’re both weak acids. As a last resort before scissors, though, it will work. Make sure to deep condition hair afterwards to help your hair bounce back.

How to get slime out of Barbie’s hair?

Luckily, we don’t have to be as gentle with Barbie’s hair. Mix some shampoo and conditioner with water in a container. Soak Barbie’s head for 10-15 minutes. Work the mass out, combing as necessary. If it’s being stubborn, soak it again. The same methods used on human hair will work for Barbie hair, so if the slime sticks in there, try a few suggestions from above.

How to get slime out of cat hair?

Using vegetable oil is a great way to get sticky things out of a cat’s fur. It’s safe for them to ingest, so they’ll still be safe even if they further clean themselves after you’ve already washed them. If you’re concerned about their health, contact your vet to ensure you’re doing the right thing.

We hope we’ve helped to save your little one’s hair! Let us know which method worked for you in the comments below.

How To Get Slime Out Of Hair (With Pictures)

Wondering how to get slime out of hair? You’re not alone. In fact, as parents, we’ve probably all been there. It’s happened to my daughter a time or two (ok, probably around ten times.) My slime rule has always been, “TIE YOUR HAIR!” while my husbands rule is “WHO BOUGHT THE KIDS SLIME?!” But I mean, we are “Fun With Mama”, making slime is part of the ‘job’ says my kids. After the initial shock and frustration, the truth is that getting slime out of hair can be done with a few simple tips. Leave the scissors in the drawer and use a more gentle method instead.

And if the slime is getting everywhere in your house, read more about How To Get Slime Out Of Carpet Easily too! When the kids play with slime, it’s going to get places…but you can get it out!

How To Get Slime Out Of Hair

My children all have different lengths of hair so I’ve used this technique to get slime out of all types. I can attest to the fact that it works, and it works very well. I also love that my kids hair don’t seem very damaged. There’s been moments where my youngest comes to me with that nervous smile on her face and says, “How do you remove slime from hair?” My question is, “How do get slime in hair?” But that’s another story. This time, apparently, Barbie took a slime bath without tying her hair… well, let’s look on the bright side… rather Barbie than my baby!

If your child is worried that they’re going to get in trouble once slime gets in their hair, let them know that you are supermom and know how to get slime out of hair and that it’s a “problem” that you can easily take care of.

How do you get slime out of hair?

If you’re curious, you’ve not alone. And if you’re in this predicament right now, this post is going to help you easily learn how to get slime out of hair. Keep reading below to see the method that I used that really does work!

As a family with children who absolutely adore slime, we’ve had our fair share of slime mishaps. However, our latest slime mishap has really taken the cake when my 7-year-old got slime all over her beautiful long hair. I’ve always loved my daughter’s hair so my anxiety went through the roof This time was different from all the other times… it was intertwined in such a large area of her hair! I was so scared we would have to cut her hair off. We are used to slime getting on our carpets and clothing that we are now total pro’s at getting this out.

If this is a problem you are facing then definitely check out my posts on How To Get Slime Out of Clothes and How To Get Slime Out Of Carpet Easily + Stay Sane! Thankfully, we’ve never had a gum stuck on clothing accident, it’s just been slime disasters here.

I also always have a slime rule of hair being tied back, but here was that moment where she did not tie her hair back because she wasn’t actively playing with slime, her brother was passing her slime to play with.

Then the ooey gooey slime spread all throughout the lower part of her hair. Getting slime out of carpet and clothing became easy. But how do you get slime out of hair without damaging her precious hair?

My handy dandy fixer upper husband went straight to work while mommy here was panicking. Surprisingly, it was a lot easier than I thought.

How to remove slime from hair

Get slime out of hair with with conditioner

First wet hair with hot/warm water to dissolve the slime. (You can do this in the shower or use a sink.)

Start rubbing in some conditioner from the top of your hair to the bottom. Then brush the slime out with your fingers. Conditioner is oilly and this helps remove the slime particles even further. Leave it for a minute then start rinsing the conditioner off. The slime should start coming off until there is nothing left. Keep using your fingers until it’s all gone.

How to remove slime from hair with pictures

First, we separated the hair that had slime on it from the hair that did not have slime on it. We clipped it aside. Then we used hot water to get the slime out. It seems the hot water dissolved the slime.

Thereafter we used hair conditioner and this removed any remaining slime from her hair. Then it was normal shampoo and conditioning time on clean hair.

How to get slime out of the hair using kitchen items

You don’t need any special products. You can easily get slime out of hair with simple household items you have on hand.

Get slime out of hair with oil

All you need to do is rub on some oil, let it sit for a minute and then use your fingers to remove the slime from your child’s now oilly hair. The oil helps break it down. Make sure to rinse out with water afterwards.

Vinegar, Oil and Peanut Butter

You can use vinegar to get slime out of hair. Pour vinegar on the areas of slime, this helps dissolve it and makes it easier to remove. I am unsure how safe vinegar is on the hair though.

You can also use oil, peanut butter, and even mayonnaise.

Have you had any slime disasters too? Did your child get slime in their hair too?

Here are some of our favorite slime recipes that I think you’ll like as well. And remember, if you get slime in hair, the above tips will help you learn how to get it out with ease!

Slime Recipes:

How to remove dried slime from clothes – effective methods

How to clean dried slime from clothes at home

If slime remains have dried on your favorite thing, do not rush to throw it away. We will tell you how to remove stains without damaging the fabric. First you need to try to remove large parts of the slime. It is easy to do this with the help of it. Just take the slime and roll it on the spot.

What nuances should be taken into account when removing slime from different types of fabrics?

To remove residual mucus from clothes, you need to take into account the composition of the fabric. Never use boiling water on wool/fur and knitwear. They can not only lose their shape, but also sit down or stretch out. In addition, very hot water gradually destroys wool fibers.

Please note that liquids containing acetone may bleach the color. Therefore, to wash colored clothes, use another, more gentle method.

For example, for cotton, denim, and linen, any of the previously listed methods (Cif all-purpose spray, alcohol, hydrogen peroxide, gasoline/kerosene, etc.) may work. The main thing – do not forget about the color of the fabric, it can be lost from exposure to alcohol or gasoline.

For silk, chiffon, satin and synthetic garments, use an ammonia-based product. Freezing or processing with a piece of ice is also great. Do not clean this fabric with hydrogen peroxide or acid solutions based on lemon juice or vinegar.

Even if you are 100% sure that something will last, do a compatibility test before use. Try the product of your choice on an inconspicuous area of the fabric. If no reaction has occurred, then feel free to proceed with the cleaning.

We remove slime from carpets and furs, as well as furniture upholstery

It often happens that the remains of a jelly-like consistency get not only on clothes, but also on carpets or furniture upholstery. But due to the bulkiness, the carpet cannot be washed in the usual way or frozen. Therefore, try to use the mechanical method. That is, use any scraper to clean all parts of the slime that easily move away from the pile.

For greater effectiveness, use the previously described Cif universal spray. The innovative formula will help to cope with any pollution. Spray it on the surface, rub with a sponge, and then rinse with a clean, damp cloth. The tool will remove the slime from the textile upholstery of furniture.

Throws and carpets with long pile will be more difficult to remove slime. The mechanical method is not recommended as it can damage the fibres. The best option is to clear the easily removable parts of the mucus with ice. Freeze the contaminated area well. Alcohol / vinegar or soap solution will help get rid of the residue.

Please note that the carpet and textile cleaner must be applied correctly – from the edges of the stain to the center, in order to exclude the possibility of smearing.
alcohol

gasoline

kerosene

And to deal with stubborn marks, try the following products:

Cif.

Powerful formula removes a wide range of stains from textile surfaces. Spray the slime, rub with a cloth or sponge, then rinse or load into the washing machine.

Freezer.

Put clothes in it, let it freeze well for a couple of hours. After the stated time, you need to get the thing and carefully remove the slime with a knife.

Ice

Apply it to the problem area, hold until the ice melts, and then gently scrape off the remaining slime.

Boiling water.

This method is only effective on the stain left after removing the slime. It is necessary to immerse the affected item in a bowl of boiling water, wait until the water has cooled, and then wash it in the usual way.

Compounds containing acetone.

Wipe a cotton pad liberally with acetone or nail polish remover and apply to stain. As a result of exposure to the solution, the slime will lose its sticky properties, and the trace will be fairly easy to wipe off. This method is suitable for fur / wool products.

Mixture of edible salt, ammonia and lemon juice.

Take the first ingredients in equal proportions, mix, drip a few drops of juice. Apply the resulting slurry to the stain, hold for 25-35 minutes. Finally, scrub well with a brush.

Hydrogen peroxide.

Thoroughly soak a cotton swab or a piece of soft cloth with peroxide, apply to the slime. Rub the product vigorously into the fibers of the fabric. Please be patient as the whole process may take a long time.

Laundry soap.

Soak the bar in warm water, rub the remaining slime with soap and leave for 10-15 minutes.

Alcohol.

Apply it on a cotton pad and blot the mark. After 15 minutes, the item can be washed.

Petrol/kerosene.

Handle only with gloves. Use a cotton swab or lint-free cloth. Wet it with gasoline and apply to the surface. Hold for 20-40 minutes and then rinse with water. During cleaning, it is better to ventilate the room due to the presence of a pungent odor.

After removing stains, be sure to wash clothing thoroughly to remove any remaining cleanser and slime. Choose a washing mode based on the characteristics of the fabric.

Mini-survey

Have any new types of dirt/stains appeared on your clothes during the self-isolation regime?

Yes, I had to deal with new types of spots

0%

There were few new types of spots

0%

No, there were no new types of spots

0%

0 vote(s)

We told you how to clean slime from clothes, carpets and textile surfaces. The main rule is to do it quickly. Well, when he has not yet had time to freeze. If the slime is still hardened, then do not despair. Follow the suggested recommendations, and you can easily get rid of the remnants of mucus.

Originally posted by January 21, 2021

HOW TO REMOVE SLICE FROM CARPETS AND CLOTHES – 7 WAYS TO REMOVE SLICE

As a mother of two dirty – creative – Little kids, I’m quite familiar with weird stains and stains on almost every surface in my house. A marker on my light gray couch, a crayon on the walls, apple juice on my new rug – I have a strategy for everyone. But recently I met my rival when it comes to child riots.

3:33 value

To be honest, it was my idea to bring slime into my house. I heard how slimy textures can be relaxing to play with, so I took a little bit in the kids aisle at Target without thinking about how it might end up. The kids played with it for ten minutes and I never saw the slime again – that is, until we moved our media console away from the wall to paint and my husband noticed it. Suffice it to say, we didn’t have much drawing that day, because my kind and patient husband spent hours holding his face inches from the sticky patch of carpet, smearing it with Goo-Gone and chipping it off with a knife. It’s good that he is under the console.

I’ll need a better strategy next time. So I asked Angela Bell and Georgia Dixon, cleaning experts and grove guides at the Grove Collaborative, for their top tips on how to get slime out of carpet and clothes. That’s what they said.

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Credit: Joe Lingeman.

How to remove slime from carpet?

According to Bell, it’s extremely important to get rid of mucus as quickly as possible: fresh splashes come out much easier than something dried or hardened. So if you have kids who play with slime, don’t make the same mistakes I did. Always keep an eye on it and make sure it returns and doesn’t, say, dissolve into your carpet.

To remove fresh slime from carpet or carpets, Dixon and Bell suggest wetting the stain with a couple of drops of dish soap and water, or equal parts vinegar and water. Whichever method you use, be sure to test an inconspicuous area of the carpet first to check for color fastness.

Then dampen the area and cover with a damp cloth. Let the solution and tissue sit on the affected area for an hour or more before attempting to remove it. Scrub it with a strong cleaning brush, and for particularly sticky parts, remove with a butter knife.

How to remove dried slime from carpet?

Dixon and Bell say that if the slime has dried on the carpet, you will probably need to dampen it a bit to remove it completely. Dampen and wring out a washcloth with warm water, then gently blot the slime to soften it. Be careful not to rub the slime into the carpet, and pluck the slime off the carpet fibers with a damp cloth. Use a butter knife if necessary.

How to remove slime from carpet without vinegar?

Vinegar is good at eating slime off carpet, but it’s not the only option. An alternative, according to Dixon and Bell, is an aqueous solution of dish soap. (See instructions above.) You can also try plain soda – the carbonic acid acts as a mild cleanser, dissolving the mucus and making it easier to clean up.

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How to get rid of mucus from clothes?

First, remove tack. Take a butter knife and carefully scrape off the slime, taking care not to damage the fibers of the object. If there is mucus left, take an ice cube. If you freeze the mucus stains, they will be easier to scrape off.

Once you have removed as much of the mucus residue as possible, deal with potential staining or discoloration caused by any mucus coloration. Dixon and Bell recommend soaking slimy clothing in warm water and a bleaching oxygen mixture – Dixon and Bell swear by an oxygen purifier. Molly’s Suds, which, despite the name, is a color scheme.

After soaking for 30 minutes, use Stain Remover Spray on any remaining slime discoloration, then launder as usual. Repeat the process if necessary to remove excess mucus.

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How to get rid of mucus from hair?

To get rid of mucus in your hair, try using a gel-based hand sanitizer or dish soap . The gel can be easily applied to the affected hair, rubbed in gently and then washed off. Repeat if necessary to remove all mucus. You can add a good deep shampoo and conditioner to revitalize your hair.

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How do I remove slime from upholstered furniture such as a sofa?

The ice scraping method is the best way to remove excess slime from upholstery. If that doesn’t help, you can also use a few drops of club soda or rubbing alcohol to help dissolve the bits of mucus. When it’s damp, lift it up with a spoon or butter knife, then pat it dry with a clean towel.

To keep furniture from discoloring, choose your favorite enzymatic stain remover (and make sure it’s safe for damaged upholstery). After testing the color fastness in an inconspicuous area, spray the stain until it is completely saturated and use a damp microfiber cloth to gently blot the affected area. Repeat if stain remains.

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How to remove slime from the wall?

Dixon and Bell recommend wiping fresh slime off the wall with a cloth dampened with warm water and a few drops of mild dish soap. If any residue remains, try wiping it off with an abrasive cleaner, such as a paste made up of equal parts baking soda and water, and the clean side of a sponge. Dried slime can be gently scraped off with a spoon or butter knife – just be careful not to damage the wall in the process.

Ashley Abramson

Author

Ashley Abramson is a writer-mom hybrid from Minneapolis, Minnesota. Her writing, mostly on health, psychology, and parenting, has been featured in the Washington Post, New York Times, Allure, and others. She lives in suburban Minneapolis with her husband and two young sons.

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Infant Reflux: Symptoms and Treatment

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Signs and what to do
Post-feed regurgitation is a common occurrence in the first few months of life. This is usually harmless and completely normal, but parents should read about gastroesophageal reflux (GER) and laryngopharyngeal reflux (LPR) in infants and how long it lasts to give them peace of mind.

We look at signs of reflux in babies, symptoms of different types of reflux, and how to help a child with signs of reflux. If you require further information, always contact your healthcare provider.

What is reflux in babies?
So we know reflux is common, but what causes reflux in babies? Because young children have not yet fully developed the lower esophageal sphincter (LES), that is, the muscle at the bottom of the esophagus that opens and closes to let food into the stomach and keep it there, food can easily pass back up the esophagus.

Acid reflux, also known as gastroesophageal reflux (GER), is a normal reflux that occurs in babies. This type of reflux is considered normal and occurs in 40-65% of babies.

How do I know if my child has acid (gastroesophageal) reflux?
If a baby is spitting up milk after a feed, it is most likely acid reflux. As babies get older, GER usually goes away on its own without any intervention. If a baby has complications beyond just spitting up a small amount of milk (such as feeding difficulties and discomfort), they may have gastroesophageal reflux disease (GERD).

Symptoms of GERD include:

baby arching during or after feeding;

crying more than three hours a day for no apparent reason;

cough;

gag reflex or difficulty swallowing;

irritability, restlessness after eating;

eating little or not eating;

poor weight gain or loss;

difficult breathing;

severe or frequent vomiting.

GERD usually occurs when the muscle tone of the LES is not weakened in time, causing stomach contents to back up into the esophagus.

How do I know if my child has Laryngopharyngeal Reflux?
Another type of reflux, laryngopharyngeal reflux (LPR), also called silent reflux, is when the contents of the baby’s stomach leak back into the larynx, the back of the nasopharynx. This type of reflux does not always cause external symptoms, which is why it is called “silent”. Babies can have GERD and silent reflux at the same time, but their symptoms are somewhat different.

The following are some of the symptoms of laryngopharyngeal reflux:

trouble breathing;

gag reflex;

chronic cough;

swallowing problems;

hoarseness;

regurgitation;

poor weight gain or weight loss.

We have looked at the signs of reflux in infants, now we will move on to the treatment and duration of silent reflux in children, as well as the treatment of GERD.

How to deal with laryngopharyngeal reflux in babies while breastfeeding?
Breastfeeding mothers may need to review their diet if their babies show signs of reflux. The American Academy of Pediatrics (AAP) recommends breastfeeding mothers cut eggs and milk from their diet for two to four weeks to see if their baby’s reflux symptoms improve or disappear. It may be worth eliminating acidic foods from your diet.

In most cases, GER and laryngopharyngeal reflux go away on their own. Typically, children outgrow reflux in the first year of life. If a child has persistent symptoms of laryngopharyngeal reflux, parents should consult a doctor. If your baby has severe vomiting, blood in the stool, or any of the symptoms of GERD listed above, parents should contact their pediatrician as soon as possible.

How can I help my child with reflux or GERD?
Reflux symptoms in babies usually go away on their own, but the following tips can help relieve symptoms:

Thicken food with rice or a special milk thickener.

Hold the bottle at an angle that fills the nipple completely with milk to reduce the amount of air your baby swallows. This can help prevent colic, gas, and reflux.

Try the AirFree anti-colic bottle, designed to reduce air swallowing during feeding.

4. Let your baby burp during and after feeding. If the baby is bottle fed, parents can let him burp after every 30-60 ml. If the mother is breastfeeding, she may let the baby burp when changing breasts.

5. Hold baby upright after feeding. As a rule, in order for the milk to remain in the stomach, after feeding the baby, it is necessary to hold it in an upright position for 10-15 minutes. But, if the child has reflux, parents should keep him upright a little longer.

These tips may help relieve symptoms, but they do not replace a doctor’s advice.

Parents should not change their infant formula without first talking to their healthcare provider.

Don’t panic! Reflux is very common in babies during the first three months of life, and most babies outgrow it without any consequences. Although GERD is a slightly more serious condition, there are many treatments, ways to manage it, and help newborns. Feel free to contact your doctor with any questions or concerns you may have.

⁴ Seattle Children’s Hospital

⁵ The National Institute of Diabetes and Digestive and Kidney Diseases – Treatment for GER & GERD in Infants

Any links to third party websites that may be included on this site are provided solely as a convenience to you. Philips makes no warranties regarding any third party websites or the information they contain.

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How the newborn changes – articles from the specialists of the clinic “Mother and Child”

Babin Evgeny Alexandrovich

Children’s surgeon, Orthopedic traumatologist, Children’s orthopedic surgeon

Clinic “Mother and Child” Southwest, Clinic “Mother and Child” Kuntsevo

The baby was born, and we expect him to look like beautiful and pink babies from advertising pictures. And he is some kind of red, then suddenly turned yellow, on the skin or a rash, or peeling. In addition, the weight is still unstable, the chair is incomprehensible – is the child healthy? Healthy, and all these changes are the so-called transient (transitional) states. Where do they come from, what do they look like and what to do with it all?

The child sat in the mother’s stomach for nine months, swam in the water and received oxygen through the placenta. As soon as the baby was born, his world immediately became different: instead of water around him, air, the ambient temperature dropped from 36.6-37 ° C to 22-25 ° C, plus gravity, sounds, smells, bright light. And now you have to breathe (lungs) yourself, eat differently, and then also remove metabolic products. And just like that, it is not easy for a newborn to immediately switch from one lifestyle to another, it takes time. That is why, from the point of view of physiology, in the first month of life, “something happens all the time” with children, and much more often and brighter than in later life. These are the transitory (transitional, boundary) states. All of them surprise and even frighten young parents, especially since transition states appear and disappear very quickly. But for newborns, they are completely natural. What moms and dads see most often are transitional states of skin, stool, weight, plus or minus a couple more conditions.

How the skin changes

The child was born, and we see that he is all sort of bluish-purple, and then his skin color immediately turns red. On the second day after birth, the baby “blushes” the brightest. Doctors call this redness “erythema simple” and it appears due to the fact that the skin adapts to a new environment. Then the child’s skin turns pale and by the end of the first week of life it becomes the pale pink color we are used to.

But that’s not all. On the third or fifth day of life, the baby’s skin may begin to peel off, especially on the abdomen and chest. What’s this? Does the child lack vitamins, something with nutrition, is the air too dry in the house? No, this is also a transitional state – physiological peeling, and it is also associated with the fact that the skin is adapting to a new life. The skin flakes for about a week, and then everything goes away. You don’t need to do anything with it. Of course, you can treat the skin with various softening lotions and creams, but there will be no significant effect from them. Very soon, the baby’s skin will become smooth and soft on its own.

Most of all, parents are afraid of a rash on the baby’s skin, which does not often, but sometimes still appears in the first week of life. This is the so-called toxic erythema – spots with grayish-yellow seals in the center. The rash is most often located on the extensor surfaces of the arms and legs around the joints, on the chest. Less often, such spots can be on the whole body (except for the palms, feet and mucous membranes). “Maybe it’s chickenpox, rubella, or some other disease?” parents are afraid. No, this is a kind of reaction of the skin of a newly born baby to its environment, especially to hypothermia, overheating, contact with clothes, food. Within one to three days, new spots may appear, but more often two or three days after the onset, they all disappear without a trace. At the same time, the child’s well-being is not disturbed, the body temperature is normal and he does not need any medication. The only thing is that you need to take care of the bubbles on the skin: for example, gently blot them after bathing. And you also need to make sure that the bubbles do not rub and they do not burst (otherwise an infection may join them).

Physiological jaundice

The changes that are visible on the skin do not end there. Very often (in 60-70% of children) on the second or third day of life, the skin turns yellow, the maximum of yellowness occurs on the third or fourth day, and by the end of the first week it disappears. This is how physiological jaundice of a newborn is manifested – a condition in which the amount of bile pigment, bilirubin, increases in a child. In some children, jaundice is similar to a light tan (parents may not notice it), while in others, the skin will turn bright yellow. Very quickly, the level of bilirubin returns to normal and the skin color becomes normal again. If jaundice is mild and passes quickly, then no additional treatment is needed. But if jaundice does not disappear or the skin color is intense yellow, you should consult a doctor.

Weight loss

Do you think the baby will immediately be born well-fed, with folds and cute roundness? No, right after birth, this is still far away. In the first days of life, an already not too well-fed newborn will lose even more weight. Such weight loss is a natural process, the so-called physiological weight loss. Weight decreases because immediately after birth, the baby loses part of the water through the skin, its umbilical cord dries out, meconium (the first feces) and urine are excreted, and also because the baby still eats a small amount of milk. Maximum weight loss usually occurs by the third or fifth day and is normally no more than 6-8% of birth weight. At this time, mother and baby are usually discharged from the hospital, but there is no need to worry. By the seventh or tenth day of life, a healthy baby will restore its previous parameters.

chair changes

On the first or second day, all newborns pass the original stool (meconium): it is thick, viscous and dark green in color. Time passes, the baby begins to receive colostrum, and on the third or fourth day of life, a transitional stool appears. Now areas of dark green color alternate with greenish and yellow ones, and some lumps, mucus are also visible in the stool. It all looks like some kind of intestinal disorder, but it’s not. It’s just that the gastrointestinal tract is moving to a new job, now it’s ready to digest food. By the end of the first week of life, the stool in most children is yellow, similar to gruel, and it will continue to be so.

Warm-cold

A typical fear of all grandmothers is that the child is freezing! Yes, indeed, in newborns, the body temperature regulation processes are still imperfect, so babies easily cool down, but they also overheat just as easily. For example, if a newborn is dressed too warmly or placed next to a heating battery, he will quickly overheat, even if this is the usual temperature in the room. At the same time, the child easily loses heat when he is undressed for a long time or he lies in wet clothes. Therefore, in the room where there is a newborn, the air temperature should be adequate – 20-22 ° C. And if she rises higher, and the child is warmly dressed, then this will also not be good.

Sometimes, very rarely (in 1% of newborns), body temperature on the third or fifth day may temporarily rise to 38–39 °C. There are no other symptoms of the disease, the body temperature quickly returns to normal, but the parents have time to get scared. It’s difficult to figure out what it is – temporary hyperthermia or still a disease – it’s difficult, so it’s better to call a doctor.

Hormonal crisis

An uncommon occurrence, but it also occurs occasionally. In some children, on the third or fourth day of life, the mammary glands become engorged (in both girls and boys). They increase as much as possible by the seventh or eighth day, and liquid discharge may even appear from them. Some girls have very little bloody discharge from the vagina for a very short time. This is the so-called hormonal crisis – it occurs due to the action of maternal hormones – estrogens (they penetrate through the placenta during childbirth). At the peak of estrogen action, the signs of a hormonal crisis are maximum, then the hormones are removed from the body and the symptoms gradually disappear. Therefore, you don’t need to apply a cabbage leaf to your chest, make compresses with camphor or something else: everything will pass by itself.

Usually, all these transitional states are pronounced in the first week of life, less often, but it happens that they drag on for up to three to four weeks. One more thing – it is not necessary that the child will show all transitional states, but almost everyone has physiological weight loss and transitional stools. And many of the transitional states are completely invisible to parents, but they also exist, they can simply be identified only by laboratory methods.

So we are not in a hurry to be frightened, noticing that the child’s skin suddenly began to peel off or he turned slightly yellow. We remember that he must adapt to a new life, that in the first time after birth, the baby has the right to some changes. Especially if, with all this, the baby is cheerful, calm and eats well. Well, if you are still somehow anxious, ask your pediatrician questions. He will definitely be able to put everything in its place.

Inset

The maximum weight loss in a newborn usually occurs by the third or fifth day and normally amounts to no more than 6-8% of body weight at birth.

From the point of view of physiology, in the first month of life, “something happens all the time” with children, and much more often and brighter than in later life. These are the transitory (transitional, boundary) states.

In infants, the body temperature regulation processes are still imperfect, so they easily become overcooled and overheated. In this regard, in the room where there is a newborn, the air temperature should be about – 20–22 ° C.

Physiological jaundice of the newborn:

occurs on the 2-3rd day of the baby’s life, reaches a maximum on the 4-5th day, and disappears by the 10th day;

the general condition of the child does not suffer;

the level of bilirubin in the blood does not exceed 180 µmol/L.

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Chemical burn: classification, first aid, treatment

Consultation with a specialist:

Causes and symptoms of a chemical burn

A chemical burn is associated with exposure to highly concentrated aggressive compounds on the skin and mucous membranes. The main cause of burn damage to the skin and eyes is accidental or intentional contact with chemicals, non-compliance with safety regulations at home and at work, errors in the choice of means, and the use of chlorine-containing detergents.

When toxicants come into contact with the skin or eyes, colliquation necrosis develops – the tissue melts, becomes flabby, moist, edema, redness, and purulent infiltrate form around. There is a risk of secondary infection.

At the site of the burn, an area of wet necrosis appears, covered with a white or black crust (scab). After rejection of the scab, an ulcer is formed, then a scar. How long a burn takes to heal depends on the chemical, the area, and the depth of the injury.

Chemical burns of the mucous membranes of the pharynx, larynx, esophagus and stomach occur after inhalation of toxic fumes or ingestion of chemicals. The main reason is the erroneous or deliberate ingestion of toxicants, unconventional treatment, and the intake of alcohol surrogates.

Aggressive components get on the mucous membranes of the oral cavity, pharynx, esophagus, and damage the epithelium, provoke necrobiosis – irreversible cell death.

When exposed to small doses of toxicants, only signs of chemical irritation and mild intoxication appear:

soreness in the abdomen,

burning and sore throat,

feeling of suffocation,

nausea and vomiting,

rapid breathing,

throat swelling.

In severe burns of the pharynx, esophagus, the pathological process affects not only the mucous membranes, but also the submucosal and muscular layers. Chemicals penetrate into the deep layers, destroy red blood cells, and disseminated vascular coagulation (DIC) develops – massive internal bleeding.

Help! Alkalis cause a more pronounced burn of the stomach, acids – the esophagus.

At the stage of recovery and regeneration, necrotic tissue is rejected, a healthy mucous membrane is restored, and a scar is formed at the site of necrosis. With severe burns of internal organs, complete recovery does not occur – stenosis is formed, the patient suffers from chronic inflammatory diseases.

Burning substances

Chemical burns provoked by various chemicals:

alkalis: sodium hydroxide, sodium hydroxide, caustic soda;

concentrated acids: acetic, hydrochloric, sulfuric;

other substances: hydrogen peroxide, iodine, ammonia, acetone, silicate glue, potassium permanganate, phenol;

household cleaners;

substitute for alcohol.

More than 85% of chemical damage to the pharynx and esophagus in adults is caused by the intake of acetic acid, in children – potassium permanganate.

Reference! Most patients with esophageal burns are children under 10 years of age. The intake of toxicants occurs unintentionally, but because of the distraction of children, natural curiosity, carelessness of parents.

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Classification of chemical burns

Taking into account the depth of chemical damage, the clinical picture is divided into three degrees of skin burns:

I degree. Incomplete damage to the skin or surface layer of the epithelium caused by a short-term or weak intensity of the active substance. Local signs are limited swelling, redness of the skin, burning sensation and local pain. Healing occurs on 3-5 knocks on its own without scarring.

II degree. Accompanied by damage to the epidermis, with the formation of blisters filled with liquid transparent contents. After 2-3 days, the liquid becomes thick and jelly-like. Pain, swelling and redness at the site of injury are more pronounced. Tissue repair continues for 12–15 days. The risk of infection is growing.

III degree. Determined for damage to the lower and superficial layers of the skin. There are two types: III degree A – the cells of the deepest basal layer are preserved, III degree B – necrosis of the entire thickness of the skin and the inner layer occurs. At the site of the burn, an area of wet necrosis is formed, covered with a crust. Rejection of the crusts occurs after 10–15 days, and complete healing of the burn injury takes 1–2 months. A rough scar is formed at the site of damage to the skin.

With chemical damage to the mucous membranes of the organs of the respiratory and digestive systems, three degrees of severity are also distinguished:

light – damage to the surface layer of the epithelium;

medium – defeat to the level of the mucous layer;

severe – injury to the mucous membrane and underlying tissues at different depths.

Depending on the spread of the pathological process, burns are isolated and combined.

Complications of chemical burns

Extensive and deep local burn injuries lead to the development of burn disease, which is accompanied by a violation of the water-salt balance, circulatory disorders, exhaustion of the immune system, and intoxication.

There are various complications associated with progressive burns:

intestinal paresis – paralysis of the muscles of the intestinal wall;

myocarditis – inflammation in the muscular membrane of the heart;

pericarditis – inflammation of the outer lining of the heart;

pneumonia;

bronchitis;

pulmonary edema;

pleurisy;

glomerulonephritis is an immunoinflammatory disease of the kidneys,

pyelitis – inflammation in the renal pelvis.

The defeat of deep tissues is aggravated by the formation of limited or diffuse purulent-inflammatory changes in the muscles, subcutaneous fat, the occurrence of sepsis, arthritis. The undesirable consequences of burns include the formation of coarse inelastic scars.

Help! Exposure to any physical or chemical factor that in an adult causes incomplete damage to the surface layer of the skin, in children leads to deep trauma.

Burns of the eyes, esophagus, respiratory tract are more severe, disrupt important vital functions.

Among the complications of chemical damage to the respiratory and digestive organs, the most common are:

swelling of the larynx and pharynx,

stenosis of the larynx – narrowing of the lumen,

respiratory failure,

neck phlegmon,

chronic pharyngitis,

perforation of the esophagus.

With chemical damage to the deep layers of the mucous and submucosal membranes, toxic substances enter the systemic circulation and cause damage to the liver, kidneys, and brain.

The outcomes of severe eye burns include a decrease in visual function, atrophy of the eyeball, and the formation of a thorn.

First aid for chemical burns

The further prognosis of a burn injury depends on how timely and competently measures of emergency assistance were provided to the victim.

How to provide emergency care:

Limit human contact with the chemical.

Rinse the burned area with plenty of water, a weakly concentrated solution of soda or citric acid.

A fresh wound should not be treated with ointment, cream, spray, vegetable oil, and blisters should not be opened on their own.

For shallow burns limited to a small area, carefully remove clothing, apply a sterile dressing or bandage.

In case of burns of the 3rd degree, wrap the victim in a clean sheet, give painkillers, call emergency help or take him to a specialized medical facility on his own.

Before the ambulance arrives, it is important to solder with warm water to prevent dehydration.

Eye burn

First aid for a chemical eye burn is important to provide on the spot.

Urgent measures:

Rinse the conjunctiva with water or saline.

Remove pus and mucus, chemical residues.

Rinse the nasolacrimal canal with saline.

Drop or apply an antiseptic preparation into the conjunctival cavity.

It is strictly contraindicated to use neutralizing solutions on your own, since it is difficult to predict the reaction of substances to damaged tissue.

Burn of the esophagus and pharynx

First aid is provided at the prehospital stage or in the intensive care unit. To neutralize acids, a soda solution is used, alkalis – a weakly concentrated solution of acetic acid with oil. If the exact toxicant is not known, the oral cavity is washed with a large amount of clean water at room temperature, two glasses of milk are given to drink.

Important! Washing is performed only in the first 5-6 hours after the burn, then the procedure is not advisable.

What not to do with a chemical burn

When swallowing aggressive chemical compounds, it is strictly forbidden to induce vomiting, as the risk of rupture of the esophagus increases. Do not give activated charcoal – solid tablets additionally injure the esophagus.

It is not necessary to completely lay the victim down so as not to provoke gastroesophageal reflux disease – the reverse reflux of stomach contents. The optimal position is semi-sitting.

Chemical burn treatment

How to treat a chemical burn depends on the depth and area of the injury. 1st-2nd degree burns are superficial and may heal on their own. With progressive tissue damage, qualified medical care is needed, removal of dead tissue, followed by correction of scars. Burns are treated in special burn wards.

At the first stage, the burn surface is treated to prevent infection from entering the body:

Treat the skin around the burn surface with an antiseptic.

They remove impurities, the remnants of toxicants, open and empty large blisters, pour a peroxide solution on the wound, and dry it.

Apply an ointment, cream or spray on top.

With extensive and deep lesions, the treatment of burn wounds is performed under anesthesia.

The wound surface is protected with a bandage or left open.

At the first stages of tissue repair, ointments, solutions and aerosols with analgesic, cooling and healing effects are used. In the presence of a scab, it is not removed, left until self-rejection. Solutions with wax and paraffin are applied to the wound surface so as not to damage the growing epithelium during dressings. Salicylic ointment and proteases break down the dry crust formed during severe burns.

At the second and third stages, drugs are prescribed to activate metabolism, improve blood circulation, and protect against infections.

With deep burns and large areas of tissue damage, a person loses a lot of fluid and salts. To compensate for the loss of protein and water, to prevent dehydration, to normalize the acid-base balance, nutrient solutions, glucose, and sodium chloride are administered through a dropper.

Esophageal burn treatment

To remove the irritating substance, a gastric tube treated with petroleum jelly is installed, and the stomach is washed with an antidote – water, soda solution, a non-concentrated solution of vinegar and oil. Preliminary anesthesia is carried out.

An antibiotic is given to prevent infection. Further, taking into account the patient’s condition, analgesic, anti-shock, detoxification therapy is prescribed.

In the subacute phase, after 7–10 days, bougienage of the esophagus is performed daily – expansion of the lumen using an endoscopic device. The procedure allows you to normalize the patency of the body, reduce scarring. With stenosis and complete obstruction of the esophagus, the formation of rough scars, surgical treatment is carried out in a planned manner.

Eye burn treatment

In the hospital, the patient is injected with anticholinergic drops into the conjunctival cavity. They are well anesthetized, minimize the risk of adhesions. Antibacterial ointments or drops are used to prevent infection. Antioxidants are administered intramuscularly. With increased intraocular pressure, antihypertensive drugs are prescribed.

In case of severe eye burns, hormonal therapy is connected – subconjunctival injections (in the area of the transitional fold of the conjunctiva) and parabulbar (through the skin of the lower eyelid to the edge of the orbit).

In combination with pharmacotherapy, eyelid massage and physiotherapy have a good effect. With the threat of loss of vision in the early period, surgical treatment is performed on the eyelids, eyeball, conjunctiva, cornea.

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Memo on discharge from maternity hospital

Memo on discharge from maternity hospital

. He now has a different environment and a different diet. You and your little one are getting used to each other again. We hope that our memo will help you during this period. You will succeed! Love works wonders. We wish you success!

Feed the baby on demand, and if the baby does not wake up for more than 3 hours, you can try to wake him up for feeding, including at night. Keep your baby on your chest for at least 20 minutes. Do not give your child any drink or food or food other than your own milk unless your pediatrician has specifically prescribed it for you. There is no need to express milk, just give the baby the opportunity to completely empty the breast, and then there will be as much milk as necessary. If, in your opinion, the child is not full, you can offer him another breast, but on the next feeding, start with the breast from which you finished feeding.

The temperature in the room where the baby is located should be 22 – 25 degrees (if your baby weighs more than 3 kg). At this temperature, the baby can be dressed in a diaper, sliders, a blouse with a long sleeve. If his feet are cold, then you can wear socks. You don’t need to wear a hat. Short air baths are useful for strengthening the child’s immunity. They are carried out during dressing, leaving him naked for 5-7 minutes. Do not swaddle your baby in diapers. For many months he was able to move freely, and when he became too crowded, he was born to find a new freedom. You need to change the vest at least 2 times a day (in the morning and in the evening after bathing), and sliders as they get dirty.

Ventilate the room at least 3 times a day. During airing, take the baby to another room or dress a little warmer (put on a hat, cover with a blanket).

It is possible to bathe a child even if the umbilical cord has not fallen off. Just dry the umbilical cord after bathing. Wash your child every time after a bowel movement. If the child has only urinated, there is no need to wash. Wash the girl from front to back. Do not allow your child to be in a soiled diaper. It is not necessary to boil water. Potassium permanganate should not be added to water – it “dries the skin” and kills not only “harmful”, but also “beneficial” microbes for our blood. Not more than 2 times a week, you can add a decoction of the children’s bathing collection to the water. With soap, crumbs should be washed only once a week. The temperature of the water for bathing is 36 – 37 ° C, and for rinsing after bathing is 35 – 36 ° C. Water should be poured so much that the baby’s body is completely covered with water. Do not be afraid that water will get into the ears (child up to 9lived in the water for months, and, as an adult, he will swim and dive) just dry them after bathing and put on a hat until your hair is dry. Where you bathe, the air temperature should be at least 22 ° C. If you bathe in a room, do not forget to cover the window.

After bathing, pat dry with a soft towel. Do not rub the skin, it is very delicate. Treat the folds with vaseline (or baby) oil. First behind the ears, then the neck, armpits, elbow creases, popliteal, inguinal and buttocks. When using disposable diapers, lubricate the skin of the buttocks with a special diaper cream.

If the umbilical cord hasn’t fallen off, don’t worry. By 2 weeks of age, shedding usually occurs on its own. If this does not happen, your pediatric health visitor or your local pediatrician will advise you.

The most important thing is to keep the cord clean and dry. If the umbilical cord has fallen off, then the so-called umbilical wound is formed. It can be treated with a 0.5% alcohol solution of chlorhexidine, it can be treated with an alcohol solution of brilliant green. Stretch the edges of the umbilical wound well with a cotton swab moistened with one of the listed solutions, treat the wound in a circle from the inside out. If the umbilical wound is dry and clean throughout the day, the skin around the normal color after bathing, simply dry it with a clean cotton swab. If the skin around the umbilical wound is reddened or pus or cloudy whitish discharge comes out of the wound, seek medical attention immediately.

Wash your child in the morning using cotton wool soaked in boiled water, and when the child grows up, wash under running water, just as you wash yourself. Washing your baby’s eyes is only necessary if it is specifically recommended by your doctor. If necessary, you can clean the baby’s nose (because if nasal breathing is difficult, the baby cannot suckle the breast). Remember that when cleaning the auditory and nasal passages, do not use hard objects. Twist the cotton flagellum between your fingers or palms, moisten it with vaseline oil and clean the nasal passages in turn with rotational movements. Sometimes 3 to 4 drops of saline in each nasal passage can help. The ear canals do not need to be cleared. You can only clean the auricle (for example, if the child burped up and milk got into the ear). If you think that the ear canal still needs to be cleaned, then seek the help of medical professionals. Never drip your milk into your baby’s nose, eyes, or ears. It is a breeding ground for microbes.

Trim your nails very carefully with special scissors. First, treat the scissors and nails with alcohol, then carefully trim the nails.

Never leave your child on a table, bed or sofa unattended (even if you think he cannot roll over). In general, do not leave the child alone for a long time! Co-sleeping in the same bed with parents (and with other children) is not safe from the point of view of possible asphyxia. Co-sleeping can be a risk factor for suffocation of the baby. Sleeping in the parent’s bedroom is optimal, but not in the parent’s bed. Place the crib next to yours, lower the side rail. On the one hand, this will ensure the safety of the baby, on the other hand, you will be in close proximity to your child and you will not have to jump up several times at night. It will be convenient for you to feed the baby at night, and then, without getting up, shift it to the crib.

We wish you and your baby health and happiness and are always ready to help you. If you have any difficulties, you can consult by phone about breastfeeding or the child’s condition.

Contact number of the breastfeeding support group: 8(8443)31-71-43, 8(8443)31-01-89

Conditions requiring urgent consultation with the local doctor:

esophagus and genus) of milk that has just been eaten, but not yet digested in the stomach. Regurgitation may occur during or immediately after feeding. If the number of regurgitations per day is more than 5, they are plentiful and come out like a fountain, while the child slowly gains or loses weight, is restless, does not sleep well and often cries – these are reasons for immediate medical attention.

2. Colic is a bout of irritability, excitement or crying in children associated with pain in the intestines due to excessive gas formation. Often, colic occurs during feeding: the child suddenly screams, behaves restlessly, draws his legs. Episodes of anxiety lasting more than 3 hours a day and at least 3 days a week require medical attention.

3. The stool of a newborn should be homogeneous, mushy, free of blood and mucus. If the child’s intestines are emptied less than 1 time in 2 days and there is anxiety, bloating, decreased appetite, and the presence of frequent watery stools, a consultation is required.

4. A healthy baby sleeps 18 to 22 hours a day. He wakes up, asks for breasts, begins to suck, and here at the breast again falls asleep, having completed the meal. Reduced activity and lethargy during the day are indications for examining a child.

5. The appearance and intensification of jaundice after 3 days (jaundice is a condition in which the level of bilirubin in the blood rises, which is deposited in the tissues, gives the skin, mucous membranes and eyeball proteins a tint from lemon to orange), pallor, marbling, cyanosis – indications for visiting a doctor.

Kindercare langhorne: Server Error in ‘/’ Application.

Опубликовано: November 5, 2022 в 10:12 am

Автор: alexxlab

Категории: Miscellaneous

Daycare, Preschool & Child Care Centers in Langhorne, PA

KinderCare has partnered with Langhorne families for more than 50 years to provide award-winning early education programs and high-quality childcare in Langhorne, PA.

Whether you are looking for a preschool in Langhorne, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.

Langhorne KinderCare

Phone:
(215) 752-9265

390 E Maple Ave
Langhorne
PA
19047

Distance from address: 0.57 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Newtown KinderCare

Phone:
(215) 579-9858

9 Pheasant Run 2nd Floor
Newtown
PA
18940

Distance from address: 3. 55 miles

Ages: 6 weeks to 5 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Fairless Hills KinderCare

Phone:
(215) 943-9539

451 S Olds Blvd
Fairless Hills
PA
19030

Distance from address: 3.94 miles

Ages: 6 weeks to 12 years
Open: 6:15 AM to 6:00 PM, M-F

Tuition & Openings

Bensalem KinderCare

Phone:
(215) 245-8337

3651 Street Rd
Bensalem
PA
19020

Distance from address: 4. 09 miles

Ages: 6 weeks to 12 years
Open: 6:15 AM to 6:15 PM, M-F

Tuition & Openings

Yardley KinderCare

Phone:
(215) 493-8048

748 Stony Hill Rd
Yardley
PA
19067

Distance from address: 4.15 miles

Ages: 6 weeks to 12 years
Open: 7:00 AM to 6:00 PM, M-F

Tuition & Openings

Bristol KinderCare

Phone:
(215) 788-0011

525 Veterans Hwy
Bristol
PA
19007

Distance from address: 5. 56 miles

Ages: 6 weeks to 12 years
Open: 6:15 AM to 6:00 PM, M-F

Tuition & Openings

Burlington KinderCare

Phone:
(609) 871-2110

2004 Salem Rd
Burlington
NJ
08016

Distance from address: 9.12 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Hatboro KinderCare

Phone:
(215) 957-9640

378 S Warminster Rd
Hatboro
PA
19040

Distance from address: 9. 46 miles

Ages: 6 weeks to 5 years
Open: 6:30 AM to 6:30 PM, M-F

Tuition & Openings

Hamilton Health Place KinderCare

Phone:
(609) 890-1442

4 Hamilton Health Place
Hamilton Township
NJ
08690

Distance from address: 13.43 miles

Ages: 6 weeks to 6 years
Open: 6:45 AM to 6:30 PM, M-F

Tuition & Openings

Princess Road KinderCare

Phone:
(609) 896-0500

4 Princess Road
Lawrenceville
NJ
08648

Distance from address: 13. 58 miles

Ages: 6 weeks to 6 years
Open: 7:00 AM to 6:30 PM, M-F

Tuition & Openings

Larchmont KinderCare

Phone:
(856) 778-8648

450 Larchmont Blvd
Mount Laurel
NJ
08054

Distance from address: 13.74 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Mt.

Holly KinderCare
Phone:
(609) 267-6878

240 Madison Ave
Lumberton
NJ
08048

Distance from address: 14.76 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Edgebrook KinderCare

Phone:
(609) 587-8002

500 Horizon Center
Robbinsville
NJ
08691

Distance from address: 14. 96 miles

Ages: 6 weeks to 6 years
Open: 7:00 AM to 6:30 PM, M-F

Tuition & Openings

KinderCare in Langhorne PA – CareLuLu

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Recent Reviews for KinderCare in Langhorne PA

The Learning B’s Daycare

“My 3 children have all been a part of this daycare and we absolutely love it! When my son started Kindergarten, he was advanced in Reading, Math and Science. My youngest started”
Read More

Sing N Say Learn

“Terrible! Short on staff members, a lot of child neglect and very small poorly managed”
Read More

Other KinderCare near Langhorne PA

Fairless Hills KinderCare

Fairless Hills KinderCare is a year-round center in Fairless Hills, PA. We are open from 6:15am until 6:30pm and care for children as young as 6…

Bensalem KinderCare

Bensalem KinderCare is a year-round center in Bensalem, PA. We are open from 6:15am until 6:15pm and care for children as young as 6 weeks through 12…

Bristol KinderCare

Bristol KinderCare is a year-round center in Bristol, PA. We are open from 6:15am until 6:00pm and care for children as young as 6 weeks through 12…

Hatboro KinderCare

Hatboro KinderCare is a year-round center in Hatboro, PA. We are open from 6:30am until 6:30pm and care for children as young as 6 weeks through 7…

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Frequently Asked Questions

How many KinderCare centers are there in Langhorne?

There are 1 KinderCare centers in Langhorne, based on CareLuLu data. This includes 0 home-based programs and 1 centers.

How much does daycare cost in Langhorne?

The cost of daycare in Langhorne is $693 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.

How many KinderCare centers accept infants in Langhorne?

Based on CareLuLu data, 1 KinderCare centers care for infants (as well as toddlers). This includes 0 home-based programs and 1 centers.

How many KinderCare centers offer part-time care or drop-in care in Langhorne?

Based on CareLuLu data, 1 KinderCare centers offer part-time care or drop-in care in Langhorne.

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THE Top 10 Daycares in Langhorne, PA | Affordable Prices

Daycares in Langhorne, PA

Description:

Welcome, parents! We’ve been providing outstanding child care services for twelve years now! We offer some unique benefits to our students and family members, which is why they choose “Baby Genius” among othercenters:
– Open 12 hours a day, 12 months a year.
– Weekly dance, music, and sports classes.
– Cultural and linguistic diversity.
– Language classes: Ukrainian, Russian, and Italian (optional).
– Teachers speak multiple languages (English, Ukrainian, Russian, Spanish, and Polish).
– Home cooked healthy meals approved by Federal Child Care Food Program – 3 times a day, included in tuition!
– Bright, spacious classrooms.
– Indoor dance studio/gym.
– Separate outdoor playgrounds for children of different age groups.
– Financial aid available.
– Worry-free guarantee for parents:
– We don’t charge for early morning and late afternoon care.
– Payments are done weekly, not monthly.
– If a child got sick and missed the entire week, you won’t have to pay the full price for the days he had missed.
– 2 weeks vacation allowed with no need to pay.
– No summer break.
Our center serves the communities of Bucks County, PA and Mercer County, NJ.
We have created a unique culturally diverse child care environment where our students are exposed to different languages and learn to appreciate individual differences in themselves and others. We foster relationships with family members, and many families stay with us for years. We guarantee that your child will have happy memories about his/her childhood here, at “Baby Genius”!…

Description:

Rising Star Day Care in Langhorne, PA has a responsibility in assisting the students develop respect. They help kindergarten and preschool children learn while teaching skills for the students to become aproblem solver and independent thinker. This state-licensed child care offers quality education in a supportive atmosphere for kids to meet the society’s challenges from Mondays to Fridays….

Description:

Breezy Point Day School and Camp sits on seven acres of rolling hills in Bucks County Just minutes from Newtown and Yardley in Langhorne/ Holland. Teachers have an average of 20 year’s experience at the schooland summer camp. Parents want to come and play in the six unique play areas and with the amazing classroom materials from over 40 years of selecting the newest and best. Children ages 1 through 14 years have enjoyed the Nationally Accredited Breezy Point since its founding in1955. It is a school and Summer Camp that you must see for yourself. Call us for your personal tour. 215-752-1987….

Description:

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

Description:

Kiddie Academy of Langhorne offers child care services and programs licensed by the state of Pennsylvania. The company is committed to supporting holistic child education and development by providingage-appropriate learning programs. Kiddie Academy admits children of different ages and developmental level, from 6 weeks old to 12 years old….

Description:

A Child’s World Developmental Centers Inc – Langhorne engages the kids in the learning process. They integrate the basic skills of science, reading, social studies, and math into themes that are meaningful andrelevant to the children’s lives. They develop cognitive assets for the student’s lifelong success through a developmentally appropriate and play-based curriculum….

The Little School

1809 Durham Rd, Langhorne, PA 19047

Starting at $30/day

Description:

Located inLanghorne, Pennsylvania, The Little School is a private school that offers academic programs. It strives to create a friendly and safe environment that fosters creativity. It is licensed to servechildren eighteen months to six years old. The School nurtures every child’s interests and talents to maximize their potential… .

Description:

Steeple Kids Childcare has been serving the community of Langhorne, Pennsylvania since 1997. It offers a warm and nurturing atmosphere that caters to the growth and developmental needs of children. The schoolprovides age-appropriate activities designed to stimulate curiosity and the children’s natural learning ability. Steeple Kids Childcare can accommodate up to 94 children with ages ranging from ages eight weeks to Kindergarten….

Description:

WeeCare Early Learning Center is a ministry of A Church of Living Hope located in Langhorne, PA. It was established to provide quality Christian care and education for children of all ages living in thesurrounding communities. The center’s goal is to promote the development and well-being of children and their families in a warm and nurturing environment. Its hours are from 6:30 AM to 6:00 PM, weekdays….

Description:

Five Golden Stars Daycare is a child care center and education program provider located at 239 Highland Avenue, Langhorne, Pennsylvania. The center serves children ages 12 weeks to 12 years old and providesthem with an educational environment filled with structured activities, exploration, and fun. The center’s programs aim to enhance the children’s confidence and develop within them a love for learning….

Description:

St Mary Hospital Child Development Center provides quality care and education for children of all ages. The center offers an environment that is safe, friendly and nurturing, tailor-fit for children’s growthand developmental needs. St Mary Hospital Child Development Center’s operating hours is from 6:30 AM to 6:00 PM, weekdays….

Description:

Bariatric Care Center is a locally based daycare facility that offers full-time child care and early education services designed for young children. Located at 280 Middletown Blvd, the company serves thefamilies living in the Langhorne, PA area. Bariatric Care Center has served the community since opening in 2001….

Description:

Rubber Duckie Family Daycare in Langhorne, PA offers a happy and warm place that gives the kids with opportunities to develop and learn. They provide foundations for childhood education and go above and beyondrespect, safety, and love. This child care strives in creating an environment that is fulfilling, enriching, and supportive to encompass growth and learning….

Description:

A smart start for your early learner. Come visit with us and see why we are the top choice in child care/preschool for the Langhorne and Yardley communities and neighboring areas. Ages 6 weeks to 9-years-old.Includes full-day kindergarten, before/after care and summer camp).
Hours of operation are: 6:30 a.m. -6:30 p.m. Certified staff, hot lunch provided, specially designed curriculum, before and after school programs, high tech security, monitoring cameras,
computer lab, math and science, and
language arts. Recommended center by the state of PA, DPW, equal opportunity care provider (EOCP),
*APPLE/CCIS, and all subsidized programs welcome. We do NOT charge the difference in tuition for APPLE/CCIS families!…

Description:

Inspire Learning LLC in Langhorne, Pennsylvania seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Child Careprovider that can accommodate a certain number of children….

Orchard View Daycare

1243 Langhorne Yardley Rd, Langhorne, PA 19047

Costimate: $224/day

Description:

Orchard View Daycare offers a caring and friendly environment that serves the community of Langhorne PA. It provides developmentally appropriate activities that enhance children’s emotional skills andintellectual abilities. This childcare provider encourages self-confidence to make sure that children will be productive members of the society….

Description:

Wordplay Learning LLC in Langhorne, Pennsylvania seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Child Careprovider that can accommodate a certain number of children….

Description:

Lots of Love Learning Center is an educational facility that serves the community of Langhorne PA. It offers a warm and caring environment and provides developmentally appropriate programs that fosterspiritual, emotional, social, and intellectual growth among children. The Learning Center promotes good values to make sure that children will be responsible members of the society….

Showing 1 – 20 of 307

FAQs for finding daycares in Langhorne

In 2022 what type of daycare can I find near me in Langhorne, PA?

There are a variety of daycares in Langhorne, PA 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 Langhorne, PA?

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 186 in Langhorne, PA as of October 2022 and you can filter daycares by distance from Langhorne 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 Langhorne, PA, 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 Langhorne, PA.

Langhorne KinderCare – Care.com Langhorne, PA Camp

Langhorne KinderCare – Care.com Langhorne, PA Camp

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Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

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KINDERCARE LEARNING CENTER 1402 | LANGHORNE PA Child Care Center

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About the Provider

Description: Welcome to our center! We are so glad you are considering us for your family’s childcare and early education needs. We have so much to offer! Langhorne KinderCare has been open since August of 1981. Our center is located in the heart of the Neshaminy School District, giving us the opportunity to serve the before and after school needs of the families in our community, in addition to serving families with children 6 weeks and older. Our teachers are dedicated to providing high quality care and education in a very nurturing environment. I’d love to show you our center, so schedule a tour today!

Program and Licensing Details

License Number:
CER-00172447

Capacity:
131

Age Range:
6 Weeks – 12 Years

State Rating:
4

Enrolled in Subsidized Child Care Program:
Yes

Type of Care:
Infant Programs, Toddler Programs, Discovery Preschool Programs, Preschool Programs, Prekindergarten Programs, Private Kindergarten Programs, Before and After School Programs

Schools Served:
Neshaminy – Pick-Up service to/from school

District Office:
Early Learning Resource Center for Region 16

District Office Phone:
(610) 437-6000 ext 2 (Note: This is not the facility phone number.)

Location Map

Inspection/Report History

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

Inspection Date Reason Description Status

2020-02-06 Renewal 3270.131(b)(1) – Infant: updated health report every 6 months Compliant – Finalized

Noncompliance Area: CHILD 1 (BIRTHDATE 2/18/2019) DID NOT HAVE PROOF OF A PHYSICAL EVERY 6 MONTHS OLD (LAST ONE DATED 4/22/2019).

Correction Required: The operator shall require the parent to provide an updated health report at least every 6 months for an infant or young toddler

Provider Response: (Contact the State Licensing Office for more information.)
CHILD 1 WILL HAVE PROOF OF A CURRENT PHYSICAL IN THEIR FILE. ALL CHILDREN WILL HAVE A CURRENT PHYSICAL ON FILE AT ALL TIMES.

2020-02-06 Renewal 3270.131(b)(2) – Toddler/preschool: updated health report every 12 months Compliant – Finalized

Noncompliance Area: CHILD 2 AND CHILD 3 DID NOT HAVE PROOF OF A PHYSICAL LESS THAN A YEAR OLD ( LAST ONE FOR CHILD 1 – 1/14/2019 AND FOR CHILD 2 – 1/31/2019)

Correction Required: The operator shall require the parent to provide an updated health report at least every 12 months for an older toddler or preschool child.

Provider Response: (Contact the State Licensing Office for more information.)
CHILD 2 AND 3 WILL HAVE A CURRENT PHYSICAL ON FILE. ALL CHILDREN WILL HAVE A CURRENT PHYSICAL ON FILE AT ALL TIMES.

2019-02-01 Renewal 3270.113(a) – Supervised at all times Compliant – Finalized

Noncompliance Area: STAFF 1 WAS SITTING IN A SEAT WHERE A BOOKSELF WAS BLOCKING THE VIEW OF ONE OF THE CHILDREN, NOT ALLOWING THEM TO PROPERLY SUPERVISE THE CHILD.

Correction Required: Children on the facility premises and on facility excursions off the premises shall be supervised by a staff person at all times. Outdoor play space used by the facility is considered part of the facility premises.

Provider Response: (Contact the State Licensing Office for more information.)
CHILD WAS MOVED SO THAT THE STAFF COULD PROPERLY SUPERVISE ALL THE CHILDREN. ALL CHILDREN WILL BE PROPERLY SUPERVISED AT ALL TIMES.

2018-11-29 Complaints- Legal Location 3270.113(d) – No harsh language Compliant – Finalized

Noncompliance Area: STAFF 1 USED INAPPROPRIATE LANGUAGE IN FRONT OF CHILDREN

Correction Required: A facility person may not use harsh, demeaning or abusive language in the presence of children.

Provider Response: (Contact the State Licensing Office for more information. )
STAFF 1 WILL BE TRAINED ON SPEAKING WITH CHILDREN AND COMMUNICATION. STAFF WILL NOT USE HARSH LANGUAGE IN FRONT OF CHILDREN.

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

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Childcare in Langhorne, PA | Daycare Near Me

Childcare in Langhorne, PA | Daycare Near Me | Kiddie AcademyFind the best daycare and preschool in Langhorne for you at Kiddie Academy of Langhorne | Kiddie Academy

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215-750-5512
Get directions
Schedule a tour

Every day your child’s imagination grows and their curiosity gathers momentum—Kiddie Academy of Langhorne empowers and celebrates all of it.

Our Life Essentials^® learning approach and curriculum encourages children to explore and progress in their own way, and at their own pace. At nationally accredited Kiddie Academy of Langhorne, your child will grow socially, physically, emotionally and intellectually. Our highly trained teachers are there every step of the way to guide, nurture and cultivate your child’s development.

Kiddie Academy of Langhorne is an Equal Opportunity Care Provider.

Look inside our Academy

Event

Play Day

November 5, 2022 starting at 10:00 am

Join us for Play Day! This event has great games and fun activities for your kids while supporting a great cause in our community. The event is free and open to…

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Empowering at every age: our learning programs

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Why Langhorne families and Kiddie Academy find each other

Our approach to early education is to capture the momentum of curiosity and involve parents in every minute of it. That includes you.

Life Essentials

^®
Guided by our well-rounded philosophy and curriculum, our highly trained teachers help develop what’s unique in every child—nurturing imagination, fostering creativity and preparing them for school and for life.

See how we teach

Community-based care

We believe every Kiddie Academy should feel like an extension of family. Take a look inside our Academy to see what makes us the perfect place for your child.

Look inside our Academy

Our commitment to health and safety

Nothing matters more than your child’s health, safety and security. That’s why every Kiddie Academy follows our strict health and disinfection guidelines called Health Essentials, has a restricted-entry system and a thoroughly vetted staff trained in first aid, CPR and emergency drills.

Learn about our Health Essentials program

Hear from our parents

“The teachers are passionate about teaching and helping our children learn. They also show strong dedication and devotion to their work and that will lead to great learning outcomes for all the children. We love your life essentials philosophy and nurturing atmosphere. Our daughter Colbie learned so much at Kiddie Academy and loved going there!… ”

Stacy A., Langhorne

“Our teacher Miss Val and the friendliness of front desk staff ”

Dawn O., Langhorne

“My daughter’s teacher is the best ”

Kijana L., Langhorne

“They care about my child individually and take interest in his life outside of daycare. They hold him responsible for his actions when they aren’t great. They have fun and teach him things he will need when he goes to kindergarten next year. Hes learned his letters, numbers and good hygiene habits at KA. ”

Maria D., Langhorne

“They know us by name and greet us every morning ”

Lauren H., Langhorne

“Miss Val P. Is an amazing teacher. My daughter has learned so much in the short time in Vals class. The impact she is making on my child and for all children, is truly inspiring. ”

Dawn O., Langhorne

“It’s a great opportunity to be a part of the Kiddie Academy family, which consists of really wonderful people. They’re all nice. ”

Andree C., Langhorne

“They cover everything from abc’s and numbers to animals and places. Good curriculum. ”

Maria D., Langhorne

“I love the teachers and Miss Kara! ”

Mike A., Langhorne

“Our daughter loves going to school and always comes home happy! Thank you!! ”

Tara Jo G., Langhorne

More Parent stories

Find out more about our Academy.

Contact us to learn more about what makes Kiddie Academy stand out among educational child care providers. A member of our team will contact you.

Welcome tips and insights to the family:

Parenting Essentials

^®
The learning doesn’t stop for parents, either. That’s why we created an information resource with helpful tips on everything from enriching our STEM program at home to introducing lifelong healthy eating and fitness habits.

Kindergarten No. 81 of the Kalininsky District

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Municipal Autonomous Preschool Educational Institution Kindergarten Elektronik, Perm (MADOU Kindergarten Elektronik, Perm)
Creation date: January 30, 1997.
Founder: Administration of the city of Perm represented by the Department of Education.
Constituent documents: License No. 6488 dated September 18, 2019 issued by the State Ministry of Education and Science of the Perm Territory. Valid indefinitely.
Location: Located in the Ordzhonikidze district of Perm
E-mail: [email protected] Site: Sad378.ru
Working mode:
– Pentally Working Week (Monday Working Week (Monday-Fifth Working Week (Monday-Fifth Working Week (Monday-Fifth Working Week Friday) from 07.00 to 19.00
– days off – Saturday, Sunday, non-working holidays Form of study – full-time
Language of instruction – Russian
Duration of study – 6 years (2-7 years)
Number of groups: 38 full-day groups, 1 short stay group, 1 family group:
1 building (Gazonnaya, 1) – 2 – preparatory groups for school, 2 – senior groups, 2 – junior II, 5 – nursery,
building 2 (Gazonnaya, 19a) -4 – preparatory groups for school, 4 – senior groups, 2 – middle groups
building 3 (Vedeneeva, 13a) -2 – preparatory groups for school, 1- senior groups, 2 – middle groups, 2 – junior II, 4 – nursery, 1 – short stay group (4 hours)
Building 4 (Shcherbakova, 20) – 1 – preparatory groups for school, 1 – middle group, 1 – II junior
Building 5 (Shcherbakova, 23) – 1 – preparatory groups for school, 2 – senior groups
The total number of pupils mastering the educational program of preschool education, including:
• Full-time – 1160 people.
• Nursery – 253 people
• Short stay mode – 15 people
The content of the educational process in kindergarten is built in accordance with the federal state educational standard for preschool education and taking into account the exemplary educational program for preschool education “Origins” edited by L.A. Paramonova and the program “Childhood” edited by D.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva, AOP for children with severe speech disorders (OHP), developed on the basis of an exemplary educational program of preschool education for children with severe speech disorders (general underdevelopment of speech) for children from 3-7 years old, auto N.V. Nischev. The educational process is provided with information resources, specialized equipment.
We are very glad that you have visited our site. All information is provided, first of all, to those interested in the comprehensive and harmonious development of their child. We are glad to those who want to share their experience and talk about the difficulties of educating and educating preschoolers, who are ready to cooperate with qualified teachers.
Our website was created to make the activities of our educational institution more open to a wide audience, so you can always get the information you need about our institution, participate in the discussion of important issues related to the upbringing of your children and take an active part in the life of the kindergarten.
Visit our website, share your impressions and wishes with us.
We look forward to working with you!
WE START DEVELOPING WITH INNOVATION!!!

Dear friends!
We invite you to the children’s community of Makers!!!
Technological breakthroughs of recent decades have given rise to many new variations of long-familiar things and phenomena. Among them can rightly be attributed makerstvo.
Who are the Makers? These are innovators, creators, inventors who create individual creative products. In our community, children, educators, parents. To do this, our workshops have created conditions for creating creative products.

The purpose of our project: creation of the Maker community, which ensures the development of technical creativity skills in children through scientific, educational, practical and creative activities.
Technical Creativity Center is an association of specially equipped workshops in separate premises of a preschool educational institution with its own specifics and name.
Elektronik is a character familiar to children, a symbol of technical creativity, a brand that accompanies children in all endeavors and successes.
All activities of the Center for Technical Creativity “Electronic” are organized in 5 main areas:
• Animation
• Design
• Experimentation
• Robotics
• Engineering
In each workshop, children are involved in a specific activity.
Expected results up to 2023:
1. Created a recognizable brand of preschool educational institution “Center for Technical Creativity “Electronic” with specially equipped workshops. The number of members of the maker movement is 100% of older preschoolers.
2. 80% of senior preschool children have mastered the skills of technical creativity: logical thinking, creative imagination, initial technical modeling, programming, design.
3. 80% of teachers have improved their competence in the use of computer, television equipment and telecommunication technologies in working with preschool children and their families.
4. 80% of parents are involved in the joint technical activities of preschool educational institutions.
5. Social partners involved in network interaction (NPO Iskra, MAOU Engineering School, Center for Additional Education Raduga).
So, Elektronik, the opportunity to receive modern education, including innovative forms and methods within the framework of our kindergarten, both for preschool children and children from the entire region.
The modern world is changing very quickly, and we try to keep up with the times, teach children only the “necessary wisdom”, see talents in them, support and develop creative inclinations!
Contact Us

Hotline of our kindergarten by phone: 275-09-92 or 275-11-24 Anna Alekseevna

Hotline for recruitment for the new academic year: 275-09-92

Through ELECTRONIC RECEPTION you can make an online appointment with the head of Boyarshinova Svetlana Leonidovna !
Manager appointment schedule:

If we met here, then a wonderful baby is growing up in your family, so he will soon have to cross the threshold of a kindergarten. Decision is made.

The doors of our kindergarten opened back in 1977, and more than one generation of children have grown up within its walls.

Today our kindergarten has the status: State budgetary preschool educational institution kindergarten No. 81 of the combined type of the Kalininsky district of St. Petersburg.

Our site is addressed primarily to those who are interested in the harmonious and comprehensive development of their child, who are ready to share their experience and talk about the difficulties of raising and teaching a preschooler.

The task of our preschool institution is to create all the conditions for every child for the fullest realization of his abilities. In kindergarten groups there is everything necessary for the child not only to feel cozy and comfortable, but also to receive development appropriate to his age.

Highly professional teachers help our children to become well-mannered, literate, smart, inquisitive, dexterous: educators, music director, teacher-psychologist. The health of our children is monitored and strengthened by his nurse, physical education instructor.

For activities with children in the kindergarten, there is a music hall equipped with various equipment, a sports hall, a sports ground and landscaped area with playgrounds. Our children are never bored. After all, wonderful holidays, exciting leisure activities, fun competitions are organized for them. At Rodnichka, the personality of every child, parent, and employee is valued. Their individuality and uniqueness create a special atmosphere of our kindergarten.

On the website you can find out:

latest kindergarten news;

information about the kindergarten and the ongoing educational program of preschool education;

information on regulatory documents governing the life of preschool educational institutions;

about changes in the developing subject-spatial environment;

about our achievements and problems;

read the advice of kindergarten specialists;

visit photo galleries of our holidays;

ask your questions about the upbringing and education of children to kindergarten workers;

Availability of interaction with recipients of educational services.

We are ready to interact with you on any issue that interests you. If you have any questions, you can contact our staff:

By phone: 532-37-11, 531-14-77.

Time of possible interaction: Monday and Thursday 10-17;

By e-mail [email protected]

You have the opportunity to make your proposals for the work of the preschool educational institution by phone and by e-mail.

We sincerely welcome close and active cooperation

I sincerely wish you success and good luck, health and optimism, and I hope for fruitful cooperation of our teaching staff with you, dear parents!

You can find the results of an independent assessment of the quality of services provided by social organizations here.
Пт Сб Вс

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 1 21

1 housing st. Lawn, 1 Tuesday
Wednesday 9:00 – 10:00;
17:00 -18:00

2 building st. Vedeneeva, 13A Tuesday 17:00 -18:00

3 housing st. Lawn, 19A Thursday 17:00 -18:00

4 building st. Shcherbakova, 23 1st and 2nd Friday of the month 17:00 -18:00

5 building st. Shcherbakova, 20 3rd and 4th Friday of the month 17:00 -18:00

0039 275-09-92 )
For all your questions, you can contact the administration, write by e-mail. mail: [email protected], and ask a question on the site “ask a manager”

Regulations for consideration of applications received through the OU website:

The received appeal is recorded in the “Appeals” log

Within 2 hours, the request is submitted to the manager for consideration

Within 3 days, a written response is sent to the address indicated in the appeal.

Social network

Our kindergarten has its own group in the VKontakte social network. It is called “Kindergarten “Electronic” Maker community (link: https://vk.com/club176425676), telegram channel (link: https://t.me/dsElektronik
). We will be very pleased to see you as members of our group, and you will be able to quickly receive information about the life of our kindergarten, and you can also contact the head of the institution with questions of interest to you.

You can find the results of an independent assessment of the quality of services provided at http://bus.gov.ru/pub/independentRating/list

Our Kindergarten “Electronic”

Official website of GBDOU Kindergarten No. 20 Vasileostrovsky district of St. Petersburg
8,
0.93759

colchester,
Great Britain

|

+44-160-073-8777

3689Rub
75 photo
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5
Ranking
Address
A12/A120 Ardleigh Junction,
colchester,
Great Britain,
CO7 7QY,
England
Show map
Description
Dragonfly Hotel Colchester, located 2 km from the Magic Garden, offers a sun terrace, sundeck and free parking. Colchester city center is 5 km away and Highwoods Country Park is 3 km from the hotel.
Location
This hotel is located near several well-known attractions including the Ardleigh Car Boot Sale Site.
It is not difficult to walk from the hotel to the motorway.
Rooms
Connecting rooms at this stylish hotel are equipped with a coffee maker, satellite flat-screen TV with satellite channels. They also offer lake views. In addition, they have a kettle and an electric kettle, as well as bath sheets, a hairdryer and a dryer.
Meals
A fresh English breakfast is served every morning at the restaurant. It features a lounge bar and a European restaurant. Guests can enjoy refreshing drinks at the cozy hotel bar. The Crown Bar is a 5-minute walk away.
A full breakfast is served each morning in the hotel’s dining room for GBP9.95 per person per night.
Leisure and business
For guests with children, a children’s menu and baby food are offered.
Internet
Free Wi-Fi is available throughout the hotel.
Parking
Free public parking is available on site.
Number of rooms: 50.
Former name: Quality Hotel / Ramada
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Amenities
Most Popular Amenities
Parking
On-site parking
Luggage storage
24-hour service
24-hour reception
24-hour security
Meals / Drinks
Bar / Lounge
Restaurant
Coffee / tea in the lobby
Welcome cocktail
Coffee house
TV
Flat screen TV
Kitchenware
Kettle
Accommodation with children
Children’s menu
Baby cots
General

Wi-Fi

Parking lot

Luggage storage

24 hour service

Food/ Drinks

TV

Kitchen utensils

Accommodation with children

Services

Welcome cocktail

Food

Restaurant

Bar / Lounge

Coffee/tea in the lobby

Special diet menus

Work

Meeting/Banquet Rooms

Fax/photocopy

For children

Baby cots

Children’s menu

Leisure

Sun terrace

Garden

Lounge / Cinema

Room view

Garden view

Amenities in the room

Heating

Safe in room

Terrace

Garden furniture

Tea/coffee set

Bathroom

Free toiletries

Kitchenware

Kettle

Media

Flat screen TV

Interior

Carpeted floor

Show all amenitiesHide list of amenities
Pets Pets are not allowed.
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Rooms and Availability
Double room “Elegant”

Beds to choose from:

Double bed

Max:

2 guests

More about the room
Executive double room
2 photos

Garden view

Shower

Coffee machine

Heating

org/LocationFeatureSpecification”>

Bathtub

More about the room
Room with two single beds
4 photos

Garden view

Shower

Heating

Bathtub

Balcony

Part Number
Location
A12/A120 Ardleigh Junction,
colchester,
Great Britain,
CO7 7QY,
England

Famous places of the city

Nearby

Restaurants

High Street
Colchester Castle Park
4. 5
km
Stadium
Jobserve Community Stadium
2.6
km
Old Ipswich Road
Magic Garden
2.0
km
Market
Ardleigh Car Boot Sale Site
1.1
km
Park
Highwoods Country Park
3.0
km
St John the Evangelist
1.6
km
The Ark, Highwoods Methodist Church
1.4
km
Gnome Magic
1.7
km
Museum
Museum Boxted Airfield
2.2
km
Farm
McLauchlans of Boxted
2.7
km
High Woods
2.4
km
Church
St Matthew
2.7
km
Parsons Heath Baptist Church
2.6
km
Museum
Colchester Castle Museum
4.5
km
Gallery
first site
4.2
km
Ardleigh Methodist Church
3.0
km
Garden
Green Island gardens
3.9
km
Tommies’ Wood
3.2
km
Gala Hall
Charter Hall
3. 2
km
Mile End Methodist
3.3
km
Museum
Hollytrees Museum
4.5
km
Castle
Colchester Castle Museum
4.5
km
Spa
Aqua Springs
3.7
km
Church
Myland Saint Michael’s
3.6
km
Catholic Church of Saint Joseph
3.6
km
Megabowl
3.6
km
Church Street
Colchester Arts Center
4.9
km
Royal British Legion
3.7
km
Mimosa Restaurant + Deli
1.4
km
Transport
+ More- Hide
Need a transfer?
You can book your transfer after you have completed your booking at the hotel.
Reviews
7.0
Very good156 reviews
Location7.4
Number 6.6
Service5.8
Power 7,2,2,0005
Frequently asked questions

near which airport is Dragonfly Hotel Colchester?
Dragonfly Hotel Colchester is 60 km from London Stansted Airport.

Can I have breakfast at the Dragonfly Hotel Colchester?
Yes, Dragonfly Hotel Colchester offers a continental breakfast.

Does Dragonfly Hotel Colchester have business facilities?
Yes, the Dragonfly Hotel Colchester has a meeting room and photocopier.

How much is the cancellation fee for Dragonfly Hotel Colchester?
Dragonfly Hotel Colchester free cancellation.

Does Dragonfly Hotel Colchester have child friendly facilities?
Dragonfly Hotel Colchester provides baby food and a children’s menu.

How far is Dragonfly Hotel Colchester from the city center?
The city center is located 5 km from the Dragonfly Hotel Colchester.

Is Dragonfly Hotel Colchester cleaning available?
Yes, Dragonfly Hotel Colchester provides room service and laundry services.

Does Dragonfly Hotel Colchester have internet access?
Yes, there is Wi-Fi throughout the Dragonfly Hotel Colchester.

How much does it cost to stay at Dragonfly Hotel Colchester?
Dragonfly Hotel Colchester prices start at £77.

What rooms does the Dragonfly Hotel Colchester have?
Dragonfly Hotel Colchester offers a choice of Double Room, Twin Room and Executive Queen Room.

Is there public transportation near the Dragonfly Hotel Colchester?
Yes, Balkerne Gate bus stop is 450 meters from the Dragonfly Hotel Colchester.
Address
A12/A120 Ardleigh Junction,
colchester,
Great Britain,
CO7 7QY,
England
Show map
Rate
Important information
Check-in from 14:00-23:59 FREE
Pets Pets are not allowed.
+ More- Hide
Transport
+ More- Hide
Need a transfer?
You can book your transfer after you have completed your booking at the hotel.
Tip: Consider free cancellation options. This will allow you to remain flexible should you need to cancel your trip due to the spread of COVID-19.
Thank you
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2003 Vibori do for the sake of Colchester

Map of results of selections for Colchester 2003. Conservatives in blue color, Liberal democrats in yellow, Pratsya in red color and independent in light gray. Pіdopіchnі dark-sіrim not oskarzhuvsya in 2003 roci.

2003 Choose up for Colchester dated May 1, 2003 to meet members of the Colchester Borough Council in Essex, England. It was the very day that the second election of the Great Britain 2003 was to take place. The Tretina Mist was recognized for elections, and the Rada was deprived of its status as a global control. ^[1]

ZMIST

1 Removs

2 Result Vriboriv

3 Ratya arrival

3.1 Berechcherch

3.2 Bereza

3.4 Current Current I WITT WITH WITH

3.6 Fordham & Stour

3.7 Great TAY

3.8 Hayvuds

3.9 Kinets Mili

3.10 NOVE

3.11 PRETTYGATE
3.12 AndRAISK0037 [2] 3 Conservatives, 3 Liberal Democrats and 1 Labourist will enter the fold. ^[3]

21 months were awarded, and 2 months are available at Vivenkho Khrest through a vacancy. ^[2] Rasht For 20 months, all the attendees were in attendance, as if they were defending their place, including the leader of the Labor group Tim Young in St. Andrew and the conservatives Nigel Chapman in Fordham and Stour. ^[2] Time at High Woods Jan Ringer stole space as an independent president after leaving the Liberal Democrats on the cob 2003. ^[2]

Election result

Before the election, 3 Liberal Democratic Party members from the Highwoods House moved and sat like Independents, changing the Liberal Democratic Party group to 23 members.

After the election of Bob Newman, having left the Labor group and becoming an independent deputy, having reduced the Laborites to 4 radniks. ^[3] ^[4] Later Labor moved into opposition after being led by the conservatives, and a new cabinet was formed with 4 members of the conservatives and 4 members of the liberal democrats.

State Budgetary Preschool Educational Institution Kindergarten No. 20, Vasileostrovsky District, St. Petersburg

(GBDOU Kindergarten No. 20, Vasileostrovsky District)

Location of the Educational Institution and sole (permanent) executive body:

199058, St. Petersburg, V.O., Morskaya embankment, 35, building 3, letter A

Phone/fax: (812) 352-99-73; (812)352-49-57; (812) 352-81-97

E-mail: [email protected]

Head of GBDOU:

Sladkova Lyudmila Yurievna

phone/fax (812) 352-99-73

(phone access time from 9.00 to 16.00, Wednesday from 10.00 to 18.00)

manager’s office hours Monday from 10.00 to 13.00, Wednesday from 15.00 to 18.00

Deputy head for methodological work:

Orlova Natalia Nikolaevna

tel. 352-49-57 (phone access time from 9.00 to 16.30, Wednesday from 10.00 to 18.00)

Deputy Head of AChE:

Filipova Ekaterina Yurievna

tel./fax 352-81-97 (phone access time from 9.00 to 16.30)

Kindergarten opening hours :

from 7.00 to 19.00
from Monday to Friday (weekends: Saturday, Sunday, public holidays)
there are 5 general developmental groups for children from 2 to 7 years old.

Purpose of the object – Supervision and care. Education.

GBDOU does not provide paid educational services.

Educational activities with children are carried out under one educational program, – “Educational program of preschool education of the State Budgetary Preschool Educational Institution of Kindergarten No. 20 of the Vasileostrovsky District of St. Petersburg”

Information for parents (legal representatives) about the functioning of the educational institution in the context of the spread of COVID-19

Dear parents!

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Why am i the best candidate for a job: Answers to “Why Are You the Best Candidate for This Position?”

Опубликовано: November 5, 2022 в 9:47 am

Автор: alexxlab

Категории: Miscellaneous

Answers to “Why Are You the Best Candidate for This Position?”

When the interviewer asks, “Why are you the best candidate for this position?” they’re looking for a couple of things:

They want a direct, confident answer.

And they want to see evidence that you understand their job and have relevant skills that will help you succeed in the role.

In this article, I’m going to share how to respond to this question – including what to say, what NOT to say, and word-for-word example answers so that you’ll be confident and ready to answer in your next job interview.

Let’s get started…

How to Answer “Why Are You the Best Person for the Position?”

1. Know the job and company

First, you can’t possibly give a good answer without knowing what their job involves, and what their company does. So study the job description. What are the top skills they require or want? What are the top tasks/activities you’ll be doing in this role?

That’s what they care about most, and what you need to be ready to show you’re ready for.

Next, research a bit about the company online. How do they make money? Who are their users/customers? What’s their general goal/mission?

That’s going to set you up to give a much better answer to questions like, “Why are you the best candidate for the job?”

And in case you’re still not convinced about how important this step is, it’s also going to help you answer a variety of other questions, including:

Why should we hire you?

What do you know about our company?

Why do you think you’ll perform well in this job?

So never skip this step!

2. Highlight the unique ways that you’ll be able to contribute in the role

Next, try to find the overlaps between your background and their needs. Look at your recent work, your education, and everything else you bring to the table.

Think of everything from their point of view. What would they find most useful or helpful, based on their company and job posting?

This is what you should draw their attention to when they ask why you’re the best candidate in the interview.

3. Keep your answer to 60 seconds or less

It’s best to pick one or two key areas in which you think you’ll be able to contribute most in this role. So be strategic in your answer and choose what you think is most compelling to talk about.

The best way to decide this is based on their job description. What did they mention first? What did they mention most often? That’s what they care most about, and what they need help with.

So if you can address one or two of those top areas, you’ll have a great answer to this question.

4. Practice your answer at home

To help you sound confident and avoid mistakes, you should practice your answer at home before the interview. You don’t need to rehearse an answer word-for-word, in fact, I recommend you don’t. You’ll sound more natural if you don’t memorize word-for-word.

However, you should run through your answer a few times to make sure you’re hitting the key ideas you want to talk about when they ask, “why are you the best person for this job?”

Make sure your answer is clear, direct, and concise (I recommend 60 seconds or less).

My favorite way to practice: Record yourself talking into your smartphone (every smartphone should have a voice recorder app). Then, listen to how you sound and make adjustments.

5. End with a question of your own

To stand out even further, you can end your response with a question directed back at them.

For example, you could end by saying, “What did you see in my background that made you invite me to interview? Was my analysis correct in terms of what you’re looking for in this role?”

Or, you could say, “Am I right in thinking that your priorities for this role are ___ and ____? That’s the impression I gathered from the job description.”

You’ll see this tactic used in the full sample answers coming up in the next section.

This isn’t 100% required, but it’s a great way to turn the interview into a back-and-forth conversation and set yourself apart from most job seekers, who just answer each question and then wait for the next one (that’s not the most impressive approach).

Sample Answers for Why You’re the Best Candidate for the Job

Next, let’s look at two sample answers for how you could answer questions about why you’re the best person for the job.

Example answer #1:

“I noticed the job description emphasizes the need for someone who can work under pressure and manage many accounts at the same time. It sounds like organization and multi-tasking are vital. In my last role, I managed an average of 20 accounts each month, which involved responding to 10-50 emails and voicemails per day, so I’m very comfortable handling a high-volume, high-pressure role like this. What did you see in my background that made you invite me for the interview? Was my analysis correct in terms of what you’re looking for in this role?”

Example answer #2:

“I believe I am the best candidate for this position because I have direct experience in many areas mentioned in the job description, including customer service and project leadership. Also, I’m passionate about the software industry. It’s been an industry that I’ve wanted to get into since I began my career, so I’m also highly-motivated and excited to do this work for your firm. Am I right in thinking that your priorities for this role are to find someone who can help your customer service team and also manage some projects for your customers and clients? That’s the impression I gathered from the job description.”

You Could Also Put Some Personality in Your Answer

Here’s another example response. Imagine you’re interviewing for a position at Starbucks (whether it’s an in-store position or a corporate/office role).

When they ask you why you’re the best person to hire, you could give a response like this:

“I practically live off of Starbucks and haven’t gone a day without it in two years. So along with bringing the hard-skills that you’re looking for in the job description – like customer service experience and the ability to supervise a team – you won’t find someone as excited and passionate about the brand as I am. ”

That sample answer shows a lot more personality and tells a bit about yourself outside of work. In some cases, that’s fine.

But if you don’t have a specific passion and excitement for the employer’s brand or industry, don’t fake it. Just use one of the more “standard” answer formats in the examples from the previous section.

Conclusion

“Why are you the best person for the position?” isn’t a trick question – but it is an interview question that trips a lot of people up.

While you don’t know what other job seekers bring to the table, you can stand out by showing that you’ve researched the job and company, and by highlighting the specific skills/experiences in your background that will help you step into their job and succeed.

Finally, end your answer with a question directed back at them and you can turn the interview into a back-and-forth conversation to show confidence and make them view you more like a colleague (and therefore someone they should hire!)

Related resources:

Unique interview questions to ask an employer

How to pass an interview – tips and strategies

Thank you emails for after the interview

Signs your interview went well (or badly)

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Why are you the best candidate for this position? 7 sample answers

Hiring managers and recruiters are paid for an ability to uncover your strengths and weaknesses in an interview, to understand your personality and motivation, and to tell whether you are a good fit for the job. In my opinion, it doesn’t make much sense to ask similar questions in an interview. Or does it make sense?

What they ask about, and what they really try to find out while listening to your answer, is not always the same thing. They may ask you the question to make sure that you are aware of your weaknesses and strengths, or to see your level of confidence–whether you are humble, confident, or even over-confident. They may use also one of the following alternatives, always looking for the same thing:

What makes you the ideal candidate for this position?

What makes you a good fit for this job?

In your opinion, what makes you the best choice for this project (job)?

Let’s have a look at 7 sample answers to the question. You will find on my list some typical choices, but also a few unconventional answers. Go through the list, find an answer that resonates with you, write it down, and do not forget to read also my notes below the answers. They will help you understand some important nuances of this interview question.

I meet all job requirements, in terms of education, previous working experience, and skills. I’ve read the job description carefully, and can imagine my day in the workplace here. I honestly think that I will handle it well, after the initial training of course. What’s more, I like the list of duties, and think that I will enjoy my days in the office. That’s also important, because I believe that we should do jobs that we enjoy, at least somehow.

More than anything else, my motivation makes me a good candidate for this position. I just love this brand, and your hotel has been my dream place of work for many years now. I’ve done what I could to get this interview, and you can be 100% sure that I will try my best in work, day in day out. I believe it makes me a good candidate, maybe even better than the rest of the applicants, who no doubt also meet the educational requirements.

I’d say my creativity and my attitude to my work in marketing makes me an ideal candidate for this role. I have studied your advertising campaigns in detail. You always try to stand out, come up with something new, not copying concepts of other marketing agencies. That’s why I decided to apply with you, because I believe to be a great fit for your team. What’s more, I pay a lot of attention to detail, and one can read precision from all my works.

Speaking honestly, it is the fact that I do not have many other options. Look, I am still studying, I raise a kid, and the only time of the day when I can work is between 6pm and 10pm. And obviously I cannot take on a mentally demanding job, considering everything that’s on my plate already… I know that the employee fluctuation is super high in this field, that people always look for a better paid job, or a better working environment. But with me you can be sure I will stay–of course as long as you are happy with my work, because I do not have a luxury of time to go to different interviews, and as I already said, the schedule and nature of the job is a perfect fit for my present life situation.

If I should point out one thing only, I would go with my communication skills. Customer service is all about communication in this field. And you can be sure I can deliver an amazing customer service each and every time. What’s more, I have worked in a similar place before, so I should be able to deliver from day one in job. Everything considered, I think I am the right candidate for this job.

My motivation, skills, experience. Having said that, I believe that all shortlisted candidate meet these criteria. And I am sure everyone of them has something great to offer. But we certainly differ when it comes to our personalities, and our attitude to different situations that can happen in the workplace. I think that I have the right attitude, but I honestly cannot say if I am better than the other candidates. Sure enough they also did their best to prepare for the meeting with you. No doubt I am a good fit for this job though… It is your task to decide whether I am the best person, or someone would be a better choice for the position. Not an easy task indeed…

I would say that my achievements in the field make me not only a good one, but the best candidate for the job. Managing to improve the conversion rate by 40%, increasing the yearly sales volume by 100%, managing to improve the average customer rating from 3.5 stars to 4.2 stars on Google, getting new salesmen onboard when everyone else struggled with their hiring–these are just some of the results I achieved with my last employer. And I can assure you that I feel ready to replicate them–if not better them, in your company. Other candidates may talk about what they want to do for you. But have they already done it for someone else? That’s a question you should ask yourself when deciding who gets this job. They offer promises, I offer proven results.

Good and bad interviewers, skilled and unskilled

As I’ve already pointed out at the beginning of this post, hiring managers are paid for their ability to tell whether you are the right person for the job. But you should realize that not every interviewer knows what they are doing.

Just like in any other job, you have people who excel in recruitment and interviewing candidates, and you have people who do not really excel, or even do not really know what they are doing. Hence in some cases they may really ask you this question to find out what makes a good candidate for the position, and whether you, by a chance, meet the criteria. Keep this on your mind.

Something that would be obvious for you (if you were interviewing yourself for the job), may not be obvious for the people leading the interview with you. That’s why it is important to clearly explain what makes you a good candidate for the job, even though it may be obvious from your resume, or from the things you’ve already said during the hiring process.

* Special Tip: This isn’t the only difficult question you will face while interviewing for any decent job. You will face questions about prioritization, dealing with pressure, dealing with ambiguity, and other tricky scenarios that happen in the workplace. If you want to make sure that you stand out with your answers and outclass your competitors, have a look at our Interview Success Package. Up to 10 premium answers to 31 tricky scenario based questions (+ more) will make your life much easier in the interviews. Thank you for checking it out!

Try to find a good balance between confidence and humility

Unless you are confident of being a great candidate for the job, they will find it hard to think so. You should definitely express some confidence in your ability to handle the job, and to enjoy it.

At the same time, however, the best job candidates and employees always strive to improve on their skills. It is not a bad idea adding something to your answer. Sure, you feel ready to handle the job, and to do great, but you are also aware that there’s still some room for improvement when it comes to your time management, punctuality, attention to detail, or any other ability/skill important for the job. Overconfident candidates who consider themselves superior to the rest of the world are rarely hired. Keep it on your mind and ensure them that you are not done with improving yourself.

Unconventional answer can help you stand out as the best choice

Just like with any other interview question, you have a few “safe” answers. You will never really spoil anything saying that your experience, education, or your attitude to work and motivation, makes from you a good job candidate.

On the other hand, most job applicants competing with you will say the same thing. Hence in some cases (especially when we talk about popular jobs, and you may compete with dozens or even hundreds of candidates for the vacancy), it isn’t a bad idea trying an unconventional answer.

Check answer no. 6 in my list as such an example. The job candidate actually gives credit to other job seekers, saying that they also have something great to offer, and that the hiring manager will have to decide on their own who the best person for the job is.

It isn’t a typical attitude, and a typical answer, and you can be sure that every hiring manager will remember it at the end of the day. And sometimes that’s what matters the most at the end of the interviews. When you compete for the job with many other candidates, all of you sharing more or less the same education and experience, the most important thing is to stand out with your answers…

Ready to answer this one? I hope so! Check also 7 sample answers to other tricky interview questions:

What does diversity mean to you?

Tell me one thing about yourself you wouldn’t want me to know.

What makes you unique?

Author

Recent Posts

Matthew Chulaw

Matthew has been working in international recruitment since 2008. He helps job seekers from all walks of life to pursue their career goals, and to prepare for their interviews. He is the founder of InterviewPenguin.com website.

Latest posts by Matthew Chulaw (see all)

Why Are You the Best Candidate for This Position?

When the interviewer asks: “Why are you the best candidate for this role?” They want to see how you answer this question. They want to see evidence that you understand their job profile and have relevant skills that will help you succeed in the role.

Why are you the best candidate for this position?

There tends to be a few questions in an interview that can send shivers down your spine such as salary, why you want to work at the company and telling them a little bit about yourself or why you are the best candidate for the position.

The fact is, every new employee is a risk for a business. There’s no magic formula that tells them who will succeed, so they need to do their due diligence to find the best candidate. So, expect this type of question to come up in your interview as the interviewer wants to find a good fit, someone with the skills and will also be the perfect culture fit.

With this question, it’s your job to prove in the interview why you’re the best person for the job, so here’s how to answer “why are you the best candidate for this position?”

Interview preparation step-by-step

Research the company, directors, branches, operations, revenue etc.

First and foremost, do your research on what the position you’re applying for actually involves. Take a great deal of time to study the job description, so you know what your responsibilities will be, the everyday tasks you’ll be asked to complete and what skills the company needs from someone in this role to possess.

Explain your contribution

After doing your research, see how your background and experience can solve the company’s needs. Will your education, work and experience bring a lot to the table? Put yourself in the interviewer’s shoes — are these valuable and helpful.

If the answer is yes, your response will shine you as the perfect candidate.

Polish your answers

Be strategic and cut out the information not suitable for the job. The more traits you list, it is less likely they’ll remember. If you narrow down the number, an interviewer is going to remember what you mentioned.

Once you have your list, try and craft an answer that lasts no more than one minute.

End the interview with an open-ended question

If you want to be even more memorable, end your answer with a question directed back at the interviewer. You can ask what they think about your background and skills that resulted in them calling you for an interview, what they require from you and more.

Why are you the best candidate for this position?

Don’t be modest. It can feel uncomfortable talking about yourself, but if you want this job, you’ll need to learn to sell yourself

Why are you the best candidate for this position?

Here are a few answers to inspire you

“I’m the best candidate for this position because I saw in the job description that you need someone who thrives under pressure. In my current role and my previous role, I managed eight large accounts. This involved speaking to clients, communicating through emails, getting the work done and ensuring the delivery to a high standard.

“You could say I’m comfortable under pressure and it’s the type of environment I need. A high-pressure role isn’t for everyone. I’m cut out for this type of role. Perhaps this is why you called me for an interview”

“I believe I’m the best person for this position because, as you can see in my resume, I have experience in most departments as per the job description. I have managed projects, dealt with clients and have experience in customer service. I currently have 10 staff member, so you can see I have management experience, too.

“What are your priorities for someone in this role? Do you need someone to come in and steer the ship? That’s the impression I had but feel free to tell me otherwise.”

“I think my resume shows why I’m the best candidate for the job you are offering. I have more than enough experience in this cut-throat industry. I have been leading the sales in the northern region for the last three years and I have an impeccable record in this job.

“I’m a confident communicator both internally and with customers. Plus, I think your company will benefit from my interpersonal skills and the relationships I’ve developed with my clients; this is something the company would gain besides my experience and skills.”

Best candidate for this job

These are examples of answers you can practice. There’s no right or wrong answer either. It all depends on the situation, your background and your skills. It also comes down to your job, as something more corporate might need a more specific answer, whereas a mid-level company would love a response that showcases your personality.

No one knows what other candidates say about why they’re the best, but that isn’t your concern. You should focus on creating the best answer for yourself. If you need guidance to create your profile and film videos so prospective employers can get to know you — the person behind the profile, I am ready. Just let me know.

If you want, I’ll help yo

“Why should we take you?”

In most cases, several candidates apply for one position. Employers do not hide this and often ask directly at the interview:

”

Why should we hire you?”

“How are you better than other candidates?” etc. Marina Khadina will tell you what to answer such questions, p

Head of Career Services HeadHunter

.

The most effective way to answer this question is to give specific examples of your professional skills and other strengths that will be most useful for the position in question. And for this, take a few minutes in advance to compare the current position, with its requirements and features, and your skills, experience and knowledge.

For example, before an interview for an accountant job, you can do the following preliminary analysis:

Requirements

Analysis of your experience

(example)

one.
Higher education, specialty “Accounting, analysis and audit” or “Finance and Credit”

Yes

2.
At least 2 years of work experience in the specialty as an accountant, deputy accountant

Yes, even 3 years

3.
Knowledge of accounting and tax accounting and the procedure for preparing accounting documents in accordance with Russian legislation

Yes

four.
Knowledge of English not lower than Intermediate level

Yes, and you have an internship there (internship or experience in a company)

5.
Computer knowledge: MS Office, Oracle preferred

You are a confident user of MS Office, especially Excel. For example, you are not familiar with Oracle, but you learn new software products very quickly, for example, you mastered the XXX program in the first two weeks.

6.
bank job

Yes, and your last work experience was in a retail bank

7.
Location Moscow, m. Prospekt Mira

In addition, you live close to the location of the company’s office, which is always a small but plus. Especially if you make sure in advance that the company does not plan to move)

And when you are asked the question “why you?”, you start the argument point by point:

“I have everything to successfully cope with this work

one….

2. ..

3…

»

Also, when answering, be positive and emphasize again and again your interest in this position and in the company as a whole. If you are interested in something else in the company (by its field of activity or something else), then add this to the list of your arguments in your favor.

However, it should be remembered that before the interview, a candidate’s resume can tell a lot about him. A well-written resume that emphasizes your strengths, as well as the experience and skills required in the desired position, can be a convincing confirmation that you are the best candidate for this position. Recommendations of professional recruiters, service experts will easily help to make such a resume.

“Successful Resume”

.

And you will definitely succeed!

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Why should we hire you?

With all the variety of positions for which personnel are recruited, the qualifications of these personnel and the conditions of employment, employers, as a rule, have a very limited set of standard questions that are asked to almost everyone. One of the most frequently asked questions from the “gentleman’s set” of the employer: why should we hire you?

He irritates some applicants, slightly puzzles others, and baffles others. How to keep calm when you hear this phrase for the hundredth time, but most importantly – what to answer to it? Candidates are at a loss… “After several interviews, I found that I was completely stuck on questions like “Tell us about your advantages” or “Why should we choose you”? I don’t know how to answer such questions, because all the information about me is in my resume!”, the applicant is indignant. “I can’t praise myself, it seems stupid to me! .. I know that you can’t be silent. Maybe there is some standard answer or a set of phrases to at least say something? ”She asks.

Of course, the first thing to do in such a situation is to remain calm. You can give vent to the accumulated irritation after the interview, in a private conversation with a friend or girlfriend. The sharp reaction of the applicant will block his access to the next stages of the interview, because companies are interested in a non-conflict employee. Unfortunately, there is simply no such universal advice, not in form, but in content. According to the expert, such questions help the interlocutor understand how confident the candidate is in his professional capabilities, whether these capabilities correspond to the tasks assigned to the employee in this position, and how realistically the candidate assesses this relationship. Nobody expects “self-praise” from you, but the competition for a vacancy, by and large, is a sale, the expert continues. – The employer must be sure that by choosing your candidacy, he will receive the best employee from all those applying for this vacancy. Answer this question in such a way that the potential employer has no doubts about it. Place emphasis on those nuances that are important for this particular vacancy, in this particular company.

Based on this context, the answer to the question “Why should we choose you?” you can prepare in advance, focusing on the requirements for the position, and rehearse it in front of the mirror. Or you can “compose” along the way, having previously clarified the employer’s expectations with the help of questions from the arsenal of a good salesperson: “What are your wishes for a candidate for this position?”, “What results do you expect from a specialist in this position?” and “By what criteria will his work be judged?”

However, not everything is so simple. Different positions, companies, in the end different candidates – all this suggests a certain differentiation of answers. Let’s study the details.

Two motives of employers

The question “Why should we hire you?” with equal frequency is set by both HR-specialists and potential managers. Both those and others can be guided by two motives.

Pro forma. In this case, the employer will be completely satisfied if you inform him that your qualifications match the stated requirements, salary expectations do not exceed those indicated, and you yourself want to start fruitful work as soon as possible.

To make sure you’re worth something. The employer wants you to emphasize your competitive advantages.

In 99% of cases, the employer wants to hear a brief proof that your skills, experience and knowledge, and, most importantly, the results can be effectively used to achieve business goals for this position. A small self-presentation is expected from you, in which you will not only tell about yourself and your achievements, but also prove your understanding of the strategy and goals of the company-potential employer.

This question tests your self-esteem and self-presentation skills. Here it is important to say something like: “In my opinion, I am suitable for this position because, in addition to formal requirements (education, similar work experience, etc.), I also have a number of qualities necessary for a successful specialist, etc. .), namely … “Be prepared that then you will be asked to confirm your words with specific examples proving the presence of one or another of the above qualities. And one more thing: be sure to end your speech with the thought that you should be hired because you yourself really want to work in this company in this position.

Tips for beginners

If you know that you are “not pulling” for a position in any parameters, but really want this job, do not get lost. If you have already been invited for an interview, then your candidacy is potentially interesting, and the employer wants you to convince him to hire you. When answering a question, first emphasize your strengths, and only then talk about the nuances. Your speech should not contain such expressions as “my shortcomings”, “I don’t have enough”, “I don’t have”, etc. There is absolutely no need to give the employer an extra reason to doubt your competence and prefer a more experienced specialist to you!

If you lack specific work experience, you can and should focus on your personal qualities.

It is possible to suggest adopting the following possible answers (they cannot be called templates, since each one requires adaptation to a specific situation, rather, this is a kind of help to the candidate, “home-made”).

If the work does not involve a special initiative, but is related to the routine conscientious performance of duties:

I have been working in this field for five years, I have performed similar duties, and there have never been any comments on my work. My previous supervisor can give me relevant recommendations.

I have the necessary experience and knowledge to perform my duties competently.

I will be useful because I am a responsible and diligent employee, and such a quality of mine as speed in learning will allow me to get the necessary skills in a short time.

If the job involves independent decision-making and measurable outcomes:

I can increase your company’s profits by 120% through actions such as…

I can increase the number of regular and loyal customers of the company due to my own client base in this area and trusting relationships with partners that have developed over the years.

I had to successfully solve similar problems at a previous place of work, and I am sure that in this position I will achieve even greater results by implementing an already established and tested scheme of work.

Based on materials from http://planetahr.ru/publication/3482

How to convince an employer that you are the best candidate

A strong CV and cover letter is only the first step towards employment. At interviews, recruiters often confuse candidates with questions about family and requests for anecdote — and Apple even asks how they would plan a trip to North Korea.

One of the toughest interview questions is “Why are you the right person for this position?”. Candidates often perceive it as a call to aggressively “sell” themselves to the employer. However, the purpose of the question is different: to understand the motivation of the applicant.

Together with CEO of recruiting agency INDIGO Tech Recruiters Ekaterina Osadchuk and CEO of career portal Happy Monday Anna Mazur figured out what employers want to hear in your pitch and how to respond so that it “clicks”.

“Why should we hire you?”: what employers really want to know

Katya:

“The owner has his own tasks in the business, the roles for which they are looking for a new employee, and an understanding of what kind of person will fit into the team. When asking the question “Why should we hire you?”, the owner or recruiter wants to understand what kind of culture fit a person has, whether he is motivated to work in their company, and whether he is suitable for solving problems in this position.

Reassure the interviewer that you can handle the job requirements. To do this, study the information about the company, its corporate culture, team, hiring manager, and carefully read the details of the vacancy.

By the way, this question can be asked to any specialist, but the goals of the interviewer may differ. They can ask to understand how a person coped with similar tasks. And at the same time they can also analyze how the candidate presents himself. For example, for a sales manager, unlike an accountant or a developer, not only the essence of what was said will be important, but also the form – how confidently the candidate answers and how he “sells” himself”

Anna:

“The question “Why should we hire you?” can be rephrased in a more understandable – “What makes you the most suitable candidate for us?”. And this is a great opportunity to highlight your strengths, highlight experiences that may not have been asked about yet – or outline your competitive advantages in one sentence.

Recruiters value your ability to think objectively, not to get emotional and to correlate your experience with the needs of the company. Therefore, not only what you say matters, but also your reaction to the question itself, the way of thinking and the approach to the answer.

5 tips for answering the question “Why exactly should you work for us?”

You found basic information about the company and found out what major projects its employees have been working on lately. What’s next?

#1. Review the requirements for the

position

Job analysis will help identify 3-4 professional skills that meet the requirements for the position. These can be:

technical skills (work with office equipment, knowledge of programming languages, knowledge of financial programs)

personal qualities (social skills, attention to detail)

experience in performing certain tasks at the previous place of work

achievements and awards in your field.

Use a combination of several skills in your answer. For example you have:

specialized education,

experience in the field,

attention to detail,

strong cases in the previous company.

It is important to be clear about how you will be useful. Talk about practical skills and results, for example:

“I read on the company website that you are developing a new mobile application. I have experience in backend development for mobile applications. I developed the architecture and databases, did high-load optimization, connected billing services, and created new application modules and components. Our team managed to achieve B results in N period.”

#2. Describe your strengths and weaknesses

Please note that both advantages and disadvantages should characterize you on the positive side.

Name weaknesses that are not important for this position. A visual content creator can say that he is not strong in analytics and numbers, but he loves everything related to the visual, creating stories, videos and editing.

Mention the skills that you actively upgrade. Perhaps you have had a fear of public speaking since childhood, but a month ago you took an online course, took private lessons, read literature and are ready for the upcoming presentations in a new company?

Find a weakness that serves as an advantage. Are you bad at multitasking? Turn a minus into a plus. Say that you concentrate well on tasks and do not jump from one task to another.

Important: do not list quality weaknesses that are important for the vacancy. Also, do not claim that you have no flaws at all.

#3. Focus on your unique features

Candidates often do not know how to properly evaluate their experience and knowledge. Try to “inventory” achievements in technique STAR:

S ituation – what was the situation in the company when you started working?

T ask/target – what was your task or goal?

A ction taken – what were your actions to achieve the goal?

R esults achieved – what results have been achieved?

Describe a recent relevant experience. Go beyond standard phrases like “I worked hard”, find truly unique qualities and back them up with real examples. For example:

“I managed a team of seven people, we were looking for partners together. We were able to establish contact with brands A and B, as well as launch a collaboration with N.”

All business content in a convenient format. Interviews, case studies, life hacks corp. of the world – in our telegram channel. Join now!

#4. Tell me about motivation

Explain why you want to work for this particular company in this position. Avoid generalities, instead explain motivation with facts. For example:

“It is important for me that this is an international organization, which means that there will be more projects of different scale. In addition, I am impressed by the desire of the management to “pump” employees by providing 70% of the payment for specialized training.

You are more likely to be remembered by a hiring manager if you show genuine interest and motivation that goes beyond salary.

Katya:

“You can make financial motivation part of your speech. If your position is related to a bonus system (for example, the position of a sales manager), you can say at an interview that you have the motivation to earn more. And you feel that in this position you can achieve a lot, and, accordingly, receive good bonuses.

#5. Share which corporate culture suits you

Find information about the corporate culture of the company on the Internet – for example, on the website, in social networks and employee reviews.

For example, the Ukrainian creative agency Banda Agency adheres to the principles of maximum openness, freedom of action and the principle of “thinking with your hands”. According to the latter, the more you do with your hands, the more boldly you manage to generate ideas.

Your answer about corporate culture could be:

“I like the unity of your employees. I am always in favor of improving communication with colleagues, I like to spend time with the team and discuss what can be improved in the company. ”

Katya:

“There is no universal formula for answering the question “Why should we hire you?”. This is a personalized story. But recently I interviewed a candidate, and he himself raised the question of why he is suitable for the position. The candidate went through the requirements of the vacancy and spoke about his experience in specific examples. And it was the perfect answer.”

Anna:

“A good answer is a combination of job requirements with your strengths and experience. And the more specific examples you give, the better.

Realized that the company has a lot of difficult clients – tell us about your experience in resolving conflict situations. Learned that the ability to work independently is important – tell us about your initiatives and the responsibility that you took on without the participation of management. If the company focuses on achieving certain performance indicators, use facts and figures, tell us what you managed to achieve at your last place of work and due to what actions.

What mistakes will lead to failure during an interview

Template, generalized phrases. “I am highly qualified and enterprising, I really want to get a job with you” – avoid formulaic phrases and choose language that will help you stand out from other applicants.

Excessive modesty . You should not declare from the threshold that you are the best candidate. At the same time, the interview is not the time to be modest. In order not to seem overly modest, but also not to go too far, stick to the format of stating the facts. For example: “I won an A award, achieved B results, I have N years of experience in the field.” You can also quote an ex-employer: “According to the head of company X, I …”.

Performance for half an hour or more. Your answer should not exceed 1-2 minutes, especially if there are no clarifying questions from the employer.

Anna:

“The answers “I don’t know”, “you know better”, “well, all past employers praised me”, “it’s not for me to evaluate myself” will be losing. You are involved in negotiations, it is important for you to show that your “product” – skills, experience, motivation – satisfies the need of the buyer.

“If you do not take me to Facebook, I will create a new Facebook”

Interesting fact: Brian Acton during a Facebook interview gave an ambitious answer to the question of why he should be hired:

“I may not be the best candidate right now, but if you don’t hire me, there will be a new Facebook in the next few years.”

Overconfidence didn’t help Acton get a job. However, together with a Ukrainian immigrant, developer Jan Kum, he created the WhatsApp messenger. In 2014, Mark Zuckerberg bought the app for $19.billion

#HR and recruiting

#Psychology

#Expert advice

#Guide

#Job search

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Registering a daycare: Become a Provider | Division of Child Care Services

Опубликовано: November 5, 2022 в 9:38 am

Автор: alexxlab

Категории: Miscellaneous

Becoming a Child Care Provider

Search terms search

Information for those interested in learning how to become a licensed child care provider in Idaho.

Idaho law sets the basic framework for licensing, but city and county governments can establish and enforce their own licensing requirements. Local ordinances or participation in certain programs may require you to be licensed even if you meet exemption criteria.

Need a license

Provide care for seven or more children

Receive compensation for providing care for one or more of those children

Exempt from a license

The occasional or irregular care of a neighbor’s, relative’s, or friend’s child or children by a person not ordinarily in the business of child care

The operation of a private school or religious school for educational purposes for children older than 4 years of age, or a religious kindergarten

The occasional care provided exclusively for children of parents who are simultaneously in the same building

The operation of day camps, programs, and religious schools for less than 12 weeks during a calendar year or not more often than once a week

Providing care for children who are related to you within the second degree of relationship (parents, step-parents, grandparents and their spouses, uncles and aunts and their spouses, first cousins and their spouses, nephews and nieces and their spouses, siblings and their spouses)

Facilities licensed by a city or county, and not requiring state licensing

License application, fees, and requirements

State licenses are issued by the Department of Health and Welfare. Customer support specialists with IdahoSTARS collect the documentation and assist the applicant through the state licensing process.

If you are interested in becoming a state-licensed provider, review all of the information required for both the application process and ongoing as a licensed provider. Contact your city or county planning and zoning office to see if there are requirements that may prohibit your ability to comply with local ordinances and complete the licensing process.

Upon receipt of your application by IdahoSTARS, a referral will be made to your local public health district for the collection of the licensing fee. Your health district will then contact you with information on how to make your fee payment. The fee amount is determined by the criteria outlined below.

Type of care facility fee

Large center with 26 or more children in attendance at any time $325

Small center with 13-25 children in attendance at any time $250

Group facility with 7-12 children in attendance at any time $100

Family home with 6 or less children in attendance at any time $100

IdahoSTARS

2-1-1 Idaho CareLine

If you have questions or need more information, call the Idaho CareLine by dialing 2-1-1 (Idaho) or 800-926-2588 (outside of Idaho).

Licensing requirements

IdahoSTARS processes all state licensing applications for child care and can answer your questions.

For state licensing, each owner or operator of a center licensed by the department must receive and ensure that each staff member receives and completes four hours of ongoing training every 12 months after the staff member’s date of hire.

“Training” means continuing education in child development areas relating to child care. Child care providers participating in the Idaho Child Care Program (ICCP) are required to complete a series of free online courses designed to cover a variety of health and safety topics for providers in Idaho.

For state licensing, the training will count if the staff member takes the training after their hire date. It will be credited for the licensing period in which the training was taken and will only count one time. Providers licensed by their city should check with the city to determine if trainings will meet local ordinances.

The IDAPA standards require each owner, operator, and applicant seeking licensure for a daycare center, group daycare facility, or a family daycare home must submit evidence that is satisfactory to the department that owners, operators, staff, and all other individuals 13 years of age or older who have unsupervised direct contact with children or are regularly on the premises have successfully completed and received a clearance for a department criminal history and background check under the provisions of sections 39-1105 and 39-1113, Idaho Code.

A background check clearance completed within the last three years can be transferred to a new employer. When using a transferred department criminal history check clearance for licensing, the transferred clearance must be an enhanced clearance and the new employer must also ensure that a new Idaho State Police name-based record check is completed with no disqualifying crimes found.

For more information, read our Criminal History Compliance Facts and Guidelines document.

Proof of liability and fire insurance and a copy of your approved Fire Safety Inspection must be submitted with the license application.

Your city or county may have local ordinances which cover building codes, electrical codes, and planning and zoning codes. Proof of compliance with local ordinances must be submitted with the license application. Check with your city and county to determine what compliance requirements are in place for licensed child care providers.

Certifications in pediatric rescue breathing, infant-child CPR, and first aid treatment must be submitted with your license application. Certification needs to be completed through a course offered by a certified instructor. Online courses are not accepted.

After the public health district receives the referral from the customer support specialist that you are ready for your health inspection, you will be contacted by your public health district to complete the required inspection.

It’s important to keep good records about staff, the children who have attended, and the children currently attending a facility for at least 12 months. Read the complete list of record requirements to find out what kind of information you must keep on file to be in compliance for your license.

Idaho Child Care Program (ICCP)

Child care providers can participate in the Idaho Child Care Assistance Program (ICCP), which helps low-income families pay for child care. ICCP’s tuition assistance for child care is available to eligible families. The purpose of the program is to support families working toward or maintaining employment.

Reasons to become an ICCP provider

You receive child care payments on a more regular basis

You help provide care for children who may be in the greatest need of quality child care

You can market your business through child care referrals

You can provide tools to help parents who are struggling to be more competent in their financial management skills

For more information about ICCP

Visit the ICCP page at the Idaho Department of Health and Welfare or call the Idaho CareLine by dialing 2-1-1 (Idaho) or 800-926-2588 (outside Idaho), and ask to speak to your local child care resource specialist.

Child Care and Development Fund (CCDF) State Plan

Review the Child Care and Development Fund (CCDF) State Plan for Idaho for more information about the program and applicable statutes and regulations.

Idaho licensing law and rule

The requirements for state licensing are dictated by Idaho Statutes and the Idaho Administrative Procedures Act (IDAPA). To view applicable sections from each, see below:

Idaho Statutes, Title 39

Chapter 11: Basic Daycare License

IDAPA Code: 16.06.02 Rules Governing Standards for Child Care Licensing

Note: Sections 000-299 are applicable to various licensing programs. Sections 300-399 are specific to licensing.

Other information

The following situations may cause provider overpayments

Failing to report a change in costs of care

Not providing care for the child

Misrepresenting charges

Child Care Resource Service | Illinois

Do I need to be licensed to do child care in my home?

If the number of unrelated children you provide care for, is more than three (including your own children under age 12), you will need to obtain a child care license from the Illinois Department of Children and Family Services (DCFS).

Can I be license-exempt?

If you provide care for only three or fewer children under the age of thirteen, including your own, or children from a single household or only children related to you, then you may be license-exempt.

The Illinois Department of Human Services (IDHS) policy differs from DCFS in that while DCFS allows you to care for numerous children that are all related, IDHS only allows payment if the children are all from the same household family. If they are related and but not from the same household, the limit is 3 children. Under the guidelines of providing legal care, submitting necessary forms, and passing background checks, you will be able to receive payments at the License-exempt rate from IL DHS to care for children who are receiving state assistance.

Are there other forms of child care that can be license-exempt?

The State of Illinois Compiled Statutes law commonly known as the “Child Care Act of 1969” (225 IL CS 10/) regulates who is required to be licensed and who may qualify to be license-exempt.
Family child care homes are not the only form of child care that may be license-exempt. Certain programs may be exempt for licensure. If you do not see a “Child Care License” prominately displayed, ask your child care provider which exemption they meet under Rule 377, to be license-exempt. To obtain a copy of the rules for programs that may be exempt, visit the following link to the State of Illinois:

What’s required to get a license?

You must contact your local Department of Children and Family Services to obtain an appication and submit it for processing.

no fee is charged to get a child care license

you are expected to provide a safe and healthy home environment with adequate equipment and space

must be at least 18 years of age

must enjoy working with children

must have a good understanding of the physical and emotional needs of young children

must be certified in CPR, First Aid, and the Heimlich Maneuver

must be fingerprinted by DCFS and pass a background check

SUMMARY OF LICENSING REQUIREMENTS FOR CHILD CARE HOMES

A family child care home in Illinois must:

Be well ventilated, free from observable hazards, and be properly lighted and heated.

Be equipped with an ABC fire extinguisher and one smoke detector on every floor including the attic and basement.

Be free from chipped or peeling paint on walls and surfaces. Furniture and equipment must be in safe repair.

Have at least one exit directly to the outside if the basement area is to be used for child care.

Have a first aid kit.

Must have a working phone number.

Have a place to isolate a child who becomes ill.

Have protective coverings over electrical outlets.

Have partitions placed around space heaters, fireplaces, radiators, or other heat sources to keep children from touching them.

Have storage areas inaccessible to children for tools, gardening equipment, and other hazardous materials.

Have a safe outdoor space for active play, such as a yard, nearby park, or a playground. Play space must be protected by a fence or caretaker supervision against hazards such as traffic, pools, or construction.

All members in the caregiver’s family must have a medical check-up and a negative TB test.

Assistants must also have a medical check-up and a negative TB test. Assistants must be at least 14 years old and be five years older than the oldest child in their care.

Pets must be certified as healthy from a licensed, practicing veterinarian and have an up-to-date rabies shot.

Applicants must sign a permission form allowing DCFS to conduct a background check to look for past conviction of child abuse and neglect and be fingerprinted.

Applicants must obtain their landlord’s permission to operate a family child care business in their home if they rent.

IL DCFS Licensing Offices Contact Information

If you feel you are ready to request application materials for becoming licensed, call the Department of Children and Family Services in your county.

Champaign County:

2125 S. First St.

Champaign, IL 61820

(217) 278-5300

Vermilion and Iroquois Counties:

401 N Franklin

Danville, IL 61832

(217) 443-3200

Macon, Douglas and Piatt Counties:

2900 N Oakland

Decatur, IL 62526

(217) 875-6750

DCFS Regional Office

2125 S. First St

Champaign, IL 61820

(217) 278-5500

DCFS 800 Numbers:
Provider Information Line: 1-877-746-0829

1-800-252-2873

FAMILY CHILD CARE HOME RATIOS

Per DCFS Standard 406.13. . .

Up to 5 children may be under the age of 5, of which Up to 3 children may be under 24 months of age.

OR

A mixed age group consisting of:

Up to 8 children under the age of 12, of which

Up to 6 children may be under the age of 5, of which

Up to 2 chilren may be under 30 months of age.

Contact DCFS for additional ratio information.

Guides for Starting Family Child Care Homes or Day Care Centers

Are you interested in starting your own Family Child Care business or perhaps opening a Child Care Center? The following documents in PDF format, are one available resource from the Illinois Child Care Information Series. To request a pre-printed booklet be mailed to you, contact us. Other materials my be available to assist you further.

Note: These files are large and could take up to 80 seconds to download, depending on the speed of your Internet connection.

A Guide for Starting Family Child Care Homes

A Guide for Starting Child Care Centers

Hillsborough County – Apply for a Child Care Center License

Overview

If you would like to open up a child care center you will need to obtain a license for your facility. We require the owner and/or operator of a child care facility to complete a two-part consultation class prior to initial licensing. All first time directors/operators are also required to complete Part II of this consultation within 90 days of employment.

Eligibility

These are highlights of licensing requirements

Facility requirements:

Indoor play space of at least 35 square feet per child of usable child care space

Outdoor play space of at least 100 square feet of usable space per child for at least 1/2 of your indoor capacity

Outdoor play space must have at least 1,000 square feet regardless of indoor capacity

Outdoor play space shall have a safe and adequate fence or wall at a minimum of 4 feet in height

One sink and one toilet for every 15 children

Pass inspections and receive approval by:

Zoning

Building, electrical, mechanical, and plumbing inspectors from Hillsborough County or City of Tampa, Plant City, or Temple Terrace depending on where your facility is located

Fire inspector

Health inspector

Written verification of water and sewer or satisfactory well water verification, and septic tank capacity verification

Staffing requirements

You and all of your child care staff must have a background screening prior to working on site

This consists of Clearinghouse screening and a Child Abuse record search

Appropriate numbers of staff must be at the facility at all times with verification of completion of the Red Cross First Aid Child Care Course, or its equivalent and the Infant/Child CPR Course

Staff person responsible for planning and food preparation must complete the nutrition and food management courses

All child care personnel are initially required to take the following

Department of Children and Families 30-clock hour introductory child care course

10-hour module based on developmentally appropriate practices for children o five-hour literacy course

Safe Sleep/Shaken Baby/Abusive Head Trauma training

Fire Extinguisher training

After the initial classes, all personnel are required to take 10 hours of annual in-service training every year thereafter

At least one staff person with a CDA credential or equivalent for every 20 children

The director of the center must have a Florida Director’s Credential

Fees

Fees for consultation classes:

$60 for Parts I and II

$30 for Part II only

License fees:

Initial and renewals: $125 for the first 10 children and $2 for each additional child

How To

Complete the Child Care Consultation Registration form, including the questions on the bottom of the page

Print clearly and complete the entire form

Submit the form and appropriate fees made by check or money payable to Hillsborough County Board of County Commissioners to:

Hillsborough County Child Care Licensing
3152 Clay Mangum Lane
Tampa, FL 33618

We must receive the applicable fee and completed application form in order for us to process your request and sign you up for the next available consultation classes

Contact Hillsborough County Development Services at (813) 272-5600 to verify that you can operate a child care facility on your potential site

If the site is not appropriately zoned, you will need a zoning review for a change of use

At the time of your initial inspection, submit the following:

Child Care Center Licensing Application

Legal/letter-size floor plan showing square footage of each room, designation of each room (infants, toddler, preschool, after-school), kitchen, office, sinks and toilets, etc.

A legal/letter-size outside playground design that shows total square footage

Two reference letters from persons who have known the applicant two years or more

What’s Next

When all requirements are met, we will issue you a license

You may not take children into your care until you have received the license

Get Help

Training and Credentialing

Contact

[email protected]

(813) 264-3925

Get Started

Registration in the kindergarten with and without registration, electronic registration

Contents

1 Registration of the child in kindergarten. What is needed for this?

2 Registering for a kindergarten without registration

3 Required documents

4 Form No. 8 and Form No. 3

5 Is it possible to register for a kindergarten without a residence permit

6 Kindergarten and temporary registration at the place of residence

6.1 For foreigners 6.2 Private kindergartens as an alternative

Many parents, after the appearance of a baby in their lives, try to prepare in advance for such an important event in the life of the family as registering a child for kindergarten. For some, this procedure causes many difficulties and questions. In order to be the most prepared, we suggest that you familiarize yourself with the following information.

Registration of a child in a kindergarten. What is needed for this?

Registration of the baby is carried out in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education”. On the basis of this act, kindergartens accept children who have reached the age of 2 for education. The basis for enrolling a child in an institution is the receipt of a voucher, which confirms the child’s right to study in kindergarten.

There are several ways to register for kindergarten.

Firstly, you can get a ticket in person by contacting a special commission involved in the formation of groups in preschool institutions – RONO (District Department of Public Education) or the Department of Education.
Having visited these institutions, the parent has the right to choose 3 kindergartens at the place of residence, which the child can approximately attend. When providing the necessary documents, the child is entered into a single database, that is, they create an account for him and put him on the waiting list.

An alternative to a personal visit to these institutions is electronic registration for kindergarten. As a rule, each body involved in the formation of groups in kindergarten has an official website for registering children. On the website of the institution, the parent will be asked to independently register. After successful registration, he will be assigned a corresponding number, which will reflect his place in the general queue.

You can register a child in a kindergarten by visiting the website of the MFC at the place of residence.

In Moscow, parents can register their child in a kindergarten with the help of public services. To do this, you need to log in, and then select the section “kindergartens”, located on the main page of the institution.

After checking the documents and checking the availability of places in the garden, the committee issues a referral to a preschool institution.

Many parents are wondering if a residence permit is needed in order to register in a kindergarten?

Registration in the garden without registration

of the Federal Law “On Education” does not contain any other reason for refusing to provide a ticket for device to a kindergarten, except for the lack of places in an educational institution. However, it is much easier to get into a kindergarten with a residence permit than without one. This is due to the fact that local governments, using the right to independently regulate certain issues of education, include in local laws a mandatory requirement to provide a document on the permanent registration of a child at the place of residence or on his registration at the place of stay, and in the absence of this document in the provision places are denied.

So, for example, in Moscow there is Order of the Department of Education No. 1310, according to which places in kindergartens are distributed only among permanently registered young children.

Read our other article about how to arrange a child for school without a residence permit. ⇐

Required documents

In order to register a child in a kindergarten, the necessary package of documents should be collected. When applying to the commission or the department of education, the following documents are submitted:

parent’s passport;

birth certificate of the child;

certificate certifying the preferential enrollment right.

We hope that you will not have any difficulties with registering for kindergarten!

Remember that after registering, the employee must issue a document on the registration, which subsequently changes to a ticket.

After the registration was successful, and the commission issued a referral to a preschool institution, parents should prepare two more packages of documents, one of which will be given to the head of the kindergarten, and the second to the nurse of the institution.

In order to register a child in a kindergarten, the following documents are submitted:

application in the prescribed form addressed to the head;

birth certificates of the child in two copies;

contract, which is drawn up in two copies between the kindergarten and the parent;

documents confirming the preferential right to pay for the services of the institution.

Documents to be submitted to provide medical information about a child:

child’s medical record;

child’s vaccination card;

medical policy;

certificate confirming that the child has no contacts with infectious patients;

questionnaire characterizing the psychophysical state of the child (filled in at the request of the parents).

To receive compensation payment, you must prepare:

statement;

personal account number of one of their parents and bank details;

a copy of the passport of the parent for whom this personal account is issued;

copies of birth certificates of all children in the family under 18 years old (in 2 copies).

Form #8 and Form #3

Since some kindergartens require mandatory submission of information indicating the registration of a child, you should know where to get form 8 for kindergarten, or form 3 , and what these types of documents add up.

Form 8 and 3 are a certificate of registration at the place of residence and at the place of temporary stay. Form 8 is issued for children under the age of 14 and indicates permanent registration at the place of residence.

Form 8 issued in cases:

births;

parents buying a new home;

family moving to a new place of residence.

The certificate is valid only together with the child’s birth certificate.

Form 3 is issued if the minor stays for more than 90 days outside the place of his permanent registration, that is, it is a document confirming temporary registration.

To get form 8 and form 3, you should contact the ZhEK; regional passport office; MFC or FMS department.

Is it possible to register in a kindergarten without a residence permit

Despite the fact that it is difficult to place a child in a state district kindergarten without registration, it is still possible to do this.

There are several ways to register a child and get a referral to kindergarten without registration and temporary registration:

parents can try to register at their place of residence. In this case, a minor child will be automatically linked to this address. To do this, it is necessary to obtain the consent of the owner of the housing, collect and notarize the necessary documents and take them to the Housing Office;

if the parents rent an apartment and have entered into a lease agreement, then you can safely submit a copy of it to the committee. The contract of hiring or renting a dwelling is the actual confirmation of the registration of the place of residence;

Another legal way to place a child in a kindergarten is the employment of a mother in this preschool institution. In this case, the child will be taken to a preschool institution without fail;

many kindergartens have sponsored places for children. With additional personal co-financing of any needs of the institution, the head will willingly meet and provide a place for the child in the group.

along with public kindergartens, private kindergartens are also gaining popularity. The child will be taken there without providing documents on registration and temporary residence permit.

Kindergarten and temporary registration at the place of residence

Some features should be taken into account by parents with children who have temporary registration. Parents should remember until what date this temporary residence permit is valid.

Under temporary registration, a child can be registered in the kindergarten only for the time for which the registration is valid. As soon as the registration period comes to an end, his place will be given to the next person on the waiting list. Therefore, you should carefully monitor the deadline, and if it expires in a month, you must contact the owner of the property with a request to extend it.

Foreigners

Children of citizens of a foreign state residing on the territory of the Russian Federation may apply for free primary and secondary education.

To do this, they must have a migration card and a document evidencing migration registration.

Children of citizens of Belarus, Kazakhstan, Kyrgyzstan, Armenia, stay on the territory of the Russian Federation on the basis of an employment contract of their parents. For other categories of foreign citizens, it is necessary to have official employment.

To apply for a kindergarten, foreigners will have to submit the following documents to the nearest MFC or Department of Education:

child’s birth certificate, copy;

migration card;

document on migration registration;

medical policy;

medical report;

parent’s passport, copy;

parent’s migration card, its copy;

notification of migration registration.

Private kindergartens as an alternative

If for one reason or another it is not possible to get a place, then the option of a private kindergarten should be considered. When choosing a garden, pay attention to its proximity to the house, the amount of payment and private features. As a rule, before the conclusion of the contract, the managers willingly conduct a tour of the institution.

Please note that registering for this type of garden is slightly different from registering for a government agency. As a rule, the following list of documents is required for registration:

copy of birth certificate;

copy of the parent’s passport.

The main document that regulates the relationship with the kindergarten is the contract. Remember that in addition to the standard rights and responsibilities, a parent may include items about the child’s characteristics, for example, indicate a item about foods that the child is allergic to.

So, registering a child for kindergarten is more than a serious procedure. However, don’t be afraid of it. It is enough to take into account all the above recommendations and not to postpone registration in a distant box, and then the registration of a child in a preschool institution will not seem difficult at all.

Do I need a registration to enroll a child in a kindergarten in Moscow?

Placement of a child in a kindergarten is an extremely important event in the life of both a child and his parents. Unfortunately, it is far from always possible to avoid bureaucratic traps and unforeseen nuances in the process of processing documents for a kindergarten. At the time of placing the baby on the waiting list for a preschool institution, many parents are surprised to learn that the mismatch between the addresses of registration and the actual place of residence becomes the cornerstone that prevents the child from being sent to kindergarten.

Without exaggeration, a good half of the citizens of the Russian Federation do not live where they are registered, and therefore this problem is familiar to them firsthand. What does the law say about this?

The procedure for the admission of children to preschool institutions is regulated by the Law on Education in the Russian Federation No. 273-FZ as amended on 07/13/2015 and the Order of the Ministry of Education and Science of the Russian Federation No. 293 of 04/08/2014. In these legal acts, in black and white, the rules for admission to kindergarten and a list of required documents are spelled out. When filling out an application for admission of a child to a kindergarten, parents must indicate the name, date and place of birth of the child, as well as the place of residence of the child, that is, the address at which the child lives at the moment. Lives, not registered! Clause 11 of Order No. 293 states that if parents are required to provide additional documents that are not specified in this Order, then this is illegal.

The well-known saying “Moscow is not Russia” is the best way to describe the procedure for admission to kindergarten on the territory of the Mother See. Moscow has Order No. 1310 dated August 31, 2010, issued by the Department of Education of the capital, according to which children with permanent Moscow registration have an advantage when enrolling in preschool institutions. In this case, Order No. 293 is not violated, due to the fact that Moscow is a city of federal significance and its special legal status allows the issuance of such regulatory legal acts.

How can I get a place in a kindergarten without a residence permit?

Consider several options for enrolling a child in a kindergarten without having a registration in Moscow.

a) understaffing of the group. Very rarely there are situations when the required number of children in a group is not recruited in a particular kindergarten. It would seem that it’s okay – educators have less work to do. But the financing of any preschool institution is carried out on the basis of the principle: more children – more money. So the heads of such kindergartens can quite easily make concessions and take a child into a problem group without official registration in Moscow;

b) sponsored places. As a rule, not a single kindergarten can do without voluntary sponsorship. There are even separate places for children whose parents actively contribute financially to the institution. Naturally, the amounts and frequency of such assistance differ in different kindergartens, but do not reach astronomical figures. In any case, paying for a visit to a private kindergarten or hiring a nanny for a child will come out much more expensive;

c) work in a kindergarten. This option is more suitable for mothers. Due to low salaries and specific working conditions, nannies and junior teachers in preschool institutions are constantly in short supply. It will not be difficult for mom to find a kindergarten in which such a position is vacant. It will not be difficult to agree with the head about the placement of your child in this kindergarten. The presence or absence of registration at the place of residence of the baby in this case does not play a role;

d) private kindergarten. If the three above methods of obtaining a place in a kindergarten without a residence permit do not suit you, then the most expensive, but one hundred percent, remains. Prices in private kindergartens, to put it mildly, bite, but the range of services is much wider than in public ones;

e) sincere conversation. Sometimes, in order to arrange a child in a kindergarten without a residence permit, it is enough just to talk to the head, so to speak, “in a human way”, explain the situation, offer all possible assistance in repairing the institution. There is a chance that there will be a place for your child, despite the lack of registration. However, if you still receive a refusal, then ask to issue it in writing with references to the relevant legislative framework. Politely, without threats, say that a copy of the refusal will be attached to the application to the local prosecutor’s office. This will greatly increase your chances of getting a positive decision.

There are also special categories of children who enjoy benefits when enrolling in a kindergarten and can be admitted to DU without having a residence permit in Moscow. These include, in particular:

– children;

– orphans;

– children from large families;

– disabled children;

– children of single mothers;

– children of servicemen, police officers, investigators and prosecutors.

– children, liquidators of the Chernobyl accident

It is quite possible to get a place in a kindergarten without a residence permit, you just need a desire and a little resourcefulness. However, obtaining a permanent or temporary registration in Moscow should not be delayed either.

Question-answer

Is it possible to join the queue for a kindergarten in Moscow if there is a registration in the city of Lyubertsy MO?

– Unfortunately, this is not officially possible. At least temporary registration in Moscow is required.

Is it possible to register a child at the place of residence with friends without registering parents to get a place in a kindergarten in Moscow?

– No, a child under the age of fourteen must be registered at the place of residence of one of the parents.

I am a single mother. Registered in the Moscow region, but I live in the capital. Will my child be admitted to a Moscow kindergarten without a residence permit in Moscow?

– According to the law, your child must be admitted to any state kindergarten in Moscow, since he belongs to the category of beneficiaries, according to the “Law on Education in the Russian Federation”. However, there is a special queue for children-beneficiaries.

I want to get a job in a Moscow kindergarten in order to enroll my child in it (we do not have a residence permit in Moscow). There is only one vacancy for a senior teacher. Will I be hired for this position with a non-core education?

– No, only persons with specialized pedagogical education have the right to work in preschool institutions as a senior teacher. Try to look for a kindergarten where the positions of a nanny or teacher’s assistant are vacant.

If you have any questions, you can always contact our law firm MS-Group! We will provide you with free legal advice, as well as analyze your situation on an individual basis. After that, you just have to follow our recommendations!

Site for registering a child in kindergarten, electronic entry

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+7 (495) 500-00-26

LICENSED ENGLISH KINDERGARTEN WITH POOL

Information about LLC

Age:

Since birth

children in the lesson:

to 18

Lessons per month:

Cost:

dated 19000

If you are looking for site registering a child in kindergarten , then you have come to the right place. On the site of the kindergarten “Little Country” Skhodnya there is an electronic record of a child in a private kindergarten. An electronic queue for kindergarten is a quick and convenient way to save parents time! It is enough to go online and enroll your child in our kindergarten online! You can enroll a child in a kindergarten in advance: even before his birth and send him to a group from the age of 1.5!

Location and transport links of the kindergarten “Little Country” sanatorium Mtsyri, Wellton park, Firsanovka Life, Art Village.

Thanks to electronic registration in our kindergarten, you guarantee 100% enrollment of your child in a modern kindergarten with an area of more than 1500 sq.m, with a swimming pool, 5 meals a day and experienced highly qualified educators and teachers.

DESCRIPTION OF THE SERVICE

POSSIBLE SCHEDULE

PROMOTIONS AND DISCOUNTS

DESCRIPTION OF THE SERVICE

To do this, it is enough to spend a few minutes of your time: go online, go to the site and fill out a short form. After that, the child automatically queues up to visit the garden. We have only one such queue and the recording method does not affect the place of the child in it: there are no preferences in favor of a certain recording option.

This service allows you to make sure that your child goes to a good kindergarten in advance. Even if the child has not yet been born, you can still enroll him right now: a place will be saved for him and you can give him to the group from the age of 1.5. The electronic queue gives a 100% guarantee of enrolling a child in one of the age groups of our wonderful kindergarten: with a convenient location, a swimming pool, a large territory, 5 meals a day and excellent qualified staff.

POSSIBLE SCHEDULE

PROMOTIONS AND DISCOUNTS

KOLPAKOV PLATO’S PARENTS

We have been going to the “Little Country” for 1 month. We are very happy that we chose your kindergarten. The child goes to kindergarten with joy, in the evening he cannot tear himself away from games and go home. We are also pleased that there are additional classes and a pool. We are waiting for 3 years to start going to you for football! Thank you very much!

PARENTS OF PEACOCK VICTORIA

We are very satisfied with the Little Country Kindergarten. Adaptation was easy and imperceptible. The most important thing is that my daughter goes to the group with a smile, and after kindergarten she tells new rhymes and nursery rhymes. Many thanks to the teacher of the group “Zvezdochki” for her hard work and love for our kids.

ANECHKA’S MOTHER WHEEL

I like everything very much. The quality of services corresponds to the prices. Wonderful educators. the child enjoys going to kindergarten.

VLADA GORBUNOVA’S MOTHER

My child has been attending kindergarten since September. During this time, I was 100% convinced of the correctness of my choice: in this kindergarten they not only care about the health, safety, education and development of the child, but also do everything for the peace and confidence of parents. You can always get information from caregivers about how the baby behaved during the day and how he felt. Mom can ask any question or express a wish. The head of the kindergarten constantly communicates with parents. It seems to me that children feel this spirit of cooperation in adults, it makes them calm, they are friendly, confident, they are comfortable.

MOTHER ELISEEVA VLADISLAV

My husband and I decided to send our baby to kindergarten when we realized that it was difficult for him to find a common language with children – he was afraid of them and avoided them. In the hope of instilling communication skills and the ability to communicate in a team, we brought him to the “Little Country” and were amazed to find out how, after a couple of days, our child became liberated, began to play and communicate with children. We see in this the great merit of our teacher Natalia, she knows how to win over the kids, give them sincere warmth and surround them with care. Giving your baby to such a caregiver is a pleasure because trust plays a major role in this matter. Separate words of gratitude deserve the director of the kindergarten, the nurse and the wonderful receptionists. The entire staff of the kindergarten is ready to help in any matter, they are always friendly and sympathetic to every visitor. Separately, I would like to say about developing programs in the kindergarten, educational activities and, not least, the presence of a swimming pool with an experienced trainer. We are very satisfied with the nursery, we recommend it to all our friends.

DARIA KARASEVA’S MOTHER

In this “Little Country” our child’s great life begins. We really like the garden, cozy, warm, homely atmosphere. All kindergarten workers are very nice. The child goes to the kindergarten with great pleasure, we love our teacher Larisa Ilyinichna very much. She is just a great fellow, both children and parents love her. Special thanks to the head of the kindergarten for organizing the life of the “Little Country”!!!

SEREGINA ARINA’S MOTHER

Our daughter Arina goes to the Kapelki group. The first time we came when she was 1.5 years old. Thanks to our wonderful teacher Zoya Mikhailovna, our daughter learned a lot in a short period of time: she learned to eat, learned to use the potty, got used to the bottle, learned to pronounce animal sounds and recognize them, and much more.
Good food, the child is always happy and goes to the kindergarten in a good mood. All staff members are attentive and friendly.
There is an approach to every child. As well as many additional developmental activities. We all like it!
Thank you very much! Good luck to you!!!

MAMA RIBALKINA MARK

I am very pleased that the baby goes to this kindergarten with such a sensitive, attentive attitude towards children. I really like our teacher – Zoya Mikhailovna, her approach to children and attitude. The son became very independent, learned to go to the potty, new words appeared.
Thank you so much for what you do!

BURKINA GERMAN’S MOTHER

I like it very much! The child began to do a lot. Good development program. Beautiful groups, interesting design of the garden and, of course, wonderful teachers and nannies!

VICTOR SOBOLEV’S PARENTS

We thank Larisa Ilyinichna (Zhemchuzhina group) for her contribution to educational work! Victor matured, began to speak well, became more disciplined, learned to play football. We also thank the director and the entire team of the “Little Country” for their love for children, love for people. The kindergarten is very warm, beautiful, like in Paradise!
Thank you very much for your contribution to the development of our children, for your positive, creative, attitude and care! We wish you prosperity, so that our children come out diligent, smart and beautiful, an example for all children!
Good luck in your upbringing!!!
Thank you for your work!

YANA’S MOTHER

Yana goes to kindergarten with pleasure, we all like it, especially she loves physical education classes and in the pool, music. Many thanks to Larisa Ilyinichna for her care, love, patience, how everything is organized with her: classes, discipline – this is very important in raising children. And of course, thanks to Oksana Alekseevna for helping the teacher organize the day and for the cleanliness and order in the group!

KARIN’S MOTHER CIRCULAR

They started going to the “Little Country” kindergarten when the child was 1.5 years old. My daughter goes and she loves it. I would like to express special gratitude to the teacher of our group “Droplets” Zoya Mikhailovna. She takes care of them and takes great care of them. When a child goes to the garden with a smile, it says a lot, or rather about everything. If possible, we want to stay in this kindergarten until the end.

MOTHER SERYAKOVA ALEXANDRA

We have been going to the kindergarten “Little Country” for about 3 months. Both me and the child like it. A very good and caring teacher – Zoya Mikhailovna. Thank you very much for your truly responsible attitude to the upbringing of our children. Children are always clean, well-groomed, dry, cheerful.
I can only say good things about the kindergarten itself. The groups are always clean, the food is excellent, everything that the children need is available. Every day the children are examined by a nurse, so we rarely get sick. There is also a swimming pool, a gym, that is, children develop physically too. Lots of activities, games and entertainment. The child comes home full, happy and sleeps well.
I also want to note the respectful and benevolent attitude of the workers of the “Little Country” garden. For this, I think, I must say a big thank you to the Head Aisyl Koznova. I wish our kindergarten further development in the New Year!

MAMA LIMASOVA SASHENKI

We really like the Little Country Kindergarten. The wonderful director Aisylu Marsovna Koznova has selected an excellent team – professional, sympathetic, kind! In the “Little Country” every child is treated as if they were their own – with love, tenderness and affection.

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Опубликовано: November 5, 2022 в 8:04 am

Автор: alexxlab

Категории: Miscellaneous

Highwoods Park KinderCare – Care.com Raleigh, NC Camp

Highwoods Park KinderCare – Care.com Raleigh, NC Camp

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Highwoods Park KinderCare
Raleigh,
North Carolina,
US

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Both of my kids are enrolled. When looking for daycare with my first kid, I knew this was the place when I walked in. The environment is warm and friendly. My kids are happy and engaged. I love gettin…

The KinderCare Center has become nothing but our second family. Our daughter comes home learning something new and amazing everyday. Sometimes we are honestly shocked at all the cool educational progr…

I have a 1yo and a 3yo here, and we love it for us and them! My 3yo just started this past September after being at home with him, so it definitely took weeks to transition. They were WONDERFUL wi…

Our daughter started at KinderCare in September in the infants room. As a 3 month old, she had a hard time adjusting but the staff and teachers were all so helpful! They kept us updated each day with. ..

I would highly recommend Kindercare at Highwoods Park. I have a 4 month old son who is my whole heart and when it was time for me to return to work I made a tremendous mistake by enrolling him into an…

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Here are some reviews from our users.

“Both of my kids are enrolled. When looking for daycare with my first kid, I knew this was the place when I walked in. The environment is warm and friendly. My kids are happy and engaged. I love getting the frequent updates with pictures. Great facility. It makes being a working mom a bit easier knowing that my kids are being well taken care of by a staff that truly cares for them when I can’t be with them.”

“The KinderCare Center has become nothing but our second family. Our daughter comes home learning something new and amazing everyday. Sometimes we are honestly shocked at all the cool educational programs she’s learning. The Staff is amazing the Director, Assistant director, and all of her teachers. We are so grateful and happy to have them apart of our daughter’s life. Great childcare, very professional, open and honest communication, and overall just exceptional services.”

“I have a 1yo and a 3yo here, and we love it for us and them! My 3yo just started this past September after being at home with him, so it definitely took weeks to transition. They were WONDERFUL with him and he looks forward to going to school! Also, Ms. Tamara and team have really helped with potty training, which is a relief for us. We also love the updates, meals, naps, pictures, videos, etc… that we get through the app. We really feel like we’re there. My daughter has no issues except maybe that she doesn’t nap as long because she’s too excited there.
I honestly don’t have anything negative to say! Actually, maybe the mosquitoes in the summer, but they can only control it as much as we can since we also treat our yard and still have them. “

“Our daughter started at KinderCare in September in the infants room. As a 3 month old, she had a hard time adjusting but the staff and teachers were all so helpful! They kept us updated each day with pictures and notes throughout the day and also worked to find what would make our daughter happy and get her settled into the routine of daycare. We’ve been very pleased so far!”

“I would highly recommend Kindercare at Highwoods Park. I have a 4 month old son who is my whole heart and when it was time for me to return to work I made a tremendous mistake by enrolling him into another childcare facility that turned out to be a horrific experience so after removing him from that facility I was hesitate about sending him to daycare again; however, didn’t have any other options. I was nervous and anxious about who I would be trusting with my child and after talking with the staff and touring the facility I decided to give it one more chance and enrolled him with Kindercare and it was the best decision I have ever made. The staff and even the director give him so much love and attention. They send notifications to my cell phone with his daily feedings,diaper changes, and my favorite the amazing photos.”

Highwoods Park KinderCare has 4.7 stars from 37 reviews.

The address of Highwoods Park KinderCare is
3129 Poplarwood Ct,
Northeast Raleigh,
Raleigh,
North Carolina,
US.

Nearby Businesses:

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5510 Falls of Neuse Rd, Raleigh, NC 27609

Childcare Network

2912 Brentwood Rd, Raleigh, NC 27604

Childworks Preschool

6215 Litchford Rd, Raleigh, NC 27615

Millbrook United Methodist Preschool

1712 E Millbrook Rd, Raleigh, NC 27609

In The Beginning

1801 Spring Forest Rd, Raleigh, NC 27615

Before the Bell Preschool

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Millbrook Baptist Preschool

1519 E Millbrook Rd, Raleigh, NC 27609

Copperfield KinderCare

2300 Spring Forest Rd, Raleigh, NC 27615

Harps Mill Creative School

8504 Harps Mill Rd, Raleigh, NC 27615

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Beth encountered a lot of highs and lows in such a short period of time. Losing not one, but two mothers, living for almost a decade at an orphanage, and coping with negative dependencies is a lot for anyone to handle, let alone a young girl. During this time, Beth could have greatly benefited from speaking with a mental health professional about her struggles.

Thriveworks Counseling & Child Therapy Northeast Raleigh provides counseling opportunities for many reasons. Therapy, counseling, and life coaching can significantly improve your life and we want to ensure that all of our clients have the opportunity to talk to a mental health professional if they need it. Whether you’re looking for guidance in making big decisions or need help managing a mental illness, Thriveworks can help. If you feel like you might be the right fit for therapy, coaching, or counseling, consider calling our office today. We’d be more than happy to get you scheduled for your first session.

What Mental Health Services Are Offered at Thriveworks Counseling & Child Therapy Northeast Raleigh?
Here’s a list of the main mental health services offered at Thriveworks Counseling & Child Therapy Northeast Raleigh:

Individual counseling

Couples therapy/marriage counseling

Family counseling

Child therapy and teen counseling

Psychiatry and medication management

Through counseling, therapy, and/or psychiatry services, we help with a range of mental health conditions and other challenges, including:

Depression

Anxiety

Grief

Trauma/PTSD

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ADHD

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Cognitive behavioral therapy (CBT)

Dialectical behavioral therapy (DBT)

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Acceptance and commitment therapy (ACT)

Strength-based counseling

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Emotionally-focused therapy

Family systems

Mindfulness-based

Motivational interviewing

Does Therapy Work? What to Expect
Whether or not you’ve worked with a mental health professional before, you may have some reservations. Deciding to pursue therapy isn’t always an easy choice. You might be worried about getting emotional, letting out the things eating you up inside, or even just being vulnerable. However, we want you to know that pursuing professional help is a strong decision and a step in the right direction. You’re making a smart choice by choosing to work with someone at Thriveworks Counseling & Child Therapy Northeast Raleigh.

When you begin working with one of our psychiatrists or counselors, they will assess what’s going on in your life and all of the ways you might need assistance. They will then create a customized plan of action based on your needs, goals, and concerns. This will allow you to gain the most from your time at Thriveworks and be set up to move forward with confidence.

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The Benefits of Working With an Online Psychiatrist
There are many reasons people seek out psychiatry counseling. Some of the most common reasons include:

Anxiety

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Issues like these can have both mental and physical consequences. As a medical doctor, a licensed psychiatrist can assess both components and help to get you back on track. Diagnosis and treatment of many mental health conditions can be complicated by the interconnected nature of the body and mind, which is why a psychiatrist’s perspective can be incredibly helpful.

Treatment plans typically call for some form of talk therapy, medication, or a combination of the two. If you want to experience the difference psychiatry counseling can make in your life, get in touch with Thriveworks Counseling & Child Therapy Northeast Raleigh to make an online appointment.

Work With a Counselor at Thriveworks Counseling & Child Therapy Northeast Raleigh
Here at Thriveworks Counseling & Child Therapy Northeast Raleigh, we believe in providing accessible mental health care to our community. That’s why we offer competitive benefits such as same- and next-day appointments, 23.5-hour cancellations, evening and weekend appointments, no waitlist, easy self-pay options, and more.

To learn more about our benefits and schedule your first session, click over to our online booking system, or give our office a call. One of our scheduling specialists will help you find a time that best suits you. You deserve to live the life you want. We’re ready to help. Just reach out to our office when you’re ready!

Where Is Thriveworks Counseling & Child Therapy Northeast Raleigh Located?
Thriveworks Counseling & Child Therapy Northeast Raleigh is located at 3000 Highwoods Blvd Suite 100, Raleigh, NC 27604. We’re right next to WakeMed Home Health and are across from Highwoods Park Kinder Care. If you have trouble finding our office or have any questions about how to get here, please don’t hesitate to reach out!

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PPG Place – PPG Place

PPG Place is a complex in downtown Pittsburgh, Pennsylvania, consisting of six buildings on three city blocks and five and a half acres. PPG Place was designed by architects Philip Johnson and John Burgee.

Named after its anchor tenant, PPG Industries, which initiated the project for its headquarters, all buildings are made of 19,750 pieces of glass. At the center of the complex is the 40-story One PPG Place office building. The groundbreaking ceremony took place on 28 January 1981 years old. The complex of buildings opened between 1983 and 1984, and the opening ceremony took place on April 11, 1984. The total construction cost was $200 million ($529.9 million today). The houses were sold by The Hillman Company to Highwoods Properties in 2011.

Maintenance

1 construction

2 Buildings and public spaces

2.1 PPG Place Plaza

3 Reception

4 See also

5 references

6 further reading

7 external link

construction

View of the complex from Mount Washington.

The project was started by PPG Industries (formerly the Pittsburgh Plate Glass Company) as the company’s headquarters after being based in downtown Pittsburgh since 1895. ^[6] The company was contracted to implement the project by architect Philip Johnson and his partner John Burgee. Designed in neo-Gothic but with modern innovations, the complex has many inspirations, including London’s Victoria Tower, ^[7] and GH Richardson’s Allegheny County Courthouse and Charles Clouder’s Cathedral of Learning in Pittsburgh. ^[8] Before the building was built, an 8-foot-tall, 600-pound model was assembled. Tarentum, PA Renato “Renault” Chieruzzi in his basement. The glass for the model is cut on Ford City PPG works. ^[9]

In demolition and site preparation, the University of Pittsburgh team of anthropologists collected more than 10,000 artefacts dating back to the 18th century in what was King’s Garden and King’s Garden, about 1,000 feet from the gate to Fort Pitt, as well as many medical instruments marking objects in the area. The team also uncovered several stone-lined wells and cisterns dating from around 1800, which were subsequently filled with debris and artifacts in the early 1800s as the early settlement expanded and the wells dried up. ^[10] This site was home to the four-story department store Guskey’s for most of the 20th century. ^[11]

The buildings are recognizable by their 231 glass spiers, the largest of which is 82 feet (25 m) high. Also notable are the surfaces of the reflective insulating glass that served as an advertisement for the founder of the project. The buildings contain over a million square feet of PPG’s Solarban 550 Twindow – 19,750 units. The main building of One PPG Place is a 40-story tower, half of which is occupied by PPG Industries. The complex also includes a 14-storey building and four 6-storey buildings. PPG Industries is also using space in one of the other buildings. The One PPG lobby features a 50-foot (15 m) high entrance with red glass. The building has 21 elevators, each with walls built of transparent glass panels surrounded by broken glass. In total, the complex cost $ 200 million. ^[6]

The design of the building not only made it stand out, but also ensured high energy efficiency. In summer, heat is reflected off the building by the glass, while in winter, infrared heat is reflected and retained within the building. The surface walls have a barrier design that effectively separates the interior walls from the exterior. The building also collects heat from computer equipment and reuses it throughout the structure. ^[6]

Construction of the Pittsburgh “Renaissance II” mansion, which saw Pittsburgh’s economy fluctuate as a result of the steel mill closure, while Pittsburgh Plate Glass remained a Fortune 500 company. ^[12]

Office space opened in August 1983, retail stores opened in November 1984, and the complex opened on April 11, 1984. ^[13]

Buildings and public spaces

PPG Place buildings surrounding the public square

PPG Place is located on six city blocks (5 ¹ ⁄ ₂ acres, 22000 m 22003 Forbe7 9003) Allied Boulevard on its north and south sides, and Stanwix Street and Wood Street to its east and west. The complex consists of six buildings that surround an open area: ^[14]

One PPG Place, a 40-story, 635-foot (194 m) building covering approximately 1.5 million square feet (140,000 m²). ² ). ^[15] It is the tallest building in the complex and serves as the centerpiece of the complex and, as of 2020, is the third tallest building in Pittsburgh. ^[15]

Two PPG Place, 6-storey building.

Three PPG Place, 6-storey building.

Four PPG Place, 6-storey building.

Five PPG Place, 6-storey building.

Six PPG Place, 14-story building 223 feet (68 m) high. ^[16]

One PPG location includes the Winter Garden, an 8,000-square-foot (740 m ²) conference room with vaulted glass ceilings. ^[17] Although the Winter Garden is part of One PPG Place, it is not located in the 40-story tower section of the building. Instead, it is attached to the side of the tower facing Stanwix Street.

PPG Place is located directly next to Market Square, creating a large and popular public space in downtown Pittsburgh.

PPG Place Plaza

Ice Rink at PPG Place

One acre (4000 m ² ) PPG Place Plaza is located between Third Avenue and Fourth Avenue. ^[18] ^[19] The square has a fountain with 140 water jets and 280 underground lanterns. Opened in 2003, it was designed by WET and SWA Group of Landscape Architecture and Urban Design. ^[20] In the center of the fountain is an obelisk made of pink granite.

During the winter months the area is converted into an ice skating rink. The skating rink opened on December 10, 2001 and has become a popular seasonal attraction in the city centre. The 60 ft (18 m) Christmas tree is in the center of the rink. At 13,456 square feet (1250.1 m ² ), the area is over 6,000 square feet (560 m ² ) larger than New York’s famous ice rink at Rockefeller Center. ^[21] ^[22]

Reception

Upon completion of the project, architecture critics and the media called PPG Place “the jewel in the crown of the Pittsburgh skyline”, “a huge success for downtown Pittsburgh” and “one of the most ambitious, sensitive and inspiring public city events since then. Rockefeller Center.” ^[6] In 2006, readers Pittsburgh City Paper named PPG Place the best building in Pittsburgh. ^[12]

In 2005, when the downtown office vacancy rate was around 20%, PPG Place was 87 to 89% full. The management company was able to attract foreign corporations to move production to Pittsburgh. News America Marketing, a subsidiary of News Corporation, covers 5,800 square feet. Local Kennametal Inc. leased office space, and LandAmerica Financial Group moved several office spaces to the 12th floor of One PPG Place. Carnegie Mellon University manages alumni connections from the complex. 9 DaParma, Ron (October 16, 2005). “PPG Place attracts tenants in a slow market.” The Pittsburgh Tribune-Review . Retrieved December 19, 2008. ^{[ permanent dead reference ]}
further reading

Franklin Tocker, Buildings of Pittsburgh , Society of Architectural Historians, Chartsville University, Chicago Center for American Landmarks , 2007. ISBN 0-8139-2650-5

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Kindercare learning center logo: Center Closures | KinderCare

Опубликовано: November 5, 2022 в 5:05 am

Автор: alexxlab

Категории: Miscellaneous

KinderCare Learning Center at Dr. Phillips | Daycare, Preschool & Early Education in Orlando, FL

All Centers >
Daycare In Orlando, FL >
KinderCare Learning Center at Dr. Phillips

Our classrooms are places to thrive!
In our safe and healthy classrooms, your child will be engaged in learning experiences that meet them where they are, both socially and academically. With fun daily activities, passionate teachers, and great friends, a lifetime of confidence starts here. Contact the center director to learn more about our child care options and schedule a tour!

Meet Ruth Reinstein, Our Center Director
Meet Ruth Reinstein! She is the Center Director at KinderCare Learning Center at Dr. Phillips in Orlando, FL. Ruth attended Seminole State College, where she earned an Associate Degree in Early Childhood Education Management. She started her career as a toddler teacher and has been with KinderCare since 1992. Every day, Ruth looks forward to helping children discover their true potential. “Anyone who does anything to help a child in his life is a hero.” – Mr. Rogers. Outside of work, Ruth enjoys walking and biking nature trails and spending time with her grandchildren.

KinderCare Learning Center at Dr. Phillips Programs

Our Teachers

Family Stories

FAQs

AMERICA’S MOST ACCREDITED

We’re so proud!

Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.

SCHOOL-READY

What Learning Looks Like

Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.

KinderCare Learning Center at Dr. Phillips Programs

Infant Programs (6 weeks–1 year)

Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.

Toddler Programs (1–2 Years)

Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.

Discovery Preschool Programs (2–3 Years)

This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.

Preschool Programs (3–4 Years)

This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!

Prekindergarten Programs (4–5 Years)

When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.

School Break Programs (preschool, prekindergarten, and school-age)

Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.

Florida Voluntary Prekindergarten Programs

Our Teachers

We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.

Meet just a few of our amazing KinderCare teachers!

A KINDERCARE TEACHER WITH

An Artist’s Heart

“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.

We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.

Family Stories

Don’t take our word for it. Hear what our families have to say about our amazing center!

In January of 2007, I did a test run in the Infant Classroom with my firstborn. I was nervous and scared. Fast forward eight years, and I have another baby and immeasurable amounts of patience, love, advice, and teachings from everyone at this center. My children wouldn’t be the amazing, smart, and confident kids they are without all the teachers and center staff. Words cannot express my gratitude and admiration for a team that always puts the children first. This team has mastered the perfect combination of nurturing, education, and model behavior. Including this center in our family’s journey has been incredible!

Neeley W. – KinderCare Parent

Anyone can provide daycare services, but we chose this center specifically for its commitment to learning and curriculum-based approach to teaching. Our daughter’s development is key, and the incredible impact on her from KinderCare is obvious when we spend time with similarly-aged children who don’t attend. Our daughter is engaged, outgoing, curious about the world, and excited to expand her knowledge. The questions she asks are remarkable, insightful, and full of genuine intrigue. I feel this is because she has built a foundation of trust with the teachers in an environment that supports and nurtures her, and that is full of compassion, honesty, and respect. We wish we could be with our daughter every second of her day, but since we can’t, we’re thrilled to have KinderCare there to ensure our daughter has the best start in life possible.

Kendra M. – KinderCare Parent

I would like to share with you today my personal experience with Ms. Jenelle and her team. Eleven years ago, my eldest son, who was just six months old, had his first day at KinderCare. I was so scared to leave him that first day since six months old was so young. I left him crying and was so torn until I called at lunchtime and was reassured he had stopped shortly after my departure. He came home happy and I knew in my heart I had found the best people to care for him while I was at work. He attended KinderCare through the age of five and continued to do the summer program as well. One of the most reassuring constants was that the teachers always remained the same. They became so much more than teachers to us. They became our family. My son is now going into the seventh grade this coming fall and is reading at a twelfth grade level. He is in all advanced classes. When people ask me what I did or why I think he is so advanced, I always tell them it was the curriculum he had in those first important years of development. He learned there and he was excited to learn because of what Ms. Jenelle and the team was teaching him. Upon the birth of our second son in 2013, I immediately started stressing about child care. As does any parent. We decided we would try an in-home nanny. After an exhaustive search, we finally decided upon one who due to unfortunate circumstances had to move out of town suddenly. Therefore we found ourselves in quite a pickle. No way would we find solid child care in two weeks notice. I was beside myself and coincidentally drove past KinderCare the same day this all occurred. I turned into the parking lot on a whim and walked inside. When I entered the building, Ms. Dawn Mariononi, who remembered me by name even though we had not spoken in years, greeted me. I breathed a huge sigh of relief and knew in my heart this was the place for my new baby, just as it had been for his big brother. My youngest turned two in April and has been at KinderCare since he was six months old. I see the same progression and advancement in him as his older brother had at that age. He loves going to his school and is beyond content there. As a working mom, knowing that my child is okay, having fun, and in good hands is the biggest relief ever. I love all the teachers here. I love that it is the same teachers and management as when I first enrolled by eldest 12 years ago. Consistency is key in a young child and Ms. Jenelle keeps her team consistent. They go above and beyond for your children. It is so much more than a job to them they are truly shaping our children for the future.

Annie H. – KinderCare Parent

Share Your Story

If you have a story about your experience at KinderCare,

please share your story with us
.

Who Are KinderCare Families?

They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.

Hear from just a few of our amazing KinderCare families.

A Globe-Trotting Family Finds A

Home in Houston

Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.

Frequently Asked Questions

What accreditations does KinderCare have?

We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.

Do you offer part-time schedules at KinderCare Learning Center at Dr. Phillips?

Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.

How does naptime work at KinderCare Learning Center at Dr. Phillips?

Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.

Do you support alternative diets?

We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.

Are meals included in tuition? Can I choose to send my child with lunch?

We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.

Does my child need to be potty-trained?

Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.

KinderCare Learning Center at University Circle | Daycare, Preschool & Early Education in Cleveland, OH

Our classrooms are places to thrive!
In our safe and healthy classrooms, your child will be engaged in learning experiences that meet them where they are, both socially and academically. With fun daily activities, passionate teachers, and great friends, a lifetime of confidence starts here. Contact the center director to learn more about our child care options and schedule a tour!

KinderCare Learning Center at University Circle Programs

Our Teachers

Family Stories

FAQs

AMERICA’S MOST ACCREDITED

We’re so proud!

Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.

SCHOOL-READY

What Learning Looks Like

Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.

KinderCare Learning Center at University Circle Programs

Infant Programs (6 weeks–1 year)

Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.

Toddler Programs (1–2 Years)

Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.

Discovery Preschool Programs (2–3 Years)

This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.

Preschool Programs (3–4 Years)

This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!

Prekindergarten Programs (4–5 Years)

When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.

Interactive Kindergarten (5–6 Years)

Kindergarten is a critical year for young learners. Experienced KinderCare teachers will
tap into your child’s natural curiosity to help get them even more prepared for
elementary school. Our engaging lessons make the most of current technology while
offering plenty of hands-on play and exploration.

School Break Programs (preschool, prekindergarten, and school-age)

Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.

Learning Adventures – Enrichment Program

Cooking Academy™ (3 – 12 Years)

In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food. They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!

Music Explorers™ (2 – 4 Years)

KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.

Phonics Adventures® (2 – 4 Years)

Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group. (Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)

STEM Innovators (3-8 Years)

You’ve probably heard a lot about how important STEM education is for your child, but
what does that really mean? Our STEM Innovators program takes kids’ natural ability to
make sense of the world and applies it to robotics, chemistry, coding, geology, and
more. While your child experiments, they’ll discover how to use technology to do
amazing things!

Our Teachers

We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.

Meet just a few of our amazing KinderCare teachers!

A KINDERCARE TEACHER WITH

An Artist’s Heart

“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.

We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.

Family Stories

Share Your Story

If you have a story about your experience at KinderCare,

please share your story with us
.

Who Are KinderCare Families?

They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.

Hear from just a few of our amazing KinderCare families.

A Globe-Trotting Family Finds A

Home in Houston

Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.

Frequently Asked Questions

What accreditations does KinderCare have?

We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.

Do you offer part-time schedules at KinderCare Learning Center at University Circle?

Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.

How does naptime work at KinderCare Learning Center at University Circle?

Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.

Do you support alternative diets?

We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.

Are meals included in tuition? Can I choose to send my child with lunch?

We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.

Does my child need to be potty-trained?

Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.

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Kindergarten Logo 3️⃣ 3️⃣ Logo Design Ideas – WeLoveBrands

What is important for parents who send their child to kindergarten for the first time? So that it is safe and comfortable there, so that the baby spends time interestingly and profitably, so that the caregivers are attentive, fair and do not separate the children.

When choosing a kindergarten, many people study information, read reviews, but make a decision intuitively. And in order for parents to choose your institution, it is necessary to form an attractive and credible image. How to do it? Create an emotional logo for a kindergarten.

Why Kindergarten Logos Are Needed

A good logo strengthens the institution’s reputation, increases trust and loyalty among service users, and increases profits.

And also the logo:

Attracts attention . Competent selection of colors and graphic elements will attract the attention of passers-by, as well as Internet users to your kindergarten.

Informs . The logo allows you to understand the specifics of the institution even before reading the inscription. If not all age groups are accepted into the kindergarten, the image must correspond to the allowable age of children.

Sets it apart from competitors . A bright, thoughtful logo is one of the competitive advantages. It allows you to highlight your strengths and stand out from your competitors.

Increases confidence .The sign, along with the condition of the premises and furniture, as well as qualified staff, works to increase the trust and loyalty of parents.

Causes positive emotions .Children’s logo should be concise, positive and understandable.

Since the brand name is the first thing consumers look for when they are introduced to a kindergarten, it should create a pleasant overall impression, as well as attract children and guarantee the safety of their parents.

How to attract attention and create an atmosphere of care

A sign with the name and logo is the first thing children and their parents see when they approach the kindergarten. Already subconsciously, adults begin to give him the first assessment. Therefore, a brand name that demonstrates a caring attitude and friendliness sets up positive and inspires confidence.

Since a kindergarten is a place where a child spends time from morning to evening, learning to communicate, make friends, share toys and stand up for oneself, the logo should not only convince parents of the correctness of their choice, but also attract children. And for this you should use an interesting idea.

Bring your vision to life and impress your audience with images, colors and fonts.

Elements that help create interesting logos :

Image . Most often, cartoon characters, fairy-tale heroes, toys, animals and plants, as well as natural phenomena, such as a rainbow, are found in kindergarten logos. Such images evoke positive emotions and indicate the direction of the institution.

Children love simple graphics that resemble children’s drawings or favorite cartoons. Therefore, you should not overload the sign with a large number of details, styles and colors, so as not to impair its perception.

Color range . It is important not to try to apply all possible colors, but to stop at two or three tones. The ideal background for a logo is white, which can also be used to create an empty space effect. It will add freshness to the logo and help highlight the main elements.

The best colors for a kindergarten logo are blue, green, pink, turquoise, yellow and orange. Dark colors are acceptable only if you need to shade the main tone.

Font style . The fonts used are mostly readable, sans-serif, but you can also choose from uppercase or handwritten without complicated curls.

Well, in order to get a unique logo for a kindergarten, the development should be entrusted to professionals. After all, only a trained designer who focuses on the knowledge of psychology and the mechanisms for conveying emotions through images and color can create a logo that evokes positive emotions and trust.

6 main rules in designing a kindergarten logo

There are no specific metrics or KPIs in creating logos. But at the same time, it is quite easy to determine the quality and effectiveness of the developed product.

To do this, pay attention to the following criteria :

Laconism Children do not understand the hidden subtext and deep meanings. The designer must “see” the logo through the eyes of a child.

Ease of perception . You should avoid small details that make it difficult to perceive the sign on various objects – signs, booklets, leaflets and screens.

Readability . Choose the best font size and style. Please note that the use of gradient graphics may impair the readability of the logo inscriptions.

Integrity . All logo elements should complement each other.

Versatility . The logo should look good and “read” in a small size (for icons on the site and social networks) and in a large format – for billboards, branded T-shirts or uniforms of kindergarten employees.

Uniqueness . The emblem allows you to set yourself apart from competitors, it can be registered and thereby prevent plagiarism.

When designing a logo, you should also take into account modern trends. Some of them are fleeting, and some sometimes return with renewed vigor. To create a spectacular brand name, you can use non-standard approaches, popular solutions and interesting ideas – all in order to attract attention, inspire trust and a sense of security.

The main anti-trends in kindergarten logos

Universal logo design trends in 2021 are simplicity and creativity. Graphics, colors and fonts are simplified. Modern kindergartens – especially abroad – use more schematic and conventional children’s drawings. Disappeared volume, shadows, deep detailing. The number of elements in general is reduced.

That is, minimalism and unusual images are the main trends in logo design for kindergartens. Therefore, if you want to get an effective logo, use these tricks and discard the already outdated ones.

Main antitrends in 2021 :

Multicolour logo . Harmonious is a combination of two or three shades. Instead of saturated colors, more muted, calm tones prevail as the main ones.

Serif fonts . They were replaced with light, rounded letters. And the number of words in the titles has also decreased.

Large number of elements . The piling up of details and the use of a large number of colors make it difficult to perceive and remember the sign.

Strive for maximum simplicity and achieve originality of the emblem, not at the expense of complex shapes and a wide palette of shades. An interesting idea will become your trump card and advantage among competing companies.

The best kindergarten logos in Ukraine

Ukraine kindergarten logos are characterized by bright colors, creative graphics and unique fonts. When designing signs, Ukrainian national motifs are often used. And on the logo of gardens that work according to the international model, you can find inscriptions in English or other foreign languages.

Children’s educational kindergartens actively use images of fruits – for example, an orange tangerine with green leaves. Logos often contain the name and image of a paper airplane, symbolizing the flight of fancy. Logos imitating children’s drawings in watercolor, made in soft pastel colors, are popular.

Peculiarities of kindergarten logos in Europe and the USA

Branding is an important part of building relationships with the audience. The emblem reflects the basic information about the values and objectives of the institution. Already by the logo, it is possible to determine whether the kindergarten has a primary education system, only a pre-school program is offered, or kindergarten is included in a special educational course.

When creating a logo, designers collaborate with teachers to clearly understand the philosophy of the children’s institution.

When teaching is based on the Waldorf educational system, colors and images often carry ideas and images related to nature. Green, yellow, earthy and woody browns are used. Juicy, vibrant reds, blues, greens and geometric flat shapes are the style of educational gardens that work according to the Montessori method.

Opposite shades of the palette can be used to represent a multinational culture. For example, the logo of a well-known system of kindergartens and elementary schools in the form of a tree with multi-colored circles in the crown shows that these institutions are multi-ethnic. Multi-colored circles symbolize the diversity of nationalities and races, and the tree – the relationship and unity between them.

The style of the logo and fonts also indicates the concept and philosophy of the educational program. In Waldorf schools, handicraft is valued because it is closer to nature, dreams and imagination. And this is reflected in the fonts.

Kindergartens with a rich history often use traditional font styles and imagery. The logos of Waldorf pedagogy institutions contain images of trees, leaves, the sun to emphasize the connection between nature and the imagination that comes from it.

In general, the image of a tree is often used in garden emblems. The “Tree of Knowledge” is a symbol of learning, and its branches and leaves represent the connection between pupils and educators. Trees also symbolize safety, growth and development – everything that the kindergarten wants to convey to parents and children.

Figures of children holding hands or playing together are a symbol of a happy play space. It, in turn, contributes to the physical and mental well-being of pupils. Open books, pens and pencils in the logo symbolize knowledge and learning. Often there are images of animals and birds, for example, an owl – a symbol of wisdom. Emblems may also include lions and snakes, as legend has it that these animals are the embodiment of wisdom and leadership.

Mythical kindergarten logos in Asia

The emblems of Asian pre-school institutions contain a pronounced national symbolism. The images contain ordinary or mythical animals, as well as heroes of national folklore and anime characters.

The design is dominated by bright, saturated colors. In particular, you can find a lot of red here, which in Asian culture symbolizes peace, security, family prosperity and salvation from evil forces or illness. White is widely used as a sacred color, a symbol of spiritual and physical purity.

Kindergarten logo: where to order and at what price

Professional studios and freelancers operate on the design services market. In addition, you can create a kindergarten logo yourself using a free online program or a graphic editor.

But remember that without professional logo development skills, it will be difficult to get a unique and memorable brand name. It is much more reliable to order its manufacture:

Freelancer . The cost of his work is about 1500-2000 hryvnia.

Design studio or branding agency . The cost of making a logo in the studio starts from $150 and depends on the complexity, deadlines, business tasks, number of options and possible changes.

A specialized studio will help you create an original logo. A competent specialist develops a logo in accordance with your wishes, the needs of the target audience, the concept and mission of the children’s institution, and starts work only after a thorough analysis of competitors.

Designers at WeLoveBrands will create a unique logo for your kindergarten that both children and parents will love.

If you want to stand out from the competition and strengthen your position in the market, contact us by phone or in the dialogue box to discuss the details and get a detailed consultation! Cases and examples of work are available on the website.

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Children’s center logo | Zarina Ivanter

How to create a good logo for a children’s center? Which logos look trendy and which ones feel outdated? How much does it cost to create a logo, how to find a designer for this job and how to properly build a job with him?

I asked Olga Savelyeva , Client Relations Director of the branding agency BrandVolna, to tell about this. Its name, most likely, does not tell you anything, but in our country there are few families whose houses have not been visited by designs from this company. Among the main clients of BrandVolna are the international concerns Danone and Reckitt Benckiser, the owners of the brands BioBalance, Aktimel, Prostokvashino, Dosia, Tiret, Contex.

Children’s theme is close to both the agency and Olga personally. BrandVolna designers have developed a corporate identity for Children’s Radio and have been working with baby food brands Malyutka, Malysh, Nutricia, Tyoma for many years. And Olga herself has a four-year-old daughter and a two-year-old son, so she has a special relationship with children’s brands – not only as a professional, but also as a mother.

Olga, you and your children often go to children’s centers, theaters, attend master classes. You probably see some mistakes in the logos of children’s companies with your professional eyes. Which of them are most common?
The first error is too many colors. For some reason, it is believed that the children’s logo should be multi-colored – they say, the more fun, the better. This is partly true: rainbow logos are “native” to the children’s theme. However, you need to know the measure in the number of colors, strive for their harmonious combination inside the logo and with the background (the best background for multi-colored logos is white) – otherwise the logo will look heavy, sloppy, not to mention the style. And instead of fun, there will be chaos.

Another common problem: the logo has too many small details, inscriptions, images, fonts. There is an unspoken law in design – every element must have some meaning, marketing, aesthetic, practical, technical. Check your logo – is it true?

A good way is to test selected logo options on media, ie. place logo sketches on signboard templates, business cards, on the club wall. This is done by computer, of course. Although everything that can be printed on paper is worth seeing in full size.

Or even simpler: open the logo on a computer and move away from it (or simply reduce it to 4-5 cm) – even this simple method helps to assess possible problems.

What else? Unreadable. In search of a creative solution, logos are sometimes created that are interesting in thought, but weak in terms of execution. When we look at a logo in the size of a computer screen, it is, of course, readable. Especially if we know what is written there 🙂 In reality, everything may look completely different. You can check readability in the way that I have already described. Although in general this is the task of a good designer.

Can you tell me the theory in a nutshell then? What are the basic rules for creating a logo?

The logo should reflect the concept of your business, be easy to read and remember. Of course, the logo must be original, that is, have individual features.

This is in general. Logos are very different, as they depend on the field of activity and the target audience. There is a happy exception to every rule.

Ideally, the logo is the main identifier, but not the only one. It is better to immediately focus on creating the entire corporate identity – that is, along with the development of the logo, you need to immediately determine the corporate colors, fonts and graphic elements, as well as understand how the logo will live in a real environment, and not on a white sheet.

For example, you have a Romashka club. The logo (word) is green, there is an image of a camomile. Obviously, the daisy is your signature graphic, while white, yellow, and green are your signature color scheme. This does not mean that from now on there should be only chamomile everywhere and everywhere. For example, other elements that match the style may appear – for example, butterflies. But they must be made in the same style as the chamomile, and in harmony with it in color.

What does corporate identity mean in practice? The style and plot of the logo should be traced in all media – in interior design, in printed materials (business cards, leaflets, ads and posters), on the website, banners, etc.

It is not uncommon for a logo to be made in one style, a room to be decorated in a different style, a website in a third style, and printed materials generally different every time.

Yes, yes, a very familiar situation. And it happens to me .

This is not a disaster for a small local business, but the unity of style immediately takes you to another level!

Firstly, the corporate identity “works” for a better memorization of the logo itself, secondly, it is easier to identify you outside the club – for example, on the Internet, in street advertising, during some promotions or events, thirdly, it adds seriousness, reliability, thoughtfulness and even manufacturability to your business.

What types of logos are there?

Structurally, there are three types of logos. The first type is a branded spelling of a word, a branded font or a combination of fonts. For example, lamoda.

The second type is a word with a graphic symbol (with a picture), like in “Children’s World”.

There are logos that have become so famous and even cult that they often use only a sign for their identification – for example, an Apple apple, a Nike tick.

The third type is a logo with embedded graphic elements.

I remember hearing from you once: “This logo is old fashioned.” And what are the trends in logos now? What is in fashion and what is out of fashion?

Trends depend on the field. A restaurant is one thing, a fashion startup is another, an oil company is another. But there are general trends: modern corporate styles strive for simplicity and purity. Modern man has to deal with a huge amount of information, you need a simple and quick impact.

Serif fonts, numerous lines, strokes, shadows, sharp corners, closed shapes are most often perceived as classic, traditional. The logos of “Baby Potato” and “World of Leather and Fur” are no longer perceived as modern, fashionable.

In some cases, designers will deliberately use these “old-fashioned” techniques to create a vintage look or brand image with a long history.

And modern logos are characterized by open forms – the logo is not enclosed in a closed or limited form, for example, in a circle, oval, rectangle. Such logos have a minimum of additional lines, shadows, gradients; fonts – direct or playful, conceptual, a la handwritten. They are characterized by well-thought-out minimalism – as in the logos of Pampers, Crossroads, CoralTravel, McCafe.

What is the specificity of children’s logos?

In my opinion, in the logo for a children’s club, one should especially try to comply with modern mass trends so as not to evoke associations with the past, Soviet, etc. in potential customers. This is an area where parents expect all the best, modern (but understandable!)

According to research, most mothers want to see appropriate images in children’s logos – characters, toys, some kind of cheerful children’s symbols – they evoke positive emotions, not to mention the fact that they immediately unequivocally determine the scope of activity.

It also helps to build relationships between the child and the club – a significant part of the young clients are already at the age when they can independently perceive the images.

Children’s logo must be 100% positive, without additional meanings. And it is very desirable – simple, you do not need a very deep thought.

Children’s logos, perhaps, like no other, are bright and pure colors, simple, “talking” images, laconic graphics. A logo can be made childish even without the use of graphic images – by choosing the appropriate font and color scheme.

The specificity of the children’s club logo is the obligatory presence of street communications, i. e. signboards. A mandatory requirement for the logo in this case is that it should look good and be readable on the sign from afar. I recommend adding the signature “kids club/center” to the logo, etc.

Could you give examples of successful, in your opinion, children’s logos?

Perfect logos probably don’t exist, but here are some interesting examples of baby logos that I found online.

For example, a logo for a mini-club in a hotel. The idea is succinctly and clearly conveyed – children’s games in the sand. Invented interesting symmetrical images. A minimum of colors, blue – as a neat accent. It reads very well even in the smallest size. Open.

Child drama workshops – logo for the children’s theater center. It may not be perfect, but I found it interesting as an example. For all its complexity (but the specifics – theater – allows, in my opinion), it is obvious that the creators sought to maintain a balance. All letters in the words are multi-colored, but at the same time a white background, a simple font and a graphic symbol in the style of a shadow theater. The symbol itself – a child reaching for the stars – is very emotional, even touching. At the same time, the balance is again – there are no details, only a contour.

Heimoose kidswear logo. Here I liked how the creators rhymed the font style and the style in which the character is drawn, and also beat the name with different colors. The logo looks very solid, reads perfectly, and is easy to remember thanks to its funny image (moose with prominent horns – you want to smile). For our eyes, it is somewhat gloomy, of course, I don’t call you to black 🙂

I also found some good logos of Russian children’s clubs: Kid’s club from the city of Salavat, Mini Bambini from Novokuibyshevsk, Jolly Polly from Moscow.

By the way, the use of the Latin alphabet is easily explained in terms of design – an incomparably larger selection of interesting game fonts. In addition, many perceive the Latin letters immediately as denoting something more “premium” and modern.

How to start creating your own logo?

The name of the future club already largely determines the direction and possible graphic symbols. First you need to decide what exactly you like – what colors, what characters, objects, what designs, etc. Let’s go to the Internet for inspiration. It is very convenient to collect information on Pinterest (a social network where users collect pictures found on the network by topic). By query “logo”, “kids logo” you can find interesting ideas.

Often they try to find logos of their particular field of activity – this is not necessary. Search wider – in children’s and family topics, not only in services, but also in goods, not only in Russian, but also in English. And in general, look for any interesting logos, regardless of the field.

Be sure to collect information about competitors, try to understand how to differ from them, what you like and don’t like.

First collect everything that seemed interesting from any point of view, then organize elimination circles until there is a selection of finds that are really valuable to you.

Now there are a considerable number of template logos on the Internet – for the same query “kids logo” in Google, you can find a lot of ready-made logos, you just need to buy a template and substitute your name.

If you plan to work with a contractor, then make a detailed task, attach the so-called “references” – i.e. logos that you like, which should serve as a model, a guide for the designer. You can also attach examples “on the contrary” – how not to do it. But be careful not to end up with simple plagiarism.

How much does it cost to create a logo?

The market of design services is very wide and varied – both agencies and design studios, as well as freelance designers of various levels offer their services. The choice depends on the budget and your business objectives. The larger they are, the more I recommend choosing agencies as partners. The cost of developing a logo can fluctuate very much – a student designer will draw something for 3-5 thousand, and a good mid-level agency will estimate logo development services at 80-90 thousand and above. The difference, as a rule, is in the quality of work and quality of service, in reliability. Although there are weak agencies and strong freelancers.

What should you pay attention to when choosing a designer or a company that will develop a logo?

First, on the portfolio. Everything is simple here – the choice is at the level of “like or dislike”. But also pay attention to the reality of the works presented. Were they all (most) accepted and implemented by customers? Sometimes portfolios are filled with sketches and concepts that have never been used anywhere. This is important from the point of view of the ability of the contractor to complete the work.

In the case of freelancers, look carefully at the portfolio and choose those whose style you definitely like. An ordinary freelance designer is one person whose resources are limited. Relatively speaking, he draws the best he can. Therefore, his skill should completely suit you.

Pay attention to the quality level of different jobs. If in the portfolio of one person one logo is beautiful, and the other is complete nonsense, then very often this means that it is beautiful or made while working in a team (agency, design studio, etc.), or copied from somewhere, and bad – the fruit of independent fantasies. And it is not necessary that it already contains logos of children’s clubs or something like that. Professionals are able to work with different tasks.

It is also important to find out what is included in the price, how many first sketches you will receive, how many times you can comment on the selected option, what happens if you don’t like one of the first sketches, how many times you will (and will) be provided with new ones, Do time frames affect cost?

Many freelancers and agencies in the economy segment have a “Three” rule: for a fixed price, they provide three initial sketches and then make corrections and suggestions to the chosen one no more than three times (there are other conditions). More professional agencies often work “to the bitter end. ”

During the introduction phase, pay attention to how the contractor communicates with you. How quickly, efficiently and patiently responds to requests? What questions does he ask himself? Professional agencies will definitely ask you questions about your business strategy, target audience, competitors, tasks, ask you to talk about the market, and sometimes share their knowledge themselves. Ease of communication is one of the keys to success. If communication does not add up, then refuse such a contractor, even if he has interesting work in his portfolio and the price suits him.

The ideal contractor listens to you, strives to meet your wishes, but at the same time always offers his professional vision, makes recommendations, and does not just draw pictures.

How to work with a contractor, what do you need to know about the timing and procedure for interaction?

It is very important to write a task for any contractor. In addition to logo examples that you like, describe the specifics of your project, formulate positioning, at least with a set of keywords.

What should your future logo say to potential customers? Is your center fun? Informative? With care? Status? Etc. You might say that all of this is true. But for positioning and creating a logo, you need to select the most important, two or three characteristics. This is not only for the contractor, but also for you.

Without these ideas, without understanding “what I am and what I want”, the result is often disappointing, “everything is not right”. Unfortunately, I know many examples when companies for months and sometimes even years (!) cannot approve a logo, sorting through agencies and designers, wasting resources and time.

Don’t forget to tell the contractor about technical limitations, if any (primarily signage).

And immediately it is worth agreeing on three terms. The first is the date the first sketches were submitted, usually no more than two weeks from the start of work. The second term is how long the designer will finalize the selected options based on your comments.

Daycares in jamestown nd: THE Top 10 Daycares in Jamestown, ND

Опубликовано: November 5, 2022 в 3:24 am

Автор: alexxlab

Категории: Miscellaneous

THE Top 10 Daycares in Jamestown, ND

Daycares in Jamestown, ND

Description:

Play Pen Pals Daycare is a child care facility that offers center-based daycare programs geared for young children. Based at 1101 14th Avenue SW, the company provides its services to the residents of Jamestown,ND. Play Pen Pals Daycare has been operating and serving families since 2002…

Description:

Kountry Kids Daycare is a childcare facility in Jamestown, North Dakota that offers full-time or part-time childcare services. This childcare facility provides children quality care and educational activitiesthat enhance their physical, emotional, social and intellectual growth. It offers a safe, peaceful and nurturing environment that is suitable for children’s holistic development….

Maxine’s Day Care

605 4th Ave Nw, Jamestown, ND 58401

Costimate: $144/day

Description:

Maxine’s Day Care supports the child’s development with fun, warmth, security, exploration and discovery. They actively seek to encourage socialization, creativity, and a sense of community within theenvironment. It is their belief in children learning best through exploration and play….

Description:

Farthing’s Family Day Care in Jamestown, North Dakota seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. They are a ChildCare provider that can accommodate a certain number of children….

Tots R US

904 7th Ave Se, Jamestown, ND 58401

Costimate: $161/day

Description:

Tots R US is a locally based daycare facility that offers full-time child care and early education programs designed for young children. Located at 904 7th Avenue SE, the company serves families living in theJamestown, ND area. Tots R US has served the community since opening in 2004….

Li’l Britches

203 6th Ave Se, Jamestown, ND 58401

Costimate: $161/day

Description:

Li’l Britches is a locally based daycare center that offers full-time child care and early education programs designed for young children. Located at 203 6th Avenue, the company serves families living in theJamestown, ND area. Li’l Britches has served the community since opening in 1996….

Description:

Buckles & Bows Pre-School in Jamestown, North Dakota is a Child Care provider that can accommodate a certain number of children. Their curriculum seeks to provide a high quality, nurturing, fun and safelearning environment that is appropriate for the child’s overall growth and development….

Description:

Hug A Bunch Kids Childcare is a locally operating facility that offers center-based child care services geared for young kids. Located at 316 23rd Avenue NE, the company serves families living in the Jamestown,ND area. Hug A Bunch Kids Childcare has been serving the community since 2008….

Description:

Busy Bees Childcare strives to foster a love of learning. The program fully supports and enhances all areas of a child’s development through a holistic curriculum. They provide a nurturing learning environmentoffering a wealth of experiences to enhance children’s cognitive, emotional, social, spiritual and physical development. …

Description:

Gums’ Family Day Center is a childcare provider that serves the community of Jamestown ND. It offers a warm and caring environment and provides developmentally appropriate programs that foster holisticdevelopment among children. The center promotes activities that stimulate the children’s natural curiosity….

Description:

Child In Our Hands Pre-School & Child Care creates a supportive, nurturing, and safe environment to ensure parents’ confidence in their child’s safety, happiness, and well-being. The program is play-based,developmental, and designed to create the foundation for a lifetime of successful learning and relationships….

Description:

Christian Victory School in Jamestown, ND offers a quality education that ministers the whole child. This child care ministry encourages excellence while preparing the children for service to God and lifethrough a Christ-centered curriculum. They reinforce morals and values while demonstrating God’s love and touching hearts for this life and eternity. …

Description:

Kleingartner’s Family Day Care is a family owned and operated childcare and learning center for over 30 years. They are a committed partner in building your child’s development and educational foundation. Theprograms are designed to fit the individual needs of each stage of development….

Showing 1 – 13 of 13

FAQs for finding daycares in Jamestown

In 2022 what type of daycare can I find near me in Jamestown, ND?

There are a variety of daycares in Jamestown, ND 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 Jamestown, ND?

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 14 in Jamestown, ND as of November 2022 and you can filter daycares by distance from Jamestown 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 Jamestown, ND, 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 Jamestown, ND.

In-Home Daycare and Group Home Child Care in Jamestown ND

The Jamestown home daycare options below are dedicated to providing families
with quality home childcare in a safe and nurturing environment. Group home daycares are personable alternatives to large
centers with hundreds of children. Entrusting your family childcare to a Jamestown home
daycare gives children the added security of being cared for in a home environment while still giving parents the peace of mind
that comes from knowing their children are under the supervision of licensed professionals. We gathered the information for home
childcare centers in Jamestown into one place in order to help simplify your search
and make it more enjoyable. Since home daycare information can change often, please help us stay up to date by letting us know
if any of the information on our childcare providers is out of date or incorrect. We want to give you the right information
every time.

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Ann Ramsey

Stepping Stones Academy – Rosenberg…

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Stepping Stones Academy – Rosenberg TX Licensed Center – Child Care Program

4th Ave Sw, Jamestown, ND 58401 | (701) 269-7903

My mission is to provide loving, nurturing and a safe place for you child to grow. I will provide a flexible, convenient, & dependable child care service, and I will provide learning experiences for your child.

DWELLE JULIE

1024-17th St. Ne, Jamestown, ND 58401 | (701) 320-9403

DWELLE JULIE is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 17 children. The home-based daycare service helps with children in the age range of 1-5 yrs. The provider also participates in a subsidized child care program.

GOSS BRITA ANN

6th Ave Ne, Jamestown, ND 58401 | (612) 432-1162

GOSS BRITA ANN is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

KAPP KARI

7 Ave Se, Jamestown, ND 58401 | (701) 952-9095

KAPP KARI is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 16 children. The provider also participates in a subsidized child care program.

MIELKE BONNIE L

7 St Sw, Jamestown, ND 58401 | (701) 952-6745

MIELKE BONNIE L is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 17 children. The provider also participates in a subsidized child care program.

MILLER APRIL

8 St Sw, Jamestown, ND 58401 | (701) 373-5864

MILLER APRIL is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

MUELLER SUSAN

5 Ave Nw, Jamestown, ND 58401 | (701) 952-5303

MUELLER SUSAN is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

OVA CHRISTI

9 Ave Sw, Jamestown, ND 58401 | (701) 952-1230

OVA CHRISTI is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

RUDLAND MONA

9 St Nw, Jamestown, ND 58401 | (701) 251-1179

RUDLAND MONA is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

SPEIDEL TERESA

9 Ave Ne, Jamestown, ND 58401 | (701) 320-5834

SPEIDEL TERESA is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 15 children. The provider also participates in a subsidized child care program.

WIDMER BETH

17 St Sw, Jamestown, ND 58401 | (701) 320-7177

WIDMER BETH is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 17 children. The provider also participates in a subsidized child care program.

WILLIAMS CHERYL

85 Ave Se, Jamestown, ND 58401 | (701) 252-3726

WILLIAMS CHERYL is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 9 children. The provider also participates in a subsidized child care program.

BERNTSON MARY

15 Ave Ne, Jamestown, ND 58401 | (701) 205-9554

BERNTSON MARY is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

BOSSINGHAM MORGAN

45 St Se, Jamestown, ND 58401 | (701) 659-9991

BOSSINGHAM MORGAN is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 9 children. The provider also participates in a subsidized child care program.

BRUNNER DEANN

Lakeview Dr, Jamestown, ND 58401 | (701) 952-1242

BRUNNER DEANN is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 9 children. The provider also participates in a subsidized child care program.

CAULFIELD SARAH

5 Ave Nw, Jamestown, ND 58401 | (701) 840-2514

CAULFIELD SARAH is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

CHORZEPA JULIE

5 Ave Ne, Jamestown, ND 58401 | (815) 922-9157

CHORZEPA JULIE is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 9 children. The provider also participates in a subsidized child care program.

CONNELL JACIE M

8th Ave Ne, Jamestown, ND 58401 | (701) 320-4987

CONNELL JACIE M is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 17 children. The provider also participates in a subsidized child care program.

DAVIS ANGIE

16 St Ne, Jamestown, ND 58401 | (701) 252-7536

DAVIS ANGIE is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

DWELLE DEBRA

4 Ave Ne, Jamestown, ND 58401 | (701) 252-4127

DWELLE DEBRA is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

FARTHING SANDY

10 St Ne, Jamestown, ND 58401 | (701) 252-7023

FARTHING SANDY is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 13 children. The provider also participates in a subsidized child care program.

GAHNER MANDY

14 Ave Se, Jamestown, ND 58401 | (701) 952-1224

GAHNER MANDY is a Self Certification Affidavit in JAMESTOWN ND, with a maximum capacity of 5 children. The provider also participates in a subsidized child care program.

HARTY JEANNE

8 Ave Nw, Jamestown, ND 58401 | (701) 269-0297

HARTY JEANNE is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 17 children. The provider also participates in a subsidized child care program.

JESPERSEN DEBORAH

4 Ave Sw, Jamestown, ND 58401 | (701) 659-8345

JESPERSEN DEBORAH is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 15 children. The provider also participates in a subsidized child care program.

KENNELLY TERESA

3 Ave Sw, Jamestown, ND 58401 | (701) 252-2263

KENNELLY TERESA is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 6 children. The provider also participates in a subsidized child care program.

KLEINGARTNER NYLA

19 St Ne, Jamestown, ND 58401 | (701) 952-2016

KLEINGARTNER NYLA is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 12 children. The provider also participates in a subsidized child care program.

KLEINKNECHT MARY JO

6 Ave Nw, Jamestown, ND 58401 | (701) 952-7596

KLEINKNECHT MARY JO is a Group Child Care Home in JAMESTOWN ND, with a maximum capacity of 11 children. The provider also participates in a subsidized child care program.

KURTZ JANEAN

33 St Se, Jamestown, ND 58401 | (208) 420-1331

KURTZ JANEAN is a Family Child Care in JAMESTOWN ND, with a maximum capacity of 9 children.

Davis county day care: Davis County Daycare and Preschool

Опубликовано: November 5, 2022 в 2:00 am

Автор: alexxlab

Категории: Miscellaneous

Childcare Centers, Daycare and Preschools in Davis UT County

Davis County childcare centers come in sizes, costs, and programs to fit all budgets and preferences.
We know that parents are busy but that selecting the right daycare center or preschool is crucial.
So we’ve gathered basic information for 169 child care centers in Davis County into a single location so that you are only a click away from basic information such as address, size, and licensing information that can help you refine your search.
You can narrow down your search even further by selecting a zip code or a city from the list below.
Need more assistance? Simply contact the child care referral agency or the licensing agency listed on the right!

Childcare Center Search

-Select ZIP Code-    Zip Code 84010    ZIP Code 84011    Zip Code 84014    Zip Code 84015    ZIP Code 84016    Zip Code 84025    Zip Code 84037    Zip Code 84040    Zip Code 84041    Zip Code 84054    ZIP Code 84056    Zip Code 84075    Zip Code 84087    ZIP Code 84089

Or
-Select City-    Bountiful    Centerville    Clearfield    Clinton    Farmington    Fruit Heights    Hill Afb    Kaysville    Layton    North Salt Lake    South Weber    Sunset    Syracuse    West Bountiful    West Point    Woods Cross

If your ZIP code is not in the dropdown list, use this link to see all ZIP Codes in Davis County

Little Munchkins Childcare and Pre-School

Clinton, UT 84015 | (801) 525-4587

Little Munchkins Childcare and Pre-School is different. We promote physical activities and a wide variety of educational games, but we also have well planned curriculum and various arts and crafts for your child to unleash his or her full creative and intellectual …

Sunrise Montessori

Bountiful, UT 84010 | (801) 295-9802

Sunrise Montessori School has been serving families in the Davis County area since 1981 and works passionately toward helping children build a life-lasting love for learning and discovery. We invite you to take the opportunity to turn …

Let Them Be Kids!

Clearfield, UT 84015 | (801) 825-4769

Our facility also includes a large fenced-in play area that has a well-equipped playground for lots of fun outdoor activities. The children will spend their days having fun in a loving, nurturing environment geared toward social and academic development. Let Them …

Oasis Montessori Schools

Syracuse, UT 84075 | 801 825 STAR

Trained early childhood teachers with expertise and experience. Consistency that builds your child’s confidence and provides you with peace of mind. Approved child care safety and security procedures. A clean and healthy environment with nutritious meals for …

Ready-Set-Grow Preschool and Childcare L.C.

Bountiful, UT 84010 | (801) 294-0602

We offer a fun, clean and safe environment for your child to be loved and cared for while you are away from them. We encourage growth in both social and academic area. Learn More Preschool is a great way to help your child get a head start on their education. …

Apple Developmental Daycare

Bountiful, UT 84010 | (801) 298-4444

State Licensed Lot’s of room indoors and out Enrichment programs Six weeks of age to 12 years old Hot lunches Loving staff Transportation to and from school

Beehive Day Care

Clearfield, UT 84015 | (801) 820-5354

We are a brand new daycare / preschool in the same building as The Dental Care Center, located at 573 N 1000 W, Clearfield, Utah 84015. We are located across the street from Holt Elementary School, and within a mile of Doxey Elementary & Wasatch Elementary Schools. …

Bravo Arts Academy

Clearfield, UT 84015 | (801) 621-6683

Daycare shouldn’t be something moms or kids dread. We believe daycare should be a place that kids enjoy going because there are a variety of activities and they “feel good” being there! Our daycare is built with the concept of “we do not babysit, we teach.” …

Bryden Academy Learning and Daycare

West Bountiful, UT 84087 | (801) 397-0937

Our mission is to provide an environment where the children in our care feel happy, safe, comfortable but most of all loved! A place where learning happens as a result of fun through “play”, creativity, intellectual curiosity & exciting learning experiences! …

North Salt Lake KinderCare

North Salt Lake, UT 84054 | (801) 292-8901

Our experts designed our classrooms – and every activity and lesson – to help prepare your child for success in school and beyond. With designated learning centers such as dramatic play and blocks in every classroom, children have the opportunity for rich social …

South Davis Community Hospital Child Care

Bountiful, UT 84010 | (801) 397-8170

South Davis Community Hospital Child Care is open to the community and serves children ages 6 weeks to 5 years old. It is designed to provide an educational program that seeks to help children develop socially, intellectually and physically. Each classroom provides …

ABC Great Beginnings – Clearfield

Clearfield, UT 84015 | (801) 773-7303

We offer Pre-School programs for young children, from 2 years through Pre-Kindergarten, in age-appropriate environments, and include meals and snacks. Our professionally trained staff will help them develop their emotional growth while providing an educational …

Kid Care Co. NSL

North Salt Lake, UT 84054 | (801) 842-4268

Kid Care Co NSL is a fully licensed child care center. We offer a structured preschool program where your child will learn as they play. We offer four meals a day for no extra charge. Active play is a big part of our daily routine. Our loving staff create a safe …

La Petite Academy – Layton

Layton, UT 84041 | (877) 861-5078

Welcome to La Petite Academy of Layton! My name is Tracy, and I am Academy Director of this great school. I have a Child Development Credential (CDA) and have worked at the academy for more than 20 years. I love interacting with the children and their families …

Layton Children’s Center

Layton, UT 84041 | (801) 547-1309

It is our intent to create and maintain a childcare and pre-school environment that encourages social skills and self esteem. It is within this concept that the children will build relationships for healthy life skills. We strive daily to provide your child with …

Davis County Childcare Referral Agencies:

Child Care Resource & Referral Northern Region

1309 University Circle
Ogden UT 84408

Call (801) 626-7837 or Toll Free (888) 970-0101 (For In-State Use Only)
Email: bmontgomery@weber. edu
For more information, visit http://programs.weber.edu/ccrr

Utah Child Care Licensing Agency

Utah Department of Health
Bureau of Child Development
Child Care Licensing Program
44 North Mario Capecchi Drive
P.O. Box 142003
Salt Lake City, UT 84114-2003
Phone: 801-584-8294
Web Site: http://health.utah.gov/licensing

Cities in Davis County

Bountiful Child Care

Centerville Child Care

Clearfield Child Care

Clinton Child Care

Farmington Child Care

Fruit Heights Daycare

Hill Afb Daycare

Kaysville Child Care

Layton Child Care

North Salt Lake Child Care

South Weber Childcare

Sunset Child Care

Syracuse Child Care

West Bountiful Childcare

West Point Child Care

Woods Cross Child Care

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Davis County, UT (Childcare & Programs)

There are 36 Daycares in Davis County, Utah, serving a population of 334,977 people in an area of 299 square miles. There is 1 Daycare per 9,304 people, and 1 Daycare per 8 square miles.

In Utah, Davis County is ranked 15th of 29 counties in Daycares per capita, and 2nd of 29 counties in Daycares per square mile.

List of Davis County Daycares

Find Davis County, Utah daycares and preschools.

Abc Great Beginnings – Clearfield

360 Center Street

Clearfield,
UT

Adventures Academy

390 North 400 East

Bountiful,
UT

Apple Developmental Daycare

455 West Center Street

Bountiful,
UT

Beehive Day Care

573 North 1000 West

Clearfield,
UT

Bravo Arts Academy – Clearfield

620 East 1700 South

Clearfield,
UT

Bryden Academy Learning And Daycare

595 North 500 West

West Bountiful,
UT

Care-A-Lot Child Care North

928 West 1800 North

Clinton,
UT

Care-A-Lot Child Care South

872 West 1600 South

Clearfield,
UT

College For Tots

805 East 700 South

Clearfield,
UT

Dream Catchers Academy

445 700 West

North Salt Lake,
UT

Edu-Care Early Learning Center

2182 North Hill Field Road

Layton,
UT

Imagination Station

275 West 200 North

Kaysville,
UT

Kid Care Co. Nsl

754 North Redwood Road

North Salt Lake,
UT

Kid’s First, Inc

615 South Fort Lane

Layton,
UT

Kindercare – Centerville

518 North 400 West

Centerville,
UT

Kindercare – North Salt Lake

775 North 400 East

North Salt Lake,
UT

Kindercare Learning Center – Farmington

1208 Shepard Creek Parkway

Farmington,
UT

La Petite Academy – Layton

325 West 1550 North

Layton,
UT

Layton Children’s Center

1636 1100 West

Layton,
UT

Layton High Early Childhood Training Center (Employees Only)

440 Wasatch Drive

Layton,
UT

Let Them Be Kids!

872 West 1600 South

Clearfield,
UT

Little Munchkins Childcare And Pre-School

928 West 1800 North

Clinton,
UT

Little Rascals Preschool & Daycare

835 North Main Street

Sunset,
UT

Nana’s Playplace, Inc. Daycare & Learning Center

513 North 1000 West

Clearfield,
UT

Oasis Montessori Schools

780 South 2000 West

Syracuse,
UT

Play 2 Learn Academy

101 North Cross Street

Layton,
UT

Play 2 Learn Academy On Main Street

1525 North Main Street

Bountiful,
UT

Ready-Set-Grow Preschool And Childcare L.C.

215 300 East

Bountiful,
UT

Snowy Owl School House

845 North 400 East

Bountiful,
UT

South Davis Community Hospital Child Care

401 South 400 East

Bountiful,
UT

Sunrise Montessori

43 South 200 West

Bountiful,
UT

Sunshine Daycare And Preschool

2465 North Main Street

Sunset,
UT

Tender Years

325 West 1700 South

Clearfield,
UT

The Hangout Child And Youth Development Center

848 West 1600 South

Clearfield,
UT

Time For Families

440 North Kays Drive

Kaysville,
UT

Tiny Woodland

400 South

Bountiful,
UT

Daycares near Davis County

Use My Location

Bountiful

Centerville

Clearfield

Clinton

Farmington

Kaysville

Layton

North Salt Lake

Sunset

Syracuse

West Bountiful

Weber County

Salt Lake County

Cache County

Box Elder County

Tooele County

Other Davis County Offices

Animal Hospitals

Animal Shelters

Charities & Non Profits

Child, Youth, and Family Services

Daycares

Food Stamp Offices

Goodwill Stores

Housing Authorities

Veterans Affairs Departments

WIC Offices

THE Top 10 Daycares in Davis, CA | Affordable Prices

Daycares in Davis, CA

Description:

Thank you for your interest in my family daycare.
My name is Marisel and I have two older children ages 18 years old and 15 years old. I just moved to Davis, California and have been married for over 19years. I am starting my daycare because I have a genuine love of children & enjoy seeing them reach their full potential. As a parent, I understand that it can take a lot of time & effort to find a perfect match to care for your child.
A safe & comfortable environment, a nurturing & experienced provider, fun learning, healthy meals, centralized location and flexible hours are just a few of the qualities within my home.
You can rest assured that your childcare needs will meet. I have my license and CPR/First Aid Certification; however, I do not plan on taking the maximum amount of children I am allowed. I feel it is very important for kids to feel like they are a true part of our family and are receiving the personal attention they deserve.
Please contact me if you have any questions. I look forward to meeting you & your family!. ..

Recent Review:

Marisel took excellent care of my 19-month old daughter while she was in her care. They would spend a lot of time in the local park and playground, which my kiddo really loved. We liked that it is a very smallgroup of children so we knew she got a lot of attention and care. I definitely would recommend Marisel and would be happy to return to her care if we needed it….

Reviewed by Lizzy G

Description:

Hello, my name is Puspa. I am mother of two wonderful boys, 11 and 5 years old. Even though I am an accountant by training, I decided to stay home and spend time with kids after my second child. When I wasproviding occasional babysitting for my friends and neighbors, I fall in love with children and decided to open home daycare!!
Our DayCare is learning through play based daycare where we believe kids can thrive if they are given a perfect environment and nutrition, just like a small bud can turn into a beautiful flower with good nutrition and perfect temperature.
We are located center of three amazing parks (Sycamore, Arroyo, West-wood) where kids can walk everyday. Our big green backyard is a fun place for any age group to engage and play, large gated front yard is perfect place for biking or scooting.
We provide good healthy food everyday,so you don’t need to worry about a good nutrition to your child.
You can find us at Facebook -(Puspa’s home Daycare)….

Description:

Applegate Nursery School located in Davis, CA is a child centered preschool program for children ages two to five years old. The school operates Mondays through Fridays from 9 AM to 4 PM and provides a friendlyand enjoyable atmosphere for children to expand their experiences and develop their skills in all of these areas….

Description:

Campus Childcare, Inc. operates Russell Park Child Development Center in Davis, California. The center offers Infant, Toddler, and Preschool Programs in a secure, caring and happy environment. The centerutilizes a play-based program which focuses on building self-esteem, communication skills, social skills, and physical development. …

Description:

Tender Learning Care offers a safe and caring environment for children where learning takes place in a comforting setting, integrated with play, and real accomplishment. Established in 1982, it is located at1818 Lake Blvd. Davis, CA. Operating hours are weekdays from 6:45am to 6:00pm….

Description:

The Redbud Montessori School in Davis, California offers child care and preschool for infants to twelve year old children. Their age-appropriate Montessori curriculum encourages healthy socialization, artisticactivities, and creative play, which teaches the children through doing, rather than through listening. The school is open from seven thirty in the morning to six in the evening….

Description:

Little Friends Montessori is located in Davis, CA. They provide a caring and nurturing environment that has a structured program that develops your child into a responsible, happy and well educated student.They work enthusiastically with your child to develop their social, emotional and intellectual being. It is open Mondays through Fridays from 6:30a.m. to 6:00p.m….

Description:

The Robert E. Willet Child Development Center offers school-age children in Davis, California a supportive after-school environment.Located in the Willet Elementary School, they encourage a love of learning andfosters intellectual, physical, and social/emotional growth for children. Various enrichment clubs and opportunities for open recreation abound, both in large or small groups….

Staci’s Place

1757 Pomona Drive, Davis, CA 95616

Starting at $15/session

Showing 1 – 10 of 10

FAQs for finding daycares in Davis

In 2022 what type of daycare can I find near me in Davis, CA?

There are a variety of daycares in Davis, CA 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 Davis, CA?

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 10 in Davis, CA as of October 2022 and you can filter daycares by distance from Davis 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 Davis, CA, 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 Davis, CA.

Basic information – (old)-MADOU kindergarten No. 11 “Peresvet”

The Russian government decided to create a portal explain.rf – to promptly inform the population on the most pressing socio-economic issues, as well as counter the spread of false data and refutation of false information – under the heading “Stopfake”.

Ministry of Science and Higher Education of the Russian Federation

Ministry of Education of the Russian Federation

Municipal Autonomous Preschool Educational Institution Kindergarten No. 11 “Peresvet”

Abbreviated name

MADOU Kindergarten No. 11 “Peresvet”
<noscript><img loading='lazy' src='/800/600/http/nfg-sofun.s3.amazonaws.com/uploads/event/photo/18362/profile_iStock-462602259.jpg' /></noscript> youtube.com/embed/4vOvKPGyRYg”>

Date of foundation of the kindergarten

Head: Kazimirova Svetlana Vladimirovna
Address: 606440, Russia, Nizhny Novgorod region, Bor, Lenin street, 130
Phones: 8 (83154: 9034) 2-17-048 http://www.bor-uno.ru
Email: [email protected]

The authority of the owner on behalf of the urban district of the city of Bor is exercised by the Department of property and land relations of the administration of the urban district of the city of Bor

Head: Schennikov Alexey Nikolaevich
Address: 606440, Russia, Nizhny Novgorod region, city of Bor, Lenin street, 97
Phones: 8 (83159) 9-904 9004 Website https://borcity.ru/activity/kumi/
Email: [email protected]

DEAR PARENTS!

According to Decree of the President of the Russian Federation dated October 20, 2021 No. 595 “On the establishment of non-working days in the Russian Federation in October-November 2021.” from October 30 to November 7, inclusive, non-working days are established, Decree of the Governor of the Nizhny Novgorod Region dated October 22, 2021 No. 181 “On Amendments to the Decree of the Governor of the Nizhny Novgorod Region dated March 13, 2021 No. 27, letters from the Ministry of Education, Science and Youth Policy of the Nizhny Novgorod of the region dated 10.22.21 Sl-316-626265\21 “On the functioning of educational organizations on non-working days in October-November 2021”, order of the Department of Education and Youth Policy of the Administration of the Urban District of the City of Bor, Nizhny Novgorod Region dated 10.22.21 No. 928-o “On the functioning of educational organizations of the urban district of the city of Bor on non-working days in October-November 2021
in the MADOU kindergarten No. 11 “Peresvet” for the period from October 25 to October 29, 2021
1 duty group will function.

Pursuant to the Order of the Ministry of Education, Science and Youth Policy of the Nizhny Novgorod Region dated 06/08/2020 No. 316-01-63-984 / 20

“On the organization of educational activities in the context of the spread of a new coronavirus infection (COVID-19))”,

letters of the Ministry of Education of Russia dated 03.25.2020 No. GD-65/03

“On the submission of methodological recommendations”

in order to ensure the sanitary and epidemiological well-being of the population of the city of Bor, to prevent the occurrence and spread of coronavirus infection on the territory of Bor and preserving the life and health of children

MADOU Kindergarten No. 11 “Peresvet” operates in the mode of free attendance

Working hours of the kindergarten from 6.00 to 18.00.0124

Order of the Department of Education and Youth Policy of the Administration of the city of Bor, Nizhny Novgorod Region dated August 17, 2020 No. 576-o “On the organization of the work of pre-school educational institutions in the city of Bor in the mode of free attendance”

Be healthy and take care of your loved ones.

Hotline for organizing the work of kindergartens.

MADOU Kindergarten No. 11 “Peresvet”
Head Utkina Irina Karpovna
Number of the head of the kindergarten: 8-83159-9-05-70
Website: http:/ ds11-bor.ru
Email: [email protected]
Address and place of educational activity: Russia, 606440, Nizhegorodskaya region, city district of Bor, city of Bor, st. Lenina, 74.
Representative offices and branches no

Working hours
Five-day working week with days off on Saturday, Sunday and non-working holidays in accordance with the Labor Code of the Russian Federation; 12-hour stay of pupils from 06.00 to 18. 00.

Municipal preschool educational budgetary institution child development center – kindergarten No. 110 “YUNGA” of the municipality urban district of the resort city of Sochi, Krasnodar Territory

354068, City of Sochi, Granatnaya street, 3 Tel.: 8 (862) 255-81-21, fax: 8 (862) 255-37-72

Founder , which has been operating since 1981, is the municipality of the resort city of Sochi.

The functions and powers of the founder of a budgetary institution are carried out by the administration of the city of Sochi.

The institution is administered by department for education and science of the administration of the city of Sochi .

The executive body of an educational organization is the head, who carries out the current management of the activities of the educational organization.

The main forms of management bodies of the institution are: the general meeting of the labor collective, the council of the institution, the pedagogical council, the parent committee.

The structure, formation procedure, term of office and competence of the governing bodies, the procedure for making decisions by them are established by the charter (p. 14, section 5, paragraph 5.5)

The structure of the educational institution is available at the link.

Address: index 354068, Krasnodar region, city of Sochi, st. Granatnaya, house 3.

Telephone : (862) 255-81-21, Fax: (862) 255-37-72

E-mail: [email protected]

Head
Full name: Olga Vladimirovna Svoboda
Position – head

Deputy heads:
Full name: Tsulukidze Anna Georgievna
Position – senior educator / Fax

Full name: Borodina Raisa Panteleevna
Position – Deputy Head of the administrative and economic part
Phone: (862)255-37-72

Level of education: general education

Form of study : full-time

Standard term of study is 4 years.

The upbringing and development of preschool children is carried out by: educators, physical education instructor, music director, psychologist teacher, speech therapist teacher, defectologist teacher, tutor.

Kindergarten working hours: institution operates 10.5 hours a 5-day working week from 7.30 to 18.00, days off – Saturday, Sunday, holidays.

The group of short-term stay of children “Playing, learning” operates from 8.00 to 13.00 in a 5-day week.

The following age groups function in the 2022-2023 academic year:

2 junior – 2 groups for children from 3 to 4 years old
medium – 2 groups for children from 4 to 5 years old

senior – 4 groups for children from 5 to 6 years old

preparatory – 3 groups for children from 6 to 7 years old

3 groups of short stay “Playing, learning”

The content of the educational process in MDOU is determined by the main general educational program of preschool education in general developmental groups with priority activities for the physical, cognitive, speech, artistic, aesthetic and socio-communicative development of children.

News

Date: 07/18/2022 , added: Anna Tsulukidze

On July 14, 2022, the animation studio Platoshka summed up the results of the children’s music competition “Singing with Tsvetnyashki” and congratulated the winners in the city of Sochi.

From March to May 2022, a competition was held among preschool educational institutions in the city of Sochi for the best dramatization of songs from the animated series “Tsvetnyashki”. It was attended by 47 kindergartens and more than 500 participants.

56 performance videos were prepared by pupils and teachers showing scenes from their favorite cartoon series. During May, a public online voting took place on the project website for the best video on the website: sing.tsvetnyashki.ru. As a result, the finalists were determined, whose videos received the most votes.

Pupils of our institution were awarded one of the special nominations, namely “Best dramatization”. Congratulations to our children and teachers, we wish you not to stop there, always move forward and conquer any peaks.

Category: Calendar of events

Date: 07/08/2022 , added: Anna Tsulukidze

Every year on July 8, our country celebrates the All-Russian Day of Family, Love and Fidelity. In our kindergarten, this holiday was full of joyful events. From the very early morning children and their parents were greeted with music and congratulations.

Festive events were continued by the Chamomile Happiness holiday. The children recited poems about the family, sang songs, danced, and played funny games.

Celebrating the Day of Family, Love and Fidelity, the kindergarten team strives to revive the traditions of family education, instilling in children patience, kindness, love and respect for all members of their family.

Category: Calendar of events

Date: 06/14/2022 , added: Anna Tsulukidze

June 12 is Russia Day in our country. This is the youngest public holiday.

The Day of Russia is an excellent occasion to tell children once again about the history of our vast and most beautiful multinational country in the world, about the diversity of folk traditions, to make interesting and exciting journeys through the expanses of our vast Motherland.

Within the framework of patriotic education and the thematic week “We live in Russia”, dedicated to Russia, leisure activities and classes were held. The children learned about state symbols: flag, coat of arms, anthem. We got acquainted with the republics that make up the country and their cultural and ethnic characteristics. At the end of the thematic week on June 11, a final entertainment was held.

Category: Calendar of events

Kindergarten No. 3

Online magazine
“How to create memories for your child that will not be forgotten”

Municipal preschool educational institution kindergarten No. 3 in Alekseevka, Belgorod region has been operating since 09. 10.1963, as an educational institution for preschool children.

On May 16, 2015, Kindergarten No. 3 was reorganized into the Municipal Budgetary Preschool Educational Institution “Combined Kindergarten No. 3 in Alekseevka, Belgorod Region” on the basis of the Decree of the Administration of the Municipal District “Alekseevsky District and the City of Alekseevka” of the Belgorod Region No. 340 dated 09 June 2015. The kindergarten operates on the basis of: the Charter of the kindergarten, approved by Order No. 419dated 06/10/2015 and License for the jurisprudence of educational activities of the Department of Education, Culture and Youth Policy of the Belgorod Region, registration number No. 5335 dated April 20, 2012

Learn more

You can find the results of the participation of the Municipal Budgetary Preschool Educational Institution “Kindergarten No. 3, Alekseevka, Belgorod Region” in the second cycle of an independent assessment of the quality of services in the field of education and its results on the page of the official website bus. gov.ru or follow the link: http://bus.gov.ru/pub/info-card/203028?activeTab=3

October 03, 2022

+

“I am a pedestrian”

The kindergarten hosted an educational entertainment “I am a pedestrian”, the purpose of which was to reinforce the rules of the road for preschoolers. At the Read More >

September 01, 2022

+

DAY OF KNOWLEDGE

An amazing and wonderful holiday is the Day of Knowledge in kindergarten, perhaps not as solemn and exciting as at school, but no less important for this. Read More >

August 31, 2022

+

Library staff came to visit the preschool children of the Bukvozhki and Pochemuchki groups. They introduced the children to the work of the children’s writer Yuri Read More >

August 30, 2022

+

“Merry Traffic Light”

On August 30, the game program “Merry Traffic Light” was held in all ages. Svetofor visited the children. He told the guys about the rules in an accessible and entertaining way. Read More >

June 08, 2022

+

Health holiday

Today, our kindergarten hosted the “Health Holiday” event, the main purpose of which was to increase children’s interest in physical culture and sports. Read More >

May 25, 2022

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Traffic police propagandist day

On May 25, Kindergarten No. 3 hosted an event dedicated to the day of the traffic police propagandist. As part of the celebration of the day of formation of the Road Safety Promotion Service Read More >

May 06, 2022

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Kindness and Courtesy Day!

Politeness is one of the most important qualities of a well-mannered person. Until the 16th century the word “vezha” meant “expert” – one who knows the rules of decency, forms of expression of kindness Read More >

April 29, 2022

+

Butterfly Day

Butterfly Festival! Purpose: To draw the attention of children to the diversity and beauty of butterflies.

Child care daily schedule: How to create daily schedules for your childcare classrooms

Опубликовано: November 5, 2022 в 1:23 am

Автор: alexxlab

Категории: Child

The Importance of Schedules and Routines

View the Latest COVID-19 Updates from the Office of Head Start

Familiar activities can provide comfort for both adults and children during challenging and uncertain times. Just like adults, children feel more confident and secure when their daily activities are predictable and familiar. A consistent daily schedule and step-by-step routines give children a predictable day. Schedules and routines in the group care setting and at home help children:

Feel in control of their environment

Feel safe, secure, and comfortable

Know what is happening now and what comes next

Know how to do an activity or task

Engage in learning

Why are routines and schedules important?

When infants and toddlers are part of familiar activities and routines, they develop relationships with the people they interact with and gain a sense of belonging and self-confidence.

As older toddlers and young children grow, they can follow routines, demonstrate emerging independence, and adjust to change more easily.

Engaging, predictable environments and ongoing positive adult-child interactions are necessary for promoting children’s social and emotional development and preventing challenging behaviors. You can help by following clear and simple schedules and routines. (Hemmeter, Ostrosky, and Fox 2006).

Partnering with Families on Schedules and Routines

Keep it simple. Ask families about things they do every day. They don’t have to do anything new!

To start, help family members break down one of their scheduled tasks into steps to create the routine.

Encourage families to let their children help. For example, ask parents if there are parts of the routine the child can do on their own or with a little assistance—and let them do it.

Let parents know that reviewing the schedule every morning and throughout the day with their child helps them know what is going to happen next.

Remind families to keep the routine and schedule as similar as possible each day.

Let parents know they should also be flexible. You can say something like, “Plans change, things happen, but give your child a warning ahead of time if things are going to be different. Let them know what is going to happen.”

Encourage parents to offer a choice in activities or the steps of a routine whenever possible.

What is the difference between a schedule and a routine?

A schedule represents the big picture and includes main activities that happen across the day.

Routines are the steps needed to complete each part of the schedule.

Reinstating Schedules and Routines When Programs Start Back Up

Re-teach and remind children of the:

Schedule and routines using visuals

Steps in common group care routines, such as sitting at circle time and washing hands

Note changes in the schedule that result from being away from the program.

Review the schedule at the beginning of each day.

Refer to the schedule before and after activities throughout the day.

Model the steps and allow children to practice them.

Provide positive, descriptive feedback when children both attempt to follow or succeed in following the routine.

Hemmeter, Mary Louise; Michaelene Ostrosky, and Lise Fox. “Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention.”School Psychology Review 35(4) (2006): 583–601.

Read more:

Parent-child relationships, Classroom transitions, Learning environments

Resource Type:
Article

National Centers:
Early Childhood Development, Teaching and Learning

Last Updated: June 10, 2022

Child Care Aware of North Dakota

Schedules & Routines
Routines help your program run more smoothly and let children know what to expect when.

HAVE A QUESTION?

Contact an Early Learning Consultant: 800-997-8515
Submit a question or request individualized support ➜

Routine Care

Daily routines are a big part of a child’s day. Hellos and goodbyes, diapering and toileting (every 2 hours and on demand), mealtimes (every 3 hours and on demand), napping, and getting dressed provide opportunities to promote learning and development.

> Infants and Toddlers: Learning Through Routines

___________________________________________________________________________________

GREETING and DEPARTING

Greeting and departing provides the opportunity for parents and staff to share required information about the child. Pleasant and organized drop off and pick up times help with the transition of home and child care. Each child and parent should be greeted warmly and children are given the time and sensitivity to adjust to the transition of arrival or departure.

___________________________________________________________________________________

DIAPERING and TOILETING

Routine tasks such as diapering and toileting should be carried out in a relaxed and individual manner. These offer opportunities for pleasant interactions between the provider and children, and promote pleasant conversation and self-help skills.

> Diapering Procedure

> Standing Diapering Procedure

> Diapering in a Child Care Facility – VIDEO

> Diapering in a Home Child Care Setting – VIDEO

___________________________________________________________________________________

MEALTIMES

Mealtimes and related activities–such as setting the table, handwashing, interacting with other, and brushing teeth– give children opportunities to develop self-help, communication, and social skills.

___________________________________________________________________________________

NAPPING and REST

Naptime is an important routine in child care. Setting up a comfortable, personalized, and predictable space for napping helps children relax and get the rest they need. Supervision should be pleasant, responsive and warm for all children.

> Naps for Infants and Toddlers

> Safe Infant Sleep Practices in Child Care

> Preparing and Infant for Sleep – VIDEO

> Monitors and Visual Checks – VIDEO

Transitions

Transitions are the time in the day when children move or change what they are doing. These typically include arriving for the day; moving from one activity to another; cleaning up after playtime; preparing for outdoor play, snack or nap time; and preparing to go home.
Effective transitions happen when children flow smoothly from one activity to the next without long waits or troublesome behavior. This works best when a few children are transitioned at a time, instead of the whole group.

> Planning Transitions to Prevent Behaviors

> Making Transitions Smooth

> Transition Songs

Supervision

> Supervision of Play & Learning

> Supervision – Risk Factors & Best Practices

Visual Schedules

A visual (photographs, pictures, charts, etc. ) can help to communicate expectations to young children and avoid challenging behaviors. Unlike verbal instructions, a visual provides the child with a symbol that helps then to see and understand words, ideas, and expectations. Perhaps best of all, a visual schedule keeps the focus on the task at hand and negotiation about tasks is not provided as an option.

> Schedules

> Visual Daily Schedule VIDEO

> Visual Strategies

> Tips & Ideas for Making Visuals

> How to Make a Visual Schedule

> How to Use Visual Schedules to Help Children Understand Expectations

Visit our Resource Library to explore informative resources selected for you by Child Care Aware®.

Find Resources

per month, recommended per hour

07/11/2019

59

The daily routine of the child per year basically remains the same as in the previous 2 months. At this age, the baby needs 13-14 hours a day to rest. Of these, 2-2.5 hours or a little more is enough for daytime sleep. The amount of night sleep will vary from 11 to 12 hours.

By the age of 1, babies are able to sleep through the night without waking up for feeds.

Usually a child’s daily routine is based on hours with two naps: when getting up at 6-7 in the morning, it is optimal to start them around 9.30-10.00 and 14.00-14.30 hours. At the same time, early laying is preserved. At one year old, the baby will go into the night about 4.5 hours after the last daytime sleep. So much he is able to stay awake now without overwork.

Maintaining a stable daily routine will help you avoid bedtime protests and improve your baby’s sleep. The child will know exactly when it is time to walk, feed, bathe / wash, sleep.

Approximate daily routine of a 12-month-old baby
Reasons why a child’s sleep may get worse

Sleep disturbances at this age are often behavioral. Let’s see what problems you may encounter.

1. Baby refuses one of his daytime naps.

Most 1-year-olds are not yet ready to transition to one nap because their sleep needs are still high.

Aim to stick to a two-sleep regimen until 15-18 months of age. By this age, the child’s body will be physically ready for a longer wakefulness and a gradual transition to one dream.

If one of your dreams doesn’t come true, go to bed earlier to prevent the accumulation of fatigue.

If the baby does not fall asleep during the second nap, limit the morning nap to an hour. Or, move the start of your lunchtime nap to a slightly later time. This dream does not need to be limited.

For more information about daytime sleep, see the free master class BABY DAY SLEEP: 3 STEPS TO PREDICTABILITY

2.

Baby learns new skills
Baby learns to walk, understands that he can get up in the crib by himself, holding on to the side, or actively begins to speak .

Sometimes a new skill becomes so exciting for a baby that it causes problems with sleep and behaviour. For example, a child begins to experience separation anxiety, especially during bedtime. Or doing lifts in the crib instead of sleeping.

In this case, give the child the opportunity to practice the new skill while awake. After a week or two, he will get used to it and sleep will improve.

3. A one-year-old baby relies on outside help to fall asleep: bottle, pacifier, motion sickness, chest.

As a result, even many 12-month-olds often wake up at night, have short naps during the day, and fall asleep only when their mother is present.

Identify the negative association with sleep and teach your baby to relax and fall asleep on their own. If necessary, contact a child sleep consultant.

4. Child sleeps poorly due to unsuitable sleeping conditions

Too warm pajamas, high/low room temperature, insufficient darkness or humidity, uncomfortable mattress in crib, noise during sleep.

Review sleep conditions and change if necessary.

5. The baby reacts to changes in the family.

Any deviation from the usual routine can affect a child’s sleep: the imminent arrival of a second baby, moving to a new house, the appearance of a nanny.

Prepare your child in advance for important changes in the family so that they do not upset the usual daily routine.

6. The child wakes up because of hunger.

This happens if the baby did not eat enough during the day or his diet is not balanced. At this age, babies are often distracted while feeding and may become malnourished. They are more interested in exploring and playing with toys than sitting in a highchair.

Let’s see how to establish a suitable feeding schedule at 12 months.

Child’s diet

At 1 year of age, complementary foods make up about half of the child’s diet. It can be more or less – everything is individual.

The menu of complementary foods for a baby in the first year of life consists of 5 food groups: vegetables, fruits, meat, cereals and dairy products.

Feed your child one of the foods in each group every day for variety.

If he refuses one of the foods, do not force him to eat.

You will notice that by the age of one your child wants to eat from the common table. Children of this age already prefer to eat in pieces rather than in the form of mashed potatoes, and begin to eat with a spoon, drink from a sippy bowl or a cup.

Cooking methods can be different: baking without oil, stewing, boiling, frying in a pan with a non-stick coating. It is worth remembering that many children now prefer simple monocomponent dishes.

How many times a day should I feed my baby? Excluding breast milk/formula, the baby will eat up to 5 meals a day: breakfast, lunch, dinner and snacks.

Include in the menu: cereals, soups, steam omelet, meatballs, fish dishes and vegetables. Offer water, juice or compote, preferably without sugar. For an afternoon snack, you can give cookies, fruits or kefir. You can include cow’s milk in the menu.

Avoid the following:

smoked products

sweets

fried food

carbonated drinks

Child development per year

Every day of a one year old baby is full of new events and discoveries. He already understands how to behave in a family, is interested in other children, but does not yet know how to communicate with them. Reaches his hands to the toy he wants. The child knows how to get your attention.

A one-year-old baby knows the names of objects that he sees around him every day. Soon he will utter his first, understandable word.

Speak out the actions that he takes to replenish the vocabulary of the baby and build a word-action connection. You can count the steps as you walk up the stairs, or name the colors of fruits and vegetables in the grocery store. It is also important to read picture books and ask the child to point and name familiar objects.

The child is already strong physically and can do a lot. He has already been sitting for a longer time and can turn in this position to reach for toys. Some babies learn to stand for a short time without support.

Babies are starting to walk. But don’t worry if your child hasn’t gone yet. Usually this skill is mastered by children in the period from 9 to 17 months.

What is your baby’s daily routine by the age of one? Have sleep problems?

Like this article? Rate:

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Hospital regime and internal regulations – City Children’s Hospital of Korkino

Download Hospital regime and internal regulations.pdf

1. Sick and caring parents or guardians representing the interests of the child, hospitalized to care for him, are required to comply with the hospital regime and internal regulations approved by the order of the chief physician of the Korkino City Children’s Clinical Hospital.

2. The need for hospitalization to care for a sick child of a parent or guardian is determined by the age of the sick child, the severity of the condition and the need for individual care, regardless of the child’s age.

3. Daily routine:

07.00-08.30 – Waking up, measuring body temperature, measuring blood pressure. morning toilet, weighing children, preparation for breakfast, medical manipulations (injections of medicines, distribution of medicines)

08.30-09.00 – Breakfast

09.00-11.00 – Visiting patients, talking with the attending physician.

10.00-10.30 – Complementary foods No. 1,2,3

10.30-12.00 – Procedures, continuation of the bypass of the attending physician.

12.00-13.00 – Lunch

13.00-14.00 – Procedures, continuation of the bypass of the attending physician.

14.00-14.30 – Complementary foods No. 3

14.30-16.00 – Patients rest time (sanitary hour).

16.00-16.30 – Afternoon snack

16. 30-17.00 – Free time.

18.00-18.30 – Complementary foods No. 2,3

18.30-19.00 – Dinner temperature, blood pressure, drug injections).

19.30-21.00 – Free time, getting ready for bed

21.00-07.00 – Sleep

visitors on the territory of the hospital to smoke, consume alcohol, drugs or some intoxicants, be rude to staff, break the silence, go to the department in outerwear and without second shoes or shoe covers, store outerwear in the wards, damage hospital property (including maras, sheets, etc.), throw garbage out the windows, flush objects that clog them down the toilets.

4.2 When a sick child is admitted to a hospital, the child’s belongings are handed over to the hospital’s cloakroom, and, if possible, the belongings of the parent or guardian are taken home. Money, documents, jewelry are not accepted in the wardrobe and the hospital administration is not responsible for them.

4.3 Sick children and their caregivers eat in the canteen and in a specially designated room for the child’s parents.

4.4 Sick children (older age) and persons caring for them are obliged to maintain order in the wards and other premises of the hospital, be polite with the staff, do not use foul language, treat problem situations that arise in the department with understanding, listen to the comments of medical workers .

4.5 Rooms for 2 people are filled in accordance with the same type of pathology and severity of diseases, therefore it is forbidden for patients to move independently from one room to another without the permission of medical personnel.

4.6 Self-administration of medications without their prescription by the attending or duty doctor is prohibited.

4.7 In the event of an emergency (fire), sick children and those caring for them must act in accordance with the instructions of the staff on duty, strictly follow their orders and not create panic.

4.8 Each person admitted to a hospital (a child over 15 years of age or an adult caring for children) is required to sign in the medical record that he is familiar with these rules and undertakes to comply with them.

4.9 Walks of patients are carried out only in the presence of the parents of a sick child (or guardians) bearing full legal responsibility for the child during the walk, provided that the child is in a satisfactory condition and the corresponding climatic season and weather conditions.

4.10 Violators of these rules may be brought to administrative or criminal liability on the basis of the current legislation of the Russian Federation and may be discharged early from the hospital with a note of violation of the hospital regime if the patient is not in a life-threatening condition.

4.11 The place of visiting persons who are in the hospital and their relatives is determined by the attending physician and is determined by the severity of the child’s condition (bed rest) and can be carried out both in the ward and in the hall of the hospital.

4.12 In the case of quarantine for influenza, intestinal infections, visiting patients is prohibited in accordance with the order of the head physician, which indicates the reasons for the quarantine and its timing.

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Inspection Date	Reason	Description	Status

2020-02-06	Renewal	3270.131(b)(1) – Infant: updated health report every 6 months	Compliant – Finalized
Noncompliance Area: CHILD 1 (BIRTHDATE 2/18/2019) DID NOT HAVE PROOF OF A PHYSICAL EVERY 6 MONTHS OLD (LAST ONE DATED 4/22/2019). Correction Required: The operator shall require the parent to provide an updated health report at least every 6 months for an infant or young toddler
Provider Response: (Contact the State Licensing Office for more information.) CHILD 1 WILL HAVE PROOF OF A CURRENT PHYSICAL IN THEIR FILE. ALL CHILDREN WILL HAVE A CURRENT PHYSICAL ON FILE AT ALL TIMES.

2020-02-06	Renewal	3270.131(b)(2) – Toddler/preschool: updated health report every 12 months	Compliant – Finalized
Noncompliance Area: CHILD 2 AND CHILD 3 DID NOT HAVE PROOF OF A PHYSICAL LESS THAN A YEAR OLD ( LAST ONE FOR CHILD 1 – 1/14/2019 AND FOR CHILD 2 – 1/31/2019) Correction Required: The operator shall require the parent to provide an updated health report at least every 12 months for an older toddler or preschool child.
Provider Response: (Contact the State Licensing Office for more information.) CHILD 2 AND 3 WILL HAVE A CURRENT PHYSICAL ON FILE. ALL CHILDREN WILL HAVE A CURRENT PHYSICAL ON FILE AT ALL TIMES.

2019-02-01	Renewal	3270.113(a) – Supervised at all times	Compliant – Finalized
Noncompliance Area: STAFF 1 WAS SITTING IN A SEAT WHERE A BOOKSELF WAS BLOCKING THE VIEW OF ONE OF THE CHILDREN, NOT ALLOWING THEM TO PROPERLY SUPERVISE THE CHILD. Correction Required: Children on the facility premises and on facility excursions off the premises shall be supervised by a staff person at all times. Outdoor play space used by the facility is considered part of the facility premises.
Provider Response: (Contact the State Licensing Office for more information.) CHILD WAS MOVED SO THAT THE STAFF COULD PROPERLY SUPERVISE ALL THE CHILDREN. ALL CHILDREN WILL BE PROPERLY SUPERVISED AT ALL TIMES.

2018-11-29	Complaints- Legal Location	3270.113(d) – No harsh language	Compliant – Finalized
Noncompliance Area: STAFF 1 USED INAPPROPRIATE LANGUAGE IN FRONT OF CHILDREN Correction Required: A facility person may not use harsh, demeaning or abusive language in the presence of children.
Provider Response: (Contact the State Licensing Office for more information. ) STAFF 1 WILL BE TRAINED ON SPEAKING WITH CHILDREN AND COMMUNICATION. STAFF WILL NOT USE HARSH LANGUAGE IN FRONT OF CHILDREN.