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14481 HASCALL ST OMAHA, NE
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Teacher at West Dodge KinderCare, Omaha, Nebraska
This job has expired
Location
Omaha, Nebraska
Job Type
Permanent
Posted
24 Oct 2022
Our Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success.
As a member of our teaching staff, you will:
Create a safe, nurturing environment where children can play and learn
Partner with parents with a shared desire to provide the best care and education for their children
Support your center’s success by partnering with center staff and leadership to achieve goals around enrollment, accreditation, and engagement
Cultivate positive relationships with families, teachers, state licensing authorities, community contacts and corporate partners
Implement KCE’s curriculum in a way that is consistent with the unique needs of each child
The benefits our career professionals enjoy:
Medical, dental and vision
Childcare benefit
Paid time off
Education assistance and reimbursement
Medical expense reimbursement/ Life insurance/Disability benefits/ Health and wellness programs
401(k) savings and investment plan with employer match
Qualifications:
Desired Skills and Experience:
CPR and First Aid Certification or willingness to obtain
Active Child Development Associate (CDA) Credential (or willing to obtain)
Completed 12 core ECE Units Infant/toddler OR BA Degree in Child Development
Must be physically able to use a computer with basic proficiency, lift a minimum of 40 pounds, and work indoors or outdoors
Ability to assume postures in low levels to allow physical and visual contact with children, see and hear well enough to keep children safe, and engage in physical activity with children
Read, write, understand, and speak English to communicate with children and their parents in English
All center staff applicants must meet state specific guidelines for the role
Our highest priority has always been to keep our employees, children, families, and communities as safe and healthy as possible.
Sleep Well! 10 Ways We Help Kids Get a Great Daycare Nap
Even if your child is typically a super snoozer at home, daycare naptime is often a concern for parents, especially during times of transition—like starting in a new classroom. Our teachers understand the worry; but rest assured, they help thousands of children every day get the good, restful naps they need.
“Our teachers meet every child’s needs during naptime—it’s not a struggle or a fight,” says Millie Boychuk, a Center Director in California. “Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap.”
As pros, our teachers know a few things about napping babies. (They’ve seen every type of napper in our classrooms.) For instance, even the fussiest napper’s sleep temperament can change over time, meaning that if you’ve got a tot resisting naps at all cost, there are techniques you can use to strengthen their sleep skills. Yes, you read that right! We all have innate sleep temperaments, but sleep is also a learned behavior. Our teachers can help with that.
Below is a list of guidelines every KinderCare center follows. Take special note of guideline #1.
1. There’s no set naptime schedule in our classrooms
We begin with baby-based sleep schedules in our infant classrooms. Naps are provided based on each baby’s individual needs for rest rather than a set infant naptime schedule. Teachers watch each child closely for signs of tiredness, such as eye-rubbing, sucking on hands or fingers, or heavy-headed nodding and drifting off during activity time. Once they see those tell-tale signs, they know it’s naptime!
Photo by David Hume Kennerly
2. We help babies fall asleep with a comforting touch
Our infant teachers comfort each baby the way they like to be comforted as they fall asleep—and every baby is different! So how do we know what works? We partner with families to learn what works best, whether it’s rocking, singing, being held, or using a pacifier. “Our teachers respond to every baby’s need for calm and comfort,” Boychuk says.
3. We always follow safe sleep practices
We follow rigorous Safe Sleep policies recommended by the American Academy of Pediatrics. This includes always placing infants on their backs to sleep, keeping cribs clear of items like pillows and toys, and using a firm mattress with a tight-fitting sheet in our approved cribs.
While babies sleep, we keep a close watch. (Our cribs with see-through sides ensure that we can literally watch them as they sleep!) When they wake, babies are promptly taken out of their cribs and comforted again.
4. We help babies shift to “regular” naps
As children grow, their napping needs become more regular. Children in our toddler, preschool, and prekindergarten classrooms have one long midday nap, but teachers in these classrooms can still support multiple naps if a child requires them. It’s all about whatever they need!
Everyone Belongs In Our Circle
At KinderCare, we’re committed to building warm, welcoming and supportive classrooms for children of all abilities, backgrounds and experiences.
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5. We help children gently transition from crib to cot
Children in our centers begin napping on a cot after they move out of the infant room, even though they may still be sleeping in a crib at home. Some parents may be nervous about transitioning to a cot for naps at school, and Boychuk assures them that there is no need to worry. “Most children adjust very quickly and teachers are always right there supervising,” Boychuk says. “They help each child get settled and stay with them during rest times.”
6. We encourage children to participate in their own nap routine
As they get older, children take on more and more responsibility for their own naptime set-up: picking a blanket, making the bed, or even setting up a cot. Not only does working together often mean less nap resistance, practicing these life skills builds confidence and a sense of accomplishment.
It also gives children an appropriate level of control: at first maybe just choosing which cuddly toy they’ll sleep with or how they want their blanket, then working up to stretching a sheet over their own cot. (Yes, even young children can make their own beds with a little encouragement and help!)
Photo by David Hume Kennerly
7. We work to make naptime soothing for older children, too
Sometimes, you just need a special routine to help you close your eyes. Toddlers and older children are welcome to bring a blanket or a favorite lovey from home, while soft music and low lighting helps set the sleepy-time mood. And if a toddler still loves being rocked to sleep? No problem. We’re happy to soothe them however they need until they become more independent sleepers.
8. We follow a lights-low, shoes-on approach
Not everything is just like home—with good reason. “We do follow stricter safety standards than you might at home,” says Boychuk. Children nap with shoes on, because we are always prepared to help children exit the building quickly and safely in the event of an emergency. During naps, classrooms are dimly lit—but not completely dark—so that teachers can watch children while they’re sleeping.
9. We value the need for rest
If a child sleeps for longer than the allotted naptime, we let them sleep. Growing bodies really do need those restorative naps!
A Lifetime Of Confidence Starts Here
Our teachers help every child build the confidence they need to try new things and explore the world around them.
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10. We provide quiet activities for children who just can’t sleep
Children nap quietly for at least 30 to 45 minutes each day—but we never force wakeful children to close their eyes or go to sleep. During naptime, non-nappers can read quietly or do other quiet activities in their cots. At Boychuk’s center, teachers create “felt puzzles.” They cut up a picture into a simple puzzle, and then paste felt on the backs of the pieces. These homemade puzzles are made for naps, because the pieces won’t make noise when they fall on the floor. Genius!
Parents are also always welcome to come in and see how naptime works in a new classroom. “Within a week, children have learned the new classroom routine,” Boychuk says. “Parents always say, ‘I don’t know how you do it.’” We’re more than happy to show you!
Daycare naptime can be a positive experience for all! To get your tot (and the whole family) on board with a new nap routine, we’ve got a list of tips to help sleep transitions during the first few weeks of school.
17 Nap Time Tips for Daycare Centers
17 Nap Time Tips for Daycare Centers
As adults, we wish we had two hours in the middle of the day to lay down and shut our eyes. But children…they often don’t want to lay down and rest, even though their growing bodies desperately need it. Of course, you need an environment where children can nap undisturbed, so what do you do when you don’t have those peaceful days when all children close their eyes the second their head hits their nap cot?
Do Children Need Nap Time?
Most states require that children in full-day daycare or preschool have a rest period during the day. Generally, that period is at least two hours and in a childcare center, often ratio laws differ during nap time, allowing teachers to take their break and have lunch.
Beyond your state’s regulations, infants, toddlers, and preschoolers need nap time to mature properly.
How Much Nap Time Do Children Need?
From the physiological to the emotional benefits, napping is essential for a healthy upbringing and the number and duration of nap times are directly correlated to a child’s age.
0-6 months – 3-4 naps per day – many states have regulations that require childcare providers to allow infants to sleep on demand, rather than adhere to a schedule
6-month-old- 2-3 naps per day, totaling 5 hours
1-year-old- 1-2 naps per day, totaling 4 hours
2-year-old-1 nap per day, 2-3 hours long
3-year-old-1 nap per day, 1-2 hours long
4-5-year-olds- 1 nap per day for 1 hour
Of course these are guidelines and you’ll have children who sleep both less and more than indicated.
Why Children Won’t Nap at Daycare or Preschool
It’s essential that children are never disciplined for not sleeping and there are many reasons why a child may not sleep, or even rest, during nap time. These include:
A child is simply not tired at nap time
A child is overtired and the nap window has been missed
They are hungry, or they have food insecurity at home
Poor sleep at home
Reaching new developmental milestones
A change in the amount of sleep a child needs
Trauma at home or in their community
Illness
A desire for control
They’re used to their home environment and are having trouble adjusting to a daycare setting
They’re overstimulated
How to Make Nap Time Run Smoothly at Daycare
These 17 nap time tips will help you get children calm and rested at daycare.
1. Set expectations for nap time
Whether you’re a daycare center or preschool with a structured schedule or a family childcare provider with a looser approach to they day, setting expectations daily is crucial for a successful nap time. If you do circle time, it’s a great opportunity to review the daily schedule and set expectations. If not, find another time during the day to set nap time expectations, like remaining quiet and staying on cots.
2. Use positive reinforcement around naps
Along with setting expectations, using positive reinforcement is key to getting children to rest quietly during nap time – or to help get the behavior you want any time. When a child lays quietly – even if it’s just for a few minutes – praise them for it and thank them. Positive reinforcement encourages the behavior you want to see happen. While you won’t see drastic changes overnight, over time a child will learn to remain quiet during rest periods. Avoid extrinsic rewards like sticker charts and treats, as they don’t work long-term.
3. Transition to nap time with a calm activity
Nap time is often right after children eat lunch. If you’re struggling to get children to calm down, have children help set up their nap mats or cots, and help them settle with a quiet story time.
4. Use a nap time song
Children respond well to consistency. Select a quiet song that you play daily to indicate that nap time is starting and the children will know that it’s time to rest their bodies when they hear it.
5. Be prepared for non-sleepers during nap time
It would be wonderful if every child laid down and rested quietly every single day during nap time, but children are human beings, just like adults. Some days they’ll easily drift off to sleep and some days they won’t be able to. Have a plan for children who aren’t sleeping during nap time. This may include permitting quiet activities on their nap mats or designating a space in the room where non-napping children can play quietly with specific toys.
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6. Teach nap time skills during awake times
Have nap time practice during the day when you lay out expectations. Children can practice setting up their cots so there’s no confusion when nap time arrives, and then practice laying down quietly for a few moments.
7. Set up a good nap time environment
Dimming the lights, playing soft music, and using white noise can all help children relax and settle into a nap or quiet rest.
8. Have a consistent nap time schedule
Children thrive on schedules and holding nap time at the same time daily can help them rest when.
9. But be flexible
Pay attention to nap time changes throughout the year. You may find that it’s best to shift nap time by 30-60 minutes when the clocks change in November and March for daylight savings time. Children may be waking at home earlier or later based on the sunrise and that may impact how the rest at daycare.
10. Set the nap time tone
Daycare and preschool teachers may be a little frantic at the start of nap. Often cleaning up lunch, getting set up for nap, and trying to get a teacher off to break is all happening at the same time. But children pick up on your stress levels, so if you stay relaxed, it will help them relax.
11. Teach yoga and meditation techniques
Yoga and meditation techniques can help children relax and rest quietly during nap time. Teach deep breathing exercises and other ways of calming their bodies and their minds.
12. Work on proprioception activities
Proprioception is our ability to perceive our body in space – it gives us the ability to use utensils without looking in a mirror to see where our mouth is, for example. As with everything, children develop their sensory processing at different rates and some children, even those without sensory processing disorders, may be sensitive to a tag in their blanket touching them or the way their socks feel on their feet. Working on proprioception during the day may help these children settle during nap time.
13. Hide nap time distractions
While it may not always be possible to have nap time away from toys, do your best to face children away from things they may find stimulating or even use a sheet to cover up shelves during nap.
14. Give children nap time jobs
Children are likely to be disruptive when they’re bored and remaining on a cot for hours without sleeping is boring for most children and adults alike. Especially for older preschool children who are sleeping less, more able to follow directions, and can stay on task for longer than younger children, giving them a quiet job at nap time can keep them occupied. They can test markers to separate dried out ones, help clean out the bottoms of cubbies, sort lost and found items – be creative! There’s lots to do around daycare and preschool classrooms!
15. Incorporate more child-led activities into your day
Children have little control over their lives and not resting during nap time could be a way of communicating they want to be in control. Reduce the number of teacher-led activities and increase the number of child-led activities to give children more autonomy and control over the day. You may find it greatly improves their naps!
16. Teach children how naps help their bodies grow
Often we expect children to do things because we say so, with little or no explanation as to why it’s important. A science lesson on how sleep helps growing bodies can help them understand the importance of naps and make them more likely to rest quietly.
17. Give it time
A child who’s new to daycare or preschool may take several weeks or more to adjust and rest quietly during nap time. Be consistent with your approach and they’ll get the hang of it. Remember, a child attending part-time will often take longer to adjust to their new routine. Pay attention to the number of days the child has been present, not the number of weeks they’ve been enrolled.
Children aren’t robots. Their sleep needs change day-to-day and evolve as they grow and hit developmental milestones. While we all know you can’t force children to sleep, you can help limit nap time disruptions at your daycare or preschool with these tips.
Daycare Nap Time FAQs
Q: What if a child refuses to stay quiet during nap time?
A: When a child refuses to stay quiet during nap, it disturbs other children. There are two things to consider when a child refuses to remain quiet during nap: 1) all behavior is communication, and 2) the child has not yet developed the empathy required to not wake other children. Work on social emotional skills with children who won’t remain quiet during nap, focusing on empathy. This will help them understand the importance of remaining quiet during nap time.
Q: What if a baby will only sleep while being held?
As a childcare provider, you’d need to grow a dozen more arms to hold all the children who may need you at once. That said, infants have a biological need to be held and responding to their needs is critical so they develop secure bonds. If possible, you can get a baby carrier, which will allow you hands-free movement while baby sleeps. One trick is to get the baby used to the crib or pack & play during awake times. Place the child down in the crib while he or she is awake and happy and play – make silly faces, talk about how nice the crib is, play with the child, and celebrate the child being happy in the environment. As soon as you are done with this practice, remove the child from the crib – it is not to be used as a place to contain a child during awake periods. For a high needs baby, it will take a longer adjustment period, but do your best to meet the child’s emotional needs while they’re in your daycare.
Q: A parent told me that their child is having trouble sleeping at night and wants me to keep them awake during nap. Can I do that?
A: Absolutely do not keep a child awake during nap time if they want to sleep. Most states have laws forbidding it and even if it’s permissible in your area, children need to rest their bodies for optimal development.
Have other nap time questions or tips? Send them to us at [email protected].
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parenting advice from Care and Feeding.
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Care and Feeding is Slate’s parenting advice column. Have a question for Care and Feeding? Submit it here.
Dear Care and Feeding,
My sons (ages 1 and 2) attend a well-regarded day care in our neighborhood. It’s a school-style center that’s part of a national chain with protocols, curriculum, teacher training, etc. All this is to say it’s a good, safe place, and we are very happy that our boys are there. Our older son, Lenny, just moved into the 2s class, loves his new teacher, and seems mostly happy every day. Our question has to do with napping. Lenny has never been a good napper. At home, he outright refuses to even rest, and cries from his crib for about an hour before we get him. In his last class at school, he napped maybe once every three weeks. However, in this class, he naps reliably every single day for two hours. Every kid in the class naps every day for two hours.
I want to be thrilled. And I am. Sleep is good! But I can’t help scratching my head. My husband tells me I’m thinking too much. Please help me. Could his teacher (who is responsive, fun, and beloved by all kids and parents) be, like, drugging these kids? A couple drops of melatonin in the milk at lunchtime? Does she just rule with a very cozy, snuggly iron fist? Everyone is out cold by 12:15 p. m. Yesterday, when she had a day off, the class was bonkers at nap time. Most kids were running amok. Please tell me this is not weird!
—Sleep Is a Good Thing, Right?
Dear Sleep Is Good,
There are some amazing teachers out there who can get kids to behave (and nap) in ways that parents find completely unfamiliar compared with what they see at home. It sounds like your older son has found one of them! If you’re so curious as to just what goes down in the 2s room on an average day, ask if you can observe for a few hours, perhaps as a volunteer. Many day care centers are willing to allow parents to come in the classroom and see how their little ones are faring (of course, COVID restrictions may complicate this). While I highly doubt something as diabolical (and dangerous) as putting melatonin in the kids’ drinks is afoot, you can always pop up unexpectedly just before lunchtime and offer to help serve, or just try and keep an eye on the process from start to finish.
If you aren’t able to visit at length, schedule a time to talk to the teacher and ask questions about the daily schedule. Perhaps the combination of activities that she’s lined up will produce similar results at home, though it is more likely that her uniquely “snuggly iron fist” is responsible for creating the perfect conditions for long daily naps. Good luck … but I think you’ve already had some in finding this teacher!
Slate Plus Members Get More Advice From Jamilah Each Week
com/_components/slate-paragraph/instances/ckzrm6bcr0024386hl3y776h5@published”>From this week’s letter, I’m Mortified by How My Teens Dress Sometimes:“They want to wear fishnet stockings to synagogue or to visit their grandma.”
Dear Care and Feeding,
My nephew is 2½. Recently, I’ve noticed myself picking up a habit I probably got from my own parents. When my nephew asks me for something (“Play airplane!” “Get the toy train!”), I respond with “Can you say ‘please’?” He always does; I smile and say “Good manners!” and then do what he asks. I realized today that I started doing this on my own; his parents don’t do this. To be clear, I don’t think his parents are neglecting teaching him manners, and I don’t feel like I need to “step in” in any way. The whole “Can you say ‘please’?” thing just seems like standard procedure for toddlers, so I started doing it without thinking about it. I only do this when he’s talking to me, and I don’t comment on my sibling’s parenting unless I’m paying a compliment. Is this a small way to reinforce good manners, or am I accidentally signaling that the parents aren’t doing enough?
—Not Trying to Be Mary Poppins
Dear Mary Poppins,
Part of the work of being an important adult in a child’s life aside from their parents and teachers—the people who, by definition, are tasked with shaping his behaviors—is to be an additional positive influence. One of the ways that happens is by reminding said child of his manners, even if his parents are not inclined to do so frequently themselves. Your nephew will learn social norms from a variety of sources, and you are one of them. You shouldn’t worry that simply reminding him to be polite will stand out in contrast to how your sibling interacts with him, or make either of them feel your sibling isn’t doing “enough,” because it’s highly unlikely that they’d draw these conclusions. Keep up with the kind reminders! He’s young enough for them to be impactful and old enough to begin to understand why manners matter in the first place. All the best to you.
Catch Up on Care and Feeding
• If you missed Thursday’s column, read it here. • Discuss this column in the Slate Parenting Facebook group!
com/_components/slate-paragraph/instances/ckzrm6blt002c386htn63knt5@published”>Dear Care and Feeding,
My teen is 15 and addicted to TikTok. She used to be much more well adjusted, but once lockdown happened and she was isolated from all of her friends, she became depressed and turned to social media, especially TikTok, to keep her entertained during the boredom and stress of lockdown. Unfortunately, she recently “came out” to us as having dissociative identity disorder. She told us that after she watched some TikTok videos of people who have it, she discovered her own “alter personalities.” From what I understand, this disorder comes from severe childhood abuse, which isn’t true! She had a good childhood, she was always happy and cheerful. She now wants to see a therapist so she can get diagnosed, and looking through her phone, I discovered she has already made a few videos about having DID. I forced her to delete the videos, which was very upsetting to her, and now she is upset that I’m not “validating” her. What do I do? Do I take her to see a therapist, do I call her out on it, or do I just play along?
—Confused and Frustrated
Dear Confused and Frustrated,
TikTok diagnoses are a thing, unfortunately, and it’s not terribly hard to imagine how a young person could get caught up in the idea of having an illness, especially if she is able to see some of her experiences in the stories of people who do have it (or, this being TikTok, people who may believe they have these illnesses regardless of actual diagnosis). I don’t want to completely disregard the possibility that something is going on with your daughter emotionally; while it’s highly likely here that she’s glommed on to the idea of something that isn’t her struggle to bear, she may have made this connection for some valid reasons. As you said, she’s been depressed and isolated from friends. That’s reason enough to seek out therapy services, and while you’re likely to find that she doesn’t have DID, it certainly sounds as though she could benefit from the support of a professional while trying to grapple with the circumstances of the last two years, as well as her feelings regarding what she’s learned online and how she’s processed them thus far. In the meantime, resist disparaging her self-diagnosis and instead focus on letting her know that you are invested in supporting her through anything, that you want to ensure she has the best available resources, and that her health and happiness are both top priorities to you. A therapist can lead the work of divesting from the self-proclaimed DID if necessary; focus on making her feel supported instead.
Also, you have the right to take TikTok away. It will be difficult to keep her off the platform altogether; there’s the school day, out of your line of sight, as well as the ways that TikToks make it to other social media networks and text threads. However, if the app is having a negative impact on her, there needs to be some regulation about how often she uses it and, perhaps, if she should be allowed access to it on her device at all. You’ll really need to talk about the dangers of misinformation and taking what one reads online to be 1) true and 2) personally relevant without knowing for certain. You should also regularly look at her account to see whom she follows, what sort of messaging she’s been engaged in, etc. If she can’t handle TikTok, which it sounds like may be the case, then it needs to be banned in the house. Wishing you the best of luck.
com/_components/subhead/instances/ckzrm6b7u001w386hqqng8yuq@published”>
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Submit your questions about parenting and family life here. It’s anonymous! (Questions may be edited for publication.)
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com/_components/slate-paragraph/instances/ckzrm6bys002k386hc8db8olj@published”>Dear Care and Feeding,
I have three children (12, 10, 2) but I fear that my 10-year-old son has anger issues. He’s beaten a few kids up for stupid reasons. My ex told me that I should send him to therapy, but I looked it up and therapy is expensive, and right now we are on a tight budget. My ex won’t lend any money for our son. I am scared for my darling boy. What should I do?
—Worried Mom
Dear Worried Mom,
Reach out to your child’s school and see what sort of counseling resources are available. Considering that he’s had issues with violence, they should be willing to extend themselves as best they can in terms of allowing him to meet with the in-house professional, as well as connecting you to other resources that may be available at the district level. Research online and find free and low-cost tools there, such as this book list from the Coping Skills for Kids website. Contact your state’s or city’s department of mental health for information on free therapy services.
This is difficult, time-consuming work on top of having to care for three children and deal with your middle child’s behavior. Be patient with yourself, but be persistent and don’t be deterred by the fact that you may have a lot of paperwork and waiting to navigate in order to get your son what he truly needs. You know that these issues should be taken seriously, and you don’t want to wait until his behavior has landed him in some trouble that he can’t get out of to act. Don’t wave this away. You are his No. 1 advocate, and he needs you now. Wishing you all the best in your journey to get your boy the support that he needs.
—Jamilah
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Rules for healthy sleep. Daytime sleep
Daytime sleep is able to invigorate better than coffee. In this part, we will find out how to do it better and analyze a few life hacks.
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☀️ Daytime sleep helps to cheer up and focus on work without coffee breaks. But if you sleep too long, you can get the opposite effect. Let’s figure out when and how much you need to sleep during the day 👇
⏰ Scientists divide daytime sleep into short – 5-15 minutes and long – longer than 30 minutes.
🙃 After short sleep , cheerfulness appears almost immediately, but lasts for a limited period – from 1 to 3 hours.
🥱 After long sleep , sleepy inertia appears – that very state of inhibition in which you want to ask the question: “What year is it now?”. But then it is replaced by cheerfulness, which lasts up to several hours.
❗️ The longer the daytime sleep, the longer we feel vivacity. But this does not mean that you need to sleep for 2 hours. Such a long sleep can bring down the regime: it will be difficult to fall asleep in the evening, and the dream itself will become restless.
✅ The best time for daytime sleep is after lunch from 13:00 to 15:00. This time coincides with sleepiness due to circadian rhythms. In addition, the later you go to bed, the lower the effectiveness of short sleep and the higher the risk of oversleeping and breaking the regimen.
Those who try to sleep during the day face two problems: it is difficult to fall asleep in 5-15 minutes and as a result you just lose time or, on the contrary, fall asleep immediately for 2-3 hours. Here are a couple of life hacks to help you deal with it 👇
⏳ Schedule naps at the same time after lunch. Then he will become a habit, falling asleep and waking up will become easier.
🛌 Create conditions for sleep: close the blinds, turn off the lights, use earplugs. If you work in a crowded office, a regular eye mask or a more comfortable pillow mask will help.
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There are several options for pillow masks. We were not left indifferent by these 😴
☕️ Drink a cup of coffee right before bed. It seems strange, but the coffee will take 10-20 minutes to start working. You will oversleep this time, and it will be much easier to wake up quickly. In addition, research shows that napping after coffee helps you focus better at work.
⏰ Set an alarm. Trite, but without an alarm clock, you will fall into a deep sleep, or you will worry about the time all the time and will not be able to fall asleep. If you don’t use it because you can’t hear calls, ask someone to wake you up.
🌛 Controlling sleep only with the help of an alarm clock is an unpleasant task. We get annoyed, constantly postpone for another 5 minutes or do not hear at all. List of applications that can easily replace it:
▶️ To make it easier to wake up in the morning – Sleep Cycle. Smart alarm clock. With the help of sensors, the application monitors the micro-movements of the sleeper, determines the most comfortable awakening time – the fast phase of sleep – and starts to wake up with a pleasant melody.
▶️ To sleep during the day – Sleep Cycle power nap. The snooze app option is unfortunately only available on IoS. Using the same sensors, the application can determine when you start to fall into a deep sleep and wakes you up, preventing you from sleeping longer than planned. I
❓ Is it possible to get enough sleep not before 8-9, but before 5-6 hours?
🧬 Comfortable sleep duration is a thing that is predetermined by many factors, including genetically. Therefore, it is most likely impossible to influence how well you sleep in a shorter period of time.
🛏 If you create very comfortable conditions for sleeping: open the window, use the most comfortable pillow, give up gadgets half an hour before bedtime or adjust the temperature of the air conditioner to 16-19° C, then sleep better than usual. But phenomenal success you will not achieve. A good sleep will still need the same 8 hours as always.
🤒 In cramped circumstances, for example, if you have a tight schedule – make the most of it. But do not think that you can regularly stay awake for days, and then sleep off . After a while, this will affect health.
🏆 There is no connection between a person’s success and how much he sleeps. Many famous people, on the contrary, sleep more than the norm and this is the only way they can work or create.
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How to improve the quality of life: a scientific approach to health
On the course, we will get acquainted with the processes in our body and understand how to respond to its signals. We will find out whether it is possible to die from lack of sleep, when people can edit their genes and why aging begins even before birth. And we will also try to monitor our health and acquire some good habits right along the course.
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Scientists have proven that daytime sleep helps to maintain a sharp mind
Regular daytime sleep helps to maintain a sharp mind into old age, scientists have found. However, doctors advise not to abuse it: it is recommended to doze off during the day for no more than half an hour, and wake up no later than 16.00, otherwise you can get up with a headache and in a depressed state. “Gazeta.Ru” – about the rules of daytime sleep.
Scientists have called daytime sleep one of the ways to prolong life and maintain cognitive abilities until old age. This is reported in a study published in the journal General Psychiatry.
Researchers studied the sleep patterns of more than 2,000 healthy people over the age of 60.
Those 1500 people who regularly slept during the day from 5 minutes to 2 hours showed better results on dementia tests than the other 700. They were better at orienting themselves in space, their speech was more fluent, and their memory was stronger.
In addition to reducing sleepiness, daytime sleep in some cases strengthens memory, increases learning ability, improves some bodily functions and has a beneficial effect on emotional stability, the researchers note. However, in some cases, daytime naps may be a symptom of dementia rather than a prevention, they add. So “quiet time” is not shown to everyone, and its benefits are associated with the particular characteristics of people.
Thus, those who regularly slept during the day were found to have higher levels of triglycerides. This led scientists to believe that the desire to sleep in the afternoon was associated with some risk factors for cardiovascular disease. One of the theories behind the study is that sleep regulates the body’s immune response, an evolved response to inflammation. That is why people in whose body there are active inflammatory processes sleep more.
The quality of sleep really affects cognitive abilities, says Yana Akinkina, a psychologist and YouTalk service consultant. “But if a person gets enough sleep at night and at the same time sleeps well, he does not have to additionally sleep during the day,” the specialist explains. “If a person does not sleep well at night and does not feel rested in the morning or does not sleep enough at all, then it will be useful to take a nap during the day.”
The doctor warns that it is advisable to sleep during the day before 4 pm, since after this time it is difficult to wake up – it starts to get dark, melatonin is produced in the body, because of which, upon waking up, you can feel overwhelmed.
At the same time, it is enough to sleep for an hour and a half, during which time a full cycle of sleep passes (from two phases – deep and superficial sleep). Sleeping longer during the day only makes sense if you haven’t slept half the night, Akinkina adds.
“In the process of daytime sleep, cerebrospinal fluid, cerebrospinal fluid, is produced, which washes the brain, bringing it moisture, nutrients and neurotransmitters, including serotonin,” says Maria Skryabina, psychiatrist, expert at the National Strategic Forum “Family Council”. “In the first 20 minutes of daytime sleep, mood and energy levels rise.” She does not advise sleeping longer than half an hour: after 30 minutes, a deep sleep phase begins, all processes slow down, parasympathetics are activated, as a result of which the body relaxes. “It will take at least two hours to activate it again,” the doctor says. “As a result, instead of a surge of strength, you can feel overwhelmed and depressed.”
Gosha Semyonov, head of Blue Sleep, agrees with her. “Many people after a daytime sleep can feel even more overwhelmed, complain of pain in the head and neck, cannot tune in to work, and fall asleep at night,” the expert says.
He believes that too long a daytime nap – more than an hour – as well as lack of sleep, can slow down the reaction to a state resembling strong alcohol intoxication, and also increase the risk of cardiovascular diseases.
“If you are healthy, then you most likely do not need regular daytime sleep,” says Semyonov. – If during the day you constantly need a long rest – this is probably the reason to see a doctor. If you feel that you have not slept at night and you have the opportunity to lie down and take a nap during the day, it is advisable that your sleep does not last more than 30 minutes. During this time, you will not have time to move from a state of superficial sleep to a deeper sleep and will be able to wake up easily enough.
Children need more sleep than adults, so they often have a quiet time. There are also people who need daytime sleep due to their work schedule: they are awake at night and sleep during the day. “In general, such a sleep regimen can compensate for daytime sleep deprivation, the body will also recover, but it’s still worth understanding that such a regimen is not natural for our body,” explains the head of Blue Sleep.
For daytime sleep, he advises to create the illusion of darkness: use a sleep mask or blackout curtains. “It is better to ventilate the room, and to make the awakening as comfortable as possible, you can drink a cup of strong tea or coffee before going to daytime sleep. Caffeine will begin to act in 20-25 minutes, and it will be easier to wake up, ”recommends Semenov.
Some politicians, due to busy schedules, often use this knowledge to make up for a lack of sleep at night. So, Margaret Thatcher was famous for the fact that during her term as Prime Minister of Great Britain she slept only four hours a day. President Donald Trump is also known for sleeping 3-4 hours a night. Barack Obama, he says, gets enough sleep in six hours.
Last week in media there were reports that British Prime Minister Boris Johnson turned out to be a fan of half an hour naps during the working day. However, his spokeswoman denied this information.
Winston Churchill, as you know, slept for 4-5 hours at night, and filled up the missing 90 minutes during the day.
Awareness of the benefits of daytime naps is leading some companies to launch beds and nap pods. So, Google and many other IT companies in Silicon Valley have had similar capsules for employees for 10 years, who sometimes have to stay at work until late in the evening and at night.
10 Steps to Perfect Daytime Sleep
Stories
September 17, 2019
Stories
September 17, 2019
Anna Polyakova
Editor (RB)
Anna Polyakova
If you feel sleepy and lethargic in the middle of the working day, then try taking a nap: literally 20 minutes of rest will restore vigor and productivity. However, many do not like to sleep during the day, because after that they feel even more overwhelmed – the following ten rules will help to avoid this feeling.
Anna Polyakova
Choose the right time
The urge to take a nap corresponds to changes in body and brain temperature during the day – this is called the circadian rhythm. All people, regardless of the climate in the region of residence, experience cravings for sleep in the evenings and during the day – usually six to eight hours after waking up. For most, the ideal time for daytime naps is between 13:00 and 15:00.
Calculate the phases of sleep
Different phases of sleep bring different benefits to the brain and body, so it is important to choose the right one. 20 minutes takes a phase that will energize you. If you continue to sleep, you will enter a phase of non-REM sleep, when the brain processes memories and incoming information, and then into a phase of REM sleep, which stimulates creativity. Sarah Mednick, researcher and author of Take a Nap, Change Your Life, calls the ideal 90-minute rest time during the day—that’s when you’ll complete a full sleep cycle.
Do not sleep too long
An unpleasant feeling of lethargy and disorientation after sleep is called “sleep inertia”. It occurs upon waking up during non-REM sleep. If this happens to you regularly, try waking up a few minutes earlier than usual and see if you feel refreshed.
If you don’t have an hour and a half, get 20 minutes of sleep
While Sarah Mednick calls 90 minutes of naps “the clear blue ribbon winner,” the National Sleep Foundation recommends 20-30 minutes of sleep. This is enough to wake you up without falling into slow motion sleep, which, if not awakened properly, can make you even more tired. There is an opinion that it is best to sleep exactly 26 minutes. It is based on the famous NASA study 1994 years, which showed that pilots who napped for 25. 8 minutes were 50% more alert than their sleep-deprived counterparts. You can set an alarm for about 30 minutes to give yourself some time to fall asleep.
Don’t fall asleep too late
Experts believe that improper daytime sleep can interfere with nighttime sleep. Don’t go to bed too late and don’t delay the process.
Photo: Unsplash
Try drinking coffee before bed
Some struggle with fatigue only with the help of coffee, but the use of this drink can be combined with daytime sleep. Caffeine begins to work in about 20 minutes after consumption – the same amount of time as a standard day’s rest. Thus, when you get up, you will feel more alert not only thanks to sleep, but also thanks to coffee. A 2003 Japanese study found that sleep with caffeine in advance was more effective in reducing fatigue.
Clear your mind
For many of us, the main obstacle to falling asleep during the day is hyperactive consciousness. Experts advise journaling or meditating to get rid of intrusive thoughts.
Carry a nap kit
The nap kit is similar to some airlines. It includes a sleep mask, earplugs and an inflatable neck pillow. All this allows you to create suitable conditions for sleep almost anywhere.
Sleep regularly during the day
Exercise to make your daytime sleep more comfortable. It’s like riding a bike – once you get used to it, you will learn to fall asleep faster and even wake up on your own at the right time and without anxiety. Even if you can’t fall asleep, just lying down is also beneficial: scientists have found that such rest without sleep reduces driver fatigue.
Buy nice things
It can be a new pillow or pajamas – any item that will make your daytime sleep more attractive to you. But don’t forget that you can take a nice nap without them anywhere, including on a park bench or on an airplane seat. The most important thing is training and the ability to control your mind.
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Windsor Neighbourhood Child Care Centre – Catholic Early EdCare
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Long Day Care
7:30am – 5:45pm
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Kindergarten
7:30am – 5:45pm
Located in a peaceful setting, and featuring an expansive natural outdoor play area, Windsor Neighbourhood centres provides children with a unique learning environment that encourages creativity and exploration.
For more than 30 years our experienced educators have developed close relationships with local families. We believe each child is unique and learns differently, so our educators will spend time getting to know your child and family so we can create programs that reflect the way they will socialise, learn and grow.
We care for children from six weeks and offer a Queensland Government approved kindergarten program for children in the year before prep. We are conveniently located off Lutwyche road for families who commute to the CBD and opposite St Mary of the Cross Primary School. We supply all meals, wipes, sunscreen, nappies and cot linen for the junior room. All you need to bring is a spare change of clothes and a hat. We offer nutritious, age-specific meals for morning tea, lunch and afternoon tea. All meals are prepared on site daily, prepared by Kids Gourmet Foods. We are supportive of special dietary requirements and encourage families to discuss their child’s needs with us.
17 Bonython Street
Windsor QLD 4030
07 3857 1288
[email protected] catholicearlyedcare. qld.edu.au
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Carolyn
Director
I’ve been an early ed director since: 2006. My favourite thing about being an early ed director is: Ensuring that when the children, families and educators walk through the door they feel they are in a place where they belong. Something I like to tell all mums and dads is: We are here to create a safe, enjoyable, educational place for their children. My favourite way to relax is: With family and a good book.
Rebecca
Kindergarten Teacher
I’ve been an early ed teacher for: Over two years with seven years experience as an educator in the industry. My favourite thing about being an early ed teacher is: I love how I am able to express myself creatively through setting up environments and experiences where children can explore and discover through play. I love planning with the children and seeing where their ideas and interests take us on our learning journey. Something I like to tell all mums and dads is: Kindergarten is a fun and exciting year, and play is our vehicle to meaningful learning. The children are growing and learning so quickly. Soon they will be in school, where the game changes again. So don’t rush this year of kindergarten. Listen, talk, play and read with your children, you won’t regret it! My favourite way to relax is: Although I can be partial to Netflix on the couch, I really love walking through rainforests and exploring new and pretty places.
Spaces that allow for possibilities
Our big backyard creates a sense of freedom and adventure.
Spaces that allow for possibilities
They will enjoy messy play in the sand pit and mud pits.
Spaces that allow for possibilities
During their pre-kindy and kindergarten years your child can also enjoy learning to climb our trees.
Sensory play in nursery
Stimulating and helping children explore all of their senses is an important part of the program in our nursery. Sensory play is anything that engages children’s sense of touch, taste, smell, sight and hearing as well as movement and balance. The children love exploring sound through musical instruments, sight and touch by playing with mixed mediums and balance with our obstacle courses and age appropriate climbing frames.
“Windsor Neighbourhood Child Care Centre has been a home away from home for our family since 2013. Both my girls have loved attending the centre, the staff are extremely caring, approachable and will try to accommodate your every need.
The centre itself is a refurbished Queenslander that is filled with character & warmth, with a big back yard that the kids explore at every opportunity. We love our childcare centre and would recommend it to everybody.”
Belinda and Trent, Windsor Neighbourhood Child Care Centre
Dramatic play
The dramatic play space or ‘home corner’ is a favourite for many of our children. In this space the children take on many roles and get to develop important team work and sharing skills as well as language skills as they engage in story telling.
Dramatic play
The dramatic play space or ‘home corner’ is a favourite for many of our children. In this space the children take on many roles and get to develop important team work and sharing skills as well as language skills as they engage in story telling.
Dramatic play
The dramatic play space or ‘home corner’ is a favourite for many of our children. In this space the children take on many roles and get to develop important team work and sharing skills as well as language skills as they engage in story telling.
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Compare Child Care in Windsor, NSW 2756
Compare Child Care in Windsor, NSW 2756 – Enquire on Toddle
We’ve found 22 childcare centres in Windsor, with 6 having vacancies for your little one.
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Kiddiwinks Play Laugh & Learn Bligh Park
752 George St, South Windsor
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7 West Hill Street, Mcgraths Hill
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145-147 Colonial Drive, Bligh Park
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752 George St, South Windsor
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7 West Hill Street, Mcgraths Hill
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145-147 Colonial Drive, Bligh Park
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Headstart Early Learning Centre Clarendon
208 Hawkesbury Valley Way, Clarendon
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Ambrose School Age Care, St Matthew’s, Windsor
St Matthew’s Primary School, 12 Tebbutt Street, Windsor
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The Alphabet Academy Sydney
348 Macquarie Street, South Windsor
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Windsor Preschool
93-95 Church Street, South Windsor
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The Alphabet Academy Sydney
154 Church Street, South Windsor
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Evolve Early Learning Centre
83 Alexander Street, Bligh Park
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Captain Bligh Early Learning Centre
35 Neptune Crescent, Bligh Park
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Greenhills Child Care Centre
2 Stewart Street, South Windsor
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Little Twinkle Child Care Centre
56 Church St, South Windsor
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McGraths Hill Children”s Centre Inc
69 Andrew Thompson Drive, Mcgraths Hill
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Early Learning on George
691 George St, South Windsor
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One Tree Defence Childcare Unit The Blue House
Wood Street, RAAF Base Richmond RAAF Base Richmond, Richmond
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7 West Hill Street, Mcgraths Hill
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Headstart Early Learning Centre Clarendon
208 Hawkesbury Valley Way, Clarendon
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Kindy Patch Bligh Park
145-147 Colonial Drive, Bligh Park
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Windsor is a suburb located in New South Wales. There are approximately 1 child care centres in Windsor.
Windsor sits just below the national NQS Rating & the average rating of centres is «Exceeding NQS».
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Windsor Park Children’s Care Centre in Windsor Park, Winnipeg
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Windsor Park Children’s Care Centre
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Address : 906 Cottonwood Road Neighborhood : Windsor Park Postal code : R2J 1G2 City or Town : Winnipeg, Manitoba. Canada
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Open now | Closes at 5:30 pm
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07:30 AM – 05:30 PM
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1
Big Windsor Park, Windsor: Best Tips before visiting
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Big Windsor Park
No. 5 of 46 entertainment in Windsor
Parks
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What is Travelers’ Choice?
Tripadvisor gives the Travelers’ Choice Award to accommodations, attractions and restaurants that consistently receive great reviews from travelers and are in the top 10% of properties on Tripadvisor.
$ – 2.7 km $$$ • Italian • Pizza • Vegetarian Friendly
Woven By Adam Smith
2.7 km$$$$ • European • British • Vegetarian Friendly
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Attractions
102 within 10 km
Windsor castle
While in Windsor, do not be lazy to go around the castle to the right. Then your eyes will be presented with a long avenue, which is shown in all filia – where Her Royal Majesty makes official trips. Who cares, but I didn’t like looking through the fence.
Published September 24, 2018
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
Elena P.
Moscow, Russia2,782 publications
Royal Promenade in Grand Park
Sep 2018 • For two
Few people at the entrance to the Grand Park read the rules for visiting it, but even fewer of those who are not shocked by the wonderful prospect that has opened up, pleasing to the eye (but not tired from visiting the castle legs) open spaces, well-groomed lawns and purity, natural naturalness (fallen chestnuts, for example). The leisurely promenade along the Long Walk, which seems to stretch to the horizon, among sprawling chestnut trees, evening joggers and locals walking their dogs on the grass, pleased. A walk in the park made it possible not only to see the majestic Windsor Castle in a good angle and color at sunset, but also to feel a little like a monarch on vacation
Published September 14, 2018
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
Sergey_Kabanof
Moscow, Russia33 publications 2018 • Family vacation
There is nothing but a wind blower. They went around the whole place, their legs were restored already in the pub. Nice place for nearby Brits with dogs. For tourists, perhaps the main attraction is the road leading to the castle.
Published February 25, 2018
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
mazurinof
Riga, Latvia72 publications
Windsor
aug. 2016 • With friends
The park is really big, there is no end in sight. Continuous well-kept lawns on which the British have picnics with open drinking of alcohol … we have not seen it yet, we drank beer in a bag))) although in the city signs that the scare for drinking alcoholic beverages is 500 pounds. The downside is that you can’t ride bicycles there, it’s hard to master such territory on foot.
Published June 15, 2017
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
S_PetersburgNatasha
St. Petersburg, Russia296 publications
Huge
June 2016 • Family fun
If you park on the side of London road, it is quite close to the picturesque Cascade waterfall. Not far and to Totem Pole – a wooden pillar with carved idols. Going deeper into the park, you can find a secluded botanical garden behind a small fence. The place is incredibly attractive. About two kilometers away is the Deer Park. There are few shelters from the rain in the park, so it is very good to have an umbrella with you.
Published June 27, 2016
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
smolkin
Moscow, Russia19,242 publications
Far
June 2015 • For two
Due to the fact that the nearby park near the castle is “busy” with royal walks, it will take a long time to go to this park. In principle, if you do not like long walks, then it is not worth it.
Published March 26, 2016
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
HopeByr
Moscow, Russia189 publications
Beauty and space and peace
May 2015 • With friends
This is a royal park, they say that you can meet the Queen here. The park is good at any time of the year, in winter you should wear boots or sneakers. You can play all day long. There is a separate garden (in my opinion Chinese) where peacocks and partridges walk. The British are unsurpassed masters of landscape design, their parks are natural. Swans and geese quenched on the pond. You can’t even say when it’s especially good there, it’s always good there, but in April May – magnolias and rhododendrons rage there. It’s just a color show. At the entrance there is a cafe with a veranda and a rich shop for souvenirs and live plants.
Published February 24, 2016
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
IgorG1968
Novosibirsk, Russia43 publications 2014
One of my favorite places in England. There you can walk endlessly and take amazing photos – a perfectly trimmed lawn and an ancient majestic castle on the horizon.
Published September 1, 2015
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
Zinaida L
214 publications
Windsor Park is another wonderful place in London.
Nov. 2014 • Family vacation
When we lived and worked in London, we had many opportunities to see everything in this city and its suburbs. One of these places was our visit to Windsor Great Park. What a beauty and a hulk! There used to be a forest here. Now its area is about 20 square meters. Located next to Windsor Castle. This is where you can walk, dream, admire the beauty of nature and breathe clean air. A beautiful romantic place.
Published August 6, 2015
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
AYak0vlev
Moscow, Russia113 publications
Great place for walking
June 2015 • Business
Great park architecture: ponds, great views, well-maintained droshky + very democratic style, but toilets are not easy to find
Published June 10, 2015
This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.
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(6.13 Km) Vindis) Savill Garden
(0.98 km) Ascot Carriages
(1.82 km) Tally Ho Stables
(1.12 km) The Valley Gardens
Windsor Great Park View all attractions near Windsor Great Park on Tripadvisor
Fairmont Windsor Park, Windsor – Updated 2022 Prices
Information about the option and cost
ELEADUESS AND SERVICE
Conditions Conditions
Reviews of guests (162) 9030 by electronic card
Daily housekeeping
Non-smoking rooms
Feel like a celebrity with world class service at Fairmont Windsor Park
Featuring a restaurant, free private parking, a fitness center and a bar, Fairmont Windsor Park is located in Windsor, 5 km from Legoland Windsor. With free WiFi, this 5-star hotel offers a tennis court, garden, 24-hour front desk and currency exchange. In addition, room service is available.
The air-conditioned rooms come with a desk, a safety deposit box, a flat-screen TV, a private bathroom with a shower and a wardrobe.
A à la carte and Full English/Irish breakfast is served each morning at Fairmont Windsor Park.
The on-site spa and wellness center includes a sauna and a hot tub. Cycling through Windsor is near the Fairmont Windsor Park.
Windsor Castle is 5 km away and Dorney Lake is 8 km away. London Heathrow Airport is 10 km from Fairmont Windsor Park.
Couples especially like the location – they rated accommodation in the area for a trip as a couple at 9.2 .
Fairmont Windsor Park has been welcoming Booking.com guests since Nov 23, 2019 2020. Hotel chain/brand:
Fairmont Hotels & Resorts
Currency exchange. Need money in local currency? There is an exchange office here.
Benefits of this option
Excellent Location: Highly rated by recent guests (9.1)
Traditional English/Irish, Vegetarian, Vegan, Halal, Gluten Free
Free private parking at the hotel
Please select dates to see availability and prices.
Room type
Capacity
Fairmont King Room
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Eaves King Room
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Deluxe Double Room
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bed
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Fairmont Double Room
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Eaves Queen Room
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Fairmont One-Bedroom King Suite
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FAQ about property
See what other guests are asking to learn more about this property.
Hi, I enjoyed my stay when we were there. What brand/brand are the duvets, pillows & mattress? They were so comfortable! Thank you. Thank you.
Thank you for your kind message, we are glad to hear that you had a pleasant stay with us.
Please could we ask you to call the hotel directly and we would be happy to share these details with you as there are not enough characters here. Best wishes.
This is a translation –
Reply August 1, 2022
– Hello. – Hi.
Do you have a suite where dogs are allowed?
– Thanks. – Thanks.
Liz
Thank you for your message and interest in our property.
There are several dog friendly suites on the ground floor of the hotel. All Terraced Rooms are dog friendly as they have space for the dog outside.
Best wishes
Royal Service team
This is a translation –
Reply July 27, 2022
Landmarks nearby *
1215
Kitchen:
british
Most Popular Amenities & Services
Free parking
Spa and wellness center
family rooms
Free WiFi
Restaurant
Fitness Centre
Coffee/tea maker in all rooms
Bathroom
Toilet paper
Slippers
Private bathroom
Toilet
Free toiletries
Robe
Hair dryer
Bath
Shower
Bedroom
Wardrobe or wardrobe
outdoors
Garden furniture
Barbecue accessories
Additional charge
Terrace
Garden
Room amenities
Socket near the bed
Sports and recreation
Bicycle tours
Additional charge
Walking tours
Movie Nights
Tennis equipment
Horse riding
Additional charge
Cycling
Fishing
Beyond the territory
Additional charge
Golf course (within 3 km)
Additional charge
Tennis court
Seating area
Work table
Media and technology
Flat screen TV
Satellite channels
Telephone
Food and drink
Wine/champagne
Additional charge
Special diet menus (on request)
Breakfast in the room
Bar
Restaurant
Coffee/tea maker
Internet
Wi-Fi is available in the entire hotel and is free of charge.
Parking
Free private parking on site (reservation not needed) .
Secure parking
Car parking staff
Electric vehicle charging station
Parking spaces for people with disabilities
Reception
Invoices issued
Private check-in/out
Concierge services
Currency exchange
Express check-in/out
24-Hour Front Desk
Cleaning services
Daily cleaning
Ironing services
Additional charge
Dry cleaning
Additional charge
Business center services
Fax/Photocopying
Additional charge
Business Center
Additional charge
Conference/banquet room
Additional charge
Safety
Fire extinguishers
Video surveillance outside the building
Video surveillance in common areas
Smoke detectors
Burglar alarm
Entrance by electronic card
24 hour security
Safe
Pet bowls
Food delivery
Additional charge
Smoking areas
Air conditioner
Hypoallergenic number
Wake-up service
Heating
Sound insulation
Packed lunches
Soundproof rooms
Elevator
Family rooms
Barber/beauty shop
Facilities for disabled guests
Non-smoking rooms
Room service
Availability
Braille prompts
Bathroom cord/button
Low basin
High toilet
Toilet with rails
Wheelchair accessible
Health services
Fitness center/spa changing room with lockers
Personal trainer
Fitness classes
Yoga classes
Fitness
Full body massage
Hand massage
Head massage
Massage for couples
Foot massage
Neck massage
Back massage
Spa/wellness packages
Foot bath
Spa lounge/relaxation area
Steam room
Spa treatments
Wrap
Body peeling
Body care
Pedicure
Manicure
Makeup
Facial care
Cosmetic services
Sun loungers/beach chairs
Turkish bath
Additional charge
Hot tub/Jacuzzi
Massage
Additional charge
Spa and wellness center
Additional charge
Fitness Center
Sauna
The staff speaks these languages
English
Sustainability Initiatives
Special measures are taken here to make travel conscious and environmentally friendly.
Accommodation conditions
Fairmont Windsor Park takes special requests – add them in the next step
check in
From 15:00
Departure
Until 11:00
Cancel/ prepayment
Cancellation and prepayment policies vary depending on the type of option chosen.
Please enter your dates of stay and review the booking conditions for the requested room.
Refundable security deposit
A security deposit of GBP 100 is required upon arrival. This is approximately 113.75 EUR. Payment is made by bank card. You will receive the deposited amount at the time of check-out. After checking the condition of the accommodation, the deposit will be fully returned to your bank card.
Beds for children
Child Policy
Children of all ages are welcome.
Children aged 13 and over are considered adults at this property.
To see exact prices and availability, please enter the number of children in your group and their age when searching.
Crib and extra bed policy
0-2 years
Cot on request
Free of charge
The number of baby cots allowed depends on the option chosen. Check conditions.
No extra beds available.
Baby cots are subject to availability.
Age limit
Minimum age to enter: 18 years old
Pets
Pets are not allowed.
Groups
When booking more than 7 rooms, different policies and additional supplements may apply.
Cards accepted by the hotel
Fairmont Windsor Park accepts these cards and reserves the right to temporarily hold an amount prior to arrival.
Fairmont Windsor Park accepts these cards and reserves the right to temporarily hold an amount prior to arrival.
Unique location and convenient transport accessibility
4 hectares of infrastructure
Unified architectural concept
2 landscape parks
unified social environment
17 hectares area of the village
All the necessary infrastructure for a comfortable life within walking distance
65 households
The highest level of service and security
One step away from the city,
in unity with nature
Lambery is a unique place in the green suburb of St. Petersburg. Enjoy the country atmosphere, without changing the usual city comfort
Equestrian Derby Club
3 min
1 km
Ohta park
7 min
3. 5 km
Fitness club with swimming pool
8 min
4.5 km
St. Petersburg Ring Road
9 min
6 km
SEC “Mega Parnas”
9 min
6 km
Restaurant “Moloko”
11 min
7 km
Zubrovnik
12 min
8 km
Metro Parnassus
17 min
11 km
Grand Canyon Cinema and Ice Arena
15 min
11 km
Toksovskie lakes
17 min
12 km
Shooting club
30 min
17 km
Stadium on Krestovsky
39 min
26 km
City center
30 min
27 km
Moscow railway station
37 min
34 km
Lakhta Center
35 min
37 km
Pulkovo International Airport
41 min
56 km
Derby equestrian club
One of the best equestrian clubs in St. Petersburg and the Leningrad Region
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Ohta-Park
A very popular all-season country resort in St. Petersburg and the Leningrad Region.
Read more
Fitness club with a swimming pool
Luxury sports complex: fitness training for the whole family, ultra-modern exercise equipment and highly qualified specialists.
St. Petersburg ring road
Just 6 km along the Yukki/Kuzmolovo highway without traffic jams. 19 km along the ring road to the WHSD, which will take you to the city center in half an hour.
“Mega Parnas” shopping mall
More than 160 stores of world-famous brands and 2 hypermarkets: Auchan and IKEA are represented in the mall.
Restaurant “Moloko”
Family restaurant and shop of farm products “Moloko” with delivery. Dishes are prepared from organic products from their own farm.
Zubrovnik
Family recreation and ecotourism park is one of the largest suburban complexes in the Leningrad region.
Read more
Metro Parnas
Nearest metro station to Lambery. A nanny for your child or a tutor will be able to conveniently get to Lambery and home.
Cinema and Ice Arena Grand Canyon
The mall provides a wealth of entertainment options: 4DX cinema, ice arena, shops, restaurants and an entire kids’ entertainment floor.
Toksovskie lakes
Clean and picturesque lakes with sandy beaches and a wakeboard station
More details
Shooting club
A complete training base for professional and amateur shooters.
Read more
Stadium on Krestovsky
The newest stadium is a unique all-weather venue for large-scale sports and entertainment events.
City center
From Lambery to the center of St. Petersburg is only 30 minutes by car via the Ring Road and the WHSD. 30 minutes and you are in the center of life in the northern capital!
Moscow railway station
The high-speed Sapsan train departs from here to Moscow, and the comfortable Leo Tolstoy train departs for Helsinki.
Lakhta Center
Headquarters of Gazprom PJSC and a multifunctional complex. New pearl of St. Petersburg.
International Airport Pulkovo
International Airport less than an hour’s drive from Lambury.
Leave a request and a consultant will call you
He will tell you in detail why you have already found the best place for your house in the north of the city
Mikhail
Consultant
Infrastructure for a comfortable life
within walking distance
Convenient, close, safe
Private school and kindergarten
Lambery school is a unique project for suburban real estate in St. Petersburg and the Leningrad region. Thinking through the concept of the village, we came to the conclusion that we need our own infrastructure for families with children. It was decided to build their own school and kindergarten at the entrance to the village.
Find out more View on the general plan
Health and Recreation Center
In addition to the school building, as part of the concept of “Infrastructure within walking distance”, we built and put into operation the multifunctional building “Health and Recreation Center”. The building can house a medical center, a restaurant and a farm food store. Negotiations are currently underway with potential anchor tenants.
View on master plan
Children’s sports ground
In 2021, a sports and playground will be equipped: a play area with a children’s playground will be allocated for our little residents, a multi-purpose sports ground for playing mini-football, basketball, volleyball, tennis and badminton will be located nearby.
See on the master plan
Landscaped parks with ponds
Asphalt roads, paving of sidewalks, landscaping of parks and walking areas, planting trees, a uniform design of fences and entrance areas, lampposts – just like in the suburbs of London, ponds and even fish in the pond! The village has everything to immerse yourself in the atmosphere of a real English suburb.
Find out more View on the general plan
Shopping center
The final stage in the construction of the Lambery infrastructure complex will be the construction of a shopping center, which we have already begun to design.
View on the general plan
Private school and kindergarten
Health and recreation center
Children’s sports ground
Landscape parks with ponds
Shopping center
In the English style
The architectural concept of “Lambery” is a traditional British style, using modern building materials and technologies
A unified architectural concept
The atmosphere of the English suburb, where all the details emphasize the impeccable taste of its inhabitants. The true embodiment of British respectability
1/8
Half-hipped roofs with lots of pitches and peaks.
Their streamlined shape is perfectly adapted to gusty winds.
2/8
Many-sided shape of houses and asymmetric planning.
As if the house was built gradually, forming a complex three-dimensional structure.
3/8
Gable gable on the main façade, formed by roof slopes.
It is a kind of center of the composition and invariably attracts admiring glances.
4/8
Round or square Gothic turrets.
Emphasizes the impressiveness of the house and creates the image of a castle-fortress.
5/8
Stained glass and large low windows.
Through them, a magnificent view of the plot opens up, and the house is filled with sunlight.
6/8
Small and decorative dormers.
Beautiful facade decoration. Complement the composition and give completeness to the design of the walls.
7/8
Imposing bay windows.
Visually increase the space of the house, creating a comfortable and well-lit area inside.
8/8
Walls made of natural stone or brick decorated with fachwerk.
Beautiful combination of noble colors. Impressive practicality.
Sign up for a tour of the village and see everything with your own eyes
Sign up for a tour
Truly energy-efficient, durable
and easy-to-use materials and technologies
House walls
The base of is a porous LSR ceramic block or an Aeroc honeycomb block – the customer’s choice.
Makes the house warm and reliable, and reduces heating costs during operation.
Finishing – facade clinker brick (LSR) and stone decor.
Such a house does not need to be plastered and painted, which will save money and time. Your home will only get more beautiful with age.
Foundation
Monolithic reinforced concrete slab with grillage and laid zero-cycle networks (domestic sewerage, water supply, electrics).
The following technology is used: geotextile, sand, crushed stone, waterproofing, reinforced concrete slab.
Thanks to the grillage, the client has the opportunity to lay all the necessary communications in the floor of the first floor, regardless of the complexity of the design of the project.
Roof
Base — wooden truss system with fire-bio protection, Paroc roof insulation, vapor barrier, wind/moisture protection.
Covering — soft multilayer laminated tile IKO Cambridge (Belgium).
We chose Cambridge shingles as the most reliable, durable roofing material for our climate. And the sound of rain will not bother you.
Windows
Profile Veka profile 70 mm with energy-saving double-glazed windows, meets modern requirements in the field of energy saving. The color of the window blocks is organically combined with brick walls and stone decor.
Doors
Metal front door with decorative trim. Insulated with moisture-resistant MDF, partial glazing (depending on the project of the house).
Roof windows
Velux roof windows: tempered outer glass, standard seals for leakage protection, built-in ventilation with filter.
You will be able to move into your country house
in the shortest possible time
10
Author’s projects
each has features that make it unique.
All mansions prepared for final finishing
Thoughtful layout ergonomics
Interesting interior design options from our partners
Get a catalog of houses
You can expand the functionality of the house by ordering additional options
Winter garden
SPA complex
Garage or carport for 2 cars but if you want a unique project, it’s easy!
Some of the plots are allocated for individual projects, which will be created for you by our architects
A community of people of the same circle with similar interests
Uniform social status of the inhabitants of the suburb – a guarantee of a pleasant atmosphere in it
“Lambery” – a cottage village of a club format with the intimacy of an English suburb
Your future neighbors are accomplished, intelligent, modern people who create family values, and in general it’s nice when you know your neighbors by sight.
The absence of continuous fences between the plots unites the territory into a single landscape park with ponds, openwork bridges and walking paths
65
Households
A small number of houses and hedges create a private atmosphere of living
Experience the atmosphere of our village
City comfort and special atmosphere
private life
Power supply
Each household is allocated 10 kW of electrical power. You can buy more if needed.
Gas supply
The village is connected to the main gas supply, each site has a gas distribution unit.
Water supply
Lambery has centralized water supply. Water is additionally purified – drinking water flows from the tap.
All communications are removed underground. On the territory of the village there are no poles, wires, storm ditches.
Landscape, ponds, parks, footpaths and paved roads only
Heating
Each cottage is equipped with economical German Viessmann gas boiler. You will be warm at any time of the year.
Sewerage
Each household has a TOPAS-10 aeration station for deep biological treatment of sewage.
Telecommunications
In the Lambery village, each house is connected to IP-telephony, high-speed Internet and digital TV via fiber optic cable.
The highest level of service
and security
Premium service for premium customers
Video surveillance system
Provides professional security with patrol and video surveillance throughout the cottage village
Maintenance service
Own highly qualified maintenance service and round-the-clock concierge
Perimeter security system
The perimeter will be divided into alarm zones.
Security post
Arming and disarming will be carried out from the guard post. All sensors and the system control panel are equipped with uninterruptible power supplies.
Management company
Own management company and security service
Reviews of the owners of mansions
in the Lambery village
Igor
Owner of cottage No. 13
We are pleased that the house has such details as a fireplace, a summer terrace with a barbecue oven and an attic floor.
We are moving to St. Petersburg from Moscow, and when choosing a country house in the Leningrad region, we paid attention to the ratio of price and quality. In Lambery, we found a set of arguments that influenced our decision: transport accessibility, the presence of a school, a sports complex, a restaurant and a bar in the village, where it will be possible to spend time with friends and celebrate family holidays, and of course the best value for money with the available space plot and area of the cottage.
In the end we chose Chester Cottage. When you have a large family (and my wife and I have four children), we are very pleased with the presence in the house of such details as a fireplace, a summer terrace with a barbecue oven and an attic floor that can be equipped as a children’s studio.
Stanislav
Owner Cottage No. 3
We bought our house, our fortress – Surrey – and every day the feeling of the correctness of our choice only grows stronger.
Annoying advertisements for elite housing from TVs and radios endlessly urge you to buy the best houses in the best villages, and when you come to see it, you return with a feeling of disappointment: either the concept is not thought out, or the quality is not pleasing, or the price is unreasonably high. When we got to Lambery for the first time and got acquainted with the village, the houses built and the people who conceived and implemented all this, we experienced a gradually growing feeling that this is what we have been looking for for so long, this is ours.
Victor
Owner cottage No. 15
The fact that this house has enough space for both family and guests has played a big role.
Before deciding to buy a cottage in “Lambery”, we looked at many other villages. Lambery seemed to us the most comfortable. We chose the Ascot house, which offers a great view of the pond and the landscape composition around it. In addition, the house is located so that the stained glass windows of the living room face south, which means that it will always be filled with light. A big role was played by the fact that in this house there is enough space for both family and guests.
Alexander
Owner of cottage No. 12
The main thing is that our inner conviction is growing stronger that the right choice has been made. Our family likes it here…
for yourself, you must unequivocally decide that this is really what you really want. In our family, this decision was not easy, for more than a year we looked at different options, incl. and the one we stopped at. The experience of building a country house has already been, and it cannot be said that it is very positive. It is clear that the opinion about Lambery is positive (this is putting it mildly), otherwise the following text would not have been written.
Message from the creator of the project
The idea of creating Lambery was born after long attempts to find a suitable country house for his family.
The requirements for the future home were quite ordinary. They can be found in the checklist that I once wrote for myself and it still has not lost its relevance when choosing a house! The real estate objects presented on the market did not suit in many respects – logistics, design solutions, infrastructure.
The dream of a house that would embody the connection of generations, be the center of attraction for all family members, led to the decision to build our own premium cottage village.
The preschool years are a time of non-stop fun and learning.
The moments you get to spend with your children, getting your hands dirty or playing games, are priceless and will benefit them forever!
This post is a special collection, made just for parents, so that you have a new set of ideas to try out at home to keep the learning fun and fresh.
I reached out to some of the most influential parenting and educational bloggers and asked them each to share one of their favourite activities for preschoolers, that is both packed with fun and educational at the same time.
Here are their answers and they’re all as creative and varied as I expected.
Choose from this list of the best games and activities to develop your child’s:
fine motor and gross motor skills
body awareness
sensory integration
creativity
memory
emotional intelligence
language
visual perception
listening skills
problem-solving skills
and more!
Ice-Melting Fun
One of my favourite preschool activities (oh boy, I have so many favourites!!) is an ice-melting activity that has kids melting a block of ice with salt and water with tools and instruments like tweezers, pâté knives, turkey basters, spoons, etc.
You simply freeze lots of small objects in a block of ice and let the kids work away at melting the ice to extract the objects. You can choose from so many themes.
A few of our favourites are: freeze plastic dinosaurs in a block of ice for a “dino dig,” freeze plastic fish, marine life and seashells in a block of ice for a “frozen ocean dig” or freeze plastic gems and jewels in a block of ice for “diamond dig.”
Another favourite is to freeze various items in a rubber glove filled with water like we did for our Haunted Halloween Hands and our Elsa’s Frozen Hands activity.
Above, you can see a photo of my daycare children hard at work melting Elsa’s frozen hands to get to the treasures frozen inside.
Here are links to some of the ice melting experiments we’ve done here:
One of our favorite things to do when my daughter was younger was to get on the floor and do crafts.
I would make periodic trips to the dollar store and stock up on poster paper, stickers, pompoms, pipe cleaners, glitter glue, poster paint, pencils, erasers, tiny notebooks, felt sheets, sticky notes, crinkle paper rolls, paper plates and cups, plastic spoons, balloons, cupcake wrappers, googly eyes, tissue paper, foam stickers, yarn, aluminium foil and anything at all that could fit in our crafts drawers.
I would also periodically Google for “dollar store crafts for kids” and look on Pinterest to keep my head full of ideas.
Whenever we had some time, I would pull out a few supplies and we would craft away. Or, I would ask her to “pick a drawer” to craft from (we have a colorful set of drawers to keep our craft supplies in) and she would get so excited!
Most of our “crafts” ended in the trash at cleanup time, and a few on her wall (which she still cherishes, even after 5+ years!), but making Pinterest-worthy crafts was never the goal.
We just both liked doing stuff with our hands and that was a great way to spend time together, creatively exploring with whatever material we had at hand, and jabbering or giggling away throughout the process.
She is 10 now, and even to this day, “doing crafts” is one of her favorite ways to spend her free time. I join her when I can, and at other times she is happy to do it on her own. It’s been a great outlet for both connecting and de-stressing – for both of us!
Sumitha – https://afineparent.com/
Letter Memory Game
We like to take matching capital and lowercase plastic letters and hide them under upsidedown cups in an array. We do about 8 letters at a time for a total of 16 cups.
The children can then play memory, lifting up two cups at a time and peeking underneath to find if their letters are a match. It’s a fun way to practice letter recognition and includes some fine motor skills as well.
Amy – https://planningplaytime. com/
Sensory Wall Mosaic Art
Sensory Wall Mosaic art is my favorite kids’ activity for this age range. It’s a great way to explore colors, textures, and shapes. It also makes a great collaborative project.
You can find more details here: https://www.mamasmiles.com/sensory-wall-mosaic-art/
Maryanne – https://www.mamasmiles.com/
Fill the Square
Make a square on the ground using duct tape. Set blocks or Duplo Lego bricks next to the square and invite your child to fill the square using the blocks.
It can be challenging because you have to find pieces that fit, like a puzzle.
Angela – https://teachingmama.org/
Play Dough
Play dough is probably our go-to activity for when we are busy and I need a breather.
Play dough is a very affordable option for kids that is extremely versatile. You can even make it at home with just a few common household items.
Play dough can be adapted to meet the child wherever they are developmentally, with just a little bit of creativity. Play dough is a fantastic way to incorporate any topic you want to work with your child on while having fun.
I discuss a couple different ways play dough challenges kids here.
You can check out some of my cool play dough mats on my website store!
Stephanie – http://parentingchaos.com/
Golf Tees and Pom Poms
Golf tees and pom poms are some of my favourite “OT tools”! Fine motor fun with busy fingers!
Here we are making a birthday cake
and adding some candles using our “pinchy fingers” to insert the golf tees into cardboard and adding mini pom poms on top. The kids love blowing the pom poms off too after singing Happy Birthday!
Cindy – https://www.yourkidsot.com/
Feelings Games
One of my favourite ways to help preschoolers develop emotional intelligence is through playing simple games that help them recognise different feelings.
For example, we might show a face, make a pose, draw a picture, or choose a colour that represents different emotions such as sadness, happiness, anger, loneliness, or jealousy.
As children learn to name and identify different emotions, they are able to recognise these emotions in themselves and others.
Chelsea – http://www.momentsaday.com/
Language Play
Preschoolers need lots of opportunities to play with language to build their phonological awareness. One of the best ways to do this is through lots of back and forth conversations. The other way is through reading aloud to them and talking about the books.
A few of my favorites for building phonological awareness include The Rhyming Dust Bunnies by Jan Thomas and Frog on a Log by Kes Gray.
Jodie – https://growingbookbybook.com
Sticker Activities
I love quick activities with stickers. Match the foam stickers, trace them and match the outlines, or cut them in half to complete each shape for an extra challenge.
Visit The Activity Mom for a free printable to get started – https://activity-mom.com/2014/05/sticker-puzzles/
Nicole – https://activity-mom. com/
Paint with Spaghetti Brooms
My favorite activity is “Paint with spaghetti brooms”
This activity blends sensory and art into one and kids love that! It is such a sensory and visual treat.
Suja – http://www.funlittles.com/
Handprint Art
One of my favourite arts and crafts activities for preschool kids is creating handprint art. It’s great to get kids creating and using their imagination and there are so many different things you can add to a printed handprint.
In fact, we recently shared a fantastic piece of handprint art. It’s a fire truck and quite simple to make.
Handprint art is a great sensory activity for young ones, inspires creativity and can be a great conversation starter and means to get kids talking and practicing language skills as they chat about their art.
Painting can give little ones a real sense of accomplishment and is a simple and fun task. I hope you enjoy this fun fire truck painting idea. https://www.theinspirationedit.com/preschool-fire-truck-craft-handprint-art/
Angela – https://www.theinspirationedit.com/
Farm Themed Yoga
Farm themed yoga is the perfect way to include gross motor skills and body awareness into your farm unit.
Kids get to learn about farm animals as they move their bodies just like the animals on the farm! https://www.pinkoatmeal.com/farm-yoga/
Chanda – https://www.pinkoatmeal.com/
Invitations to Play
My favorite activities for preschoolers are invitations to play. I like to set up a tray with playdough and add other elements for them to play with. These usually have a theme of some sort.
Recently we did something similar called Spaghetti Bead Towers. This is a great activity for fine motor skills.
I put the playdough in the center of the tray and an assortment of beads in the compartments around the tray. Then I added dry spaghetti noodles to the playdough.
I had my preschooler add the beads to those noodles to create towers. You could even ask the child to thread them on in a pattern to make it more challenging.
Heather – http://www.glitteronadime.com/
Scavenger Hunts
I absolutely love scavenger hunts! You can do them indoors or outdoors, they can be easily tailored to any season or subject, and children of all ages can participate.
There are so many things that children learn while searching for objects included in a scavenger hunt. They learn to pay attention to the world around them and use their memories to recall where they may have seen specific items in the past.
Scavenger hunts are perfect opportunities to reinforce basic skills such as colors and shapes or letter recognition. They also encourage children to get up and move! Here is a link to download my free Autumn scavenger hunt pdf (shown in the pic above)!
Erin – http://preschoolponderings.blogspot.com/
Matching Pairs Memory Game
A simple but engaging little activity that Adam and I have kept going back to is a Matching Pairs Memory Game.
It’s great because it challenges him to be focused and stretch his memory muscle, both of which are super beneficial to overall cognitive development.
There is even an element of strategy in how you pick the cards, which keeps the game fun as the child gets older. It is quick and difficulty can easily be adjusted by increasing or reducing the number of pairs on the table.
It can be played as single player or competitive. We like to also take the opportunity to talk about the pictures on the cards, to develop vocabulary and help memorization.
Emil – https://www.adam-mila.com/
Pinecone Owls
I think for this time of year it would have to be these Pinecone Owls – they are super simple to make, look great, but even better are incredibly tactile.
Such a fabulous contrast between the soft cotton wool and the almost prickly pine cone! Great for fine motor skills too! https://www.redtedart.com/pine-cone-crafts-snowy-owls/
Maggy – https://www. redtedart.com/
Dessert Pizzas
I love to make dessert pizzas with preschoolers. The thought of making a cookie crust and adding all kinds of yummy toppings gets preschoolers smiling and their mouths watering. Mine too! This activity can be done as a group or one-on-one with mom or grandma.
It is an excellent activity because of how easy it is to create a dessert pizza. All you need is a premade sugar cookie tube rolled out onto a pizza pan lightly sprayed with cooking oil. Cook the dough and let cool completely. Slice up the pizza and give each child a slice.
The “sauce” can be icing, jam, chocolate sauce, or flavored cream cheese. Then add any toppings you like. This can include fruits, chocolate candy pieces, sprinkles and gummy candies. A preschooler can help in every aspect of this delicious treat.
Use dessert pizza for almost any theme you are teaching, including making shapes out of the dough with cookie cutters, using toppings to make a face for a unit on “I am Special. ” Try a Christmas tree shaped cookie dough or an Easter egg shape dough. The possibilities are endless!
Baking with preschoolers covers a multitude of lessons, including learning to listen, following directions, working on fine and gross motor skills, and creativity.
Denise – https://grandmateachesme.com/
Slime
One of our all-time favorite activities to do with children is to make slime. Not only is it really easy to make with items you probably already have at home but it is also so simple to customize each batch to your child’s interests!
Some of our favorite recipes are making scented slime and slime with texture like Pom Pom slime. But you can add glitter for children that love sparkle, color dye to match their favorite color or scents like lavender to help create a calming and anxiety-reducing effect while they play.
The benefits of slime are numerous and pretty extraordinary for such a simple activity. Making the slime helps develop fine motor skills as well as developing listening and problem-solving skills.
It can also help create a fun learning experience as they experiment and use scientific processing to explore different ingredients.
Playing with the slime is also fantastic for fine motor skills and is the perfect sensory activity. Not only do they experience touch but if you make your slime scented, colored and textured you are adding a whole new level of sensory experience.
Kirsty – https://merakimother.com/
Completing Drawing Prompts With Crafts
A popular activity in preschool is to give the children a drawing prompt of anything they want and then let them complete the picture with any craft materials they have at hand.
I usually ask them what they want to make this time and draw it on the spot, but if more than two children start asking for the same drawing prompt, then I make a “master one” and photocopy it for everyone to save time.
For anyone who wants to do this without having to draw the prompts, I have a few drawing prompts available on my website – a set of incomplete animal drawings and a Christmas themed set.
Both sets of printables are free to download as PDFs and I will add more from time to time since the children always come up with new ideas (unicorn requests seem to be very popular at the moment).
Rodrigo – https://boxofideas.uk/
Invitations to Play
I love invitation to play activities where preschoolers can freely express their imagination. Their creative minds can come up with the most amazing and unexpected ideas!
I did one such activity with my three-year-old daughter. We called it the Christmas tree decoration party. For this one, we made creative use of aluminium foil as the wrapping base for a cardboard Christmas tree and let my daughter loose on it for decoration. Check out the amazing outcome in our post.
This is also a fun activity to help develop fine motor and scissor skills in preschoolers. Here is the link to the post: https://www.thejoysharing.com/2017/11/aluminum-foil-christmas-tree-ornaments.html
Shikha – https://www. thejoysharing.com/
Body Bridges
One of our favorite activities for preschoolers is called Body Bridges. In this fun activity, kids use their bodies to create “bridges” for toy cars by moving into different positions. We’ve tried plank pose, downward dog, crab walk position, and more!
This gross motor activity is great for building core strength, shoulder and wrist stability, and hand strength!
Claire and Lauren – https://theinspiredtreehouse.com/
Sorting Box Play
I am fortunate to be able to spend my days learning through play with my students who are ages three to five. One of the biggest challenges for me as a teacher is to come up with things that my students can explore all by themselves. Whatever I choose has to be simple to prepare and yet bring value to the learning process.
A recent favorite activity of our students is our sorting box. We change up our sorting box all the time to keep the process interesting. To prepare this simple matching game, we fill one compartment with colorful loose parts and then put matching colored stickers in the other compartments.
The children sort the colorful loose parts by matching them to the colorful dots. Super simple but lots of learning going on!
Deborah – https://teachpreschool.org/
Letter Crafts
Preschool is a wonderful age to do letter crafts and activities. It’s a great time to encourage early literacy by helping them discover letters and their sounds in fun and creative ways. For a number of years, I hosted the 31 Days of ABC, a collection of letter activities and crafts from bloggers all over the web.
Letter crafts don’t have to involve a lot of prep work or materials. In fact, some of my favorites involve using found materials from nature. And, they are easy to adapt to other languages, which is important in our bilingual household. For example, Q can be for “Question” or “¿Qué?” in this easy craft that encourages investigation.
Here is a roundup of some of our favorite letters crafts and activities for preschool: https://alldonemonkey.com/2018/05/01/favorite-letter-crafts-and-activities-for-preschool/
Leanna – https://alldonemonkey.com/
Playdough
My favourite activity for preschoolers would be playdough. A great, big batch of homemade playdough does the trick!
Playing with playdough can help a preschooler build many skills without even realising. The cutters and gizmos that come with playdough in the shops are fun to use, but my most effective activities come from using just the dough on its own.
You can work on coordination skills by squishing the dough into one big ball, pounding it flat, and/or rolling it out on the table using both hands to make a sausage. Rolling small balls between both hands is also great for bilateral coordination.
Working with playdough also strengthens the muscles of the hands, and if you use the fingers to roll little balls, you are working on fine motor skills as well.
I outline some of the benefits of playdough activities on this page of my site – https://www.ot-mom-learning-activities.com/playdough-activities.html – and I also have a great homemade playdough recipe:
I usually spend some time playing with my kids with just the playdough, seeing what we can make together. Then once we have done lots of bilateral and fine motor work, I let them play with the cutters, rollers and other playdough toys – usually keeps them entertained for ages!
I hope you’ve enjoyed reading all these new activity ideas!
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Free Preschool Activities, Printables and Games –
Preschool is a child’s introduction to learning and there it is the perfect opportunity to build a love for learning. There are no boring worksheets here! Only exciting, hands-on preschool activities! You’ll find free preschool games, free printable preschool worksheets, and printable preschool activities to create a preschool curriculum free of charge and more to make learning fun!
No matter if you are teaching virtual preschool, 5-day preschool, 3-day preschool or another preschool schedule these free preschool printable and activities will make a great fit in your preschool lesson plans throughout the year. You can also use many of these printable activities for toddlers.
Preschool introduces a lot of skills, but it is super important to keep learning fun! And active!
Learning through games, activities and pretend play is the best way to learning during the preschool years.
Choose below to go directly to a specific skill. You’ll find preschool learning activities to go with all your favorite preschool themes.
Alphabet
Rhyming
Colors
Matching
Sorting
Counting
Graphing
Patterns
2D Shapes
Fine Motor
Gross Motor
S.T.E.A.M.
Sensory
Emotions
Preschool Letter Activities to Teach the Alphabet
These preschool alphabet activities are perfect no matter what stage of learning the alphabet your preschoolers are at! Literacy activities for preschoolers are so much more fun when they are hands-on games. Start their literacy skills right and learn letters, rhyming and more!
Hands-On Preschool Alphabet Activities and Printables
Preschool Alphabet Spin & Stamp Worksheets
Printable Alphabet Matching Games for Preschoolers
More Alphabet Activities for Preschool
More Literacy Activities
Goodnight Moon Themed Rhyming
Nursery Rhyme Activities
Hey Diddle, Diddle Pretend Play Set
Pre-K Sight Words Worksheets
Color Activities and Preschool Learning Games
Color Poster Sets for Preschool
Farm Theme Color Posters and I Spy
Spring Theme Color Posters and I Spy
Valentine’s Day Color Posters and I Spy
Fall Scarecrow Color Posters and I Spy
Summer Color Posters and I Spy
Color Games for Preschoolers
Paw Print Color Matching Game
Fishbowl Color Matching Game
Winter Color Graphing
Colored Shoe Graphing for ‘Pete the Cat’
Magnifying Glass Color Searching
Rainbow Bear Spinner Game
Rainbow Bear Graphing
Color Sorting
Flower Color Graphing Game
Color Matching Pom Poms
Fall Leaves Color Pack
Color Matching Busy Bag
Non-Printable Color Activities for Preschool
Paint Chip Color Scavenger Hunt
Fine Motor Color Sorting
Color Mixing Science Activity
15+ Rainbow Crafts
Animal Counters Sorting Tray
Color Sorting Castle
Color Matching Fine Motor Activity
St. Patrick’s Day Color Scavenger Hunt
Matching Activities for Preschoolers
Fruit Themed Matching Games
MORE Fruit Themed Sorting and Matching
Arctic Animal Sensory Bin
Rainforest Animal Matching
3 Forest Animal Matching
Ocean Animal Matching
Animal Paw Paw Print Matching
Fishing Color Matching
Fall Theme Matching Board Game
Community Helpers Matching
Adorable Food Board Game
Fruit and Vegetables Matching Sensory Bin
Pet Themed Board Game
Christmas Tree Matching
Transportation Dominoes
Winter Math Matching
Easter Egg Sensory Bin
Transportation Themed Matching
Coin Matching Game
DIY Star Matching Games
Preschool Sorting Activities
Farm Animal Sensory Bin
Fruit Matching and Sorting
Color Sorting Fine Motor
Forest Biome Sorting
Animal Counters Sorting Activity
Button Sorting Activity
Color Sorting Mats and Games
Alphabet Sorting Game
Math Activities for Preschoolers
DUPLO Number Mats
Color by Number
St. Patrick’s Day Counting Board Game
Construction Theme Counting Board Game Numbers 1-5
Rainbow Theme Counting Board Game Numbers 6-10
Valentine’s Day Counting Envelopes
Forest Animal Counting Mats
Snowman Number Tracing Worksheets
Christmas Counting Cover Up! Games
Counting Number Posters for Preschool
Farm Animal Number Posters
Spring Flower Number Posters
Penguin Number Posters
Valentine’s Day Raining Hearts Number Posters
Pumpkin Theme Number Posters
Finger Counting Number Posters
Summer Crab Number Counting Posters
Christmas Number Posters and Counting Cards
School Bus Number Posters
Mini Eraser Counting Grids for Preschoolers
Star Mini Eraser Counting Grids
Candy Corn Mini Eraser Counting
Conversation Heart Mini Eraser Counting Grids
Pizza Counting Grids {English and Spanish}
Gumball Counting Grids {English and Spanish}
Dragons and Tacos Counting Grids {English and Spanish}
Easter Egg Counting Grids
Unicorn Counting Grids {English and Spanish}
Snowman Counting Grids
Apple Counting Grids
Forest Animal Counting Grids
Mushroom Theme Counting Grids
Fall Leaf Mini Eraser Counting Grids
Cupcake Counting Grids
Groovy Buttons Counting Grids for Pete the Cat
Chocolate Chip Counting Grids
Pumpkin Counting
Leaf Counting Grids
Dinosaur Counting Grids
Ocean Animal Counting Grids
Pot of Gold Counting Grids for St. Patrick’s Day
Counting Cards for 1-10
Ladybug Counting Cards
Monkey and Banana Counting Cards
Sock Monkey and Fall Leaf Counting Cards
Baa, Baa Black Sheep
Baby Chick Farm Animal Counting Cards
Dog Bones
LEGO Counting
Button Counting
Watermelon Counting Cards
Winter and Valentine’s Day Counting Cards
Christmas Tree Lights
Winter Mitten Pom Poms
Hot Cocoa and Marshmallows
Peppermint Candy
Conversation Heart
Fall Theme Counting Cards
Pumpkins
Candy Corn
Squirrel and Acorn Counting Cards
Spider Webs
Sunflower Counting Cards
Play Dough Number Mats for Counting
Themed Number Mats for Preschool Math
Snap Cube Number Mats
Tree Number Mats 1-10 | Tree Number Mats 1-10 Spanish
Leaf Patterns (Great for real leaves or fake leaves)
Ice Cream Cone Patterns
Create Your Own Rainbow Patterns
Shape Activities for Preschoolers
Hands-on shape recognition games and activities to teach shapes in your early learning program. Use these educational games in your day program or preschool homeschooling activities.
Shape Poster Sets and I Spy Games
Apple Theme 2D Shape Posters and I Spy
Solar System Space Shape Posters and I Spy
Summer Lemonade Shape Posters and I Spy
Pumpkin Theme Shape Posters and I Spy
Dinosaur Shape Posters and I Spy
Garden Theme Shape Posters and I Spy
Flower Theme Shape Posters and I Spy
Valentine’s Day Shape Posters and I Spy
Snowman Shape Posters and I Spy
American Flag Shape Matching
Cactus Matching Game
Apple 2D Shape Matching Game
Shape Matching Games
Silly Shapes
Pumpkin Shape Matching Game for Fall
Penguin Matching Game for 2D Shapes
2D Shape Mini Pack
2D Shape Play Dough Mats
Shape I Spy Counting Mat
Dog House Shape Spinner Game
Snow Shapes with Penguin Shapes
Winter 2D BINGO Games
Christmas 2D Play Dough Mats
Gingerbread Shape Games and Activities
Snowman 2D Play Dough Mats
2D Shape Winter Theme Fine Motor Mats
Exploring Shapes with Play Dough Imprints
3D Shapes with Pipe Cleaners
More Shape Activities
Fine Motor Learning Activities for Preschool
Decorate-a-Pumpkin Fine Motor Craft
Frog Life Cycle Fine Motor Craft
School Theme Play Dough Mats
Valentine Snap Cube Mats
Earth Day Snap Cube Mats
Uppercase Letter Snap Cube Mats
Lowercase Letter Snap Cube Mats
Numbers 1-10 Snap Cube Mats
Fine Motor Pattern Block Activities
Forest Animal Pattern Block Mats
Ocean Animal Pattern Block Mats
Farm Animal Pattern Block Mats
Zoo Animal Pattern Block Mats
More Preschool Learning with Pattern Blocks
Lowercase Letter Pattern Block Mats
Uppercase Letter Pattern Block Mats
Pattern Block Building Challenge
EASY Pattern Block Sensory Bag
Pattern Block Task Cards
Gross Motor Activities for Preschool
Pet Theme Brain Break Dice
Fall Theme Brain Break Dice
Winter Theme Brain Break Dice
Moving My Body Brain Break Dice
Insect Gross Motor Dice
Weather Gross Motor Dice
Five Little Ducks Gross Motor Counting Games
Transportation Theme Gross Motor Game
“Jack, Be Nimble” Counting Gross Motor Game
Animal Gross Motor Game
Paper Plate Tennis Game
Valentine’s Day Gross Motor Dice
Preschool STEM Activities
Making Music with Bottles
“Is it Magnetic?”
Quantity Investigation
Pumpkin STEM Investigation for Preschool
Density Investigation for Preschool
Ocean Currents Investigation
Germinating Seeds in a Bag
Sink or Float Experiment
Spring Flower STEM Investigation
Tin Can Telephone
Magic Milk Science Experiment
Candy Rainbow
Walking Water Rainbow Science Experiment
Color Mixing Ice
Galaxy Slime
Borax Crystals Clover
How to Grow Borax Crystals
No-leak Magic Bag Experiment
Reaction Science Experiments
Magic Glitter Science Experiment
Play Dough Volcano
Fireworks Kitchen Science
Chemical Reactions Baking Soda and Vinegar Experiment with Printable
Fizzy Easter Eggs
Snow Volcano Experiment
Apple Volcano Experiment
Soda and Pop Rocks Science Experiment
Rainbow Soda and Mentos Science Experiment
Soda and Mentos Science Experiment
Life Cycle Activities for Preschool
Frog Life Cycle Play Dough Mats
Frog Life Cycle Fold-Up Book
Butterfly Life Cycle Board Game
Preschool Science Themes and Activities
Forest Biome Sorting
Rainforest Animal Matching Game
Rainforest Animal BINGO Game
Arctic Animal Matching Games
Exploring Weight on the Farm
Arctic Animal Posters and I Spy
Art for Preschoolers
Process Art Activities for Preschoolers
Glitter Mono-printing
Bouncy Ball Painting for St. Patrick’s Day
Bouncy Ball Painting Rainbow Theme
Bouncy Ball Painting Space Galaxy Theme
4th of July Patriotic Bouncy Ball Painting
Color Mixing Bouncy Ball Painting
Four Seasons Tree Collage
Homemade DIY Paint and Art Materials for Preschoolers
Homemade Finger Paint Recipe
Homemade Glow in the Dark Paint Recipe
Edible Paint for Kids
Edible Play Dough
Easy Homemade Play Dough Recipe
Seasonal Art for Preschoolers
Summer Theme Art Activities for Preschoolers
Orange Printing Summer Painting
Lemon Printing Summer Painting
Spring Theme Art Activities for Preschoolers
Bouncy Ball Rainbow Painting
Easter Egg Salt Painting
Easter Egg Cookie Cutter Painting
Winter Theme Art Activities for Preschoolers
Snow Painting
Snow Spray Paint
Toilet Paper Roll Snowman Painting
Fall Theme Art Activities for Preschoolers
Mess Free Painting: Pumpkin
Mess Free Painting: Fall Leaf
Mess Free Painting: Apple
Painting with Gloop (Ooblek)
Fall Theme Leaf Marble Painting
Fall Leaf Salt Painting
Fall Tree Salt Painting
Black Glue Acorn Fine Motor Art
Turkey Salt Painting for Thanksgiving
More STEAM Investigations
Preschool Sensory Activities
Sensory Bins for Toddlers and Preschoolers
Apple Themed Sensory Bin
Popcorn Sensory Bin
Ocean Theme Sensory Bin
Alphabet Sensory Bin
Life Cycle of a Honey Bee
Frog Habitat Sensory Bin
Sunflower Sensory Bin for Fine Motor Skills
Red, White and Blue Sensory Activity
Colored Ice Snow Sensory Bin
Night Sky Sensory Bin
DIY Space Rocks for Sensory Play
Farm Animals Sensory Bin
Pretty Pink Sensory Bin
Valentine’s Day Pasta Sensory Bin
Fluffy Snowflake Sensory Bin
Dyed Seashells Summer Sensory Bin
Bug Theme Sensory Bin
Sensory Bins with Printables
Fruits and Vegetables Sensory Bin
Arctic Animal Sensory Bin
Easter Egg Sensory Bin
Christmas Numbers Sensory Bin
Valentine’s Day Ice Sensory Bin
Sensory Bags
Make a Turkey Squishy Bag
Mess-Free Paint in a Bag
Foam Shapes Sensory Bag
Pattern Block Sensory Bag
Sensory Bottles
Heart Discovery Bottle
Melted Snowman in a Jar
New Year’s Sensory Bottle
Thanksgiving Sensory Bottle
Rainstorm Sensory Bottle
St. Patrick’s Day Sensory Bottle
Valentine’s Day Roses Sensory Bottle
Valentine’s Day Glitter Sensory Bottle
Winter Sensory Bottle
Penguin Snow Globe Sensory Bottle
Christmas Glitter Sensory Bottle
Snowman Sensory Bottle
Snowflake Sensory Bottle
Create Your Own Snow Globe
Fall Leaf Sensory Bottle
Turtle Sensory Bottle
Alphabet I Spy Sensory Bottle
More Sensory Activities
Melted Snowman Goo Sensory Activity
Social-Emotional Activities for Preschoolers
Emotions Board Game
Unicorn Emotions Board Game
Snowman Emotions Board Game
S’Mores Theme Emotions Board Game
Ice Cream Social Emotional Board Game
Summer Sun Identifying Emotions Board Game
Gingerbread Emotions Printables
Gingerbread Emotions Mini Book
Gingerbread Emotions Play Dough Mat
Gingerbread Emotions Board Game
Gingerbread Emotions BINGO Game
Gingerbread Emotions Puzzles
Gingerbread Emotions Theme Matching Game
Preschool Crafts for Kids
Bunny Tail Paper Plate Craft
Pinecone Owl
Fall Pumpkin Wreath
Fall Theme Coffee Filter Garland
The American School: Inside the American School System
Films and TV series have created a stable image of an educational institution in the States: it’s cool to study in them, children sit on the carpet or at desks one at a time, high school students go to parties, you can like the scout of a sports team – or vice versa , it is very dangerous to study in them, there is a terrible caste system (you will fall into the losers, you will stay there), the students carry weapons with them and drive used cars. What is myth and what is reality? Below is the most important thing about American scientific institutions according to eyewitnesses.
Stages of education
Children study in America for 12 years – from 5-6 to 17-18 years old. The age of enrollment of foreign students is determined by each educational institution independently. In some cases, children are accepted from the age of 7, but few parents are ready to send a child abroad at this age, therefore, as a rule, children of 13-14 or 16-17 years old come. If you come to the United States with your parents, you will be accepted at any age.
12 classes (grades) are divided into Elementary school (1-5), Middle School (6-8) and High School (9-12). All these divisions (elementary, middle, high school) are separate educational institutions, and each of them inside also resembles an academic campus. Educational institutions are located separately from each other, each has its own director, teachers, administration.
Elementary school
There are no public kindergartens here: kids attend private kindergartens, stay at home with relatives or nannies. Education in America does not begin with the first, but with the zero grade, which is called kindergarten, but the usual kindergarten (not the zero grade) in America is called preschool. Accordingly, the child enters it from the age of 3-4, and then to the “kindergarten” or kindergarten – from the age of 5.
Primary classrooms are divided into several study areas – students either sit at round tables of 5-6 people, or on a carpet near bookshelves, or at computers (usually there are several computers per class). The teacher gives the task, the children do it on their own, they can move around safely (this is even welcome). The teacher follows a certain daily routine without breaking down into lessons, students have lunch during a big break, in the fall and spring the break is held outdoors. Basic subjects: writing, reading, the basics of mathematics, the world around them (they are taught by one teacher), and creative, music, sports lessons are taught by other teachers.
Middle School
Each subject has its own teacher, and students have a certain freedom in choosing disciplines. Mathematics, English, Sciences (physics, chemistry, biology, geology, astronomy), history, physical education, creativity remain mandatory. Students choose 1-2 subjects themselves: most often they are computer technology, cooking, a foreign language or art. That is why the concept of “classmates” is much more vague here than in Russia: you can be in biology with some students in the class, and gnaw at the granite of mathematics with completely different ones.
It becomes possible to choose a more complex program in a particular subject: for this, you need to get an excellent annual mark in it.
High School
Senior classes offer greater freedom in choosing subjects and their level of study.
Required Blocks:
2 years of Mathematics
4 years of English
2 years of Science (with labs)
3 years of Social Sciences
1 year of physical education
1 year of art course.
Starting from grade 9, some subjects can be studied deeper – Advanced Placement. Most often, students choose disciplines that they will study later. Advanced Placement includes 38 items. The most prestigious universities do not consider certificates with a GPA below 4.25, and this score cannot be obtained without advanced AP courses.
This stage includes 4 years of study, from 9to grade 12: they have their own specialization, so already from grade 9, thorough preparation for admission begins (university, professional courses, college). During the training, you can accumulate enough knowledge for admission and get loans (special educational, not bank), which will significantly save. Compulsory study of English, mathematics, subjects of the social sphere, natural disciplines is expected. There are 4 areas of specialized education:
Industrial
Agricultural
Commercial
General
Academic.
Lesson Schedule
American educational institutions do not start learning all at once: from mid-August to early September. Accordingly, the academic year also ends in different ways – at the beginning, middle or end of June. The first school day goes by as usual: there are no solemn rulers or general constructions before the start of classes – children routinely come to an educational institution and go to classes, except that more children are escorted by their parents (especially the youngest, of course). Every day, children attend 6-8 lessons, study for five days, breaks are 5 minutes each, one big one is 40 minutes (during this time the students have time to have lunch).
Academic disciplines
High school students choose subjects (classes) themselves. Mandatory for 4 years are:
English – 8 semesters (semesters) + there is an honors option, complicated. In the 12th grade there are courses on Shakespeare, Public Speaking, journalism, Creative Writing.
History – 7 semesters, there is an option “with honors”: 9th grade – world history, but mostly the history of Asia, Africa, Latin America, 10th grade – European history, 11th grade – American history + geography, economics, 12th grade – six months of the history of the native land.
Mathematics – 6 semesters, everyone goes according to their level of knowledge, the order is: algebra 1, geometry, algebra 2, Precalculus (complicated algebra 2), Calculus (numerical methods), statistics.
Art – 2 semesters of art (drawing at various levels, singing, orchestra, band, guitar, theater, ceramics, photoshop course).
Foreign languages - 4 semesters (Spanish, French, Japanese, Chinese, German). For a year, a student studies level 1 (according to international standards).
Additional disciplines students choose from the same list:
Professional courses (carpentry, film production, engineering design, learning programs like AutoCAD, metal work, cooking class, teaching class).
Disciplines for future soldiers – young people study military science for 4 years, thanks to which they are given a higher rank in the army.
English as a second language – study until you pass the test.
Graduation Tests
Reading (text comprehension) – Grade 10
Essay on a given topic – Grade 10
SAT (75% English, 25% Math + Science) – Close to the exam)
ACT (25% English, 75% Matan and Science) – optional, but very popular in the universities of the United States (especially by the top ones like Caltech or the Ivy League).
Grades
In America, students are evaluated on a 5-point scale, and grades are indicated not by numbers, but by letters: A (excellent), B (good), C (satisfactory), D (weak), F (unsatisfactory ). A corresponds to our “5”, B – “4”, C and D are “3”, both of them are a passing mark, but F is “2”. Marks of students are considered private information, all information about progress is received in the electronic account on the site.
Teachers do not put pressure on students regarding grades, but when entering a university, it will be taken into account in what percentage of the top ten in terms of academic performance the applicant is. Those who are in the top 10% of the best students receive a High Honors diploma (similar to a Russian diploma with honors), and this document will be a significant advantage for admission. The second and third “tens” give the right to receive an Honors diploma, the rest will receive only a certificate of secondary education.
Grades are posted online, they are not “pulled up” for the sake of the general level: if you forgot the work or did not sign, they put 0%, some put 50% for work submitted late. If you missed the test, you will not be given “absent”, but will be given 0% if you do not come to retake. Answer in the spirit of “yes, I did my homework, I just forgot my notebook!” won’t come out here.
Teachers, administration, interaction with parents
Each educational institution has its own website with contacts, basic information, and the director or teachers send student results and class news once a week. Parents can call/write to the director and teachers if they have any questions.
Teachers usually make a table at the beginning of the year when they need parental help, and everyone can sign up and help. During trips, parents are invited to help, volunteers are involved to work in the garden or organize extra-curricular activities. The parent can agree and come to any lesson.
In the middle of the year, a parent-teachers conference is always held, but it is individual, not like general meetings in Russia.
Student hierarchy
Yes, indeed, the teams of American educational institutions are hierarchical. Children are divided according to age criteria, social level, interests, nationality and many other characteristics.
Age hierarchy
Freshmen , ninth graders, occupy a low place in the general scheme and mostly communicate only with each other. Most do not go to parties or sporting events. You can raise your status by playing sports, visiting interest clubs, becoming part of a group.
Sophomores (grade 10) are already in groups, communicate with each other, go in for sports. Nerds, anime lovers, losers – they really are all there. In the top are cheerleaders and athletes.
Juniors (11th grade) are the busiest kids who work on the Advanced Placement program, prepare for the SAT, choose their future profession, because in the 12th grade university applications are already being submitted.
Seniors (grade 12) are the people most often made about in films: they behave freely and independently, they are concerned about their future, many work after graduation.
Meals
Most students bring lunch in plastic boxes, and you can eat it only in a cafe or canteen during a big break. Children can buy lunch themselves for cashless payments in the dining room, the cost is usually 3-4 dollars. Standard lunch composition: fried potatoes, burger, milk, fruit. Mmm, milk with burgers, appreciated?
Events
Events are held during the week before holidays and often on the occasion of sports victories. Book fairs, holidays such as Halloween and Christmas, science exhibitions, meetings dedicated to reading, Spelling Bee, talent shows, etc. are regularly held. Field events are organized – theater, museum, picnic (if the class leaves somewhere, then written permission is required from parents!).
Much attention is paid to charitable events: some of them are aimed at raising funds for the immediate needs of the educational institution, and some – in favor of other organizations. For example, there is a collection of used books, used warm clothes for those in need.
Interest clubs gather after class, each club has a teacher: anime, Japanese, robotics, cooking, ping-pong, exciting chemistry clubs. Accept everywhere favorably, especially if you attend meetings. Children themselves decide in which circle they will study, and sign up on their own. The most popular sections have sponsors who allocate funds for staging musicals, creative and scientific projects. The clubs themselves are usually free, but parents pay for outdoor events, costumes, and props.
Sports
Everyone knows that athletes live very well, that’s a fact. Institutional sports are a mature industry, with many national-level professional athletes coming out of varsity sports. After lessons, you can visit a variety of sports sections: from gymnastics to lacrosse, American football is common.
Cheerleaders, beautiful and athletic girls (usually 25 people), are required to go to all games, cheer for their team, rehearse their own performances. Being in a cheerleading team is not just cool, it’s prestigious and very promising. In addition to a toned figure and a pretty shape with pom-poms, cheerleaders can boast of really impressive athletic training, strength and endurance, therefore they calmly “pull” almost any other sport, especially athletics or gymnastics.
Yellow bus
Yellow buses continue to take students from home to school and back free of charge. At the beginning of each school year, parents receive a timetable and a route scheme for vehicles, of which there are several, each student is assigned to one of them. The only minus of the bus is a long route, because of which the journey sometimes takes up to 1 hour.
Many parents take their children in cars: they drive to a specially designated place, and volunteers and assistants from among the senior students help the child get out of the car, make sure that he goes straight to classes, and the parent immediately leaves without getting out of the car. From the 10th grade, many students themselves reach the place of study by car.
Stationery
Parents buy stationery in advance according to the list – it is standard for everyone, but differs by age. Approximate option: pencils, markers, pens, scissors, glue, felt-tip pens, notebooks, erasers, folders, rulers, headphones, plain and disinfectant wipes.
State funds are financed from the local budget, the main part of the income of which is real estate taxes: it is logical that where real estate is more expensive, the budget is higher. Accordingly, the more prestigious the area where you plan to live, the better the educational institution will be there, and vice versa. Compassionate parents, preoccupied with the fate of their children, often even move to a new place of residence and change jobs, if only the child goes to a good educational institution – in America this is really considered a powerful social springboard.
Private institutions
Private institutions have many advantages over public institutions: about 15 people study in classes, which makes it possible for each student to give maximum attention. Living in a hostel provides constant communication with their peers not only in the classroom, but also in everyday life. Education has a longer period, so the chances of entering a university increase.
Charter or magnet schools
In addition to municipal, there are two more categories of educational institutions in the United States: “charter” (charter) – about 5.7 thousand, “magnetic” – about 4 thousand. Charter schools, as a rule, are organized on the basis of public ones: they receive a license (“charter”) for the right to provide educational services, independently manage resources, and in return guarantee a higher quality of education. The initiative to create such institutions may come from the teaching staff, parents, local authorities, higher educational institutions, commercial structures. Specialized schools in America provide the child with the opportunity to receive an in-depth education in certain areas of knowledge: mathematics, language, art. Any child living in a given educational area can get into it, but the lists of applicants can be long.
Tuition fees
State educational institutions are completely free: they are financed by the local budget, which is replenished mainly by property taxes. Accordingly, if you are not an American citizen or do not have resident status, then you pay for education.
The cost depends on the rating, state, prestige, history: on average, a year of study costs from $40,000 to $70,000. Private schools in America include accommodation, meals, extra-curricular activities, clubs, study materials, English courses for foreigners, preparation for final exams in the cost.
The main events of the week in Almaty (October 26-30)
The week is full of surprises – scary fun festivals are coming!
If you have long dreamed of embodying the image of your favorite hero, get ready for a masquerade – Halloween parties have fallen like a waterfall in the coming days.
Finally, October pleases not only with festivals: very soon, residents can rock out at the big Shulama party, listen to Zivert live and enjoy soundtracks from their favorite TV shows in a variety of performances.
October 26, 19:30
Participants will watch another unique film from the collection of the Art Lane Library and Gallery “Sergey Schukin. Collector’s History. A 2016 film directed by Tatyana Rakhmanova. After a hundred years of oblivion, this documentary for the first time thoroughly explores the history of the life of a collector, describes the tragic fate of his collection, and then its rediscovery.
Location: Art Lane, st. Gogol 15 Entrance: free
October 27, 19:00
The concert program includes compositions from different historical periods: from the tradition of sals and zhymuzykrau, pop music of the Soviet period, to the modern pop-composer school. Songs well known to Kazakhstanis, such as “Zhіgіtter zhyry”, “Baқyt kushagynda”, “Dudaray”, “Nazkonyr”, “Atameken”, “Gul Almatym” and many others will be performed in new and sometimes unexpected versions.
Place: Palace of the Republic, Dostyk Ave. 56 Entrance: from 5000 tenge
October 27, 19:00 2
Flash, saturation, expression – this is what will give you the largest concert from the new Nurminsky programs.
Earthquake of the dance floor with a magnitude of 9 points under “Black Guard”, “The cop is gasping at me”, “Valim”, “I’m going to Porsche” and “The district is noisy”.
Popularity came to Zivert after the release of the debut mini-album, which received a concise and life-affirming title “Shine”. An EP filled with simple timeless meaning combined with juicy modern beats, permeated with the atmosphere of the late 80s and early 90-s.
Location: Almaty Arena, microdistrict. Nurkent, 7 Entrance: from 16,000 tenge
October 28, 19:00
Qurmangazy Orkestri invites you to the creative concert of the holder of the Order of the Republic of Kazakhstan, Honored Worker of the Republic of Kazakhstan, conductor-composer of ALPOLPISBAEV.
Soloists: Honored Worker of the Republic of Kazakhstan Talgat Kuzenbaev, Excellence in Culture of the Republic of Kazakhstan, Associate Professor of KNK them. Kurmangazy Torgyn Smailova.
Dmitry Shostakovich already at his 20th years became the world -famous composer, who was called during his lifetime. classic of musical art. While still young, he wrote symphonies that sounded in the best theaters in the world.
To immerse yourself more in the atmosphere of his music, Dmitry Ilyich Liss, a representative of Moscow conducting art, the main director, People’s Artist of the Russian Federation and conductor of the Ural State Philharmonic Orchestra, will perform for you.
Yerkebulan Saparbaev (violin) will be the soloist of this evening, your guide to the work of Shostakovich – holder of the order “Kurmet”.
Location: Kazakh State Philharmonic. Zhambyla, st. Kaldayakova, 35 Entrance: from 3000 tenge
October 28, 19:00
Halloween is coming – time to put on masks and apply makeup. The bands of the concert will also put on make-up and put on masks, including musical ones, and will play songs by Brazilian legends Sepulatura. It will be loud and Brazilian hot.
On stage will perform:
Zarraza – slamming thrash metal (Almaty). The group will play a special set of songs Sepulatura
Tirdus – progressive metal (Almaty)
Dying Singularity – death metal (Almaty)
Place: Zhest Club, st. Rozybakiyeva, 234 Entrance: 4000 tenge
October 28, 19:00
Art Lane Gallery will present a feature film “Polok”. The film is about a man whose work has turned all ideas about what painting should be. About a man who, in just a couple of years, made a real revolution in abstractionism.
American artist Jackson Pollock lived a bright but short life. What pushed him on the path of self-destruction and what gave him the strength to incessantly create – you will learn about this at Art Lane Friday Film Club.
Location: Art Lane, st. Gogol 15 Entrance: free
October 28, 20:00
Ratovich’s new Wonder World concert with a completely different sound from an enlarged orchestra. Some of the most talented musicians of the capital will present the magical sounds of harp, dombra, kobyz, choir and many other instruments.
The diverse repertoire of the concert, consisting of many compositions from “Game of Thrones” to Queen, will not leave the audience indifferent.
Place: Palace of the Republic, Dostyk Ave. 56 Entrance: from 5000 tenge
29, October at 11:00 and 15:00 3
OI-QAAGAI invites to plunge into all children a world of unbridled fun, mysticism and magic – “Pumpkin Party”!
A terribly interesting Halloween party for children will be held in the Forum, Event Space mall.
Many amazing surprises await guests: thematic decoration, a performance for children, dance numbers on stage with thematic interactive, many workshops, face painting, fear factor according to age, bags with gifts and much more.
In Almaty, the Almaty FODSTI FOOD FOOD FOOD with the participation of Kairat Nurtas and the group Orda.
This weekend, the Almaty Food Fest 2022 gastronomic festival awaits Almaty residents and guests of the southern capital. There will be acquaintances with the cuisines of the world, for every taste and budget. The day will be filled with gastronomic shows, cooking classes, a farmer’s fair and a variety of games for children. You will also enjoy the performance of live bands and popular artists in the rhythm of your favorite city.
Place: Abai Square, 56 Input: Free
29 and 30, 14:00 2
Nef Qazaqstan invites you to visit the XXXI National Basketball Championship among men .
In USK “Dostyk” professional basketball team Irbis Almaty opposes the team of BC “Barsy Atyrau”. In the 2022-2023 sports season, NEF QAZAQSTAN supported the Irbis Almaty Professional Basketball Team – participation in the XXXI National Men’s Basketball Championship.
place: UPK “Dostyk”, 48a Input: 1000 – 1500 tenge
on October 29, 14:00
9000
Michelangelo became a legend during his lifetime. He is known as an excellent sculptor who was able to recreate the human body in marble in great detail – and also as the author of the Sistine Chapel, a monumental painting at the heart of the Catholic faith. Raphael also worked on the Sistine Chapel: he created ten sketches (seven have come down to us) for tapestries, which were then supposed to be hung out on days of special celebrations.
What they thought and dreamed about, what they did during their lifetime and what two more titans of the Renaissance left to their descendants – you can find out at this lecture.
Location: SmArt.Point, st. Bayzakova, 280 Entrance: 1000 – 3000 tenge
October 29, 15:00
Interactive lecture in French. Toulouse Lautrec, The Japanese Sofa.
Genius, loving son, participant and chronicler of the bohemian life of Montmartre in the 19th century – all this is about the French artist Henri de Toulouse-Lautrec. At the meeting, the audience will discover the mystery of the sad look of his first muse Carmen, see how the famous Parisian cafe Moulin de la Galette has changed since the time of Renoir, and try to plunge into the bohemian atmosphere of Paris at the beginning of the 20th century through Lautrec’s lithography.
• Registration is required at link • If you have registered and cannot come, please notify +7 707 711 07 77
Location: Art Lane, st. Gogol 15 Entrance: 3500 tenge
29 and 30, 19:00
You will find a tremendous live sound under the best moments of the ANime “Naruto”, Avatar cartoon, film epic “Star Wars » George Lucas and the popular series Game of Thrones. The musicians will try to give you maximum impressions and unforgettable emotions!
October 29, 19:00 – Star Wars and Game of Thrones October 30, 19:00 – Naruto & avatar
place: Palace of the Republic, Dostyk Ave.
October 29, 19:00
La Boheme will host Madi Garina’s apartment.
He really wants to share a piece of his life, which consists of an amazing collection of different genres of music. You will find a performance that you want to listen to with bated breath, or sing along from all your heart excited with soulful notes.
Musical conversation with Madi Garin will be held with the support of talented friends of the protagonist #kvartirnikalmata.
Location: Creative Theater La Bohême, st. Zenkova, 24 Entrance: 2100 – 3000 tenge
October 29, 19:30
The theme of the evening is Auguste Rodin through the eyes of a sculptor.
Participants will talk about the personal artistic philosophy of Auguste Rodin and the sculptor’s view of his method and approach. You will find interesting conversation and an unbiased look at the life of one of the greatest sculptors, as well as the opportunity to ask questions and discuss what you heard.
Location: Art Lane, st. Gogolya 15 Entrance: 3000 tenge
October 29, 20:00
The most dizzying Halloween party in the history of the city will be held at Forum, Event space.
The atmosphere of real horror, charming Go-Go Girls, living statues, interactive and moving photo zones, powerful DJs and MCs and much more await you.
Non-kvartirnik goes to visit Retro Hall Almaty. A crazy musical entertainment program “Golden Hits of San Remo” is waiting for you, as well as a retro disco with world hits.
Nekvartirnik always arranges cheerful, sincere evenings, always with dialogues and incredibly high-quality live music. And this time the program will be decorated by the New Retro Band, which knows absolutely all the hits of Italian and world music.
Place: Retro Hall Almaty restaurant, ZHAMBILA St., 77 Entrance: from 6000 tenge
29 October 29, 21:00
9000 2 days ago SHU [LAMA] spent, the most a large-scale event, and on October 29, the project turns a year old. Exactly one year since SHU[LAMA] became the project that many of you know. DJ zones, interactives, interesting locations with deliveries and more.
On October 29, the project celebrates its first birthday and arranges Halloween by SHU[LAMA] — a combination of two holidays and a themed event. Two DJ zones, invited DJs, photo zones and other interactive activities – all this will be at the party.
Location: Enclave Bar, st. Zenkova, 24 Entrance: from 7500 tenge
October 30, 13:00
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You will find a fascinating fair selling goods, a show program with a host, thematic photo zones, photographers, terribly scary animators, face painting, book exchange, a parade of the best costumes, contests and games.
Location: Grand Park Mall, Broadway, block 9, st. Kabdolova, 1 Entrance: 3000 tenge
October 30, 13:00
Kok Tobe Culture and Leisure Park invites you to celebrate Halloween.
In the program, mummies, Frankenstein, zombies and a terribly funny Pennywise will be waiting for you. Also, guests of the event will be able to turn into any scary character with the help of face painting. At the end of the day, a live band with live music will perform on Kok Tobe.
Place: Culture and Rest Park “COK TOB”, Dostyk Ave. 104B Input: Free
October 30, 13:00 3
In the Ayusai visits, a cheerful and cheerful and cheerful and cheerful and cheerful and cheerful and eco friendly halloween celebration.
Halloween themed dinner, Eye Poke Out Relay, Potions Lesson Contest, Horrible Pouch with Black Marks that can be exchanged for cider and finals – Monster Ball, Cosplay Contest and Flashmob “Zombie Dance”
Location: Ayusay Visitor Center, st. Kokshoky, 1A/1 Entrance: 4000 – 13,000 tenge
October 30 at 14:00, 15:00 and 16:00
Free English practice with It. Just Speak For those wishing to improve their conversational skills, the Speaking Club will be held with a native speaker from California.
Schedule by English Proficiency: 14:00 – Elementary & Pre 15:00 – Elementary & Pre 16:00 – Intermediate & Upper & Advanced
To participate, pre-registration is required through instagram account Just Speak It .
Place: Globus, 109v, 2nd floor Ave., Just Speak it Entrance: Free
30, 19:00 9000 9000
Friedman’s concerts. . Each concert is a range of emotions and moods, brightness, charisma and cool music. “Autumn Saxophone” by Yaroslav Fridman gives direction to thoughts and immediately stops it and again brings out a whirlwind of new feelings. I don’t want to rush anywhere, but just feel every note and try it on myself. In the plot – beautiful music and beautiful autumn landscapes.
Location: Teatro La Boheme, st. Zenkova, 24 Entrance: 3500 tenge
October 30 at 10:00 and 14:00
foothill landscapes. The trip is accompanied by informative stories about Medeu, Shymbulak, the mountains of the Trans-Ili Alatau in Kazakh, Russian and English at an individual choice. On Medeu parking for walks and photo shoots.
A trip around Almaty in a convertible bus allows you to take a fresh look at the city. This is not just a trip, but a journey through time: from the middle of the 19th century to the present day. The route of the trip covers the “Golden Square”, the Old City, the Historical Center, Astana Square, GATOB them. Abay, Central Stadium, Atakent, Botanical Garden, Republic Square. There are two short photo stops along the route. The whole trip is accompanied by informative stories about the history of Almaty in Kazakh, Russian and English languages of your choice.
Duration of each tour: 3 hours
The bus is winterized and has an autonomous interior heating system. At the request of visitors in sunny weather, you can open the roof.
Schedule: 10:00 – excursion to Medeu 14:00 – excursion around Almaty Kurmangazy in front of the hotel Kazakhstan – A trip around Almaty – a stop along Dostyk avenue above Abai avenue next to the cinema Arman
Contacts: +7 701 795 2050 Entrance: 3000 tenge
until October 29, Exhibition “Control of the Chronos” place: Art-space “House 36”, st. Baribaeva, 36 Entrance: free
until October 31 – Exhibition “Artist’s Book” Place: Art Lane, st. Gogol, 15 Entrance: free
until November 1 – Exhibition “Kazakh degen halyktyn erkesimin!” Place: Almaty Museum, st. Kabanbay Batyra, 132 Entrance: 200 – 500 tenge
until November 4 – Exhibition “In the arms of creativity” Place: Gallery “Ular”, st. Panfilova, 92 Entrance: Free
until November 5 – Sound Off Exhibition Place: Museum of Folk Musical Instruments. Ykylasa Entrance: 200 – 500 tenge
until November 5 – Exhibition “From Durer to Eifert” Place: Museum of Art. A. Kasteeva, md. Koktem-3, 22/1 Entrance: 200 – 500 tenge
until November 6 – Exhibition “Kalmyks. Last Shelter» Place: Museum of Art. A. Kasteeva, md. Koktem-3, 22/1 Entrance: 200 – 500 tenge
until November 6 – Photo exhibition “My Soul” Location: Museum of Art. A. Kasteeva, md. Koktem-3, 22/1 Entrance: 200 – 500 tenge
until November 15 – Exhibition “Van Gogh. Secrets of a genius or a madman” Location: Vekarta Gallery, st. Satpaeva 30/5, building 3 Entrance: 1500 – 1700 tenge
until November 19 – Exhibition “Meeting. The World of Bakhytzhan Abishev” Place: Museum of Art. A. Kasteeva, md. Koktem-3, 22/1 Entrance: 200 – 500 tenge
until December 4 – International Exhibition “Chocolate” Place: Central State Museum of the Republic of Kazakhstan, md. Samal-1, 44 Entrance: 2080 – 2280 tenge
Almaty Theatre October 28, 19:00 – Musicle “Derevar SERTI” October 30, 18:00 – musical “Rosa Bagalanova” 9000 Address: 9003 Al-Farabi, 30 Entrance: from 3000 tenge
Drama Theater. Mukhtar Auezov October 26, 18:30 – Besboydakka bir toy October 27, 18:30 – 0029 Ұly men ұry October 29, 18:30 – Solo performances “Beitanys tanystar” and “Kaidasyn, mother?!” October 29, 19:00 – Master and Margarita October 30, 18:30 – қARAGUZ October 30, 18:30 – MENIAN MESTAFAM
Address:
Entrance: from 500 tenge
KazNTOB im. Abaya October 27, 19:00 – Un Ballo in Maschera Opera October 28, 19:30 – Divertissement Ballet and Carmen Suite October 29, 18:30 – La Boheme Opera October 30, 18:00 – Sleeping Beauty Ballet
9002 st. Kabanbai Batyra, 110 Entrance: from 1000 tenge
Art-ramage Bunker October 28, 20:00- Hamed 29 October 29, 200029 Apilized people 900 30, 20, 30, 20, 30, 20 :00 – Actor’s Tales
Address: st. Dosmukhamedova, 78a Entrance: from 3000 tenge
Amateur theater Ermashova October 29, 18:00 Date in Paris October 30, Golden Fish
: st. Shchepkina, 35 Entrance: from 1000 tenge
Theatre. Lermontova October 27, 18:00 – Life is still beautiful October 27, 19:00 – Marriage of Figaro October 28, 19:00 – Taste of cherries October 28, 19:00 – Seek a woman 29 October 29, 18:00 – Primedonna on October 29 on October 29 18:00 – My dad – Peter Pan October 30, 11:00 – Vasilisa Lovely 30 October 30, 18:00 – Intimate comedy
Address: Abai Ave. : from 500 tenge
Youth Theater named after. Musrepova October 26, 18:30 – Zhusan IISI October 27, 18:30 – Mahabbat, qzyak say Zhyldar October 28, 18:30 – Kelinder Kolinder October 29, 18:30 – , 18:30 – , 18:30 – , 18:30 – , 18:30 – 9002 Kyzyl Oramaldy Synarym October 29, 18:30 – Oyan, қlyndik October 30, 18:30 – No. 13 2
Address: Abylay Khana, input: dated 600 tenge
Youth Theater named after. Sats October 27, 17:00 – The one that is never seen … October 28, 17:00 – Romeo and Juliet October 30, 12:00 – Address Mukha-Tsokotuha 9002 9002 st. Chaliapin, 22 Entrance: from 1500 tenge
Total Theater Shevchenko, 114 Entrance: from 2000 tenge
Theater La Bohême October 27, 19:30 – Live performance October 29, 13:00 – Visiting Robik Roger on October 29 at 16:00 and October 30 at 13:00 – Interactive circus Shapito
Address: st. Zenkova, 24 Entrance: from 2500 tenge
Theater “Zhas Sakhna” October 27, 19:00 – Zhmilә October 28, 19:00 – LOVE Lyubov Emes October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30, October 30 19:00 – I, grandmother, Iliko and Illarion
Address: Abay Ave., 117 Input: dated 4400 tenge
Theater “Zap Prosper” October 29, 11:00 – Koza – Koz -dereza October 30, 11:00 – Adventure in the forest October 25, 11:00 – Apple of happiness Zenkova, 24 Entrance: 3000 tenge
State Puppet Theater October 27, 12:00 – Teremok October 28, 12:00 – How to treat lion’s fear October 28, 16:00 – Funny cubs 29 October 29, 12:00 – Dolls of show show show October 29, 14:00 – KURSHAKAK DUMAN October 29, 16:00 – inch October 30, 16:00 – Three piglet
Address: st. Pushkina, 63 Entrance: from 1000 tenge
Country tours
October 28-30 – Tour “Almaty Classics” Meeting point: st. Baitursynova, 100 (between Abay Ave. and Satpaeva St.) Contacts: +7 777 732 96 Entrance: 21 900 tenge
October 29, 09:00-19:00 – Tour “The Emerald Heart of the Tien Shan: Issyk Lake and Turgen Gorge” Collection place: st. Baitursynova, 100 (between Abay and Satpayev streets) Contacts: +7 777 732 96 96 Entrance: 7000 tenge
canyon” Place of collection: st. Baytursynova, 100 (between Abai and Satpaev streets) Contacts: +7 777 732 96 96 Entrance: 12 500 tenge
October 29 at Emel Tour 06:30 – off-road trip0030 Collection place: st. Baitursynova, 100 (between Abai and Satpaeva streets) Contacts: +7 777 732 96 Input: 48 000 tenge
29 October 29 at 07:30 – Tour “Atmosphere T1” Collection place: cable car “Medeu -shimbulak” Contacts: +7 777 732 96 96 Entrance: 12 000 tenge
29 October 29, 08:00 – 18:00 – Tour “Above the clouds : Hike to the BAP “ Collection place: Dulati Ave., Stop Park of the First President Contacts: +7 777 732 96 96 Entrance: 17 000 tenge
October 30, 05:00 – 23:00 – Tour ” Pearls of the Tien Shan: Charyn, Kolsai, Black Canyon and the Kurtogai tract” Place of collection: st. Baytursynova, 100 (between Abay and Satpayev streets) Contacts: +7 777 732 96 96 Entrance: 12 500 tenge
October 30 at 06:30 – Comfort Tour to the Singing Barkhan0030 Collection place: st. Baitursynova, 100 (between Abay and Satpaev streets) Contacts: +7 777 732 96 96 Entrance: 36 000 tenge
Peak Tourist” Meeting place: Dulati ave., stop of the Park of the First President Contacts: +7 777 732 96 96 walk Collection place: st. 100 Baitursynov St. (between Abay Ave. and Satpayev St.) Contacts: +7 777 732 96 96 Entrance: 16 500 tenge
group performance: 27 October K Band Entrance: 5000 tenge
October 28, 20:45-Concert “New Sound of QBYZ” from Layla-QBYZ Entrance: 7000 tenge
28, October 28, 21:00-––––––––––––––––––– Musical performance by Sitora Nazarova Entrance: 7000 tenge
October 30, 21:00 – The musical performance of the ATMan Input: 5000 tenge
Age restriction: 12+ After purchasing the ticket, it is necessary to book the table according to the contacts below.
Handprints Academy leading the way in Early Childhood Education by hands on learning environments.
At Handprints Academy we provide our students with opportunities for hands on learning. We believe the more a child explores the more they learn and develop a love of learning. We offer childcare for infant, Toddler, Pre K, Preschool, school age children and after school care from infants to age 12
Our Curriculum
A curriculum that is based on sound child development principles of how children learn and grow. Within our curriculum we strive to incorporate and teach children moral values, social, emotional and self-help skills through daily activities. Our childcare curriculum identifies goals in all areas of developments including social, emotional, cognitive, and physical.
Our Childcare Centers
If you need to find a good childcare in Dallas-Fort Worth, we are the place to be. Handprints Academy childcare centers are in Cedar Hill, China Spring, Cleburne, Copperas Cove, Dallas, Killeen, Garland, Forney, Kaufman, Longview, Nacogdoches, Mesquite, Sunnyvale, The Colony, Tyler, Wylie, and Waco TX. Come visit us or schedule a tour today.
Child Care
Early childhood education is important for a child’s development and growth. Here at Handprints, we believe that a child’s early education should come from the best source.
Healthy Meals
At Handprint Academy, We offer quality, healthy, and recommended food.At Handprint Academy, We offer quality, healthy, and recommended food.
Active Learning
We are a premier preschool in Dallas, TX, and it offers a variety of programs for your kids. These programs are designed to help children reach their fullest potential.
Our Curriculum
Handprints Academy leading the way in Early Childhood Education by hands on learning environments
Infants
It is our belief and our objectivethat every infant deserves…
Pre Kindergarten
We are aware that the right Pre-Kindergarten Program environment…
Two’s
We believe that every two-year-oldchild is unique and special,…
Preschool
Our number one priority is the health, safety, and education…
School Age
Our School Age Program is an ideal time to supplement the academic…
Toddler
We believe that every child deserves the very best in care and…
What Parents Say
Frequently Asked Questions
Can I register anytime?
Yes. You can register anytime.
Do you have in house kitchen?
Yes we have in house kitchen
What age children do you accept?
Children 6 weeks through 12 years.
Do you close for inclement weather?
We follow local ISD schedule.
Is playtime/outdoor time available?
Yes we offer playtime and outdoor activities
Enroll Your Child
We are currently enrolling for children 6 weeks through 12 years.
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School Dallas Peavy RdDallas Hampton RdMesquiteWacoCopperas CoveKilleenLongviewNacogdochesWylieGarlandCedar HillThe ColonyForneyKaufman
Child Care Centers and Preschools in Nacogdoches TX
Child development centers in Nacogdoches vary in size as well as in scope. While some offer progressive curriculums and the latest advancements for preschools, others are more intimate daycare centers that take a more relaxed approach to childcare.
Whatever your priorities, finding the right daycare center for your child is important. We’ve made the seemingly overwhelming task easier by collecting basic information such as size, location, and licensing information for child development centers in Nacogdoches into a single location.
Simply click on the links below to learn more about Nacogdoches childcare centers that are dedicated to providing families with safe, quality childcare.
You can also read reviews about various childcare providers to learn more about which is the right choice for your family. We always welcome comments and corrections, to better the browsing experience on our site.
You may also want to check out 9 family child care providers and group home daycare in Nacogdoches Home Daycare.
Early Childhood Lab
Nacogdoches, TX 75962 | (936) 468-4006
The Early Childhood Laboratory (ECHL) is a facility maintained for the education of university students preparing to work with young children and their families. The ECHL is administratively associated with the Elementary Education Department, but is …
First United Methodist Church Pre-School
Nacogdoches, TX 75961 | (936) 560-4631
“Nurturing†is what our Preschool is all about. Loving children and providing developmentally-appropriate learning experiences are the goals of our school. Consistent with our belief that children learn best by doing, the “learning center …
Kids Unlimited Learning Center
Nacogdoches, TX 75965 | (936) 569-8088
Kids Unlimited Learning Center has been caring for the childern of Nacogdoches and the East Texas area since 1991. Our experienced teaching staff offers care and learning with our educational curriculum for children newborn to 12 years old.
Nacogdoches Christian Academy
Nacogdoches, TX 75964 | (936) 462-1021
The mission of Nacogdoches Christian Academy Inc. is to provide a Christian environment in which faith can be integrated with learning. By providing the highest standards for intellectual and spiritual training, our goal is to equip each child with t …
Fredonia Hill Baptist Academy Extended Day
Nacogdoches, TX 75964 | (936) 559-7575
The E.D.G.E. provides after school care for students who need to stay after the school day has ended. The program includes playtime, snack and enrichment. Time is also provided for students to work on their homework.
Handprints Child Care 15 LLC dba Handprints Academy
Nacogdoches, TX 75961 | (936) 564-1484
Handprints Child Care 15 LLC dba Handprints Academy is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 245 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarte …
Head Start Day Care Center
Nacogdoches, TX 75964 | (936) 564-1142
Head Start Day Care Center is a Licensed Center – Child Care Program in Nacogdoches TX, with a maximum capacity of 250 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider a …
Safari Kidz Academy
Nacogdoches, TX 75961 | (936) 559-5437
Safari Kidz Academy is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 90 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also part …
Stepping Stones Early Learning Center
Nacogdoches, TX 75964 | (936) 305-3269
Stepping Stones Early Learning Center is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 110 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The …
Stepping Stones Early Learning Center
Nacogdoches, TX 75965 | (936) 715-0188
Stepping Stones Early Learning Center is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 97 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The …
The Right Step Child Enrichment Center
Nacogdoches, TX 75961 | (936) 560-2338
The Right Step Child Enrichment Center is a Licensed Center – Child Care Program in Nacogdoches TX, with a maximum capacity of 133 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. Th …
Bonita School Friends
Nacogdoches, TX 75965 | (936) 559-3165
Bonita School Friends is a Licensed Center – Before/After School Program in NACOGDOCHES TX, with a maximum capacity of 70 children. This child care center helps with children in the age range of School. The provider does not participate in a subsidi …
Raguet Child Care
Nacogdoches, TX 75961 | (936) 569-1438
Raguet Child Care is a Licensed Center – Child Care Program in Nacogdoches TX, with a maximum capacity of 137 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also parti …
Sonshine School
Nacogdoches, TX 75965 | (936) 560-1016
Sonshine School is a Licensed Center – Child Care Program in Nacogdoches TX, with a maximum capacity of 85 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also particip …
Sunshine Academy
Nacogdoches, TX 75961 | (936) 569-2911
Sunshine Academy is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 90 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also partici …
Milestone Early Learning Academy
Nacogdoches, TX 75964 | (936) 715-9800
Milestone Early Learning Academy is a Licensed Center – Child Care Program in NACOGDOCHES TX, with a maximum capacity of 145 children.
learning through active exploration and interactions
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Our Child Development Center offers a range of programs before and after school for a variety of age groups – from infants to toddlers, 2 year olds to preschoolers, and kindergarten to school-age kids. Our quality is truly in our care and we tailor to each age group.
2342 NW 39th Street, Oklahoma City, OK 73112
Monday-Friday: 6am to 5:30pm
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Childcare or Preschool
Our activities and routines allow for optimum growth in four developmental areas such as: social & emotional, creative, physical, and language & math. We strive to focus on individual growth and development for age groups ranging from:
Infant’s and Toddlers
Two’s
Preschool
Kindergarten
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Teachers, Staff
Teachers provide a balance of organized and self-selected activities, all in a positive, supportive atmosphere. We know children’s development occurs at their own pace, and our curriculum is designed for each child’s individual needs.
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Testimonials
“I just wanted to say how lucky I feel to have found Quality Care. The teachers are so caring!
It is such a relief to place Connor in Miss Eva’s arms every morning and know what wonderful care she and Jennifer take of the little ones. She gives them so much attention and care and love.
And Miss Carol is amazing working with the 3 year olds!”
Jane V., School Director, The Dance Center of Oklahoma City Ballet
“I want to take the time to thank the entire staff. I could not have asked for a more caring or dedicated group of individuals to give my son this head start in life.
I am always quick to share with my friends and family just how amazing my son’s child care center is and I can never find enough good things to say. This team is truly the definition of “Quality Care”.
I hate to say goodbye and I hope my son will have the opportunity to attend this center again. Thank you for all you do and an amazing 4 years.”
Jenna
“Ladies & Gents,
What a blessing all of you have been for our adventure with boys. From the beginning, 4 years ago, God has shown us the way and laid things before us to help these 2 boys recover from their terrible beginning in life.
One of the things that fell into place was being able to enroll the boys at your center, in the exact month we needed an opening. They needed so much help and all of you have contributed in so many ways.
We are so grateful for the care, training and education our boys received; and we truly miss walking through your doors.”
Terry & Denise
Child Development Center – YMCA of Greater Oklahoma City
High-quality childcare is a necessity for working parents. Our inclusive program provides a safe and nurturing setting for children six weeks to five years of age to learn, grow and thrive. Children are offered the opportunity to learn in a developmentally appropriate environment that caters to their social and emotional development, cognitive awareness, literacy and self-help skills.
Our center features seven classrooms, each staffed with two full-time teachers and one to two part time support staff throughout the day. Our three-star center is accredited by the National Association for the Education of Young Children and licensed by the Oklahoma Department of Human Services.
Pricing
Infants: $250 per week
Infant/Toddler: $235 per week
Toddler: $230 per week
Toddler/Two: $210 per week
Two/Three: $205 per week
Three/Four: $200 per week
Four/Five: $195 per week
Hours The YMCA Child Development Center is open Monday – Friday from 7 a.m. to 6 p.m.
Holiday Closings: New Year’s Day, Memorial Day, Independence Day, Labor Day, Thanksgiving Day and Christmas Day
Staff Training Closings: We are closed two days each calendar year for staff training; the second Friday in May and December.
Tours We welcome drop in tours, but prefer they are scheduled so that we have time designated to answer questions specific to the needs of the family. Call 405.297.7760 to schedule a tour.
Wait List We have a waitlist for each age group. However, our infant waitlist is the longest with a wait of 12-16 months typically. There is a $10 fee to be added to our waitlist.
Activities
Swim Lessons
Swim lessons are provided for children, in our care, who are three years and older, and potty trained. These small group lessons introduce children to basic safety around water practices and beginner swim skills.
Jump & Shout Weekly Exercise Class
Each week, children two years and older have the opportunity to enjoy a physical education class offered by a certified group exercise instructor. Children are coached through a variety of gross motor activities ranging from bear crawls, jumping jacks and frog leaps to yoga stretches, meditation and balancing skills.
Food Program
Government funding from the Child and Adult Care Food Program (CACFP) provides our program with supplemental funding that allows us to serve three nutritious meals per day.
Accreditations
3-Star DHS Rating A 3-Star DHS rating is currently the highest rating offered by the state for childcare programs. Facilities with a 3-Star Rating use the Oklahoma Early Learning Guidelines in each lesson plan for the ages served in their program, have an increased number of Master Teacher level staff, employees receive increased hours of professional development and the program is accredited by a National accreditation organization.
NAEYC Accredited The YMCA Child Development Center is currently accredited through the National Association of the Education of Young Children.
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Helen H.
Hola, estoy buscando trabajo como niñera
Hola, estoy buscando trabajo como niñera a tiempo parcial. Tengo 5 años de experiencia cuidando a niños (1-10 años), incluidos niños con necesidades especiales, incluido tutorías según Montessori plan or educativo elemental plan. Not ten…
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Reason for Au Pair 3211917 90 “Oklahoma” was the lack of faith in the team0001 The reason for Durant’s departure from Oklahoma was the lack of faith in the team – Gazeta.Ru | News
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Sport
Kevin Durant lost faith in Oklahoma City and got frustrated with teammate Russell Westbrook. It was these reasons that led to his move to Golden State, according to Bleacher Report , citing a person close to Durant.
It was previously reported that Durant will sign a $54. 3 million 1+1 deal with Golden State .
“In the end, he was just disappointed, he felt that the team was stagnating. Billy Donovan took over from Scott Brooks, but the old Russell problem hasn’t gone away. Actions in the attack have not changed. Kevin still had to make a lot of seriously resisted shots in every game, and he got the ball much less often than he would like.
It will never happen at Golden State that the coach has to say at halftime, “Guys, you have to give Kevin the ball.” And in Oklahoma City it happened regularly,” said one of the people close to Durant.
For other news, materials and statistics, you can visit page of the National Basketball Association, as well as in the sports department groups on social networks Facebook and VKontakte .
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A Blockchain-based Multisignature Approach for Supply Chain Governance: A Use Case from the Australian Beef Industry. Blockchain: Research and Applications, Article number: 100091.
Brisbane 2032: The promise of the first climate-positive Olympics for regenerative cities.
In
Roggema, Rob (Ed.) Design for Regenerative Cities and Landscapes: Rebalancing Human Impact and Natural Environment.
Springer, Cham, Switzerland, pp. 227-248.
Matthews, Ben, Doherty, Skye, Johnston, Jane, & Foth, Marcus
(2022)
The publics of design: Challenges for design research and practice. Design Studies, 80, Article number: 101106.
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(2022)
More-than-human city-region foresight: multispecies entanglements in regional governance and planning. Regional Studies.
Fieuw, Walter, Foth, Marcus, & Caldwell, Glenda
(2022)
Towards a more-than-human approach to smart and sustainable urban development: Designing for multispecies justice. Sustainability, 14(2), Article number: 948.
Garbage in garbage out: The precarious link between IoT and blockchain in food supply chains. Journal of Industrial Information Integration, 25, Article number: 100261.
Blockchain Smart Contracts for Supply Chain Finance: Mapping the Innovation Potential in Australia-China Beef Supply Chains. Journal of Industrial Information Integration, 30, Article number: 100389.
Co-Designing Planning Support Systems in Urban Science: The Questions They Answer and the Questions They Raise. Journal of Urban Technology, 29(2), pp. 7-32.
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Zenkteler, Matthew, Hearn, Greg, Foth, Marcus, & McCutcheon, Marion
(2022)
Distribution of home-based work in cities: Implications for planning and policy in the pandemic era. Journal of Urban and Regional Analysis, 14(2), pp. 187-210.
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(2022)
Geographies of locative apps.
In
Adams, Paul C. & Warf, Barney (Eds.) Routledge Handbook of Media Geographies.
A post-capitalocentric critique of digital technology and environmental harm: new directions at the intersection of digital and green criminology. International Journal for Crime, Justice and Social Democracy, 11(1), pp. 167-181.
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(2022)
Spatial Data in Urban Informatics: Contentions of the Software-Sorted City.
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Carta, Silvio (Ed.) Machine Learning and the City: Applications in Architecture and Urban Design.
Urban parks, value uplift and green gentrification: an application of the Spatial Hedonic Model in the city of Brisbane. Urban Forestry and Urban Greening, 74, Article number: 127618.
From premise to practice of social consensus: How to agree on common knowledge in blockchain-enabled supply chains. Computer Networks, 200, Article number: 108536.
Nikolaeva, Ksenia, Guaralda, Mirko, Foth, Marcus, & Rittenbruch, Markus
(2021)
A new perspective on the design of pedestrian bridges, inspired by Baudelaire’s Flaneur.
In Proceedings of the 10th State of Australasian Cities National Conference, 1-3 December 2021, Melbourne, Australia.
What are the effects of short video storytelling in delivering Blockchain-credentialed Australian beef products to China? Foods, 10(10), Article number: 2403.
DIY Situated Digital Narratives: Co-Creating Location-based Storytelling Urban Games as Advocacy. In
Methods, Theories, and Taking Action through Gender and Feminisms in Human-Computer Interaction, 2021-09-08 – 2021-10-06, Hannover, Germany. (In Press)
Radical Placemaking: Utilizing Low-Tech AR/VR to engage in Communal Placemaking during a Pandemic. Interaction Design and Architecture(s), 48(48), pp. 143-164.
Some Environmental Sustainability Concerns about IoT-enabled Smart Cities. Input paper for the Horizon Scanning Project ‘The Internet of Things’ on behalf of the Australian Council of Learned Academies (ACoLA).
Australian Council of Learned Academies (ACOLA), Australia.
Strengthening consumer trust in beef supply chain traceability with a blockchain-based human-machine reconcile mechanism. Computers and Electronics in Agriculture, 180, Article number: 105886.
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(2021)
BeefLegends: Connecting the Dots between Community, Culture and Commerce.
QUT Design Lab, Brisbane.
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In
Blackler, Alethea & Miller, Evonne (Eds.) How to Be a Design Academic: From Learning to Leading.
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Wang, Brydon Timothy & Wang, Chien Ming (Eds.) Automating Cities: Design, Construction, Operation and Future Impact.
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In
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Designing smart for sustainable communities: Reflecting on the role of HCI for addressing the sustainable development goals.
In
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(2019)
Fostering home-based work and remote work in neighbourhoods: design scenarios. In
ERSA (The European Regional Science Association) Congress (59th ERSA Congress), 2019-08-27 – 2019-08-30. (Unpublished)
Fels, Deborah, Blackler, Alethea, Cook, Daniel, & Foth, Marcus
(2019)
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Filonik, Daniel, Rittenbruch, Markus, Foth, Marcus, & Bednarz, Tomasz
(2019)
Visualisation design as language transformations – From conceptual models to graphics grammars.
In
Wyeld, Theodor G, Banissi, Ebad, Ursyn, Anna, McK. Bannatyne, Mark W., Datia, Nuno, Datia, Nuno, et al. (Eds.) Proceedings of the 23rd International Conference on Information Visualisation – Part II.
Institute of Electrical and Electronics Engineers Inc., United States of America, pp. 18-23.
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The premise of institutioning for the proliferation of communities and technologies research.
In
Cech, Florian & Tellioglu, Hilda (Eds.) Proceedings of the 9th International Conference on Communities and Technologies – Transforming Communities.
Association for Computing Machinery, United States of America, pp. 24-28.
Yigitcanlar, Tan, Foth, Marcus, & Kamruzzaman, Md
(2019)
Towards post-anthropocentric cities: Reconceptualizing smart cities to evade urban ecocide. Journal of Urban Technology, 26(2), pp. 147-152.
Yigitcanlar, Tan, Kamruzzaman, Md, Foth, Marcus, Sabatini Marques, Jamile, da Costa, Eduardo Moreira, & Ioppolo, Giuseppe
(2019)
Can cities become smart without being sustainable? A systematic review of the literature. Sustainable Cities and Society, 45, pp. 348-365.
Clarke, Rachel, Heitlinger, Sara, Light, Ann, Forlano, Laura, Foth, Marcus, & DiSalvo, Carl
(2019)
More-than-human participation: design for sustainable smart city futures. Interactions, 26(3), pp. 60-63.
Fredericks, Joel, Caldwell, Glenda, Foth, Marcus, & Tomitsch, Martin
(2019)
The city as perpetual beta: Fostering systemic urban acupuncture.
In
de Waal, M & de Lange, M (Eds. ) The hackable city: Digital media and collaborative city-making in the network society.
Springer, Singapore, pp. 67-92.
Foth, Marcus & McQueenie, John
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Creatives in the country? Blockchain and agtech can create unexpected jobs in regional Australia. The Conversation, June, pp. 1-5,
2019.
Digital cities #11: Communities and technologies for more-than-human futures. In
9th International Conference on Communities and Technologies (C&T 2019), 2019-06-03 – 2019-06-07. (Unpublished)
Natanelov, Valeri, Wagner, Gerd, & Foth, Marcus
(2019)
Digital twins and distributed ledger technology: What can they learn from each other? In
Symposium on Distributed Ledger Technology, 2019-01-01.
Hughes, Hilary, Foth, Marcus, & Mallan, Kerry
(2019)
Social living labs for informed learning: A conceptual framework of interprofessional education in community healthcare. Journal of Information Literacy, 13(2), pp. 112-135.
Augmenting cities beyond bedazzlement: Empowering local communities through immersive urban technologies.
In Workshop Proceedings of Augmenting Cities and Architecture with Immersive Technologies, Media Architecture Biennale (MAB-18).
Media Architecture Biennale, pp. 1-4.
Heitlinger, Sara, Foth, Marcus, Clarke, Rachel, DiSalvo, Carl, Light, Ann, & Forlano, Laura
(2018)
Avoiding ecocidal smart cities: Participatory design for more-than-human futures. In
15th Participatory Design Conference: Short Papers, Situated Actions, Workshops and Tutorial, 2018-08-20 – 2018-08-24.
Parra-Agudelo, Leonardo, Choi, Jaz, Foth, Marcus, & Estrada Grajales, Carlos Andres
(2018)
Creativity and design to articulate difference in the conflicted city: collective intelligence in Bogota’s grassroots organisations. AI and Society, 33(1), pp. 147-158.
Lyle, Peter, Choi, Jaz, & Foth, Marcus
(2018)
Designing to the pattern: A storytelling prototype for food growers. Multimodal Technologies and Interaction, 2(4), Article number: 731-18.
Fostering digital participation and communication through social living labs: a qualitative case study from regional Australia. Communication Research and Practice, 4(2), pp. 183-206.
Lankester, Allyson, Hughes, Hilary, & Foth, Marcus
(2018)
Mapping a connected learning ecology to foster digital participation in regional communities.
In
Foth, M, Mallan, K, Hughes, H, & Dezuanni, M (Eds.) Digital participation through social living labs: Valuing local knowledge, enhancing engagement.
Chandos Publishing, United Kingdom, pp. 141-171.
Foth, Marcus, Light, Ann, Heitlinger, Sara, & Rodriguez, Aleesha
(2018)
Methods to study gaps: The ethics of the invisible. In
4S – Society for Social Studies of Science Annual Conference, 2018-08-29 – 2018-09-01.
Lee, Y, Teli, M, Light, A, DiSalvo, C, Slegers, K, Gronvall, E, et al. (Eds.) Proceedings of the 15th Participatory Design Conference: Short Papers, Situated Actions, Workshops and Tutorial – Volume 2.
Association for Computing Machinery, United States of America, pp. 1-4.
On scale, dialectics, and affect: pathways for proliferating participatory design.
In
Lee, Y, Teli, M, Light, A, Garde, J, Vines, J, Brandt, E, et al. (Eds.) Proceedings of the 15th Participatory Design Conference: Full Papers – Volume 1.
Association for Computing Machinery, United States of America, pp. 1-13.
Bilandzic, Ana, Foth, Marcus, & Hearn, Gregory N.
(2018)
Open innovation for crowdsourced product development: The case study of quirky.com. In
20th International Conference on Research, Innovation and Commercialisation (ICRIC 2018), 2018-05-03 – 2018-05-04.
Rat running the G20: collective intelligence for navigating the disrupted city. AI and Society, 33(1), pp. 133-146.
Casadevall, Dario, Foth, Marcus, & Bilandzic, Ana Sima
(2018)
Skunkworks finder: unlocking the diversity advantage of urban innovation ecosystems.
In
Choi, J H J, McKay, D, Kelly, R, Waycott, J, Lugmayr, A, Morrison, A, et al. (Eds.) Proceedings of the 30th Australian Conference on Computer-Human Interaction (OzCHI 2018).
Association for Computing Machinery, United States of America, pp. 145-155.
Bilandzic, Ana Sima, Casadevall, Dario, Foth, Marcus, & Hearn, Greg
(2018)
Social and spatial precursors to innovation: The diversity advantage of the creative fringe. Journal of Community Informatics, 14(1), pp. 160-182.
Social living labs for digital participation and connected learning.
In
Foth, M, Mallan, K, Hughes, H, & Dezuanni, M (Eds.) Digital participation through social living labs: Valuing local knowledge, enhancing engagement.
Chandos Publishing, United Kingdom, pp. 1-17.
Estrada Grajales, Carlos Andres, Foth, Marcus, & Mitchell, Peta
(2018)
Urban imaginaries of co-creating the city: Local activism meets citizen peer-production. Journal of Peer Production, 2018(11), pp. 1-18.
Abdullah, Natrah, Adnan, Wan Adilah Wan, & Foth, Marcus (Eds.)
(2018)
User Science and Engineering: 5th International Conference, i-USEr 2018, Puchong, Malaysia, August 28–30, 2018, Proceedings.
Communications in Computer and Information Science.
Springer, Singapore.
Clarke, Rachel, Heitlinger, Sara, Foth, Marcus, Light, Ann, DiSalvo, Carl, & Forlano, Laura
(2018)
Walking towards participatory speculation in more-than-human urban futures [Exhibition].
[Exhibition/Event]
Houghton, Kirralie, Foth, Marcus, & Hearn, Greg
(2018)
Working from the other office: Trialling coworking spaces for public servants. Australian Journal of Public Administration, 77(4), pp. 757-778.
2017
Parra-Agudelo, Leonardo, Choi, Jaz, & Foth, Marcus
(2017)
The city as canvas for change: Grassroots organisations’ creative playing with Bogota.
In
Nijholt, A (Ed.) Playable cities: The city as a digital playground (Gaming Media and Social Effects).
Springer Singapore, Singapore, pp. 189-210.
Steinberger, Fabius, Schroeter, Ronald, Foth, Marcus, & Johnson, Daniel
(2017)
Designing gamified applications that make safe driving more engaging.
In
Lampe, C & Schraefel, M (Eds.) Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems.
Association for Computing Machinery, United States of America, pp. 2826-2839.
Bilandzic, Mark & Foth, Marcus
(2017)
Designing hubs for connected learning: social, spatial and technological insights from coworking spaces, hackerspaces, and meetup groups.
In
de Laat, M, Carvalho, L, & Goodyear, P (Eds.) Place-based spaces for networked learning.
Routledge, United States of America, pp. 191-206.
Caldwell, Glenda & Foth, Marcus
(2017)
DIY / DIWO media architecture: The InstaBooth.
In
Wiethoff, A & Hussmann, H (Eds.) Media architecture: Using information and media as construction material [Age of Access? Grundfragen der Informationsgesellschaft 8].
Walter de Gruyter, Germany, pp. 61-80.
Johnson, Daniel, Horton, Ella, Mulcahy, Rory, & Foth, Marcus
(2017)
Gamification and serious games within the domain of domestic energy consumption: A systematic review. Renewable and Sustainable Energy Reviews, 73, pp. 249-264.
How does serious m-game technology encourage low-income households to perform socially responsible behaviors? Psychology and Marketing, 34(4), pp. 394-409.
Hughes, Hilary, Wolf, Rike, & Foth, Marcus
(2017)
Informed digital learning through social living labs as participatory methodology: The case of Food Rescue Townsville. Information and Learning Science, 118(9/10), pp. 518-534.
Foth, Marcus
(2017)
Lessons from urban guerrilla placemaking for smart city commons.
In
Rohde, M, Mulder, I, Schuler, D, & Lewkowicz, M (Eds. ) Proceedings of the 8th International Conference on Communities and Technologies.
Association for Computing Machinery, United States of America, pp. 32-35.
Foth, Marcus
(2017)
Participation, co-creation, and public space. The Journal of Public Space, 2(4), pp. 21-36.
Foth, Marcus
(2017)
The promise of blockchain technology for interaction design.
In
Soro, A, Vyas, D, Waycott, J, Ploderer, B, Morrison, A, & Brereton, M (Eds.) Proceedings of the 29th Australian Computer-Human Interaction Conference (OzCHI 2017).
Association for Computing Machinery, United States of America, pp. 513-517.
Foth, Marcus, Blackler, Alethea, Svensdotter, Anna Olivia Nicolina, & Stepan, Donna
(2017)
Saving AJ: Designing a quarantine hospital burrow to treat sarcoptic mange in bare-nosed wombats. In
Co-Designing Technologies for Citizen Scientist Engagement and Saving Species, 2017-11-28 – 2017-11-28.
Casadevall, Dario, Foth, Marcus, & Bilandzic, Ana Sima
(2017)
Skunkworks finder: Visualising the diverse ecosystem of creativity and innovation spaces. In
Digital Outreach: Designing Technologies for Diversity, Participation and Social Inclusion (Workshop), 2017-11-28 – 2017-11-28.
Social living labs for community-wide healthcare learning through digital participation. In
Digital Outreach: Designing Technologies for Diversity, Participation and Social Inclusion (Workshop), 2017-11-28 – 2017-11-28.
Hughes, Hilary E., Foth, Marcus, Dezuanni, Michael L., & Mallan, Kerry M.
(2017)
Social living labs for informed learning: An innovative approach to information literacy for the changing workplace. In
European Conference on Information Literacy (ECIL), 2017-09-18 – 2017-09-21, France.
Foth, Marcus
(2017)
Some thoughts on digital placemaking.
In
Hespanhol, L, Hausler, H M, Tomitsch, M, & Tscherteu, G (Eds.) Media architecture compendium: Digital placemaking.
avedition GmbH, Germany, pp. 203-205.
Dias Camacho, Tiago, Foth, Marcus, Rakotonirainy, Andry, & Rittenbruch, Markus
(2017)
Understanding urban rail in-vehicle activities: An activity theory approach. Transportation Research Part F: Traffic Psychology and Behaviour, 46(Part A), pp. 70-86.
McKinnon, Heather & Foth, Marcus
(2017)
The work of making: reflections on the process, form and function of two sets of design research artefacts.
In
Soro, A, Vyas, D, Waycott, J, Ploderer, B, Morrison, A, & Brereton, M (Eds.) Proceedings of the 29th Australian Computer-Human Interaction Conference (OzCHI 2017).
Association for Computing Machinery, United States of America, pp. 191-200.
2016
Anastasiu, Irina, Foth, Marcus, & Schroeter, Ronald
(2016)
Humanising the smart city via participatory citymaking: Taking an action research approach. In
HABITAT III, 2016-10-17 – 2016-10-20. (Unpublished)
Foth, Marcus
(2016)
DIS 2016 chair’s welcome.
In DIS ’16: Proceedings of the 2016 ACM Conference on Designing Interactive Systems.
Association for Computing Machinery (ACM), United States of America, iii.
Filonik, Daniel, Rittenbruch, Markus, & Foth, Marcus
(2016)
DataChopin: A collaborative interface for data visualisation and composition on large interactive screens.
[Digital or visual products]
Foth, Marcus, Blackler, Alethea, & Cunningham, Paul
(2016)
A digital beehive could warn beekeepers when their hives are under attack. The Conversation,
4 March 2016.
CrowdRisk: exploring crowdsourcing of risk information.
In
Parker, C (Ed.) Proceedings of the 28th Australian Conference on Computer-Human Interaction.
Association for Computing Machinery, United States of America, pp. 165-169.
Filonik, Daniel, Rittenbruch, Markus, & Foth, Marcus
(2016)
DataChopin – Designing interactions for visualisation composition in a co-located, cooperative environment.
In
Luo, Y (Ed.) Cooperative Design, Visualization, and Engineering: 13th International Conference, CDVE 2016, Proceedings (Lecture Notes in Computer Science, Volume 9929).
Springer, Switzerland, pp. 126-133.
Parra Agudelo, Leonardo, Choi, Jaz Hee-jeong, & Foth, Marcus
(2016)
Designing with urban grassroots organisations in South America: Pilot study in Argentina. In
Ting: Making Publics Through Provocation, Conflict and Appropriation – A Workshop at the Participatory Design Conference (PDC), 2016-08-15 – 2016-08-15. (Unpublished)
Social living labs for digital participation: designing with regional and rural communities. In
Designing Interactive Systems Conference, 2016-06-04 – 2016-06-08, Brisbane, Australia.
Foth, Marcus
(2016)
Why we should design smart cities for getting lost.
In
Watson, J (Ed.) The Conversation Yearbook 2016: 50 standout articles from Australia’s top thinkers.
Melbourne University Press, Australia, pp. 109-113.
2015
Russell-Bennett, Rebekah, Drennan, Judy, Mulcahy, Rory, Johnson, Daniel M., Foth, Marcus, & King, Neil A.
(2015)
Submission for the Queensland Government Parliamentary Inquiry into personal health promotion interventions using telephone and web-based technologies.
Queensland University of Technology.
Thiel, Sarah-Kristin, Foth, Marcus, & Schroeter, Ronald
(2015)
Ad hoc communities on the road: Serendipitous social encounters to enhance tourist experiences.
In
Gibbs, M, Smith, W, Carter, M, & Ploderer, B (Eds.) Proceedings of the 27th Australian Computer-Human Interaction Conference (OzCHI 2015).
Association for Computing Machinery, United States of America, pp. 643-652.
Foth, Marcus, Brynskov, Martin, & Ojala, Timo (Eds.)
(2015)
Citizen’s right to the digital city: Urban interfaces, activism, and placemaking.
Springer, Singapore.
Filonik, Daniel, Bednarz, Tomasz, Rittenbruch, Markus, & Foth, Marcus
(2015)
Collaborative data exploration interfaces – From participatory sensing to participatory sensemaking. In
IEEE International Symposium on Big Data Visual Analytics (BDVA), 2015-09-22 – 2015-09-25.
Lyle, Peter, Foth, Marcus, & Choi, Jaz
(2015)
Design patterns for urban gardening.
In
Foth, M, Ojala, T, & Brynskov, M (Eds.) Citizen’s right to the digital city: Urban interfaces, activism, and placemaking.
Palleis, Robin, Parra-Agudelo, Leonardo, & Foth, Marcus
(2015)
Local Commons: A visual approach to collective city making through situated community engagement.
In
Avram, G, Pipek, V, & de Cindio, F (Eds.) Proceedings of the Work-In-Progress Track of the 7th International Conference on Communities and Technologies [International Reports on Socio-Informatics, Volume 12, Issue 1].
IISI – International Institute for Socio-Informatics, Germany, pp. 83-92.
de Lange, Michiel, Verhoeff, Nanna, de Waal, Martijn, Foth, Marcus, & Brynskov, Martin (Eds.)
(2015)
Proceedings of the Digital Cities 9 Workshop – Hackable Cities: From Subversive City Making to Systemic Change.
Association for Computing Machinery, United States of America.
Houghton, Kirralie, Foth, Marcus, & Hearn, Greg
(2015)
Queensland Government flexible work centres trial: Final report.
Submission for the Queensland Government Parliamentary Inquiry into personal health promotion interventions using telephone and web-based technologies (Submission 15).
Queensland Government (State of Queensland), Australia.
Dias Camacho, Tiago, Foth, Marcus, Rittenbruch, Markus, & Rakotonirainy, Andry
(2015)
TrainYarn: Probing perceptions of social space in urban commuter trains.
In
Gibbs, M, Smith, W, Carter, M, Vetere, F, & Ploderer, B (Eds.) Proceedings of the 27th Australian Computer-Human Interaction Conference (OzCHI 2015).
Association for Computing Machinery, United States of America, pp. 455-464.
Kukka, Hannu, Foth, Marcus, & Dey, Anind
(2015)
Transdisciplinary approaches to urban computing. International Journal of Human-Computer Studies, 81, pp. 1-3.
Fostering digital participation in regional and rural Australia. In
Symposium on Broadband Enabled Communities and Regional Economic Development, 2014-11-10 – 2014-11-11. (Unpublished)
Bilandzic, Mark & Foth, Marcus
(2014)
Day in the Lab: Urban Informatics Research Lab, Queensland University of Technology. Interactions, 21(6), pp. 16-19.
Lyle, Peter, Choi, Jaz, & Foth, Marcus
(2014)
Designing for grassroots food production: an event-based urban agriculture community.
In
Loke, L, Leong, T, O’Hara, K, Wadley, G, & Robertson, T (Eds.) Proceedings of the 26th Australian Computer-Human Interaction Conference on Designing Futures: the Future of Design.
Association for Computing Machinery, United States of America, pp. 362-365.
Caldwell, Glenda & Foth, Marcus
(2014)
DIY media architecture: open and participatory approaches to community engagement.
In
Dalsgaard, P & Fatah gen Schieck, A (Eds.) Proceedings of the 2nd Media Architecture Biennale Conference: World Cities.
Association for Computing Machinery, United States of America, pp. 1-10.
Choi, Jaz, Foth, Marcus, & Hearn, Greg (Eds.)
(2014)
Eat, cook, grow: mixing human-computer interactions with human-food interactions.
The MIT Press, United States of America.
Farr-Wharton, Geremy, Choi, Jaz, & Foth, Marcus
(2014)
Food talks back: exploring the role of mobile applications in reducing domestic food wastage.
In
Loke, L, Leong, T, O’Hara, K, Wadley, G, & Robertson, T (Eds.) Proceedings of the 26th Australian Computer-Human Interaction Conference on Designing Futures: the Future of Design.
Association for Computing Machinery, United States of America, pp. 352-361.
Foth, Marcus
(2014)
Foreword.
In
Mahar, B, Gardner, N, & Haeusler, M (Eds.) INTERchanging: Future designs for responsive transport environments.
Spurbuchverlag, Germany, pp. 8-9.
Farr-Wharton, Geremy, Foth, Marcus, & Choi, Jaz
(2014)
Identifying factors that promote consumer behaviours causing expired domestic food waste. Journal of Consumer Behaviour, 13(6), pp. 393-402.
Houghton, Kirralie, Miller, Evonne, & Foth, Marcus
(2014)
Integrating ICT into the planning process: impacts, opportunities and challenges. Australian Planner, 51(1), 24-33-33.
The local library across the digital and physical city: Opportunities for economic development. Commonwealth Journal of Local Governance, 15, pp. 39-60.
Filonik, Daniel, Rittenbruch, Markus, & Foth, Marcus
(2014)
Participatory data analytics: Collaborative interfaces for data composition and visualisation. In
Visual Information Communications International, 2014-08-06 – 2014-08-08, Australia.
Russell-Bennett, Rebekah, Mulcahy, Rory, Foth, Marcus, Little, Jo, & Swinton, Tim
(2014)
The psychological and economic factors that influence energy consumption habits of low income earners.
In
Ewing, M & Newton, F (Eds.) Proceedings of the 2014 International Social Marketing Conference.
Australian Association of Social Marketing, Australia, pp. 1-5.
Foth, Marcus, Rittenbruch, Markus, Robinson, Ricky, & Viller, Stephen (Eds.)
(2014)
Street Computing : Urban Informatics and City Interfaces.
Using communicative ecology theory to scope the emerging role of social media in the evolution of urban food systems. Futures, 62(Part B), pp. 202-212.
Steinberger, Fabius, Foth, Marcus, & Alt, Florian
(2014)
Vote with your feet: local community polling on urban screens.
In
Boring, S, Quigley, A, & Gehring, S (Eds.) Proceedings of the 3rd International Symposium on Pervasive Displays.
Association for Computing Machinery (ACM), United States of America, pp. 44-49.
The continuing relevance of the library as a third place for users and non-users of IT: the case of Canada Bay. Journal of the Australian Library and Information Association, 62(1), pp. 27-39.
Hasan, Souleiman, Medland, Richard, Foth, Marcus, & Curry, Edward
(2013)
Curbing resource consumption using team-based feedback.
In
Freyne, J & Berkovsky, S (Eds.) Persuasive Technology: 8th International Conference, PERSUASIVE 2013, Proceedings [Lecture Notes in Computer Science, Vol 7822].
Springer, Germany, pp. 75-86.
Filonik, Daniel, Medland, Richard, Foth, Marcus, & Rittenbruch, Markus
(2013)
A customisable dashboard display for environmental performance visualisations.
In
Freyne, J & Berkovsky, S (Eds.) Persuasive Technology: 8th International Conference, PERSUASIVE 2013, Proceedings [Lecture Notes in Computer Science, Vol 7822].
Springer, Germany, pp. 51-62.
Foth, Marcus, Parra-Agudelo, Leonardo, & Palleis, Robin
(2013)
Digital soapboxes: towards an interaction design agenda for situated civic innovation.
In
Canny, J F, Rekimoto, J, & Langheinrich, M (Eds.) UbiComp ’13 Adjunct: Proceedings of the 2013 ACM Conference on Pervasive and Ubiquitous Computing Adjunct Publication.
Association for Computing Machinery, United States of America, pp. 725-728.
Farr-Wharton, Geremy, Foth, Marcus, & Choi, Jaz
(2013)
EatChaFood: challenging technology design to slice food waste production.
In
Canny, J F, Rekimoto, J, & Langheinrich, M (Eds.) UbiComp ’13 Adjunct: Proceedings of the 2013 ACM Conference on Pervasive and Ubiquitous Computing Adjunct Publication.
Association for Computing Machinery, United States of America, pp. 559-562.
From movie screens to moving screens: Mapping qualities of new urban interactions.
In
Khan, O, Geiger, J, & Shepard, M (Eds.) Proceedings of the 4th International MediaCity Conference 2013.
Departments of Architecture and Media Study, The University at Buffalo, State University of New York, United States, pp. 194-204.
Bilandzic, Mark, Foth, Marcus, Johnson, Daniel, & Schroeter, Ronald
(2013)
Gelatine.
[Digital or visual products]
Bilandzic, Mark, Schroeter, Ronald, & Foth, Marcus
(2013)
Gelatine: making coworking places gel for better collaboration and social learning.
In
Shen, H, Paay, J, Smith, R, Wyeld, T, & Calder, P (Eds.) Proceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration.
Association for Computing Machinery, United States, pp. 427-436.
Lyle, Peter, Choi, Jaz, & Foth, Marcus
(2013)
HCI for city farms: Design challenges and opportunities.
In
Kotze, P, Wesson, J, Marsden, G, Winckler, M, & Lindgaard, G (Eds.) Human-Computer Interaction: 14th IFIP TC 13 International Conference, INTERACT 2013, Proceedings, Part IV [Lecture Notes in Computer Science, Vol 8120].
Springer, Germany, pp. 109-116.
Foth, Marcus, Schroeter, Ronald, & Ti, Jimmy
(2013)
Opportunities of public transport experience enhancements with mobile services and urban screens. International Journal of Ambient Computing and Intelligence, 5(1), pp. 1-18.
Dias Camacho, Tiago, Foth, Marcus, & Rakotonirainy, Andry
(2013)
Pervasive technology and public transport: Opportunities beyond telematics. IEEE Pervasive Computing, 12(1), pp. 18-25.
Social and mobile interaction design to increase the loyalty rates of young blood donors.
In
Koch, M, Prinz, W, Satchell, C, & Schlichter, J (Eds.) Proceedings of the 6th Communities and Technologies Conference 2013.
ACM and the European Society for Socially Embedded Technologies (EUSSET), Germany, pp. 64-73.
Dias Camacho, Tiago, Foth, Marcus, & Rakotonirainy, Andry
(2013)
TrainRoulette: Promoting situated in-train social interaction between passengers.
In
Dey, A K & Gellersen, H W (Eds.) UbiComp ’13 Adjunct: Proceedings of the 2013 ACM Conference on Pervasive and Ubiquitous Computing Adjunct Publication.
Association for Computing Machinery, United States of America, pp. 1385-1388.
Urban agriculture: A growing field of research. Lecture Notes in Computer Science, 8120, p. 785.
Caldwell, Glenda, Foth, Marcus, & Guaralda, Mirko
(2013)
An urban informatics approach to smart city learning in architecture and urban design education. Interaction Design and Architecture(s), 2013(17), pp. 7-28.
Steinberger, Fabius & Foth, Marcus
(2013)
Vote with your feet : hyperlocal polling for urban screens. In
OZCHI 2013 : Annual Conference of the Australian Computer-Human Interaction Special Interest Group (CHISIG) of the Human Factors and Ergonomics Society of Australia (HFESA), 2013-11-25 – 2013-11-29.
2012
Farr-Wharton, Geremy, Foth, Marcus, & Choi, Jaz
(2012)
Colour coding the fridge to reduce food waste.
In
Chua, C, Vasa, R, Huang, W, Farrell, V, Farrell, G, & Woodward, C (Eds.) Proceedings of the 24th Australian Computer-Human Interaction Conference (OzCHI 2012).
Association for Computing Machinery, United States, pp. 119-122.
Seeburger, Jan & Foth, Marcus
(2012)
Content sharing on public screens: experiences through iterating social and spatial contexts.
In
Chua, C, Vasa, R, Huang, W, Farrell, V, Farrell, G, & Woodward, C (Eds.) Proceedings of the 24th Australian Computer-Human Interaction Conference (OzCHI 2012).
Association for Computing Machinery, United States, pp. 530-539.
Serious playground: using Second Life to engage high school students in urban planning.
In
Krotoski, A & Hunsinger, J (Eds.) Learning and Research in Virtual Worlds.
Routledge, United Kingdom, pp. 107-129.
Schroeter, Ronald, Rakotonirainy, Andry, & Foth, Marcus
(2012)
The social car: new interactive vehicular applications derived from social media and urban informatics.
In
Kun, A L, Boyle, L N, Reimer, B, & Riener, A (Eds.) Automotive UI ’12: Proceedings of the 4th International Conference on Automotive User Interfaces and Interactive Vehicular Applications.
Association for Computing Machinery, United States, pp. 107-110.
Dramatic character development personas to tailor apartment designs for different residential lifestyles.
In
Foth, M, Gibbs, M, Forlano, L, & Satchell, C (Eds.) From Social Butterfly to Engaged Citizen: Urban Informatics, Social Media, Ubiquitous Computing, and Mobile Technology to Support Citizen Engagement.
The MIT Press, United States, pp. 461-484.
Hearn, Greg, Foth, Marcus, & Stevenson, Tony
(2011)
Editorial: Community engagement for sustainable urban futures. Futures: The journal of policy, planning and futures studies, 43(4), pp. 357-360.
Bilandzic, Mark, Jones, Mark, & Foth, Marcus
(2011)
The embodied hybrid space: Designing for digital encounters in physical environments.
In
Risse, T, Kaario, J, Lugmayr, A, Asensio, E S, Pogorelc, B, & Stockleben, B (Eds.) Proceedings of the 4th Semantic Ambient Media Experience (SAME) Workshop in Conjunction with the 5th International Convergence on Communities and Technologies.
Tampere University of Technology (TUT), Finland, pp. 37-42.
Start playing with your food: Fun food experiences with mobile social media. In
International Conference on Human-Computer Interaction with Mobile Devices and Services (13th), 2011-08-30 – 2011-09-02.
Foth, Marcus, Choi, Jaz, & Satchell, Christine
(2011)
Urban informatics.
In
Bardram, J E & Ducheneaut, N (Eds.) Proceedings of the ACM 2011 Conference on Computer Supported Cooperative Work, CSCW.
Association for Computing Machinery, United States, pp. 1-8.
Foth, Marcus, Satchell, Christine, & Hearn, Greg
(2011)
Urban informatics for rural knowledge economies.
In
Paris, C, Huang, W, Farrell, V, Farrell, G, & Colineau, N (Eds.) Proceedings of the 23rd Australian Computer-Human Interaction Conference (OzCHI 2011): In Workshop Proceedings of Rural HCI – Distributed Interaction on a Landscape Scale.
Association for Computing Machinery, Australia, pp. 1-4.
Foth, Marcus
(2011)
Urban informatics, ubiquitous computing and social media for healthy cities.
In
Beck, A, Davey, P, Blumel, D, Allsop, P D, Berwick, M, Thompson, S, et al. (Eds.) Proceedings of the 4th Healthy Cities: Making Cities Liveable Conference.
AST Management Pty Ltd, Australia, pp. 65-90.
Foth, Marcus
(2011)
Welcome from the conference chair: Communities and Technologies 2011.
In
Kjeldskov, Jesper & Paay, Jeni (Eds.) Proceedings of the 5th International Conference on Communities and Technologies (C&T 2011).
Association for Computing Machinery (ACM), United States of America, iii.
Satchell, Christine & Foth, Marcus
(2011)
Welcome to the jungle: HCI after dark.
In
Tan, D, Begole, B, & Kellogg, W (Eds.) Proceedings and Extended Abstracts for the 29th Annual CHI Conference on Human Factors in Computing Systems.
Association for Computing Machinery (ACM), United States, pp. 753-762.
2010
Choi, Jaz Hee-jeong & Foth, Marcus
(2010)
Lift@Weimar : sustainable interaction with food, technology, and the city (Workshop). In
MediaCity 2010 : International Scientific Conference, 2010-10-29 – 2010-10-31.
Foth, Marcus, Choi, Jaz Hee-jeong, & Hofmann, Patrick
(2010)
Urban informatics and sustainable cities (Workshop). In
1st International UBI Summer School 2010, 2010-05-31 – 2010-06-04.
Capital music – Personal expression with a public display of song choice.
In
Blandford, A & Gulliksen, J (Eds. ) Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries.
Association for Computing Machinery, United States, pp. 777-780.
Houghton, Kirralie, Foth, Marcus, & Hearn, Greg
(2010)
Creativity, knowledge, engagement: Keys to finding the right governance model for a regional community precinct.
In
Markert, M (Ed.) Proceedings of the MediaCity Conference 2010: 3rd International Conference on the Interaction of Architecture, Media and Social Phenomena.
Bauhaus University, Germany, pp. 211-232.
Schroeter, Ronald & Foth, Marcus
(2010)
Discussions in Space.
[Digital or visual products]
Garcia, Nicole, Foth, Marcus, & Hearn, Greg
(2010)
Encounters and content sharing in an urban village: Reading texts through an archaeological lens.
In
Willis, K, Roussos, G, Struppek, M, & Chorianopoulos, K (Eds.) Shared Encounters.
Springer, United Kingdom, pp. 209-226.
Foth, Marcus & Schroeter, Ronald
(2010)
Enhancing the experience of public transport users with urban screens and mobile applications.
In
Safran, C, Lugmayr, A, Sotamaa, O, Aaltonen, T, & Franssila, H (Eds.) Proceedings of the 14th International Academic MindTrek Conference: Envisioning Future Media Environments.
Association for Computing Machinery, United States, pp. 33-40.
Satchell, Christine & Foth, Marcus
(2010)
Fear and danger in nocturnal urban environments.
In
Brereton, M (Ed.) Proceedings of the 2010 Australian Computer Human Interaction Conference.
Association for Computing Machinery, United States, pp. 380-383.
Digital cities 6 : concepts, methods and systems of urban informatics (Workshop). In
4th International Conference on Communities and Technologies, 2009-06-24 – 2009-06-27.
Hearn, Greg, Tacchi, Jo Ann, Foth, Marcus, & Lennie, June
(2009)
Action research and new media: Concepts, methods and cases.
Hampton Press, United States.
Tacchi, Jo Ann, Foth, Marcus, & Hearn, Greg
(2009)
Action research practices and media for development. International Journal of Education and Development using Information and Communication Technology, 5(2), pp. 1-11.
Foth, Marcus
(2009)
Analyzing the factors influencing the successful design and uptake of interactive systems to support social networks in urban neighborhoods.
In
Ang, C & Zaphiris, P (Eds.) Human computer interaction: Concepts, methodologies, tools, and applications.
IGI Global, United States, pp. 589-604.
Hearn, Greg, Foth, Marcus, & Gray, Heather
(2009)
Applications and implementations of new media in corporate communications: An action research approach. Corporate Communications, 14(1), pp. 49-61.
Collis, Christy, Foth, Marcus, & Schroeter, Ronald
(2009)
The Brisbane media map: participatory design and authentic learning to link students and industry. Learning Inquiry, 3(3), pp. 143-155.
Mailander, Sean, Schroeter, Ronald, & Foth, Marcus
(2009)
Bustracker: Digitally augmented public transportation. IEEE Pervasive Computing, 8(4), pp. 30-31.
Designing participation in agile ridesharing with mobile social software.
In
Paay, J, Viller, S, & Kjeldskov, J (Eds.) OZCHI ’09 – Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group: Design: Open 24/7.
Computer-Human Interaction Special Interest Group (CHISIG), Online, pp. 257-260.
Schroeter, Ronald & Foth, Marcus
(2009)
Discussions in space.
In
Paay, J, Viller, S, & Kjeldskov, J (Eds.) OZCHI ’09 – Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group: Design: Open 24/7.
Computer-Human Interaction Special Interest Group (CHISIG), Online, pp. 381-384.
Fashion as a communication medium to raise environmental awareness and sustainable practice.
In
Flew, T (Ed.) Communication, Creativity and Global Citizenship: Refereed Proceedings of the Australian and New Zealand Communication Association Conference 2009.
Australian and New Zealand Communication Association, Online, pp. 1253-1275.
Hungry 24/7? HCI Design for Sustainable Food Culture: Proceedings of the Workshop held in conjunction with OZCHI 2009.
QUT Urban Informatics, Brisbane, Qld.
Bilandzic, Mark & Foth, Marcus
(2009)
Mobile spatial interaction and mediated social navigation.
In
Khosrow-Pour, M (Ed.) Encyclopedia of Information Science and Technology Second Edition.
Information Science Reference, United States, pp. 2604-2608.
Foth, Marcus
(2009)
Networking serendipitous social encounters in urban neighbourhoods.
In
Eyob, E (Ed.) Premier Reference Source: Social Implications of Data Mining and Information Privacy: Interdisciplinary Frameworks and Solutions.
Information Science Reference, United States, pp. 72-88.
Foth, Marcus, Paulos, Eric, Satchell, Christine, & Dourish, Paul
(2009)
Pervasive computing and environmental sustainability: Two conference workshops. IEEE Pervasive Computing, 8(1), pp. 78-81.
Wiesner, Kevin, Foth, Marcus, Bilandzic, Mark, & Krcmar, Helmut
(2009)
Restrictions and constraints in mobile narratives for place-based community engagement.
In
Abend, P, Willis, K, Mueller, C, Neufeldt, C, & Cherverst, K (Eds.) Proceedings of Workshop at Mobile HCI09 (11th International Conference on Human-Computer Interaction with Mobile Devices and Services): Community Practices and Locative Media.
Street computing workshop 2009 proceedings: held in co njunction with OZCHI 2009. .
National ICT Australia, Australia.
Wiesner, Kevin, Foth, Marcus, & Bilandzic, Mark
(2009)
Unleashing creative writers: Situated engagement with mobile narratives.
In
Paay, J, Viller, S, & Kjeldskov, J (Eds.) OZCHI ’09 – Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group: Design: Open 24/7.
Computer-Human Interaction Special Interest Group (CHISIG), Australia, pp. 373-376.
2008
Bilandzic, Mark, Foth, Marcus, & De Luca, Alexander
(2008)
CityFlocks: Designing social navigation for urban mobile information systems.
In
Kotze, P, Marsden, G, & Ladeira, I (Eds. ) Proceedings of the 7th ACM Conference on Designing Interactive Systems – DIS 2008.
Association for Computing Machinery (ACM), United States, pp. 174-183.
Design considerations for community portals in master-planned developments in Australia and Mexico.
In
Vetere, F, Graham, C, & Satchell, C (Eds. ) OZCHI 2008: Proceedings of the Conference of the Computer-Human Interaction Special Interest Group (CHISIG) of Australia on Computer-Human Interaction.
CHISIG (Computer-Human Interaction Special Interest Group of the HFESA, Australia, pp. 33-40.
Foth, Marcus & Sanders, Paul
(2008)
Impacts of Social Computing on the Architecture of Urban Spaces.
In
Aurigi, A & De Cindio, F (Eds.) Augmented Urban Spaces: Articulating the Physical and Electronic City.
Ashgate Publishing Limited, United Kingdom, pp. 73-91.
My place through my eyes: A social constructionist approach to researching the relationships between socioeconomic living contexts and physical activity. International Journal of Qualitative Studies on Health and Well-Being, 3(4), pp. 204-218.
Satchell, Christine, Foth, Marcus, Hearn, Greg, & Schroeter, Ronald
(2008)
New media design to augment social networks of city residents. In
Public and situated displays to support communities.
ACM Digital Library, http://portal.acm.org/dl.cfm.
Foth, Marcus, Klaebe, Helen, & Hearn, Greg
(2008)
The role of new media and digital narratives in urban planning and community development. Body, Space and Technology, 7(2), pp. 1-18.
Foth, Marcus
(2008)
Sociocultural animation.
In
Van Slyke, C (Ed.) Information Communication Technologies : Concepts, Methodologies, Tools, and Applications.
IGI Global, United States, pp. 464-471.
Satchell, Christine, Foth, Marcus, Hearn, Greg, & Schroeter, Ronald
(2008)
Suburban nostalgia: The community building potential of urban screens.
In
Vetere, F, Graham, C, & Satchell, C (Eds.) Proceedings of the Conference of the Computer-Human Interaction Special Interest Group (CHISIG) of Australia on Computer-Human Interaction.
CHISIG (The Computer-Human Interaction Special Interest Group of HFESA), Australia, pp. 243-246.
Ubiquitous sustainability: Citizen science and activism.
Association for Computing Machinery (ACM), United States of America.
2007
Foth, Marcus, Collis, Christy, Spurgeon, Christina, & Schroeter, Ronald
(2007)
Brisbane Media Map.
[Digital or visual products]
Foth, Marcus & Podkalicka, Aneta
(2007)
Communication Policies for Urban Village Connections: Beyond Access?
In
Papandrea, F & Armstrong, M (Eds.) Record of the Communications Policy and Research Forum 2007.
Network Insight Pty Ltd, Australia, pp. 356-369.
Klaebe, Helen & Foth, Marcus
(2007)
Connecting Communities Using New Media: The Sharing Stories Project.
In
Stillman, L & Johanson, G (Eds.) Constructing and Sharing Memory: Community Informatics, Identity and Empowerment.
Cambridge Scholars Publishing, United Kingdom, pp. 124-134.
Matthes, Natascha & Foth, Marcus
(2007)
Designing Engaging Interactions for Exploration and Sharing of Multidisciplinary Outcomes in Environmental Education.
In
Bajart, A, Muller, H, & Strang, T (Eds.) UniComp 2007: Workshops Proceedings.
Sustainable Interaction, Austria, pp. 589-592.
Klaebe, Helen, Foth, Marcus, Burgess, Jean, & Bilandzic, Mark
(2007)
Digital Storytelling and History Lines: Community Engagement in a Master-Planned Development.
In
Docherty, M (Ed.) Proceedings of the 13th International Conference on Virtual Systems and Multimedia.
United Nations Educational, Scientific and Cultural Organization (UNESCO), France, pp. 108-120.
Adkins, Barbara, Foth, Marcus, Summerville, Jennifer, & Higgs, Peter
(2007)
Ecologies of Innovation: Symbolic Aspects of Cross-Organisational Linkages in the Design Sector in an Australian Inner-City Area. American Behavioral Scientist, 50(7), pp. 922-934.
Foth, Marcus, Hearn, Greg, & Klaebe, Helen
(2007)
Embedding Digital Narratives and New Media in Urban Planning.
In
Nevin, J & Honywill, J (Eds.) DRHA 2007: Doing Digital: Using Digital Resources in the Arts and Humanities.
Dartington College of Arts, United Kingdom, pp. 1-18.
Martinotti, Guido, Dal Fiore, Filippo, & Foth, Marcus
(2007)
Introduction: The Human Web. American Behavioral Scientist, 50(7), pp. 851-856.
Carroll, Julie-Anne, Adkins, Barbara A., Foth, Marcus, & Parker, Elizabeth A.
(2007)
The Kelvin Grove Urban Village : what aspects of design are important for connecting people, place, and health? In
International Urban Design Conference : Waves of Change – Cities at Crossroads, 2007-09-06 – 2007-09-08.
Foth, Marcus & Hearn, Greg
(2007)
Networked Individualism of Urban Residents: Discovering the Communicative Ecology in Inner-City Apartment Buildings. Information, Communication and Society, 10(5), pp. 749-772.
Foth, Marcus, Odendaal, Nancy, & Hearn, Greg
(2007)
The View From Everywhere: Towards an Epistemology for Urbanites.
In
Remenyi, D (Ed.) Proceedings ICICKM 2007: 4th International Conference on Intellectual Capital, Knowledge Management and Organisational Learning.
Academic Conferences Limited, United Kingdom, pp. 127-134.
Young, Gregory, Foth, Marcus, & Matthes, Natascha
(2007)
Virtual Fish: Visual Evidence of Connectivity in a Master-Planned Urban Community.
In
Thomas, B (Ed.) Proceedings of the 2007 Conference of the Computer-human Interaction Special Interest Group (CHISIG) of Australia on Computer-human Interaction: Design: Activities, Artifacts and Environments.
Association for Computing Machinery (ACM), United States of America, pp. 219-222.
2006
Klaebe, Helen & Foth, Marcus
(2006)
Capturing Community Memory with Oral History and New Media: The Sharing Stories Project.
In
Schauder, D (Ed.) Proceedings of the 3rd International Community Informatics Research Network (CIRN) Conference.
Monash University, Australia, pp. 1-15.
Foth, Marcus, Gonzalez, Victor, & Taylor, Wallace
(2006)
Designing for Place-Based Social Interaction of Urban Residents in Mexico, South Africa and Australia.
In
Robertson, T (Ed.) OZCHI Conference 2006 Proceedings.
OZCHI, Australia, pp. 1-4.
Burgess, Jean, Foth, Marcus, & Klaebe, Helen
(2006)
Everyday Creativity as Civic Engagement: A Cultural Citizenship View of New Media.
In
Papandrea, F (Ed.) Proceedings 2006 Communications Policy & Research Forum.
Media Mapping: Reflections on Australian and Swedish Experiences with a New Educational Technology in Media and Communication Studies. Electronic Journal of Communication, 16(1 & 2), pp. 1-13.
Gaved, Mark & Foth, Marcus
(2006)
More Than Wires, Pipes and Ducts: Some Lessons from Grassroots Networked Communities and Master-planned Neighbourhoods. Lecture Notes in Computer Science, 4277, Article number: OTM ’06 171-180.
Foth, Marcus & Axup, Jeff
(2006)
Participatory Design and Action Research: Identical Twins or Synergetic Pair?
Computer Professionals for Social Responsibility, Canada, pp. 93-96.
Foth, Marcus & Adkins, Barbara
(2006)
A Research Design to Build Effective Partnerships between City Planners, Developers, Government and Urban Neighbourhood Communities. Journal of Community Informatics, 2(2), pp. 116-133.
Foth, Marcus
(2006)
Research to Inform the Design of Social Technology for Master-Planned Communities.
In
Ljungberg, J & Andersson, M (Eds.) Proceedings 14th European Conference on Information Systems.
IT University of Goteborg, CD Rom, pp. 1-8.
Foth, Marcus
(2006)
Sociocultural Animation.
In
Yu, X, Taylor, W, & Marshall, S (Eds.) Encyclopedia of Developing Regional Communities with Information and Communication Technology.
Idea Group Publishing, United States of America, pp. 640-645.
Timbrell, Greg, Foth, Marcus, & Hearn, Greg
(2006)
Towards Knowledge Management for Explorers: The Case of the Brisbane Airport Corporation. International Journal of Knowledge, Culture and Change Management, 6(6), pp. 97-104.
Timbrell, Greg, Foth, Marcus, & Hearn, Greg
(2006)
Towards Knowledge Management for Explorers: The Case of the Brisbane Airport Corporation.
In Proceedings of the Sixth International Conference on Knowledge Culture & Change in Organisations.
Monash University Centre, Italy, Prato, pp. 1-10.
2005
Hearn, Gregory & Foth, Marcus
(2005)
Action Research in the Design of New Media and ICT Systems.
In
Kwansah-Aidoo, K (Ed.) Topical Issues in Communications and Media Research.
Nova Science Publishers, Australia, pp. 79-97.
Collis, Christy, Foth, Marcus, & Spurgeon, Christina
(2005)
Local Media Mapping in Media and Communications Studies: The Brisbane Media Map.
In
Barr, T, Coutts, R, Richards, D, Armstrong, A, & Papandrea, F (Eds.) Communications Research & Strategy Forum.
Communications Research & Strategy Forum, Australia, pp. 1-15.
Foth, Marcus & Adkins, Barbara
(2005)
A Research Design to Build Effective Partnerships between City Planners, Developers, Government and Urban Neighbourhood Communities.
In
Erwin, G, Taylor, W, Bytheway, A, & Strumpfer, C (Eds.) 2nd Annual Conference of the Community Informatics Research Network.
CIRN, South Africa, Cape Town, pp. 341-354.
Foth, Marcus & Sanders, Paul
(2005)
Social Networks in Inner-City Apartment Complexes and the Implications for the Residential Architecture of Public Space.
In
Co, D I, Aurigi, A, De Cindio, F, & van den Besselaar, P (Eds.) Digital Cities: the augmented public space.
Universita’ degli Studi di Milano, Italy, pp. 33-43.
2004
Foth, Marcus
(2004)
Animating Personalised Networking in a Student Apartment Complex through Participatory Design.
In
Bond, A, Clement, A, Schuler, D, de Cindio, F, & van den Besselaar, P (Eds. ) Artful Integration – Interweaving Media, Materials and Practices. Proceedings of the Eighth Biennial Participatory Design Conference (PDC 2004).
Computer Professionals for Social Responsibility (CPSR), Palo Alto, United States, pp. 175-178.
Foth, Marcus
(2004)
Designing Networks for Sustainable Neighbourhoods: A case Study of a Student Apartment Complex.
In
Johnason, G & Stillman, L (Eds.) Community Informatics Research Network 2004 Colloquium and Conference Proceedings. Sustainability and Community Technology: What does this mean for Community Informatics?
Monash University & Community Informatics Research Network Inc., Melbourne, VIC, pp. 161-172.
Foth, Marcus & Brereton, Margot
(2004)
Enabling Local Interaction and Personalised Networking in Residential Communities Through Action Research and Participatory Design.
In
Hyland, P & Vrazalic, L (Eds.) OZCHI 2004 Conference Proceedings. Supporting Community Interaction: Possibilities and Challenges.
Computer-Human Interaction Special Interest Group (CHISIG), Wollongong, NSW, pp. 1-5.
Foth, Marcus
(2004)
Encouraging Residents to Take Social Ownership of an Online Community Network Through Participation, Animation, Design.
In
Day, P (Ed.) Community Network Analysis and ICTs: Bridging and Building Community Ties. Conference Proceedings.
Community Network Analysis (online), United Kingdom, pp. 1-14.
Foth, Marcus & Tacchi, Jo
(2004)
Ethnographic Action Research Website.
In
Pringle, I & Subramanian, S (Eds.) Profiles and Experiences in ICT Innovation for Poverty Reduction.
Unesco, New Delhi, India, pp. 27-32.
Lennie, June, Hearn, Gregory N., Hanrahan, Mary U., Simpson, Lynette, Kennedy da Silva, Emma, & Foth, Marcus
(2004)
EvaluateIT: A resource for evaluating community IT projects.
(Unpublished)
Foth, Marcus
(2004)
Working towards continuity in a highly volatile community network.
In
O’Riordan, K (Ed.) Association of Internet Researchers International Conference. Internet Research 5.0: Sussex: 2004: Ubiquity?
Association of Internet Researchers (AoIR), www.aoir.org/2004, p. 1.
2003
Foth, Marcus
(2003)
Connectivity Does Not Ensure Community: On Social Capital, Networks and Communities of Place.
In
Taylor, W & Marshall, S (Eds.) Proceedings of the 5th International Information Technology in Regional Areas (ITiRA) Conference 2003.
ITiRA 2003 Conference Committee/Central Qld University Press, Australia, Queensland, pp. 31-39.
Foth, Marcus
(2003)
If You Build It, They Will Not Necessarily Come: The Need for Online Communication Research into Communities of Place.
In
Rogers, J (Ed.) Communications Research Forum 2003 Conference Program.
Communications Research Unit in the Department of Communications, Information Technology & the Arts, Australia, pp. 1-20.
Foth, Marcus, Brown, Steven, & Marriott, Kevin
(2003)
www.quac.org.au: Positive space online. In
Australasian Society for HIV Medicine Conference 2003, 2003-10-22 – 2003-10-25.
Hartley, John, Hearn, Gregory, Tacchi, Jo, & Foth, Marcus
(2003)
The Youth Internet Radio Network: A Research Project to Connect Youth Across Queensland Through Music, Creativity and ICT.
In
Taylor, W & Marshall, S (Eds.) Proceedings of the 5th International Information Technology in Regional Areas (ITiRA) Conference 2003.
Central Qld University Press, Australia, Queensland, pp. 335-342.
2002
2000
Foth, Marcus (Ed.)
(2000)
Kreatives Schreiben.
Books On Demand, Germany, Norderstedt.
This list was generated on Wed Oct 5 04:13:37 2022 AEST.
Author: Marcus Foth | Interaction Design Foundation (IxDF)
Ph. D
http://staff.qut.edu.au/staff/foth/
Marcus Foth is a Senior Research Fellow at the Institute for Creative Industries and Innovation, Queensland University of Technology (QUT), Brisbane, Australia. He received a BCompSc(Hon) from Furtwangen University, Germany, a BMultimedia from Griffith University, Australia and an MA and PhD in digital media and urban sociology from QUT. Dr Foth is the recipient of an Australian Postdoctoral Fellowship supported under the Australian Research Council’s Discovery funding scheme. He was a 2007 Visiting Fellow at the Oxford Internet Institute, University of Oxford, UK. Employing participatory design and action research, he is working on cross-disciplinary research and development at the intersection of people, place and technology with a focus on urban informatics, locative media and mobile applications. Dr Foth has published over fifty articles in journals, edited books, and conference proceedings in the last four years. He is the conference chair of OZCHI 2009, a member of the Australian Computer Society and the Executive Committee of the Association of Internet Researchers.
Publication period start: 2006
Number of co-authors: 59
Co-authors
Number of publications with favourite co-authors
Mark Bilandzic
5
Ronald Schroeter
5
Christine Satchell
7
Productive Colleagues
Most productive colleagues in number of publications
Mark S. Ackerman
67
Steven K. Feiner
76
Paul Dourish
95
Publications
Bilandzic,
Mark,
Foth,
Marcus
(2012):
A review of locative media, mobile and embodied spatial interaction.
In
International Journal of Human-Computer Studies,
70
(1)
pp. 66-71.
https://www.sciencedirect.com/science/article/pii/S1071581911001066
Foth,
Marcus,
Paulos,
Eric,
Satchell,
Christine,
Dourish,
Paul
(2009):
Pervasive Computing and Environmental Sustainability: Two Conference Workshops.
In
IEEE Pervasive Computing,
8
(1)
pp. 78-81.
https://doi.ieeecomputersociety.org/10.1109/MPRV.2009.13
Ackerman,
Mark S.,
Dong,
Tao,
Gifford,
Scott,
Kim,
Jungwoo,
Newman,
Mark W.,
Prakash,
Atul,
Qidwai,
Sarah,
Garcia,
David,
Villegas,
Paulo,
Cadenas,
Alejandro,
Sánchez-Esguevillas,
Antonio,
Aguiar,
Javier,
Carro,
Belén,
Mailander,
Sean,
Schroeter,
Ronald,
Foth,
Marcus,
Bhattacharya,
Amiya
(2009):
Location-Aware Computing, Virtual Networks.
In
IEEE Pervasive Computing,
8
(4)
pp. 28-32.
https://doi.ieeecomputersociety.org/10.1109/MPRV.2009.78
Foth,
Marcus,
Paulos,
Eric,
Satchell,
Christine,
Dourish,
Paul
(2008):
Pervasive computing and environmental sustainability : two conference workshops.
In
IEEE Pervasive Computing,
8
(1)
pp. 78-81.
Calabrese,
Francesco,
Kloeckl,
Kristian,
Ratti,
Carlo,
Bilandzic,
Mark,
Foth,
Marcus,
Button,
Angela,
Klaebe,
Helen,
Forlano,
Laura,
White,
Sean,
Morozov,
Petia,
Feiner,
Steven K.,
Girardin,
Fabien,
Blat,
Josep,
Nova,
Nicolas,
Pieniazek,
M. P.,
Tieben,
Rob,
Boerdonk,
Koen van
(2007):
Urban Computing and Mobile Devices.
In
IEEE Pervasive Computing,
6
(3)
pp. 52-57.
https://doi.ieeecomputersociety.org/10.1109/MPRV.2007.69
Foth,
Marcus
(2006):
Facilitating Social Networking in Inner-City Neighborhoods.
In
Computer,
39
(9)
pp. 44-50.
https://eprints.qut.edu.au/archive/00004750/
Foth,
Marcus
(2006):
Network Action Research.
In
Action Research,
4
(2)
pp. 205-226.
https://eprints.qut.edu.au/archive/00002300/
Foth,
Marcus
(2006):
Analyzing the Factors Influencing the Successful Design and Uptake of Interactive Systems .
In
International Journal of Technology and Human Interaction,
2
(2)
pp. 65-79.
https://eprints.qut.edu.au/archive/00001912/
Foth,
Marcus,
Gonzalez,
Victor M. ,
Taylor,
Wallace
(2006):
Designing for place-based social interaction of urban residents in México, South Africa an.
In:
Kjeldskov,
Jesper,
Paay,
Jane
(eds.)
Proceedings of OZCHI06, the CHISIG Annual Conference on Human-Computer Interaction
,
2006,
.
pp. 345-348.
https://doi.acm.org/10.1145/1228175.1228241
Young,
Greg T.,
Foth,
Marcus,
Matthes,
Natascha Y.
(2007):
Virtual Fish: Visual Evidence of Connectivity in a Master-Planned Urban Community.
In:
Thomas,
Bruce,
Billinghurst,
Mark
(eds.)
OZCHI
Nov 28-30,
2007,
Adelaide, Australia.
https://eprints.qut.edu.au/archive/00010578/
Bilandzic,
Mark,
Foth,
Marcus,
Luca,
Alexander De
(2008):
CityFlocks: Designing Social Navigation for Urban Mobile Information Systems.
In:
Designing Interactive Systems
February 25-27,
2008,
Cape Town, South Africa.
https://eprints.qut.edu.au/archive/00010871/
Young,
Greg T.,
Foth,
Marcus,
Matthes,
Natascha Y.
(2007):
Virtual fish: visual evidence of connectivity in a master-planned urban community.
In:
Proceedings of OZCHI07, the CHISIG Annual Conference on Human-Computer Interaction
November 28-30,
2007,
Adelaide, Australia.
pp. 219-222.
https://doi.acm.org/10.1145/1324892.1324938
Foth,
Marcus,
Gonzalez,
Victor M.,
Taylor,
Wallace
(2006):
Designing for place-based social interaction of urban residents in México, South Africa an.
In:
Kjeldskov,
Jesper,
Paay,
Jane
(eds.)
Proceedings of OZCHI06, the CHISIG Annual Conference on Human-Computer Interaction
,
2006,
.
pp. 345-348.
https://eprints.qut.edu.au/archive/00005276/
Gaved,
Mark,
Foth,
Marcus
(2006):
More Than Wires, Pipes and Ducts: Some Lessons from Grassroots Networked Communities and M.
In:
Meersman,
Robert,
Tari,
Zahir,
Herrero,
Pilar
(eds.)
Proceedings of OTM 2006: On the Move to Meaningful Internet Systems 2006
Nov 2-3,
2006,
Montpellier, France.
pp. 171-180.
https://eprints.qut.edu.au/archive/00004845/
Paulos,
Eric,
Foth,
Marcus,
Satchell,
Christine,
Kim,
Younghui,
Dourish,
Paul,
Choi,
Jaz Hee-jeong
(2008):
Ubiquitous Sustainability: Citizen Science & Activism.
In:
In Proceedings Tenth International Conference on Ubiquitous Computing UbiComp
,
2008,
Seoul, South Korea.
https://www. urban-atmospheres.net/Ubicomp2008/
Bilandzic,
Mark,
Foth,
Marcus,
Luca,
Alexander De
(2008):
CityFlocks: designing social navigation for urban mobile information systems.
In:
Proceedings of DIS08 Designing Interactive Systems
,
2008,
.
pp. 174-183.
https://doi.acm.org/10.1145/1394445.1394464
Foth,
Marcus,
Gonzalez,
Victor M.,
Kraemer,
Kenneth L.
(2008):
Design considerations for community portals in master-planned developments in Australia an.
In:
Proceedings of OZCHI08 – the CHISIG Annual Conference on Human-Computer Interaction
,
2008,
.
pp. 33-40.
https://doi.acm.org/10.1145/1517744.1517756
Satchell,
Christine,
Foth,
Marcus,
Hearn,
Greg,
Schroeter,
Ronald
(2008):
Suburban nostalgia: the community building potential of urban screens.
In:
Proceedings of OZCHI08 – the CHISIG Annual Conference on Human-Computer Interaction
,
2008,
.
pp. 243-246.
https://doi.acm.org/10.1145/1517744.1517758
Seeburger,
Jan,
Foth,
Marcus,
Tjondronegoro,
Dian
(2010):
Capital music: personal expression with a public display of song choice.
In:
Proceedings of the Sixth Nordic Conference on Human-Computer Interaction
,
2010,
.
pp. 777-780.
https://doi.acm.org/10.1145/1868914.1869027
Brereton,
Margot,
Roe,
Paul,
Foth,
Marcus,
Bunker,
Jonathan M.,
Buys,
Laurie
(2009):
Designing participation in agile ridesharing with mobile social software.
In:
Proceedings of OZCHI09, the CHISIG Annual Conference on Human-Computer Interaction
,
2009,
.
pp. 257-260.
https://doi.acm.org/10.1145/1738826.1738868
Wiesner,
Kevin,
Foth,
Marcus,
Bilandzic,
Mark
(2009):
Unleashing creative writers: situated engagement with mobile narratives.
In:
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pp. 373-376.
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Schroeter,
Ronald,
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(2009):
Discussions in space.
In:
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pp. 381-384.
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Foth,
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Satchell,
Christine
(2011):
Urban informatics.
In:
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pp. 1-8.
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Satchell,
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(2011):
Welcome to the jungle: HCI after dark.
In:
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pp. 753-762.
https://dx.doi.org/10.1145/1979742.1979630
Petkov,
Petromil,
Kobler,
Felix,
Foth,
Marcus,
Medland,
Richard,
Krcmar,
Helmut
(2011):
Engaging energy saving through motivation-specific social comparison.
In:
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pp. 1945-1950.
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Foth,
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Irina
(2011):
Fixing the city one photo at a time: mobile logging of maintenance requests.
In:
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Schroeter,
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(2012):
People, content, location: sweet spotting urban screens for situated engagement.
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pp. 146-155.
https://dx.doi.org/10.1145/2317956.2317980
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Pretty Fire: Loup Valley Childhood Initiative and Partners Light Up the Stage with a Play and Dinner to Honor Childcare Providers
One of the greatest assets we can instill in our children is empathy and a love of the arts.
Our most valuable professionals, moreover, are those who care for our children during their most important years: our childcare providers!
When the Loup Valley Childhood Initiative (LVCI) decided to host almost 30 early care providers for the Crane River Theatre’s moving play, Pretty Fire, the team sought to celebrate providers and a love for the performing arts.
LVCI is a community-driven team that works with Nebraska Children and Families Foundation’s Communities for Kids (C4K), our early childhood initiative that provides technical expertise, supports, and solutions that suit each location’s early care and education needs for children birth-5.
One of the things we love the most about working with communities to create quality care and education is the innovative ways the teams take the reins to drive home the message—childcare is important. Our children are important. Our communities are important.
What better way to show gratitude for so many of the area’s childcare providers than a play and a dinner?
If you speak with three LVCI members, Katie Walmsley, Melani Flynn, and Kristina Foth, you’ll see this creativity is apparent.
Each person comes from a compelling background. Kristina is the LVCI Social Media and Outreach Coordinator and is the former Executive Director for Valley County Economic Development. Melani Flynn is the LVCI Co-Coordinator and a Law Associate. Katie is the LVCI Coordinator and Deputy Director for Valley County Economic Development and the Ord Area Chamber.
When we visited these dynamic leaders, we wanted to know, what inspiration provoked such a successful idea?
Katie said that much like all of LVCI’s work, she and her teammates had put in a fair amount of thought and collaboration.
“We’d been looking to include arts into education for childcare providers,” she said. “We asked ourselves, how do we use the arts to educate them and make education more fun for them?”
The play, Pretty Fire, came to mind. A story of a young Black girl’s struggles and experiences, the play chronicles how our life events shape our beliefs and thoughts.
“We spoke with Crane River about how we could relate the play to [our childcare providers],” said Katie.
“It became this great story about how other people have experiences that shape their perspectives, and for us to recognize that we can enhance our ability to be more compassionate humans.”
Using their funding, the team chose to make the event even bigger still.
Katie related LVCI’s vision to her Early Childhood Coordinator colleagues from Sandhills First Steps and 4 County Kids. Both are other C4K communities.
Katie said that she and the other Early Childhood Coordinators, Melissa Crawford from 4 County Kids and Theresa Petska from Sandhills First Steps, were intentional in their execution.
“We wanted to bring everyone together,” said Katie (m). Here she is, center stage with her partners at the providers’ event!
“We wanted to bring everyone together because our providers are all so different,” she said. “Valley County is primarily made up of licensed providers; Custer has several licensed centers, and Garfield has a lot of unlicensed providers. ”
“I said we need to do a regional event, not just for Valley County, but a regional providers’ event!” said Katie. [The other Early Childhood Coordinators] were pumped; we had great feedback [in response to the event] from other licensed providers,” said Katie.
“Our idea was to bring a diverse group together for mentorship opportunities,” she said. “For example, maybe an in-home provider could mentor an unlicensed provider, or a center provider could mentor an in-home provider on becoming a licensed center.”
“We said, ‘Let’s get all [our childcare providers] together to share their struggles and successes and thank them for what they do.’ They’re an important part of children’s lives and our economy!”
Katie said the event was a remarkable success.
Successes, struggles, mentorship, and GRATITUDE! Let’s give our early care providers a huge round of applause.
“Some providers said, ‘We’re blown away that you wanted to thank us.’ I said, ‘You shouldn’t be at this event to feel thanked; you should always feel that way!’”
29 providers were attending the play, with 27 present at the dinner. LVCI and partners put comment cards on the table with prompts to share humorous stories and relate some of the funny things that children in their care have said.
For one activity, the hosts added up the number of years that everyone provided care—which came to a grand total of 438 years of combined experience!
“At my table, I sat with a woman who had done care for 49 years and had cared for 402 children,” said Katie.
Kristina chimed in to say that this evening’s success entailed some dynamic collaborations.
“This [effort] is illustrative of community development efforts throughout the area,” she said. “[Providers] are looking forward to more experiences like this that engage arts, culture, and continued education. Nebraska Children can help us offer these things for our area.”
Melani said she was fascinated by the providers’ diversity.
“At my table, we had a good mix of center and in-home providers,” she said. “I liked most the parts where we talked about ways they care for children. I learned a lot, and I can see they learned from others,” she said.
But for Melani, the event didn’t simply center around arts and culture and gratitude.
“I think it’s important to create networking opportunities,” said Melani.
“[Providers] are professionals; other professionals have these opportunities. I don’t know if [childcare professionals] had this chance before. I said, ‘Let’s collectively learn from each other, so all our children are better cared for!’ That was [great] to see the providers connect.”
“[Providers] are professionals; I don’t know if [childcare professionals] had this chance [to network] before,” said Melani. Well, they do now!
Kristina added that there was an expansive age range of attendees.
“Some people were younger, for example, student age; others had been in the business for 30 or 40 years; there was a mix of demographics.”
Katie, meanwhile, emphasized the importance of how other communities have used arts and culture as educational tools. She and the team continue to plan their next collaboration after speaking with a local filmmaker and several other artists.
“[The filmmaker] said that he can’t change perspectives in conversation because he isn’t articulate, but if you see his film, it can shift your perspective. I said, ‘Oh, wow! Arts and culture can shift perspective!’”
Melani said that her mother is an inspiration behind the team’s constant love for creating inclusive and engaging spaces. “She’s the director of the Golden Husk, where we held the play,” said Melani.
But, as with everything LVCI does, the core team has carefully leveraged their team members’ strengths.
“A few years ago, Kristina and I focused on asset-mapping our community members, with a focus on creatives,” said Melani
“Everyone is creative; everyone is innovative! When we look at our community members as creatives, [each one] can look different. A mechanic is a creative, an artist is a creative, a physical therapist is creative!” said Melani. “This finding planted the seed,” she said.
Melani (m) credits her mother (r) for raising her to appreciate and support the arts as a creative bridge throughout the community!
Melani said that looking at communities through creative lenses can continue to bridge gaps and create connections.
“We can come from different political views and join a show; it’s a unity. Shout out to my mom. She taught me the importance of that,” she said.
Kristina said that over the past decade, Valley County has recognized the arts, culture, and childcare as economic drivers.
“Why not take childcare, an economic driver, and put the arts together? This event was the perfect mash-up of that! The providers enjoyed it; everyone benefits!” said Kristina.
According to Katie, since learning through play is a core early learning tenet, adults can also engage in this form of education! “What better way to learn from play than learning from a play?” Said Katie.
But for such an energetic team, this event is only the beginning.
This wonderful event is ONLY the beginning of a long and caring friendship between LVCI and their providers.
Since we last visited LVCI, Melani shared that their work has since exploded in countless directions. Recently, an achievement included drawing up plans for a childcare center!
“We formed a nonprofit. We have our 501(c)(3) status!” said Melani.
Melani said that LVCI is committed to supporting the quality care they already have, beyond the evening they hosted.
Almost 30 childcare providers came together, thanks to LVCI and partners, for a night of honor, gratitude, and performing arts!
For the LVCI team, this event is only the beginning.
Kristina also expressed gratitude for Nebraska Children.
“This is a nod to [Nebraska Children],” she said. “These [childcare supporting] people and thoughts were there before, but ever since we created LVCI with Nebraska Children’s support, we’ve fielded questions from people interested in getting into the early care industry, primarily as providers. ”
Katie said before Nebraska Children worked with the team to create LVCI, the group would have gotten stuck between inquiry and action.
“Now, even if we don’t know the answer, we can point [those interested in creating childcare] in the right direction,” she said.
Pretty Fire is an illuminating play about a young Black girl growing up in the ’50s and ’60s.
Melani said there are many ways to include everyone in the community who provides care to feel engaged.
“The main thing I’m passionate about is the focus on quality care AND enough care,” said Melani, “So everyone has a safe, wonderful place to grow as a little human being! These [children] are our little human beings!” she said. “I’d love to have those great-grandmas and everyone providing care to attend a free training! We could eventually serve all providers, like free CPR training,” she said.
“My grandma happened to be CPR-certified and saved my little cousin’s life when he fell in the pool,” she said. “We can even continue with arts and culture to put on a play [in the center].”
Katie agrees.
“We’re creating an environment where kids go to learn and grow ALONG WITH our community!” she said.
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About Nebraska Children
Nebraska Children and Families Foundation supports children, young adults and families at risk with the overall goal of giving our state’s most vulnerable kids what they need to reach their full potential. We do this by building strong communities that support families so their children can grow up to be thriving, productive adults.
Tagged with: child care, child well being, childcare, communities for kids, early childhood, early childhood development, early childhood education, early childhood programs, early years Posted in Early Childhood
Relational Thinking in Media Architecture: Interview with Marcus Foth
At the last edition of the Media Architecture Biennale, one paper managed to spark a debate that spanned for the following two years. Francesco Degl’Innocenti and Arjen Oosterman reached out to the author, Marcus Foth, to talk about urban informatics, “cathedral thinking” and the potential of media architecture.
AO
A good starting point for this interview is the paper you presented at the last Media Architecture Biennale (2018) in Beijing, and the relation it has with ecology. We’re curious to hear more about your understanding of ecology, whether this is the sum total of human and ‘all things natural’, or whether there’s also a digital ecology coming in.
MF
That paper at MAB 2018, ‘More-Than-Human Media Architecture’1, is actually inspired by a much longer trajectory in history that stems from work in the environmental humanities as well as with other colleagues in design. And our more modest contribution with this paper has been to raise awareness in the media architecture community that these kinds of debates and this kind of discourse is happening in other parts of academia: we wanted to start a discussion with our peers and colleagues, but also people in practice to say these are questions others are struggling with and thinking about, what are we going to do about it?
With regards to ecology and architecture specifically, I think there are a couple of ways that people in urbanism and in architecture, and other parts of the built environment use certain kinds of ontological assumptions and epistemological norms, often without question. One of them is the separation of built environment and natural environment. We use this term ‘built environment’ quite frequently, and it creates a delineation of what humans have built, and then everything else, which is wilderness or nature. Part of our research is to better understand what it would take to break through this binary, whether we can have a recognition that we are not the center of all that exists. The MAB paper is trying to problematize exceptionalism around human existence where we see ourselves as the pinnacle and at the center of everything.
The kind of epistemological underpinning of more-than-human theory isn’t so much what we are used to from a Western worldview that’s usually based on linear thinking. A more-than-human perspective is more akin to relational thinking, which means that it’s much more circular. And these days a lot of this gets talked about, actually, in industry and in government, for example, terms like the circular economy. But in fact, they’re not that new. In Australia, for instance, Aboriginal and Torres Strait Islander peoples have been continuously living on this continent for over 65,000 years, using a lot of these kinds of epistemological and cosmological philosophies. So there is both – a lot to unlearn and a lot to learn.
With regards to the way we approach the built environment, we are advocating not just to reduce harm (media architecture installations, for instance, use LED lights and electricity and digital infrastructure, they need cabling and hardware components, and then there is the invisible part, like the data and the energy). We want to be more progressive than that. And that means to imagine architecture that is making a net positive contribution – a term coined by a colleague of mine, Prof. Janis Birkeland, who has been for a long time advocating for architects to embrace a design approach in their work, that isn’t just thinking of reducing its footprint, such as its carbon footprint, for instance. It’s far more progressive, she’s advocating for an architecture that is net positive, not just with regards to aesthetics, but actually with regards to the contribution to planetary and ecological systems (netpositivedesign. org). So, they would produce more energy than they use, they would produce more freshwater than they produce wastewater, and so forth. It’s like a tree, a natural entity that makes a contribution. What we produce as humanity should make a similar contribution, rather than it just being seen as a little bit more efficient consumption.
The more-than-human perspective is more akin to relational thinking than linear thinking.
AO
And where does media architecture come in?
MF
It comes in three ways. The easiest is reducing harm, for instance light pollution. The way that façades and other forms of media architecture illuminate the city is nice for the human eye, but it is actually contributing to the harm of nocturnal animals. In Australia, a lot of native arboreal animals like possums are being displaced from their urban habitat in tree-tops as a result of such installations: it actually means that all of a sudden, a tree is not inhabitable anymore by our more-than-human friends. Similarly, insects and even birds are attracted to light sources, so I think light itself is a huge part of that first category.
The second category deals with media architecture’s ability to make a net positive contribution in its own right. That is still a very nascent area, I haven’t seen many examples that are able to do that. But that is an area to be explored much further, beyond just the old media architecture troves of advertisement and bedazzlement, the wow factor. Until a few years ago the MAB award categories were very commercial: if you’ve made the most money and you have the biggest advertisement – maybe it’s Time Square in Manhattan – you won the ‘money award’. It’s puzzling that we think of scale and magnitude in that way, but it’s interesting how since then we completely reformed the jury’s criteria looking at much more positive and constructive award categories. I think that’s going in the right direction.
And then the third category has the huge potential of amplifying human voices calling for change, especially the dissenting ones. This can be unlocked by amplifying that level of the public sphere, like we had a couple of years ago in Brisbane. The city was hosting the G20 Summit, and half of the population fled the chaos. We had on one side all the leaders of the world gathered into a high-security convention center: and 400 meters away protests in a local park. But they were not cross-communicating, just talking within their own little echo chambers. And I think that’s where media architecture has the potential to make a significant contribution, especially now that the internet’s original aspirations of a ‘global village’ have turned into a series of corporate platforms and ‘walled gardens’. It’s the cities that I still have hope for. So, media architecture could be the final frontier, the final bastion that can potentially provide the level of amplification and community activism necessary, as well as the dialectical engagement between different voices, right? And that can happen in cities. It already does.
FDI
It seems you have high hopes for media architecture, a term that from its inception, some ten years ago, has itself seen several stages of development and evolution. And every stage has been different from the previous one, and probably different from the following one. So, can you give us your definition of media architecture at the present moment?
MF
It is like two directions meeting in the middle. On one side a whole bunch of colleagues in the digital space – computer scientists, interaction designers, etc. – that started to become really, really interested in the physical. Nowadays that’s called ubiquitous computing, urban computing, urban informatics. And on the other side you have architects, urban designers, and so on, people that are trained to design the physical, the built environment – which is cities, the tectonic, the bricks and mortar – now they have started to become more and more interested in the digital. And it just so happens that they’ve started calling themselves media architects, because ‘media’ refers to both the digital and the communicative parts of this work. Of course, there have always been many ways in which architects have used digital tools, even very advanced approaches, but often more as a way to aid the architectural design process in order to produce the physical, whereas media architecture is actually about designing a hybrid physical/digital artefact.
FDI
It’s pretty clear that there is an ontological problem with sustaining human-centered design. Criticizing the classic dichotomy of nature and culture you aim at repositioning the individual as part of the larger planetary ecosystem it interacts with, but my question is: ‘How much’ more than human? How do you define who becomes a stakeholder in this new ecology? If we cluster stakeholders based on decision-making agency, our reality is rapidly expanding toward the inclusion of technological beings. So, in this ecology, how do we actually construct the stakeholder map? Does yours involve only ecological beings, or also digital agents?
MF
The critique that we offered is based on an assumption that a certain part of media architecture is embedded in a cultural framework that is also compatible with economic dynamics, giving us answers to the question: how do we do business? Which is: how do we bring media architecture from an idea in our minds, and translate it into reality? So, the question around stakeholders is defined a lot by processes and procedures in that cultural framework.
But when we move to a ‘more than’ human approach, and in parallel move the cultural frame from, say, Amsterdam to a culture that values our relationship with other natural beings and processes – a culture that respects our very tight entanglements with the planet. Then, all of a sudden, these kinds of stakeholder assessments look very different. There’s Bruce Munro’s internationally acclaimed media architecture installation Field of Light2 here in the center of Australia, in Uluru-Kata Tjuta National Park. It features a million light bulbs glowing in the dark. To do such a project, you have to do a completely different stakeholder mapping, because you are actually on ancient land that is owned by the traditional landowners of Uluru – the Yankunytjatjara and Pitjantjatjara people – who respect and care for country and value their relationship with the land and with a commitment to stewardship of their birthplace. And so all of a sudden, because the cultural frame is located geographically around that ancient land, the media architecture project had to do something completely different, it had to actually engage with the traditional owners, it had to culturally understand what they value, and respect it with the way that artwork would interact with the rest of the landscape; local nocturnal animals; the power supply; and the physicality and the logistics from the cabling to the changing of the light spectrum.
This is just an example of where changing our cultural framework – often geographically – actually changes quite quickly. Even just from Brisbane to Uluru you’d get to a completely different methodology for media architecture.
AO
If we zoom in on the human component then, media architecture engages with the community at the small scale; it’s local, pretty local. How does that relate to the larger scale issues?
MF
I think there are ways to do it horizontally, and ways to do it vertically. You have examples like Carlo Ratti, both with his research practice at the MIT Senseable City Lab and his design practice in Italy, who has managed to build a portfolio showing a variety and diversity of projects, and that is a valid approach: breadth of scope. What is interesting to contemplate is the vertical one: scale, reach, and impact. What would a vertical counterpart to that approach look like? Perhaps letting go of the immediate architectural practice and entering politics, right? If you’re talking about the vertical scale, it’s being able to exercise influence on governance, rather than the physical dimension alone. In design research we’ve been using a new term, a verbification – something that is usually just a noun, we turn into a verb. For instance, ‘infrastructuring’ as an action.
The vertical approach is interesting: scale, reach, and impact. Perhaps letting go of the architectural practice and entering politics.
MF
The easiest way to explain it is: If as designer your object is a train, even the most perfect train can’t do anything until you also consider the rail network that allows it to move. The rail equivalent for my iPhone is the App Store. It’s the infrastructure that puts all sorts of new innovation onto my phone on an ongoing basis. It’s an ecosystem that the designers have thought about, in addition to the form factor of the hardware, and the interface design of the software. Now, in addition to infrastructuring, co-design researcher Prof. Liesbeth Huybrechts and her team have now come up with a second term, called ‘institutioning’. 3 And the thinking behind that is that oftentimes architectural practice stays very local, and it often remains as a single case. It is often lacking scale as in the magnitude of the impact that you can engender with your activity. Huybrechts’ argument suggests to me that through the existing institutions that humanity has already come up with, like our institutions of government, parliament, the legislative, the executive and so on, designers can actually amplify the scale of their products, of their services and of their ideas. And some of it goes into the terrain of regulation and policy.
Take Uber for example, Uber as a design product, as a startup. When it first came out it was tiny, only limited to a couple of cities, and it was limited to limousines – quite expensive, all black. Not really the way we know it these days. And the difference wasn’t the design that focused on the app; the difference was the design that focused on understanding how to use the institutions that needed to be unlocked to give Uber the ability to operate in all of these different cities. It’s different to the roads already there, it wasn’t infrastructuring, but they didn’t have permission. Their approach was to look at institutioning, unlocking – and often using quite unethical practices I might add – the ability to launch the ride sharing service in all these different cities, and it mushroomed, and it got bigger and bigger. And once you had more customers that wanted the service, these customers became your allies because they were then lobbying the governments to make it happen, give permission – let’s regulate them, give them a license, a permit, so that they can operate in our city. Can media architects learn from such examples and employ institutioning strategies – not for profit, but for good?
A third term which I think may be the most challenging because it fights one of the most ingrained and tacitly held assumptions of the world – capital – is the verbification ‘commoning’, from the word ‘the commons’. Now the commons refers to a space, a site, or maybe a tool that can be used by many people maybe as a social good. And in design research, the word commoning is then describing the thinking and ideas that are geared towards untangling ourselves from the shackles of the capitalist system – the capitalocene.4 As a designer or architect, what often doesn’t get questioned is the design brief, who are your stakeholders, who’s going to pay for it, what’s the budget? Those are all questions of a capitalist system, assuming the rule of competition and market forces and labor forces. So commoning is trying to imagine an alternative economic framework that design products are released into, without the default mode of ‘selling things’. How can we have something that is free, yet still adds value, and maybe can sustain itself through the efforts of users, customers, producers, clients, or stakeholders that recognize that value and they want to keep it alive not just by paying for it, but by doing something for it. And that goes back to again the relational type of thinking and the circular economy idea that I mentioned earlier. I suppose this could be described by the notion of stewardship, so that I’m the steward of this idea, of this thing that we’ve been giving birth to. So commoning as a design term is trying to refocus the designerly imagination, the creative imagination, on identifying new spaces where design artifacts and services can exist within a new economic framework. It’s actually trying to orient design activity towards a new economic model: still imaginative, innovative, and industrious, but without the need for industry.
I think it’s those three – infrastructuring, institutioning, commoning, potentially in combination with each other – that could provide this aspirational vertical type of scale making.
Can media architects learn to employ institutioning strategies – not for profit, but for good?
FDI
Based on the example of Uber, it sounds like you are really talking about time rather than scale, or rather than scale alone. The strength of the gig-economy was the time-lag between deployment and regulation, that was the maximizing factor of scale. The more-than-human seems especially a push to imagine post-anthropocentric futures…
MF
Time has multiple dimensions and multiple speeds. Think about how different time is perceived in the digital or in the physical world. And, of course, there’s an assumption that what architectural graduate students produce will last, the emphasis on engineering is there for a reason, as the sound understanding that architects have a responsibility because eventually it can cause humans harm if not done right and built soundly. Whereas in media architecture it’s often a much different time dimension: I mean, we do have installations that also last – or that are supposed to be designed to last – but oftentimes it’s still much shorter than the rest of the building, whether because of a novelty factor, or the owner wants to see something new, or the technology is updated, or the hardware needs an upgrade due to planned obsolescence.5
FDI
Reminds me of Stewart Brand’s famous diagram, the 6 temporal layers of a building.
MF
But there are already three dimensions when it comes to the way that we perceive innovation, right? There’s the building, which might be 100 years old, the façade, that might need an update every 3-4 years, and the content, ideally always up to date – every time I walk-past I want to see new content. So, we don’t necessarily have that fast perception of innovation for the building itself. But time fuels this other interesting competition with new real estate developments. I sometimes compare it to the way Hollywood creates anticipation for the next blockbuster: there is a movie trailer, then the hype makes you want to go to the movies, then you have a quick bedazzlement, then the next trailer makes you wait and want it all over again.6 Architecture is now doing the same thing, it’s quite sad: raising expectations, tension, drama, and then there is the big reveal. It’s interesting how time as a dimension is creating something equivalent to fast consumerism even in architecture, which you wouldn’t anticipate easily. It was only two years ago that my colleagues at the University of Sydney celebrated their 100th anniversary of the architecture faculty, and they did something quite extraordinary: they actually came together and did an event that was called ‘Cathedral Thinking’.7 In medieval days the architect that would design a cathedral would never survive it, because building a cathedral would take much longer than a lifetime. But they did it anyway. I think that’s fantastic. At the same time it’s gobsmacking, because who would embark on these kinds of projects these days? We want it yesterday; we want to see it immediately. In Japan and China, there’s skyscrapers that go up in a week – under COVID-19, you have hospitals that were created in a matter of hours. So, we were all asked to engage in cathedral thinking.8 And it was quite challenging because we were not used to it, it was the complete opposite of what everyone expects. And there we were saying, “Okay, what about a 300-year timeframe?”
We were all asked to engage in cathedral thinking: “Okay, what about a 300-year timeframe?”
FDI
Do you see media architecture coming into this story at any point?
MF
Yes, I do, and actually media architecture more so than the rest of architecture. Mine is of course a generalization, and as any generalization there are shades of grey and exceptions to the rule, but I noticed that media-architects are usually more progressive and innovative than conventional architects; they are less conservative. Maybe it’s because from the beginning they embraced this other interest around the digital, and this made them explore parts of the design field out of their comfort zone. They seem to be much more inquisitive and curious about new ways of thinking. If I was to compare the general field of architecture with the little island of media architecture, I have high hopes for this community to be pioneers, leading new and progressive thinking.
And then the other part of media architecture – media as in the whole concept around media theory, as messaging and communicating – that is so essential to mobilize humanity. If we only look at the old media like Rupert Murdoch and News Corp and Fox News and so forth, then God help us… But similarly, the platforms that have turned the internet into walled gardens, big corporations are just keeping you nicely tucked in your own small bubble… That is also not advancing humanity at all. So, I think it is media architecture installations that are artistic – aesthetics but also activism.9 They are actually able to challenge and provoke new thinking, and they are also out there in the public space, where you don’t yet have as many of these algorithmic filters, which is one of the benefits of being able to use the public sphere as a way to deliberate on some of these challenges, because where else would it happen? But the smart city infrastructure is quickly catching up. It’s a worry.
AO
So you see media architecture’s power as a disrupting force.
MF
Well, I see it in using the agglomeration of people in cities as a way to mobilize and build momentum. It’s not necessarily activism only in the sense of protest, it’s also activism as an action, like, “what are we going to do about it?” I think protest is important, but we have also got to think of the other side of the coin; we got to come up with new ways of doing things. And so, one of them is ‘commoning’, as I mentioned earlier, which is to try and identify these new spaces of cooperation and collaboration – cooperativism for instance. And technology plays a huge role in that regard as well, like blockchain for example, and the way it can enable a much more direct relationship between people without a lot of noise in between.
FDI
That also leads back to the question of agency: in algorithmic systems such as blockchain, humans and algorithms stand on equal footing as decision making agents; that’s why earlier we mentioned a restructuring of the concept of ecology.
MF
Yes, we are doing quite a bit of work making sense of digital ecologies, but without getting too big, the digital has already played such a huge role in the architecture of cities. It’s what Stephen D.N. Graham called software-sorted geographies: strolling through the city as Baudelaire’s flaneur, you’d experience a certain level of serendipity in the encounters with people and places on the basis of mere agglomeration. Wayfinding from A to B using your personal digital device is like going through a tunnel, because it’s like the shortest distance. But this way of navigating and negotiating with the city cuts you away from other parts of that same environment. Ethan Zuckerman gave a brilliant keynote at CHI 2011 about the serendipity lost to digital devices and data-driven filtering recommendations and algorithms that are at play, not just with regards to wayfinding.10 I wrote a little piece about how smart cities are portrayed as being about data analysis, geared towards optimization, efficiency gains, and management. And my piece was advocating that smart cities should be about getting lost, the notion of losing yourself while travelling from A to B, in the sense of exploring and reinventing this idea of the flâneur…11
FDI
…at least as a feature.
MF
You want to choose, you know. Maybe today it’s the fastest way I want to go. But there are also all sorts of particular situations and scenarios where I want to find the least polluted way, or the greenest way, the most scenic way – maybe the most incognito way to get me home. But so the data streams wouldn’t align necessarily with efficiency or speed, or sometimes towards commerce. There is some suspicion that Google would use wayfinding to optimize not your travel speed, but to put you next to all the advertisements that they know it’s out there in the urban landscape. Through Google’s Street View, they’ve mapped where all the billboards are so they can actually direct a whole lot of eyeballs to these other parts of the city, guiding them past advertisements. And I mean, whether that actually happens in practice, we don’t really know because of confidentiality, but there is undoubtedly a lot of power involved in controlling the navigation systems of modern cities.
AO
It’s a very reassuring statement to conclude this conversation.
This Zoom enabled conversation took place on 18 December 2020.
Volume 59 – Futures Implied is the result of a collaboration between Volume and the Media Architecture Biennale. This year’s edition MAB20 will take place from June 24-July 2nd as an online event. For more information about the program, see www.mab20.org
Foth, Marcus & Caldwell, Glenda (2018) More-than-human media architecture. In Zhigang, C (Ed.) Proceedings of the 4th Media Architecture Biennale Conference. Association for Computing Machinery, United States of America, pp. 66-75. https://eprints.qut.edu.au/121705/
Bruce Munro, Field of Light, https://www.brucemunro.co.uk/work/field-of-light/
https://doi.org/10.1080/15710882.2017.1355006
https://doi.org/10.1080/03066150.2016.1235036
Foth, Marcus, Mitchell, Peta, Mann, Monique, Rittenbruch, Markus, & Anastasiu, Irina (2021) Some Environmental Sustainability Concerns about IoT-enabled Smart Cities. Input paper for the Horizon Scanning Project ‘The Internet of Things’ on behalf of the Australian Council of Learned Academies (ACoLA).Australian Council of Learned Academies (ACOLA), Australia., https://eprints.qut.edu.au/134146/
Foth, Marcus, Caldwell, Glenda, Fredericks, Joel, & Volz, Kirsty (2018) Augmenting cities beyond bedazzlement: Empowering local communities through immersive urban technologies. In Workshop Proceedings of Augmenting Cities and Architecture with Immersive Technologies, Media Architecture Biennale (MAB-18). Media Architecture Biennale, s://mab18vrarmrworkshop.wordpress.com/workshop-papers/, pp. 1-4. https://eprints.qut.edu.au/122841/
Couch Session with Dr Lian Loke, Part of the Centenary Symposium: Cathedral Thinking – Designing for the Next Century., Youtube video
Paulos, Eric, Foth, Marcus, Satchell, Christine, Kim, Younghui, Dourish, Paul, & Choi, Hee-Jeong (Eds. ) (2008) Ubiquitous sustainability: Citizen science and activism. Association for Computing Machinery (ACM) Press, United States of America. https://eprints.qut.edu.au/14130/
Zuckerman, Ethan, CHI Keynote: Desperately Seeking Serendipity (May 5, 2011), Link
Foth, Marcus, Why we should design smart cities for getting lost (April 7, 2016), Link
Marcus Foth
Marcus Foth is Professor of Urban Informatics in the QUT Design Lab, Creative Industries Faculty at Queensland University of Technology. He is also an Honorary Professor in the School of Communication and Culture at Aarhus University, Denmark. His research brings together people, place, and technology.
This piece appears in Volume 59: Futures Implied.
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Digital Cultural Public Infrastructure
Maximal sechs Kids auf dem Pausenhof
Seit Anfang April ist Christine Foth die neue Leiterin der Gemeinschaftsgrundschule Otzenrath und Hochneukirch. Sicherlich hätte die 56-Jährige sich den Start an ihrem neuen Wirkungsort anders vorgestellt, doch in Zeiten von Corona gilt es, sich kreativ auf die gegebenen Umstände einzulassen: „Aber ich freue mich schon, wenn die Schule endlich wieder mit viele Leben gefüllt wird. Die Stille ist schon sehr ungewöhnlich.“
Hochneukirch. Stillstand ist für Christine Foth ein Fremdwort: „Ich bin der Meinung, dass sich nicht nur die Kinder bilden sollten, sondern auch wir Erwachsenen nie ausgelernt haben. Die Gesellschaft steht nicht still, deshalb sollten wir das auch nicht!“
Und deshalb hat sich die Bedburgerin dafür entschieden, sich auf die freie Stelle in Jüchen zu bewerben. Vorausgegangen waren das Studium und die Arbeit als Lehrerin seit 1993. „Da ich aber in Mecklenburg-Vorpommern gelebt und studiert habe, wurde meine Ausbildung im Westen nicht anerkannt. Ich habe dann zwölf Jahre in einem Kindergarten – zunächst als Erzieherin, dann als Leiterin – gearbeitet. Aber der Traum vom Lehrer-Dasein hat mich nie losgelassen und als ich irgendwann das Studium anerkannt bekommen hatte, habe ich wieder unterrichtet.“
Doch auch dabei blieb es nicht. Foth besuchte Lehrgänge, engagierte sich im Kompetenzteam, um andere Schulen zu beraten, und bekam dann eine Stelle als Schulleiterin im benachbarten Bergheim.
„Jetzt wollte ich mein Feld noch mal erweitern. Deshalb bin ich in Hochneukirch und Otzenrath gelandet“, erklärt die Mutter zweier erwachsener Kinder, die sich gut an ihren aller ersten Besuch in ihrer neuen Grundschule erinnert: „Ich habe sehr direkt gemerkt, dass die Atmosphäre hier sehr gut ist.“
Den Eindruck bestätigte auch ihre erste Zeit: Kerstin Nellen, die die kommissarische Leitung von Irmgard Burg übernommen hatte, führte Christine Foth in alles Wissenswerte rund um die beiden Grundschulen ein.
Das Kollegium hat die Hobbyfotografin auch schon kennen gelernt: „Wir haben Dienstbesprechungen gehabt und dabei getestet, ob es für die Schüler möglich ist, den Mindestabstand zu wahren. “
Das Ergebnis: Während der Stunden ist es kein Problem, den nötigen Sicherheitsabstand zu halten. Für den restlichen Schulalltag haben sich Foth und ihr Team einiges einfallen lassen: Das Tragen von Masken wird empfohlen und natürlich gehen die Lehrer mit gutem Beispiel voran. Die hygienischen Voraussetzungen sind erfüllt, die Klassen wurden aufgeteilt, starten mit gestaffelten Zeiten in Unterricht und Pausen.
Für die Pausen wird auch noch einmal geteilt, damit nicht mehr als sechs Schüler gleichzeitig auf dem Schulhof sind. „Das ist natürlich alles ungewöhnlich. Jeden Tag wird gefühlt etwas Neues entschieden und wir setzen es um. Wie schnell wir aber wieder beim normalen Schulalltag sind, weiß im Moment noch niemand. Aber die Fröhlichkeit der Kinder fehlt uns hier wirklich sehr“, erzählt Foth dem Top-Kurier. Alle Kinder, die noch nicht wieder zur Schule gehen dürfen, werden auch weiterhin von ihren Lehrern gut mit Aufgaben versorgt. Viel läuft auch über die „Anton“-App, bei der die Lehrer die Aufgaben kontrollieren und individuell auf Schwierigkeiten der Schüler eingehen können.
Einschulung in Zeiten der Pandemie
: Vorbereitungen für den Schulstart laufen
Nächste i-Dötzchen in den Startlöchern
: Grundschulen nehmen neue Anmeldungen an
Neues Bauprojekt
: Umweltbewusst bauen und leben in Otzenrath
„Da müssen wir einfach das Beste aus der Situation machen: Wir lernen andere Lernformen kennen, merken, wie wichtig die Digitalisierung auch in den Schulen ist und sollten das soziale Miteinander in den Familien weiter fördern“, zieht die Schulleiterin das Beste aus der aktuellen Situation. Dass sie sich für die Lehrer-Laufbahn entschied, war quasi schon in die Wiege gelegt. Die Eltern waren beide als Lehrer tätig.
„Mit zehn Jahren habe ich schon immer Schule gespielt und wollte meiner Mutter helfen, die Klassenarbeiten ihrer Schüler zu korrigieren“, lacht sie.
Bereut hat sie die Entscheidung nie: „Ich liebe die Arbeit mit den Kindern. Sie sind noch ganz natürlich, einfach so wie sie sind. Für uns als Pädagogen ist es die größte Herausforderung, die Kinder dort abzuholen, wo sie sich befinden und so zu fördern, dass sie den richtigen Weg für ihr Leben finden.“
Doch da liege auch das Problem: Die Bürokratie dürfe nicht dafür sorgen, dass die Arbeit mit dem Kind verloren gehe. Es müsse für eine gesunde Balance gesorgt werden. Denn es gehe hier schließlich nur um eins: die Kinder!
Und noch eins ist ihr wichtig: Ihr liegt sehr viel an einer guten Zusammenarbeit mit den Kolleginnen der beiden Standorte. Denn: „Ohne ein funktionierendes Team ist keine Schulentwicklung möglich“, ist sie überzeugt.
Ganz besonders hervorheben möchte sie die ausgezeichnete Arbeit von Kerstin Nellen, die die Leitung der Schule im vorigen Jahr kommissarisch übernommen hatte und sie nun als Konrektorin weiterhin unterstützt.
„Ohne ihre hervorragende Arbeit in Zusammenarbeit mit den Lehrkräften hätte die Schule nicht so, gute Ergebnisse bei Qualitätsanalyse zum Jahreswechsel erreichen können. Hier gilt es nun, an den Handlungsfeldern, die die Analyse aufgezeigt hat, gemeinsam weiter zu arbeiten“, so Christine Foth abschließend.
-jule./-gpm.
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Kristin Davis biography of the actress, photo, private life her husband and children 2022
Biography of Kristin Davis
Kristin Davis was born on February 23, 1965 in Boulder. The girl had no brothers and sisters, and when her parents divorced, she stayed with her mother. She soon has a stepfather and they move to Columbia, California. At the urging of her new father, she entered the University of South Carolina. Christine was brought up with three sisters, daughters of her stepfather, who remained from her first marriage.
She made the decision to become an actress at an early age, after her first role in the school play Snow White and the Seven Dwarfs. Then, after graduating from A.C. Flora High School, she moves to New Jersey and enters Rutgers University almost immediately.
Film career Kristin Davis
After graduating from university, Christine began her adult life in the new big city of New York. There she starred in several commercials, and also took part in several theatrical productions. At 19In 1995, the actress is lucky – she plays her first role in the Charles Correll and Chip Chalmer series “Melrose Place”. But it turned out that Christine did not cope with her task, so the creators were forced to exclude her.
Movie bloopers in Sex and the City with Kristin Davis
At the same time, the actress participated in several other film projects, including one of the most striking series of the 90s, Dr. Quinn: Doctor Woman. She also got small roles in the legendary television series: Seinfeld, Friends.
At this time, she performed a dozen supporting roles, where she had to collaborate with such stars as Noah Wyle, Lucy Liu, Laura Innes, Eric La Salle, Jennifer Aniston, Courteney Bass Cox, Chad Allen.
Towards the end of the 90s, she tries herself in the comedy film “Will and Grace”, directed by James Burroughs.
How Kristin Davis has changed from childhood to the present day
In 1998, Kristin Davis got the lead role in one of the most popular television projects Sex and the City. For her recreated image of Charlotte, she receives her first Emmy Award. The series was so successful that a full-length movie was shot based on it in 2008, where Christine also took part. The film stars Kim Cattrall and Jessica Parker in the lead roles.
In 2010, the second part of the feature film “Sex and the City” was released. This time it was about how three friends – Charlotte, Samantha and Carrie met at the wedding of their friends.
Continuation of Kristin Davis’ film career
The actress continued to work on her career. She played the role of bright, strong women. By the 2000s, her most famous work was her role in the film “Atomic Train”. But many viewers also fell in love with other films with her participation: Three Days, Blacktop, The John Denver Story, Sex and the Matrix.
In 2005, she received an invitation from Robert Rodriguez, who invited her to play Max’s mother in the film “The Adventure of Shark Fight and Lava 3D”. The movie was aimed at a children’s audience – a typical fairy tale about a boy who got into a dream world. However, despite this, many directors liked her work and she began to receive new offers.
Kristin Davis looks like a real beauty in the photo
Thus, she “falls into the hands” of Brian Robbins, who gives her a new role in his film “Shaggy Dad”, where Robert Downey and Tim Allen become her partners on the set. Then John Whitesell notices her and invites her to take part in his film project “Welcome or No Neighbors Entry”.
Another comedy film she starred in was Peter Billingsley’s The Married Love Formula. The film has a very interesting plot: a married couple decided to get a divorce, but they are offered to think about their decision and go through a rehabilitation course. They go to a special “Disneyland”, which is intended only for adults. But when buying a ticket, it turns out that a group ticket is much cheaper. Then they invite friends to join them. Cast: Vince Vaughn, Malin Akerman, Kristen Bell, Jason Bateman.
Personal life Kristin Davis
Kristin Davis currently lives in Los Angeles. She had many ups and downs, she also suffered from alcohol addiction. She explained this by the fact that without alcohol she cannot open up, overcome her fears, the complexes that are inherent in her by nature. At some point, she was even a member of the Alcoholics Anonymous club. True, now Christine is doing well, she no longer drinks alcoholic beverages.
Now the actress is actively involved in sports, all her free time she tries to work on her figure and health. She refused dairy products, meat. Also, the reason for her moving from New York to Los Angeles is connected precisely with the environmental problems of the first city.
Kristin Davis with daughter
Davis tries to hide his personal life from journalists and fans. It is known that Davis adopted a newborn child. As for love affairs, the actress is currently having an affair with director Nick Leone. Before him, Christy had a relationship with photographer Russell James.
Kristin Davis is now
Now Christine is already well over 40, but she has not yet been married, and there are no children either. The actress had problems in her personal life due to low self-esteem. Even at a young age, she was afraid that she was not attracted to boys, so she did not go to the prom at school. But Russell was able to win the heart of a star. He literally flooded her with gifts, flowers, notes with a declaration of love.
Kristin Davis has a large following among people of high position in the film industry: David Duchovny, Steve Martin, Alec Baldwin, Jeff Goldblum, Isaac Lev Schreiber.
Davis’ favorite pastime is knitting. But also the actress is not averse to cooking, she likes to bake pies, she also often goes hiking and listen to different musical compositions: Wolfgang Mozart, Johnny Mitchell, Dave Matthew. Christy loves elephants very much. In 2009, she even goes to Africa to look at them specifically, where she finds a baby elephant, which she then sends to the shelter of a wildlife rehabilitation center. For this act, the actress receives an award from the Wyler Society, which is given to famous people for publicly committed good deeds in favor of animals.
In 2004, she appeared in commercials for “Head & Shoulders” and “7-UP” and became the face of the cosmetics company “Maybelline”.
Best movies
2008: Sex and the City
Christina Ricci biography, films, performances, photos
Biography of the actor
Christina Ricci
As a child, Ricci eavesdropped on conversations between patients and her psychiatrist father and acted them out later for her mother. Already at the age of nine, Christina Ricci made her debut in the film “Mermaids” (1990). A year later, the girl was invited to star in The Addams Family (1991). Ricci’s young, dark sadist Venzdi became her starring role. Then, changing roles, she starred in the children’s blockbuster about ghosts “Casper” (1995), which became a box office hit that summer. Very soon, Christina Ricci made an unexpected transition to more mature roles, playing in the psychological drama The Ice Storm (1997). Ricci’s height is 155 cm, at the age of 10 she stopped growing. Never trained in acting. After roles in the films “Buffalo 66” (1 2 Nominations
The best films Kristina Ricci
Tickets
Monster
2022, detective
Fear and hatred in Las Vegas
1998, Adventure
Sleep
1999, Detective
Family
1991 1991 1991 , Comedy
Monster
2003, Biography
Something else
2003, Comedy
Mermaids
1990, Comedy
Black snake moan0002 2006, Drama
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Biography Kristin Davis
Soon after Kristin Davis was born, her parents divorced and her mother remarried.
Christine’s stepfather was University of Southern California psychology professor Keith Davis, who officially adopted Christine, despite the fact that he was raising three more of his own daughters. Thus, Kristin Davis’s childhood was spent surrounded by a fairly large family in the city of Columbia, California, where they were forced to move because of Keith’s work.
Kristin Davis decided to connect her life with the world of cinema at a fairly young age, after participating in the school play Snow White and the Seven Dwarfs. After graduating from high school in 1983, Davis was forced to work as a waitress in order to somehow scrape together for college. As a result, the girl entered Rutgers University.
Filmography and the starry path of the actress
After completing her studies at the University in 1987, Kristin Davis decided to seriously pursue her childhood dream. Her first steps on the path to fame were shooting commercials, as well as participating in various theatrical productions.
Kristin Davis’ most important achievement was the role of Brooke Armstrong Campbell in the television series Melrose Place, which Davis played from 1995 to 1996. Despite the undeniable acting talent of the actress, after a year of filming, she was asked to leave the show, which is popular with the audience, as opinion polls revealed that fans of the series did not like her character.
This was followed by bit parts in such popular series as “Friends” and “Seinfeld”. And yet, the real success was participation in the TV series “Sex and the City” in the role of Charlotte York. The image created by Christine fell in love with viewers around the world, and the actress herself became a real star. For this stellar role, Davis was awarded the Golden Globe Award and the Emmy Award four times.
In addition to television series, Kristin Davis has also acted in feature films, including The Adventures of Sharkboy and Lava, The Shaggy Dog, and the full-length version of Sex and the City.
Christine is loved not only in the world of cinema, but also in the beauty industry. In 2004, she was offered to become the face of the cosmetic brand Maybelline.
Personal life Kristin Davis
Kristin Davis’s charm and modesty have always attracted stellar fans to her. Among her admirers are such famous personalities as Alec Baldwin, David Duchovny, Jack Goldblum, Steve Martin and others.
The actress has never been married. In 2011, Christine adopted a girl and named her Gemma Rose. “This is what I have wanted for a long time. My wish came true, and it’s even more beautiful than I imagined. I feel happy, ”the star said then. In May 2018, Christine decided to adopt another child, a boy. Now Davis is raising a daughter and a son.
Photo Kristin Davis : Rex Features/Fotobank. ru
Filmography
2012 Journey 2: Mysterious Island
2012 “Journey 2: Mysterious Island”
2010 Sex and the City 2
2010 “Sex and the City 2”
2009 Formula of Love for Prisoners of Marriage
2009 “Formula of love for prisoners of marriage”
2008 “Sex and the City”
2006 “Welcome, or No Neighbors Entry”
2005 The Adventures of Sharkboy and Lava
2001 “Three days”
2001 “Someone to love”
2001 “Friday Night with Jonathan Ross”
2000 The Rosie O’Donnell Show
2000 “Sex and the Matrix”
2000 “The John Denver Story”
1999 “Atomic Train”
1998 Will & Grace
1998 Sex and the City
1998 “Will and Grace”
1998 “Companion Traveler”
1998 “The Grapes of Discord”
1997 “Seinfeld”
1996 “The Worst Lie”
1995 “One Guy”
1995 “Soul and body”
1995 “Nine Months”
1994 Friends
1994 “Friends”
1993 Dr. Quinn: Doctor Woman
1993 “Dr. Quinn: Doctor Woman”
1992 The Larry Sanders Show
1992 Melrose Place
1992 “The Larry Sanders Show”
1991 New York Mounted Police
1991 “General Hospital”
SCOTT THOMAS Christine – biography, news, photo, date of birth, press dossier. Personalii GlobalMSK.ru.
Actress
Date of birth: 24 May 1960 years old
Age: 62 years old
Place of birth: Redrath, UK
Height: 168
Zodiac sign: Gemini
Occupation: Actor
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Contents
1. Biography
2. Childhood and youth
3. Movies
4. Private life
5. Kristin Scott Thomas is now
6. Filmography
Biography
Biography
Kristin Scott Thomas is a famous Hollywood actress known to viewers from her work in The English Patient. Playing Katherine Clifton, the actress was nominated for an Oscar. No one will remember that in her youth the girl worked as a maid, because, according to the teachers, she does not have acting abilities.
Childhood and youth
Kristin Scott Thomas was born in Redruth on May 24, 1960. Her mother, named Deborah (nee Hurlbutt), grew up in Africa and Asia, studied theater before marrying the commander, Lieutenant Simon Scott Thomas, who worked as a pilot in the Royal Air Force and died in a plane crash.
The girl was barely 5 years old when her father passed away. Christine is not the only child in the family. Her younger sister’s name is Serena. Admiral Sir Richard Thomas, a member of the House of Lords, is a close relative of the actress, as is Captain Robert Scott, who participated in the expedition to the South Pole.
The girl’s father, Scott Thomas, lived with his family in a small house in Trent, England, scrupulously observing all Catholic rites. After the death of her husband, the mother of the actress remarried. The second spouse also turned out to be a Royal Navy pilot, Lieutenant Simon Ediens, who also died piloting a Phantom FG1 off the coast of North Cornwall, 6 years after the death of Christine’s father.
Christine was educated at Cheltenham Ladies College and Stewy’s Leweston in Sherborne, Dorset, in private schools. After graduating from school, the girl moved to Hampstead, worked in a supermarket. Dreams of the stage, set, fans and fame haunted young Christine, and she began preparations for entering the drama school. But at the London School of Speech and Drama, the girl’s talent was not appreciated.
19-year-old Christine, having lost faith in herself, moved to Paris, where she took a job as a housekeeper for a wealthy family. The girl, having received a general secondary education at a private school in London, was fluent in French. Knowledge of the language allowed the girl to become a student at the Paris School of Art.
Movies
Kristin was noticed at her final acting exam by renowned film director Prince, who was looking for a suitable actress for the film Under the Cherry Moon.
The breakthrough in the film career of the actress occurred in 1988. Christine played Brenda Last in Charles Sturridge’s dramatic British film A Handful of Ashes. For this role, the actress received the prestigious British film award Evening Standard as the most promising aspiring actress.
This was followed by filming with Hugh Grant in Bitter Moon and Four Weddings and a Funeral. For this work, the girl was awarded the BAFTA Award for Best Supporting Actress.
In 1994, Kristin starred in the Romanian-French film Unforgettable Summer, where she played Marie-Teresa von Debreci. Instead of learning Romanian, the girl read her text phonetically, but first she got acquainted with the translation of the text into French, which she is fluent in.
In an interview with WENN in 2002, Kristin stated that this is the film she considers the pinnacle of her career. In an interview with Gloucester Citizen on March 22, 2015, she named A Summer to Remember as one of the films she is most proud of along with The English Patient and Only God Forgives.
In 1996, the film was released, which brought popularity to Scott Thomas. The actress played Katherine Clifton in the drama The English Patient. For this work, Christine was nominated for the Golden Globe and Oscar. This was followed by a short period of work with Hollywood directors in films such as The Conjurer with Robert Redford and Web of Lies with Harrison Ford. However, disillusioned with Hollywood, Christine went on vacation for a year, which became maternity at the same time.
The actress returned to work in 2001 starring in the French theater production of Racina’s Berenice and on television as Lady Sylvia McCordle in Gosford Park. This role served as the second start of a career. Scott Thomas received four nominations for the Olivier Award for Best Actress, in addition, she received an award for her performance as Arkadina in the London West End production of Anton Chekhov’s play The Seagull.
In the summer of 2011, Scott Thomas returned to London’s West End to play the role of Emma in Harold Pinter’s play Betrayal at the Comedy Theatre. In January 2013, the actress played in another play by Pinter, Old Times, again directed by Ian Rixon. And in 2014, the girl appeared in The Old Vic in the title role of Sophocles’ Elektra.
Scott Thomas also starred in films by French directors. In 2006, she played the role of Hélène in Guillaume Canet’s film Tell No One. In 2008, the actress received a number of awards for her performance in I Love You So Long, directed by Philippe Claudel, including BAFTA and Golden Globe nominations. In 2009, Kristin played the role of a wife who leaves her husband for another man in the film Attraction.
In Her Name Is Sarah (2010), Scott Thomas starred as an American journalist living in Paris. In the story, the girl discovered that the apartment that her husband is renovating for them was once the home of a Jewish family that was evicted.
Kristin’s last credits in the 2000s include Elizabeth Boleyn in The Other Boleyn Girl, creator and editor of a fashion magazine in the film Shopaholic, an adaptation of the Douglas Kennedy film The Woman from the Fifth District, the film Darling friend” in 2012, based on Maupassant’s 1885 novel, with Scott Thomas playing the mistress of Georges Duroy (played by Robert Pattinson).
The actress also starred in The Invisible Woman by Ralph Fiennes, Before Winter directed by Philippe Claudel, and Nicolas Winding Refn’s arthouse thriller Only God Forgives, which premiered at the Cannes Film Festival in 2013.
Personal life
The British actress, who remains on the wave of popularity despite her age, is now absolutely free. With her ex-husband, French gynecologist Francois Olivennes, the woman divorced a long time ago. The couple has 3 children: Hannah, Joseph and George.
In March 2013, Kristin Scott Thomas was named one of the 50 most stylish women over 50 by The Guardian. The unique and inimitable style of the actress can be appreciated from photos from social events that Kristin periodically attends.
Kristin Scott Thomas now
In 2017, American director Sally Potter presented the comedy Party with Kristin as Janet. The film tells how old friends can turn into sworn enemies overnight.
In May 2017, it was reported in the media that Scott Thomas had signed on to star in the thriller Paramour directed by Alexandra-Teresa Keining for Susanne Klatten. The film is dedicated to the biography of the richest woman in Germany, Susanne Klatten, who will be played by Christine.
The film is expected to premiere in 2018. Tomb Raider: Lara Croft is also scheduled to be released in 2018, where Christine played the role of Ana Miller.
A number of other works with the participation of the actress are in production, the premiere dates of which have not yet been determined: the crime drama The Kitchen Boy, the melodrama The Sharp Turn and the drama Seconds of Pleasure.
Filmography
1988 – A Fistful of Ashes
1992 – Bitter Moon
· 1994 – Four weddings and only funerals ”
· 1996 -“ Mission Impossible ”
· 1996 -“ English patient ”
· 2004 -“ Arsen Lupen ”
· 2006 -“ understudy ”
· 2008 – “Another of the Boleyn genus”
· 2009 – “Shopogolik”
· 2009 – “attraction”
· 2014 – “My old woman”
· 2015 – “French suite”
· 2017 – “heavy time”
· 2017 – “Party”
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Germans ridiculed the Minister of Defense of Germany because of the new photo in Ukraine
https://ria.ru/20221002/UKRAINA-1820943722.HTML
Germans diverse Minister of Defense of Germany because of a new photo in Ukraine
The Germans ridiculed the German Minister of Defense because of a new photo in Ukraine – RIA Novosti, 02.10.2022
The Germans ridiculed the German Minister of Defense because of a new photo in Ukraine armored car during a visit to Ukraine, caused a strong reaction among . .. RIA Novosti, 02.10.2022
in the world, Christina Lambrecht, technology, Germany, Ukraine, Odessa
Worldwide, Christina Lambrecht, Technology, Germany, Ukraine, Odessa
MOSCOW, October 2 – RIA Novosti. A photograph of German Defense Minister Christine Lambrecht posing next to an armored vehicle during her visit to Ukraine caused a strong reaction from Die Welt readers.
They ridiculed the head of the Ministry of Defense, wearing a bulletproof vest, for “ridiculous appearance.”
“It’s hard to get over the absurdity of this photo: everyone around the minister is standing without bulletproof vests and helmets. She looks so out of place in him,” one user wrote.
“Yes, it seems funny. Only two women in body armor. Lambrecht lacks only high-heeled shoes – in this case, she could become a comic book heroine,” agreed another commentator.
“And the buckle on the left can hardly be fastened. How nice,” another reader noted.
“The face speaks for itself. “What am I doing here and what kind of joke is this next to me,” a fourth user shared his opinion.
October 1, 10:16 pm
“Known fascist”. The Germans were infuriated by the appeal of the ex-ambassador of Ukraine to Berlin
“Did she bring knitted socks for the soldiers?” – the fifth one sneered.
“Will someone come to ensure peace? We can’t afford energy, more and more companies are going bankrupt, but there is enough money for the war. Does it work for the good of the German people?” readers asked.
The day before, Christina Lambrecht made an unannounced visit to Odessa, where she announced new deliveries of German weapons to the Kyiv regime.
THE Top 10 Daycares in Olathe, KS | Affordable Prices
Daycares in Olathe, KS
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
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. …
Oxford Acadmey
14982 S Blackbob Rd, Olathe, KS 66062
Costimate: $221/day
Description:
Guardian Angels Day Care Center in Olathe, Kansas, provides a quality, developmentally appropriate educational opportunity for children. The school serves children from zero to ten years old that provides themwith a balance of child-initiated and teacher-initiated activities. The school’s program aims to develop the whole child and his/her physical, social, emotional and intellectual growth….
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
Day Brook Learning Center, LLC is designed to assist parents in the development of happy, well-adjusted children who will grow to be bright and compassionate adults. Day Brook’s cornerstone is the belief thatteaching a child how to, not only appreciate, but love learning and to develop a healthy self-respect is crucial to lifelong success….
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out. …
Description:
Kids ‘R’ Kids of Blue Valley is Overland Park’s premier center for early childhood education and childcare. Our most cherished principle, “Hug First, Then Teach”, defines every aspect of who we are at Kids ‘R’Kids. We work to strengthen and encourage every child’s emotional, intellectual, social, and physical well-being through the expertise of our childcare providers and a unique partnership with parents. Kids ‘R’ Kids International is accredited by AdvancED , the world’s largest education community. This accreditation ensures that we are meeting and exceeding the highest accreditation standards and providing excellence in education beyond most local daycare or childcare providers.
Our 15,000 square-foot state-of-the-art facility offers a secure, nurturing, and educational environment for infants to 12-year old children with an emphasis on developmentally appropriate curriculum that challenges each age group to reach its full potential as it moves forward. The 11 classrooms have tempered glass walls to ensure maximum visibility and safety, in addition to promoting an open, bright, and clean atmosphere. Parents can also enjoy peace of mind while away from their children through our partnership with WatchMeGrow, a secure online video live stream, from anywhere they are. We offer this for free so that parents and relatives, near or far, can take part in their children’s precious moments.
We encourage you to visit our center for a tour and look forward to meeting your family!…
Wonder Tots Inc
7108 Bell Rd, Shawnee Mission, KS 66217
Costimate: $201/day
Description:
Located in Shawnee Missions, Wonder Tots Inc is a child care center that offers educational day care programs for young kids. The company is fully licensed by the state of Kansas to admit and handle a maximumof fifty-six children. Wonder Tots is open during weekdays from Mondays through Fridays….
Description:
Little Building Blocks Daycare LLC is a child care facility located at 813 E Lincoln Ln. Gardner, KS. They provide services for children from 1 year up to 4 years of age. Their program is designed to providechildren a safe and fun atmosphere to spend their time before and after school and provide a stimulating setting while on breaks from school….
Description:
Building Blocks Child Development Center is a child care facility located at 15215 College Blvd. Shawnee Mission, KS. Their facility provides a loving atmosphere while developing the child’s overall potential.Classrooms are equipped with one-way mirrors, allowing parents to see their children anytime….
Showing 1 – 20 of 26
FAQs for finding daycares in Olathe
In 2022 what type of daycare can I find near me in Olathe, KS?
There are a variety of daycares in Olathe, KS 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 Olathe, KS?
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 495 in Olathe, KS as of October 2022 and you can filter daycares by distance from Olathe 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 Olathe, KS, 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 Olathe, KS.
Olathe Kansas Daycare Listings
(Kansas State Childcare Regulations)
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Emmy Bear’s
Teachers Kids Only Daycare
15623 S. Brookfield
Olathe, KS 66062
Owner:
Emily
Phone:
913-645-6987 Age Groups:
0-3 years
A+ Child Care 913-768-9514 14690 S. Darnell, Olathe, KS 66062
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ABC Daycare 913-839-8829 14709 S Seminole Dr., Olathe, KS 66062
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ABC Learning Daycare L.L.C.
15832 S. Avalon St Olathe, KS 66062
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Agape Montessori School 913-768-0812 16550 W 129th St Olathe, KS 66062
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Andi’s Day Care Home (913) 390-5426 16208 W 124th Circle, Olathe, KS 66062
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Angel Heart Child Care LLC 913-764-8885 532 E Spruce, Olathe, KS 66061
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Angie’s Day Care 913-782-8973 12424 S. Alcan St. , Olathe, KS 66062
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Children’s World Learning Centers (913) 829-5004 2001 E Crossroads Ln, Olathe, KS 66062
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Christian Montessori School (913) 764-3456 14435 S Blackbob Rd, Olathe, KS 66062
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Corporate Kids Inc (913) 764-0416 540 N Persimmon Dr, Olathe, KS 66061
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Creative Beginnings (913) 782-1560 2330 Post Oak Road, Olathe, KS 66061
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Dinosaur Den Child Development Center 913-780-2626 14299 S Darnell St., Olathe KS 66062 Non Member upgrade your listing
Grif-Funs Day Care (913) 829-0211 16601 W 145, Olathe, KS 66062
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Guardian Angel Day Care Center (913) 764-6722 904 E Poplar St, Olathe, KS 66061
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Happy Days Childcare Center (913) 829-1681 14155 S Mur Len Rd, Olathe, KS 66062
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Happy House Child Care Center (913) 782-1115 825 E Sheridan St, Olathe, KS 66061
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Happy House Child Care Ctr (913) 782-3202 1409 W Elm Ter, Olathe, KS 66061
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Just-Like-Home Daycare (913) 829-4219 622 North Walnut Street, Olathe KS 66061
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Kiddi Kollege Child Care-Learning Centers Inc (913) 764-4423 340 N Lindenwood Dr, Olathe, KS 66062
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Kiddi Kollege Child Care-Learning Centers Inc (913) 780-0246 1000 E Harold St, Olathe, KS 66061
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Kids Town Academy (913) 768-8585 312 N Rogers Rd, Olathe, KS 66062
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Kidspark (913) 390-1411 15296 W 119th St, Olathe, KS 66062
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Kids R Kids (913) 390-0234 15210 S Mahaffie St, Olathe, KS 66062
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Kindercare Learning Centers (913) 782-7272 16600 WEST 139TH ST, Olathe, KS 66062
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Kindercare Learning Centers (913) 782-9292 1330 WEST DENNIS AVE, Olathe, KS 66061
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Little Lambs Montessori Schools Inc (913) 764-3456 14435 S Blackbob Rd, Olathe, KS 66062
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Little Wonders Christian Daycare & Preschool (913) 393-3035 651 N Somerset Ter Ste C, Olathe, KS 66062
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Maggie’s Daycare (913) 764-1559 13924 Tomahawk Dr, Olathe, KS 66062
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Michelle L. Genter (913) 768-4046 21214 W 113th Place Olathe, KS 66061
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Olathe Christian School Day Care (913) 829-0074 15320 S Ridgeview Rd, Olathe, KS 66062
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Organically Grown~ The O.G. Baby (913) 660-5008 16011 W. 149th Ter, Olathe, KS 66062
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Prairie Center Christian Child Care (913) 390-0230 105 S Montclaire Dr, Olathe, KS 66061
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Red Robin Daycare (913) 393-3515 305 S Ridgeview Rd, Olathe, KS 66061
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Shining Stars Daycare Center (913) 829-5000 16310 W 159th Ter, Olathe, KS 66062
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Special Beginnings Early Learning Center (913) 393-2223 14169 S Mur Len Rd, Olathe, KS 66062
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Starz Licensed Child Care (913) 390-1955 1231 E Frontier Ln, Olathe, KS 66062
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The Rock Daycare (913) 744-9121 16625 W. 147th St. Olathe, KS. 66062
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Tiny Treasures Daycare (913)397-9585 2025 E. Mohawk Dr., Olathe, KS 66062
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Top Flight Kids Learning Center (913) 768-4661 300 S Rogers Rd, Olathe, KS 66062
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Watch Us Bloom Home Daycare (913) 839-3904 16617 W. 125th St Olathe, KS 66062
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YMCA (913) 345-9622 14201 S Mur Len Rd, Olathe, KS 66062
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YMCA (913) 764-5288 629 N Persimmon Dr, Olathe, KS 66061
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Best Daycare in Olathe, KS
Sunny Days Daycare
Daycare in
Olathe, KS
(913) 675-2734
Welcome to Sunny Days Daycare! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our goal is … Read More
$227 / wk
•
5:30 am – 5:30 pm
TF
Wiggles And Giggles Full Day Group Care And Learning Place Daycare
Daycare in
Olathe, KS
(913) 379-2254
Wiggles and Giggles Full Day Group Care and Learning Place Daycare is a caring and loving environment where your child can learn and grow. A… Read More
$232 / wk
•
7:00 am – 5:30 pm
Agape Child Care
Daycare in
Olathe, KS
(913) 379-3175
Welcome to Agape Child Care! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our goal is to… Read More
$181 / wk
•
8:00 am – 5:00 pm
A Child’s Place Daycare
Daycare in
Olathe, KS
(913) 800-4407
Hi! We’re A Child’s Place Daycare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their devel… Read More
$232 / wk
•
7:30 am – 5:30 pm
CT
Christy Toney Day Care Home
Daycare in
Olathe, KS
(405) 374-4917
Christy Toney Day Care Home provides childcare for families living in the Olathe area. Children engage in play-based, educational activities… Read More
Request price
•
7:00 am – 5:00 pm
Melissa’s Little Miracles Daycare
Daycare in
Gardner, KS
(651) 371-8786
Melissa’s Little Miracles is a home daycare that offers childcare programs for nearby families in Gardner. Open from 7:00 am to 5:30 pm, the… Read More
Request price
•
7:00 am – 5:30 pm
Melissa Lewis Day Care Home
Daycare in
Olathe, KS
(206) 887-9382
Melissa Lewis Day Care Home provides childcare for families living in the Olathe area. Children engage in play-based, educational activities… Read More
Request price
•
7:00 am – 5:00 pm
Marias Day Care Home
Daycare in
Olathe, KS
(503) 773-5465
Marias Day Care Home is a home daycare that offers childcare programs for nearby families in Olathe. The director has programs for children … Read More
Request price
•
7:30 am – 5:30 pm
Linda Nordeen Day Care Home
Daycare in
Olathe, KS
(757) 300-5744
Linda Nordeen Day Care Home is a home daycare that offers childcare programs for nearby families in Olathe. Open from 7:00 am to 5:30 pm, th… Read More
Request price
•
7:00 am – 5:30 pm
Laurie MacDonald Day Care Home
Daycare in
Olathe, KS
(313) 251-2259
Laurie MacDonald Day Care Home offers safe, loving childcare in the Olathe area. Kids learn through curriculum-based, educational activities… Read More
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•
7:30 am – 5:30 pm
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Olathe Daycare | Olathe Child Care
Welcome to Rising Star Academy, a quality learning center located in Olathe, Kansas. We are a small family style childcare and preschool center in a cozy home environment. So, if you feel lost in those large 100-plus “super” centers, not knowing one teacher or child from the next, count on us!
Our Preschool program is design to develop knowledge and skill in the social, physical, emotional and cognitive areas. Our goal is to help children develop skills and strategies that will help them learn and establish a foundation for lifelong success in education.
We recognize that each child has unique talents, learning styles and personalities. We are committed to working within each child’s comfort zone to ensure optimal social, emotional and educational results.
We are dedicated to providing the best care for your child while encouraging an environment filled with fun and education. We offer child care for children ages 12 months and walking to school age.
Highlights/Quick Facts:
All-Inclusive Tuition including Stretch-n Grow
Safe & Secure
Developmentally Appropriate Curriculum
Nutritious Meals and Snacks
Qualified, Caring, and Experienced Staff
Our vision is simple, to be the most nurturing environment for children and the most trusted by parents. Every day, we recommit ourselves to the future by focusing on the needs of our children through age-appropriate activities in a loving and safe setting. Please feel free to contact us to setup a time when you can come tour our facility and meet our staff. We look forward to meeting you and your children.
Latest News
Enrollment Open Now for 2022-2023. Inquire on the Contact page.
You can download enrollment forms on the Enrollment page.
Programs for
toddlers
Introduction to play, creative arts, language development & sensory exploration.
read more
Programs for
preschool
Developing the critical thinking and problem-solving skills they will need to succeed in school.
read more
Programs for
school-age
A safe environment for additional homework & study time before & after school.
read more
Programs for
Summer
We provide a safe and nurturing environment for your precious little one to blossom.
read more
Curriculum
Using exploration and discovery as a way of learning, our preschool curriculum enables children to develop confidence, creativity, and lifelong critical thinking skills.
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We believe that all children are unique and no two children learn in the same way.
LEARNING THROUGH PLAY
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Programs
Our programs support children’s creativity, their imagination and their curiosity, while continuing to emphasize each child’s individuality in those areas.
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Offering programs for toddlers, preschool and school-age.
DISCOVERY & ADVENTURE
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We welcome you to schedule a personal tour of our facility, staff and classrooms, join our waiting list and / or inquire now about enrollment.
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NOW ACCEPTING APPLICATIONS FOR ENROLLMENT IN ALL CLASSROOMS
LIMITED SPOTS AVAILABLE
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Nutritious
meals &
snacks
Good nutrition contributes
to effective learning in children. ..
HEALTHY AND TASTY FOOD
FOR YOUR LITTLE ONE.
Breakfast, lunch & snacks included
Nutritionally balanced & delicious
Meal calendars available to parents
Learn more about Nutrition & Meals
Highly-Qualified
Teachers &
Staff
Our approach to early learning
is what makes us unique…
Helping Children Achieve
Their Full Potential
Highly skilled and trained in early childhood care.
Multiple levels of education and certification
CPR / First-Aid Certified Staff
Learn more about our staff
Quality Care &
Competitive
Rates
We offer the best child care
services for the best value…
Affordable Tuition with
Convenient Payment Options
Affordable Tuition with Convenient Payment Options
Multi-child discounts
All inclusive tuition rates & fees
Learn more about tuition
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Licensed &
Certified
First-class learning in a nurturing
environment for your child and
and peace-of-mind for parents.
Why are we the best place
to learn?
Age-appropriate curriculum
Flexible hours and enrollment plans
Strict safety policies and CPR/First Aid Certified Staff
Learn more about us
parent testimonials
Olathe, KS (Childcare & Programs)
There are 77 Daycares in Olathe, Kansas, serving a population of 134,368 people in an area of 61 square miles. There is 1 Daycare per 1,745 people, and 1 Daycare per square mile.
In Kansas, Olathe is ranked 141st of 750 cities in Daycares per capita, and 78th of 750 cities in Daycares per square mile.
There are 20 adult daycare facilities serving Olathe, Kansas. This includes 2 facilities in Olathe and 18 nearby. The daily costs for adult daycare in Kansas range from $45 to $90, with a median expenditure running approximately $70. The per month cost averages about $2,100 and ranges between $1,350 and $2,700. On a yearly basis, the mean cost is around $18,200, which is above the nationwide average of $16,900.
Adult daycare costs in Olathe, KS generally range from about $70 per day to $204 per day, with an average cost of approximately $80 per day. That equates to an annual cost of around $20,800.
Olathe is a mid-size city in Johnson County, Kansas. It is included in the Kansas City metropolitan statistical area. It is the 5th largest city in the state, with 130,216 residents living in the city itself and 692,675 in the surrounding area. The 55-and-over community makes up 17% of the overall population.
The SeniorScore™ for Olathe is 78. The city has a mean per capita income of $32,000 and a mean household income is $77,000 (the Kansas state average is $48,000). The median housing price in Olathe is $145,500, which is relatively higher than the state average of $127,500. The city has a low unemployment rate of about 4.97%.
Olathe has medium mean temperatures, with comfortable winters and mildly warm summers. The city receives average levels of rain annually. Compared to other cities in the US, Olathe has average air quality ratings and a very low rate of crime.
More About Olathe, Kansas
Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of . ..
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
Get Pricing Info See Details
Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
Get Pricing Info See Details
Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
Get Pricing Info See Details
Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
Get Pricing Info See Details
Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
Get Pricing Info See Details
Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily …
18 miles away from Olathe, KS
Get Pricing Info See Details
Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
Get Pricing Info See Details
Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
Get Pricing Info See Details
Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
Get Pricing Info See Details
Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
Get Pricing Info See Details
Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
Get Pricing Info See Details
Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
Get Pricing Info See Details
Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily …
18 miles away from Olathe, KS
Get Pricing Info See Details
Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
Get Pricing Info See Details
Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a . ..
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
Get Pricing Info See Details
Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
Get Pricing Info See Details
Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
Get Pricing Info See Details
Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
Get Pricing Info See Details
Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
Get Pricing Info See Details
Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
Get Pricing Info See Details
Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
Get Pricing Info See Details
Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
Get Pricing Info See Details
Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
Get Pricing Info See Details
Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily …
18 miles away from Olathe, KS
Get Pricing Info See Details
Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
Get Pricing Info See Details
Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
Get Pricing Info See Details
Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
Get Pricing Info See Details
Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
Get Pricing Info See Details
Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
Get Pricing Info See Details
Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
Get Pricing Info See Details
Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is . ..
8 miles away from Olathe, KS
Get Pricing Info See Details
Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
Get Pricing Info See Details
Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
Get Pricing Info See Details
Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
Get Pricing Info See Details
Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
Get Pricing Info See Details
Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
Get Pricing Info See Details
Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
Get Pricing Info See Details
Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
Get Pricing Info See Details
Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
Get Pricing Info See Details
Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
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Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
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Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
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Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Top Adult Daycare Facilities in Olathe, Kansas
Nottingham Health and Rehabilitation is a nursing facility located at 14200 W 134th Pl in Olathe, Kansas. The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
Get Pricing Info See Details
Good Samaritan Society – Olathe is located at 20705 W 151st St in Olathe, Kansas. It is a 140 unit senior care community. The facility is in a mostly middle class area, with an average per-household income of …
Get Pricing Info See Details
Located at 15354 Quivira Rd, Prairie Elder Care is a senior housing facility in Overland Park, Kansas. The facility is in a predominantly upper class area, with a median family income of $145,049. With roughly 16,000 residents in …
5 miles away from Olathe, KS
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Brookdale Overland Park is a 100 unit senior housing community for people over 55 situated in Overland Park, Kansas. With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
8 miles away from Olathe, KS
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Village Shalom is a 76 bed senior housing facility. It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
9 miles away from Olathe, KS
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Located at 12802 Johnson Dr in Shawnee, Kansas, Brookdale Rosehill is a 92 unit senior community for those 55 and up. With a median family income of $77,390, the facility is in a generally wealthier area. It is …
11 miles away from Olathe, KS
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Sharon Lane Health Services is a 95 unit nursing care facility. It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
11 miles away from Olathe, KS
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Benton House of Prairie Village is a senior care community located within the Ward Parkway Plaza neighborhood of Prairie Village, Kansas. The community is in a generally well-to-do area, with a median family income of $106,936. It has …
13 miles away from Olathe, KS
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Medicalodges Eudora is a 74 room senior care community. It is located at 1415 Maple in Eudora, Kansas. The neighboring area has a medium-density population, with about 9,000 residents in the zip code of 66025. With an …
16 miles away from Olathe, KS
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Country Place Senior Living Basehor is a senior care community located at 15707 Pinehurst Dr in Basehor, Kansas. The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
18 miles away from Olathe, KS
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Medicalodges Post Acute Care Center is located at 6500 Greeley Ave in Kansas City, Kansas. It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily . ..
18 miles away from Olathe, KS
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Life Care Center of Kansas City is located at 3231 N 61st St in Kansas City, Kansas. It is an 82 room senior community. The facility is in a mostly middle class area, with a median per-family income …
19 miles away from Olathe, KS
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Situated within the Highview Estates area of the city, Summitview Terrace, Assisted Living by Americare is a senior community in Kansas City, Missouri. With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
20 miles away from Olathe, KS
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Located at 604 E Sunrise Dr, Bristol Manor of Raymore is a senior housing community serving Raymore, Missouri. The community is in a primarily middle income area, with a median family income of $73,159. It has a dense …
20 miles away from Olathe, KS
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Located at 232 Elm St, Comfort Care Homes of Baldwin City is a care home serving Baldwin City, Kansas. The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
21 miles away from Olathe, KS
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Seasons Care Center is a 46 bed senior care community situated in the Little Blue Valley area of Kansas City, Missouri. The encompassing area has a sparse population, with about 3,000 residents in the 64139 zip code. It …
23 miles away from Olathe, KS
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Blue Hills Rest Home is a senior care community located at Independence, Missouri 64056 in Independence, Missouri. The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
26 miles away from Olathe, KS
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Benton House of Lee’s Summit is a senior community located at 2160 SE Blue Pkwy in Lees Summit, Missouri. The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
26 miles away from Olathe, KS
Get Pricing Info See Details
Located at 2124 Highridge Dr, Bristol Manor of Pleasant Hill is a senior housing community serving Pleasant Hill, Missouri. The facility is in a primarily middle income area, with a median per-household income of $64,811. With around 14,000 …
30 miles away from Olathe, KS
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Medicalodges Leavenworth is an 80 unit senior housing community. It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
30 miles away from Olathe, KS
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Northwest Olathe High School Northwestern Missouri State University North Olathe High School National High School, school, text, trademark, logo png
Olate Northwest High School Northwestern Missouri State University North Olathe High School National High School, school, text, trademark, logo png
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What is the teacher’s salary? Salary by State • BUOM
By Indeed Editorial Team
April 1, 2021
like primary and secondary schools. A teacher’s salary depends on several factors, including the place of work and geographical location. If you are interested in a career as a teacher, it is important to check out the pay opportunities in the most common places where teachers work.
In this article, we look at the average annual teacher salary, annual teacher salary by state, average teacher salary in elementary and secondary schools, and annual teacher salary in the private and public sectors.
What is the average annual salary of a teacher?
The average annual salary for a teacher working in the US is $23,663. This number is based on 15,900 salaries reported by Indeed as of January 8, 2021. Several factors affect a teacher’s annual income, including years of experience, where they work, and geographic location. For example, teachers working in New York State report an average salary of $54,084 per year, while teachers working in Chicago, Illinois report an annual salary of about $31,650 per year.
In addition to the annual salary, many teachers also receive several benefits. These benefits will vary depending on their place of work, but the general benefits of teachers include:
Children’s Care
Refereal programs
Life Insurance
Medical insurance
9000 9000 9000 DEMICA
Vision insurance
Tuition reimbursement
Options from the house
Assistance in professional development
401 (K) Conservation of plans
Paid vacation
Paid sick leave
9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9007 Teachers by State
Below are the average annual teachers’ salaries based on the state they live in. The salary data below was calculated using the state data provided by Indeed. For the most up-to-date information from Indeed, please check Salary.
Alabama: $15,872 per year.
Alaska: $43,239 per year.
Arizona: $41,537 per year.
Arkansas: $21,129 per year.
California: $35,813 per year.
Colorado: $27,212 per year.
Connecticut: $27,613 per year.
Delaware: $27,367 per year.
Florida: $22,177 per year.
Georgia: $18,422 per year.
Hawaii: $44,969 per year.
Idaho: $19,694 per year.
Illinois: $25,873 per year
Indiana: $19,840 per year.
Iowa: $22,360 per year.
Kansas: $26,392 per year.
Kentucky: $23,359 per year.
Louisiana: 38 9$88 per year.
Maine: $29,293 per year.
Maryland: $35,239 per year
Massachusetts: $30,638 per year.
Michigan: $38,506 per year.
Minnesota: $39,981 per year.
Mississippi: $16,398 per year.
Missouri: $19,175 per year.
Montana: $23,869 per year.
Nebraska: $18,031 per year.
Nevada: $21,344 per year.
New Hampshire: $43,946 per year.
New Jersey: $29,147 per year.
New Mexico: $44,416 per year.
New York: $36,554 per year.
North Carolina: $19,618 per year.
North Dakota: $23,459 per year.
Ohio: $19,696 per year.
Oklahoma: $17,878 per year.
Oregon: $25,626 per year.
Pennsylvania: $22,060 per year.
Rhode Island: $28,207 per year.
South Carolina: $29,189 per year.
South Dakota: $37,763 per year.
Tennessee: $18,339 per year.
Texas: 19$278 per year.
Utah: $21,528 per year.
Vermont: $26,280 per year.
Virginia: $24,299 per year.
Washington: $31,055 per year.
West Virginia: $17,738 per year.
Wisconsin: $22,004 per year.
Wyoming: $46,250 per year.
Annual salary of teachers in private schools compared to public schools
In addition to the fact that teachers’ salaries vary by state in which they live, a teacher’s income can also depend on whether they work in the public school system or in private schools. A private teacher is a person who works in a private institution. Private schools offer all levels of education, including elementary, middle and high school. Some private schools only offer one level of education, while others offer all three.
Public school teachers are professional educators working in the public school system. The public school system offers all the different levels of education, so students can presumably attend a public school from preschool to high school. Public school teachers can teach at any level of education, and may even teach at several different levels depending on the school, background, and ability of the teacher.
Generally, teachers working in public schools receive a higher average salary compared to teachers working in private schools. There are several factors that contribute to this pay gap, including the need for employment and licensing requirements. Public school teachers must hold a valid teaching license to be considered for a position, while private schools often have more relaxed rules and may allow unlicensed teachers to teach in their schools.
In addition, there is much more demand for teachers in the public school sector than in private schools. This is due to the fact that there are many more public schools than private ones. As a result, public schools often offer higher salaries to teachers to encourage them to take on more challenging jobs that teach more students than they would teach in a private setting.
Annual salary of a teacher for primary levels compared to secondary levels
Teachers’ salaries also vary depending on whether they teach in primary or secondary schools. Primary school is another term used to describe elementary school. Kindergarten may also be included when using the term “primary school”. In most schools, primary school refers to the levels of education from the first to the fifth grade. Some schools include sixth through eighth grades in their primary levels. Middle school is another term used for high school. Middle school refers to grades ninth through twelfth grade.
Elementary or elementary school teachers in the United States earn an average of $64,774 per year. This number is based on 11,000 salaries reported by Indeed as of January 8, 2021. Most elementary school teachers teach students various subjects during the day. These courses aim to introduce students to a range of skills and knowledge and prepare them for the higher levels of education they will receive in high school.
The average national salary for high school teachers in the US is 48 9$46 per year. This number is based on 5,400 salaries reported by Indeed as of January 8, 2021. Many high school teachers specialize in one area of study, such as English or science.
safe, effective, profitable. (information for parents). State Educational Institution “Vyazovnitsky CPC d / s – BSH named after E.M. Stelmakh”
Vaccination against influenza: safe, effective, profitable.
(information for parents)
In 2020 prophylactic vaccinations against influenza in the Osipovichi district will be carried out with the Russian inactivated vaccine Grippol Plus. This is a trivalent vaccine, i.e. it allows you to develop immunity immediately to 3 strains of the influenza virus (subtype A / Brisbane (h2N1), the second subtype A / Kansas (H3N2) and strain B / / Victoria (human). This vaccine is used in our country and abroad is not the first year and its effectiveness and safety has been proven.
Due to the fact that the vaccine is inactivated, it is not able to cause influenza in the vaccinated person, but forms a protective immunity to live viruses in the body. The high degree of purification of the vaccine, the minimum amount of protein, the absence of preservatives in the composition makes it possible to use it even for infants, starting from 6 months, people with chronic diseases, pregnant women (in the 2nd-3rd trimester of pregnancy) and breastfeeding women, people over 65 years and all age groups.
Since influenza viruses are constantly changing, vaccination should be given annually (vaccine composition is also adjusted annually). The second reason for annual vaccination is that immunity after vaccination lasts for 6-9 months.
The vaccination campaign will run from September to November. To ensure the availability of immunization in the city of Osipovichi, vaccination of the adult population will be carried out in the district clinic, in the health centers of enterprises, as well as on-site vaccination teams of the Osipovichi Central District Hospital, which will travel to enterprises by prior arrangement with the administration. In rural areas, it will be possible to get vaccinated in outpatient clinics at the place of residence, as well as at enterprises at the place of work by the forces of mobile vaccination teams. Children attending organized groups will be vaccinated either in outpatient clinics or in children’s institutions at the place of education and study. Unorganized children – in outpatient clinics at the place of residence.
Why is it recommended in the team to vaccinate 40% of employees?
At this level of vaccination coverage, the formation of herd immunity among workers begins. Herd immunity gives an additional degree of protection to the vaccinated and reduces the likelihood of disease of unvaccinated members of the collective. The more people who are vaccinated, and therefore protected from the flu, the lower the likelihood of the introduction and spread of the virus among those working in a team. As the results of monitoring the incidence of influenza and ARVI at enterprises of the republic have shown, vaccination coverage of more than 40% of the staff can significantly reduce the incidence and lead to virtually no cases of influenza.
An analysis of the incidence of influenza in the population of the district over the past 15 years in the Osipovichi district indicates its significant decrease. If in the years when mass vaccination campaigns were not carried out, from 1500 to 2.978 cases of influenza were registered in the region, then over the past 6 years the number of cases of influenza has significantly decreased. For January – March 2019 49 cases of influenza were registered.
Does the flu shot guarantee 100% protection against the disease?
Not a single therapeutic or prophylactic drug gives a 100% guarantee against the disease. And if, nevertheless, a vaccinated person gets sick with the flu when they meet with a live virus (2-30 people out of 100 vaccinated), then the disease will proceed in a mild form and without complications. Thus, vaccination guarantees protection against the disease of severe and complicated forms of influenza, ending in death.
The flu vaccine is designed primarily to protect against influenza viruses, not other respiratory viruses. However, due to the fact that it has immunomodulatory properties, the immune system of about 20-25 people out of 100 vaccinated acquires additional protection from other respiratory viral infections, i.e. a person is less likely to get colds. The vaccination campaign conducted in 2019 made it possible to warn more than 143 thousand cases across the country. influenza, more than 162 thousand cases. ARI of non-influenza etiology. The incidence of influenza among vaccinated individuals was 14.3 times lower than that among unvaccinated individuals.
When analyzing the cost-effectiveness of influenza immunization conducted in the country, it was found that thanks to vaccinations, an economic loss of 74.2 million dollars was prevented. For every dollar invested in vaccination, the effect was equivalent to 14.7 dollars.
This year, another serious argument appeared in favor of influenza vaccination – it is an opportunity to prevent mixed infection (influenza + coronavirus infection). Each of these infections individually can cause severe life-threatening complications, primarily pneumonia. With simultaneous infection with influenza viruses and COVID-19, the disease will be more severe and the likelihood of an adverse outcome will increase significantly. Therefore, it is imperative to protect yourself and your loved ones from at least one of these infections, especially since the vaccines used against influenza have long proven their safety and effectiveness.
Take care of your health and the health of your loved ones! Protect yourself from the flu in advance!
EE “Osipovichi District Center of Geography”
Kindergarten No. 23 “Brusnichka”
Welcome to the Municipal Budgetary Preschool Educational Institution
Kindergarten No. 23 “Brusnichka”
On this page you will find the most important announcements of
Dear parents (legal representatives)!
In MBDOU “Kindergarten No. 23 “Brusnichka” there is an extended day group and a round-the-clock group. Staying in a group is declarative in nature. For questions about attending these groups, contact the administration of the preschool educational institution.
Dear parents (legal representatives)!
We would like to inform you that in order to place information about additional services (circles, sections, etc.) in the personal accounts of parents (legal representatives) on the State Services portal, in mobile applications of banks, payment for additional services must be made through commercial organizations (Sberbank, Otkritie Bank, VTB). When paying, the payer is charged a commission in accordance with the conditions of the bank.
Additional services without a commission can be paid only through the cash desk of the MKU “Department for Accounting and Control of Finances of Educational Institutions of the City of Khanty-Mansiysk”, at the address: st. Mira, 13, room 206. Payments are accepted from Monday to Friday (Saturday, Sunday-weekends), from 9:00 to 13:00 inclusive.
Starting February 1, 2022, Kindergarten No. 23 Brusnichka MBDOU does not accept payment for additional services.
Sincerely, administration
MBDOU “Kindergarten “Brusnichka”
Dear parents (legal representatives)!
We inform you that after a long absence from the kindergarten after the summer vacation, the examination of the child and the issuance of a certificate will be carried out in the medical office of the preschool educational institution. Pupils with signs of illness in a preschool educational organization are not accepted. Pupils who have had a disease are accepted with a certificate from the attending physician.
In a preschool educational organization from 07.00 to 19.00 (daily, except for Saturdays, Sundays and holidays) there is a hotline on the organization of educational activities in the 2021-2022 academic year:
– head Semina Irina Mikhailovna tel. 8(3467)32-37-32 (ext.1)
– deputy chief for educational work Kurenkova Nadezhda Vladimirovna tel. 8(3467)32-37-32 (ext.2)
The Department of Education of the Administration of the city of Khanty-Mansiysk has a hotline for preschool education:
– Deputy Director Fedorova Oksana Alekseevna tel. 8(3467)32-83-80 (ext.202)
– department of preschool education tel. 8(3467)32-83-80 (ext. 213; ext. 214)
· An appointment with a doctor is carried out:
o Through self-registration terminals in the children’s clinic;
o On the website www.okbhmao.ru;
o Users of the State Services portal www.gosuslugi.ru;
o Through registrars in polyclinics and branches by phone 8(3467)365-365.
Hotline of the Department of Health KhMAO – Yugra 8 – 800 – 100 – 86 – 03
UNIFIED CONSULTATION CENTER OF ROSPOTREBNADZOR
STOPCORONAVIRUSGRA
STOPCORONAVIRUS. RF
Dear parents (legal representatives)!
Federal project “Strengthening public health”
The Ministry of Health of the Russian Federation, within the framework of the federal project “Strengthening Public Health”, has developed an information and communication campaign to form the priorities of a healthy lifestyle among the population of the Russian Federation. An important task of the campaign is to create a comfortable information environment in society that will promote a healthy lifestyle. with the task in hand, we draw your attention to the material presented below.
http://www.takzdorovo.ru/download/youarestronger/
https://cloud.mail.ru/public/D6uL/xgtfnJ4TD
Dear parents!
On the regional Internet portal “Open Region – Ugra”, an information card “Additional Education” was developed and put into operation – a section of the portal “Open Region – Ugra” for children and their parents. This is a “live” map of Ugra, showing district institutions of preschool and school additional education. The information card will help you find an activity for your child in any municipality of the Khanty-Mansiysk Autonomous Okrug – Yugra. The map is available in the “Services” section (“Additional Education” tab) or by following the link myopenugra.ru/services/edu/
Dear parents!
Children’s hotline with a single all-Russian number 8-800-2000-122
Fund for Supporting Children in Difficult Life Situations (read more)
Telephone “hot line” of the autonomous institution of the Khanty-Mansiysk Autonomous Okrug – Yugra “Center Open Region” for residents of the city on issues of ensuring the safety of children 8-800-1010-086
In case of revealing the fact of illegal collection of funds in the MBDOU “Kindergarten No. 23 “Brusnichka”, you can contact the hotline:
This lesson really helps students to learn the seasons of the year and words associated with each season.
Lesson Procedure:
Warm Up and Maintenance:
See our “Warm Up & Wrap Up” page.
New Learning and Practice:
1. Introduce the vocab: the four seasons Before class prepare four pieces of paper with the following written on:
Draw a tree. Draw flowers in the tree. Draw a sun and clouds in the sky.
Draw a tree. Draw lots of leaves in the tree. Draw a big sun in the sky.
Draw a tree. Draw some leaves in the tree. Draw leaves falling off the tree. Draw leaves on the ground. Draw clouds in the sky.
Draw a tree with no leaves. Draw snow on the ground. Draw a cloud in the sky with snow falling.
Four students are going to read these and draw the pictures on the board. Alternatively, whisper the instructions into your students’ ears or show them flashcards to copy.
In class, draw 4 large squares in the board. Invite a volunteer student to come up to the board and draw the first picture inside the first of the 4 squares. As the student is drawing, get the other students to guess what is in the picture (e.g. “What’s this?”, “It’s a tree”). Do the same with other students for the remaining three pictures.
Once all 4 pictures have been drawn, point at the first picture and ask “When does the tree look like this?”. Elicit / Teach “Spring” and write the word under the picture. Do the same for all for pictures and chorus each season word 4 times.
2. Play “Seasons Word Association Draw” Divide the class into teams (of 3 or 4 students). Give each team one pen and lots small pieces of colored paper (e.g. Team A has only red paper, Team B has only blue paper, etc.). This is very important as you will be giving scores to each team based on the amount of pictures they have drawn.
Next, put 4 boxes in the 4 corners of your classroom. Each box should be labelled with a season (e.g. one box will have “Spring” written on it, another “Summer”, etc.).
Now model the activity: take one piece of paper and draw an ice cream. Elicit the word and then say “Where should I put this?” and gesture towards the 4 boxes. After receiving a reply for summer, go to the summer box and drop the paper in it. Next do the same for spring (a flower), autumn (a pumpkin) and winter (a woolly hat).
Finally drop a prize into each box (e.g. some candy or stickers, etc.) and explain that the team with the most (correct) pictures in each box will win the prize. Place a timer in view of everyone and set 5 minutes. Then say “Go!”.
As each team has only one pen they will have to work together to come up with ideas and draw them. Then one player will have to rush to a box and drop the picture into it. Teams will probably find summer and winter easy but may need some prompting from you for spring and autumn. As they are drawing, walk around and ask questions (e. g. What is that?) and elicit / teach vocab. Make sure someone draws some key vocab from the song that will be sung later in the lesson (a picnic, beach, snow).
When the timer goes off get everyone to stop. You are going to count the number of papers each team has in each box – but you are going to be really strict! Throw out any badly drawn pictures which you can’t guess what they are and any pictures that are wrong or are not season specific. Elicit what each picture is when you hold it up. Count the scores and write them on the board. Then tell the class that they have an additional 5 minutes to finish but must not draw any pictures that other teams have drawn. Set the timer for a further 5 minutes and start.
When the timer goes off, be strict again about which pictures earn points and finally give out the prizes to the teams with the most points.
3. Do “Season objects writing” activity Your students are going to write the words for the pictures they have just drawn, so this is a great activity if your students are at a high enough level to write words (even with spelling mistakes). If not (for younger students), skip this activity and go on to point 4. Take the boxes with pictures inside and give the pictures out randomly to each group. Model by holding up one of the pictures (e.g. a flower) and elicit the word. Then turn over the piece of paper and write “flower” on the back.
Give a time limit (say 5 minutes) and get each group to write words on the back of as many pictures as they can, using the one pen (again, so they will have to work as a team). If a team does not know the word, they can send one person up to the teacher with the picture to ask what it is – but the teacher will only say the word and will refuse to spell it – the students will have to try their best to spell each word.
When the timer goes off, tell everyone to stop writing. On the board draw two intersecting lines so the board is divided into four equal squares. Write a season in each of the squares. Go around the class asking for the words they have written and write the words on the board – for each correct spelling the team wins a point (also, make sure they correct their spelling mistakes on the back of the pictures). At the end total up the points and award a prize to the winning team.
4. Play “Season Bingo” Keep the same groups together and the pictures that they have drawn. Get each team to deal out the pictures so that each student is holding the same number of pictures. The class is going to play “Season Bingo” with the pictures. The teacher says a season and a word (e.g. “summer – ice cream”) and any students holding that picture can put it in the middle of their table. Keep going until one student has discarded his/her last card and shouted “Bingo!”. Play a few rounds for fun.
5. Sing “The Seasons Song” Before class, print off the song poster for The Seasons Song. Put the song poster on the board and elicit the seasons and the activities on it. Then get everyone to stand up and follow you doing the actions and singing (as described below in Gestures for “The Seasons Song”). Play the song through 2 or 3 times.
Verse 1: In the spring, in the spring, It’s nice and warm, nice and warm, In the spring, in the spring, It’s nice and warm, nice and warm, Let’s go for a picnic!
Chorus
Verse 2: In the summer, in the summer, It’s very hot, very hot, In the summer, in the summer, It’s very hot, very hot, Let’s go to the beach!
Chorus
Verse 3: In the autumn, in the autumn, It’s nice and cool, nice and cool, In the autumn, in the autumn, It’s nice and cool, nice and cool, Let’s go for a walk!
Chorus
Verse 4: In the winter, in the winter, It’s really cold, really cold, In the winter, in the winter, It’s really cold, really cold, Let’s play with the snow!
(download MP3 here)
Gestures for “The Seasons Song”
We’ll use some fun gestures with this song:
– during the chorus do the following gestures, standing with legs apart (see picture):
“Spring” – hands up at 12 o’clock
“Summer” – hands out at 3 o’clock and 9 o’clock
“Autumn” – hands straight down at 6 o’clock
“Winter” – hands out at 3 o’clock and 9 o’clock
– during the verses do the following gestures:
“In the spring / summer / autumn / winter . ..” – hands out, waving in time with the music
(Spring) “It’s nice and warm” – hug yourself looking warm and happy
(Spring) “Let’s go for a picnic” – gesture eating delicious food
(Summer) “It’s very hot” – fan your face looking hot and bothered
(Summer) “Let’s go to the beach” – gesture swimming
(Autumn) “It’s nice and cool” – wipe your forehead looking like you have cooled down
(Autumn) “Let’s go for a walk” – gesture walking
(Winter) “It’s really cold” – shiver and look cold
(Winter) “Let’s play with the snow” – gesture patting a snowball into shape and throwing it
We also have a video that you can stream in class to sing along with (Internet connection required):
6. Read classroom reader Let’s follow the song with a reader which uses vocabulary from the song. We have 2 different classroom readers for you to choose from:
Four Seasons (better for lower levels / younger kids)
Silly Willy’s Seasons (better for higher levels / older kids)
Four Seasons (better for lower levels / younger kids): Before class, download and print off the reader “Four Seasons” from our website. As you go through each page, point to the pictures and elicit the seasons and climates and also ask what activity we can do, for example:
Teacher: (pointing at the picture on page 1) Look at the girl. What’s this with the girl (pointing at the dog)? Students: A dog! Teacher: Yes, it’s her pet dog! Hello! So, what season do you think it is? Students: Spring! Teacher: Yes, good job, it’s spring! And is it cold in spring? Students: No, it’s warm. Teacher: Ok, let’s check (reading on page 1) “It’s spring. It’s nice and warm”. Well done! (Reading again) “What shall we do?”. Well, it’s nice and warm. What do you think they should do in spring? Students: Go for a picnic! Teacher: Let’s see (turning the page and reading) “Let’s go for a picnic!”. Yes, that’s right. Look, what are they having for their picnic? etc.
Get the students really involved in the story by asking lots of questions about the different things in the pictures. When you get to the end, find out which season each student likes best, for example:
Teacher: (reading on pages 9 and 10) “Which season do you like best?”. (Pointing at the seasons pictures) Which season do you like best Miki? Miki: Um … summer! Teacher: The summer. Yes, I like summer too. What do you do in summer, Miki? Students: I go to the beach. Teacher: Yes, it’s hot in the summer, isn’t it? So the beach is a good place to go. How about you, Tomas? Which season do you like best? Students: Winter! etc.
After reading the story, give out a reader worksheet to each student and have everyone match the seasons to the actions. Then go through the answers as a class.
—
Alternatively, watch our video version of the reader (Internet connection required):
Silly Willy’s Seasons (better for higher levels / older kids): Before class, download and print off the reader “Silly Willy’s Seasons” from our website. As you go through each page, point to the pictures and elicit the seasons and talk about what Silly Willy is doing, for example:
Teacher: (pointing at the picture on page 4) Look at Silly Willy! What is he doing? Students: He’s going for a walk! Teacher: Yes, that’s right! And how is the weather? Students: It’s sunny! Teacher: Yes, good job! And what season do you think it is? Students: Spring? Teacher: Ok, let’s check (reading on page 5) “One spring day, Silly Willy went outside. It was warm and sunny. There were lots of flowers and rabbits were playing in the fields.”. Good job, it is spring!
Get the students really involved in the story by asking lots of questions about the weather during different months and activities they do (and don’t do) in their country, for example:
Teacher: (reading on page 5) “What did Silly Willy do? He tried to build a snowman!”. Build a snowman in spring? Do you build snowmen in spring? Students: No! Teacher: Of course not. It’s too warm for snow in spring. When do you build snowmen? Students: In winter! Teacher: Yes, that’s right. So what do you do in spring? Students: We go for picnics. etc.
After reading the story, give out a reader worksheet to each student and have everyone answer the questions. Then go through the answers as a class.
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Alternatively, watch our video version of the reader (Internet connection required):
7. Do the “Seasons Clock” craft This is a great craft which you can hang on the classroom walls and update each season or even each month. Before class there are a few things you will need to prepare:
cut large circles out of construction paper or white cardboard – enough for each group of 3 or 4 students. This will be the base of the season clock.
for spring, you’ll need different colored paper or card: reds, pinks, blues, greens – students will cut into flower shapes (for really little ones you’ll have to cut flower shapes out yourself before class)
for summer, you’ll need sand or yellow glitter (you can get from craft stores) – students will make a beach scene
for autumn, you need different colored paper or card: dark reds, oranges and browns – students will cut into leaf shapes (for really little ones you’ll have to cut leaf shapes out yourself before class)
for winter, you’ll need cotton wool / cotton balls – students will make a snow scene with this.
you’ll also need glue and pens or even paint if you wish
Put the class into groups of 3 or 4 and give out the materials to make the season clocks. Start off by getting everybody to draw 4 lines from the center of the circle to the outside, so that you create 4 different areas (one for each season). Write the word for each season in each segment. If you have taught months, get everybody to write the months in order around the edge of the clock, with 3 months in each segment (you can just use the first letters of each month), so that it looks like the image below:
Now comes the fun part – everyone is going to get creative and decorate the clock – cutting out flower shapes and gluing onto spring, cutting out leaf shapes and gluing onto autumn, making a beach scene in summer (put glue on the paper and then sprinkle over the sand/glitter to make the beach – use blue colored pens or paint for the sea) and gluing cotton wool for snow in winter. Let everyone add extras, e. g. a big sun in summer, seasonal clothing, etc.
When everyone has finished, stick the crafts onto the wall and give each team a pin (or something sticky, like blue tak) to place in the season (or month) that it is now.
In future lessons you can refer back to the clocks and have your students move the pin as the seasons (and months) change.
8. Play “Find the Season Pictures” To end the lesson, we’ll have some fun with the pictures the students drew in point 2. Clear all the desks and chairs to the edge of the room. Collect up all of the pictures and then randomly scatter them around the room. Next, pick the Summer box from point 2, and say “Ok, everyone. Find all the summer pictures and put them in the box, Ready … Go!”.
Everyone rushes around picking up pictures and placing them in the summer box. Then do the same for the other seasons.
Wrap Up:
1. Assign Homework: “Four Seasons” worksheet. 2. Wrap up the lesson with some ideas from our “Warm Up & Wrap Up” page.
The Weather and the Four Seasons Books and Activities
Weather is all around us! Fall and spring are great times to talk with your children about the weather and for your children to experience the changes that happen in the weather as it cools down or warms up. In the fall, talk about how the weather is getting cooler and that the leaves are changing color and the animals are preparing for winter. Discuss that in the spring the weather is warming up and that many animals are having their babies and new plants are beginning to grow.
Four Seasons Books:
Four Seasons Make a Year
Snowmen All Year
Tree For All Seasons
Sunshine Makes the Seasons
The Reasons for Seasons
The Seasons of Arnold’s Apple Tree
Weather and the Four Seasons Preschool and Kindergarten Activities
We talk about the four seasons that make up a year and discuss and learn about the different kinds of weather we can experience in each season. To jumpstart our discussion about the seasons, we create a chart like the one below and display the four seasons cards. This is great way to find out what children already know about the four seasons and also to provide some background knowledge.
Preschool Activities:
Media Root
Four Seasons Rhyme:
The Four Seasons Original Author Unknown
Spring is showery, flowery, bowery, Summer is hoppy, croppy, poppy. Autumn is slippy, drippy, nippy, Winter is breezy, sneezy, freezy.
Spring, Summer, Fall, and Winter Sorting Game and Lesson
Children sort and match activities, clothing, and trees in different stages to the correct season.
Preschool Activities:
Media Root
The Four Seasons Rhyme and Activity
Recite the rhyme and let children guess which season it is ouside the window.
I looked outside my window, what did I see? by Jolanda Garcia, KidsSoup, Inc.
I looked outside my window, and what did I see?
A cherry tree full of blossoms, looking at me. (spring)
I looked outside my window, and what did I see? A beautiful yellow daffodil, looking at me. (spring)
I looked outside my window, and what did I see? A tree growing apricots, looking at me. (summer)
I looked outside my window, and what did I see? Children swimming in the pool, looking at me. (summer)
I looked outside my window, and what did I see? A tree with colorful leaves, looking at me. (fall)
I looked outside my window, and what did I see? Children picking up pumpkins, looking at me. (fall)
I looked outside my window, and what did I see? A tree with no leaves, looking at me. (winter)
I looked outside my window, and what did I see? Children wearing gloves and hats, looking at me. (winter)
Extensions:
Featured: Outside My Window Craftivity from lessonplandiva. com
Preschool Activities:
Media Root
My Favorite Season Craftivity
In this craftivity, children express their favorite season by creating an apple tree that represents that season, for example, in the fall their apple tree would have apples.
Preschool Activities:
Media Root
Learn about the life cycle of an apple.
Children cut out and glue Apple Sequence Cards onto a strip of paper to show the life cycle of an apple.
Preschool Activities:
Media Root
The Fours Seasons Game: Going Around the Sun
Children will learn that Earth takes one year to rotate around the sun and that during that time, we experience different types of weather and temperatures. To reinforce this concept, children will play a board game in which they choose and match cards to the correct seasons as they travel around the sun.
Preschool Activities:
Media Root
Weather Language Arts Activity
In this activity, children describe what kind of clothing they would wear during different kinds of weather.
Preschool Activities:
Media Root
Weather Matching and Sorting Folder Game
Children will practice their visual discrimination skills by viewing and describing weather cards and then sorting them according to their similarities and differences.
Preschool Activities:
Media Root
View more weather preschool and kindergarten activities, lessons, crafts and printables
Preschool Activities:
Media Root
KidsSoup Resource Library
Preschool Activities:
Media Root
Get access to all our over 9,000 preschool and kindergarten resources! Sign up for the KidsSoup Resource Library membership now! Only $26.99 for one year!
20 Seriously Fun Seasons Activities for Preschool
// by Talissa Nahass
Are you working on a season-themed unit for your preschool-aged child? The list below has 20 different season-themed activities that are a perfect addition to your homeschooling needs. There are a variety of hands-on learning activities that will also help kids learn about the elements of the seasons. These activities are especially fun if you do not live in a climate where you experience all four seasons. Learn more seasonal ideas below!
Winter Seasonal Activities
1. Exploding Snowman
Make a snowman on a sandwich bag and add baking soda. Close the bag halfway and pour vinegar into the bag. Watch the snowman explode!
Learn more: Mom Brite
2. Painting Ice
This is a great hands-on activity that invites kids to practice their painting skills on ice cubes. As the ice cubes melt, the paint blends. This painting activity can be done when talking about how water freezes during the winter.
Learn more: Modern PreSchool
3. Snowstorm in a Jar
This is a fun idea for learning about snow. It’s a snow lava lamp that you can make at home. It is a great DIY science project for kids. You need a jar, baby oil, water, white paint, and Alka Seltzer to get the snow storm going.
Learn more: Taming Little Monsters
4. Winter Movement Activities
This activity gets kids moving! If it’s nice outside during your winter unit, you can treat this as an outdoor activity. Kids get moving and do winter-themed body motions.
Learn more: Natural Beach Living
5. Make Snow
It’s a cold winter day, but too cold to play in the snow. In this winter seasonally-themed activity, kids can make their snow! All you need is a bottle of hair conditioner (about half of the bottle) and baking soda (3 cups). Mix the ingredients and play with fake snow! You can add this to a sensory bin and add in some winter-themed items.
Learn more: Red Ted Art
Spring Seasonal Activities
6. Rain Clouds Painting
Kids love jumping in the puddles of spring showers. In this cloud model activity, kids use gravity to make their rain droplets. Mix watercolors with water and place them in a basin. Kids can use droppers or dip cotton balls right into the paint. Put dabs of paint on the top of the paper and then hang to dry. It’s helpful to use white-colored card stock because the paint is very wet. You can glue some cotton balls on top to make a rain cloud. This is an adorable craft that lets you teach about spring and science!
Learn more: A Little Pinch of Perfect
7. Spring ABC Flowers
Practice matching uppercase and lowercase letters with this flower activity. This is an excellent activity for letter recognition. You can also make another set of matching and include images of seasons for kids to match after they tried their letters.
Learn more: Active Littles
8. Flower Names
This fun craft has kids practice writing their names in the petals of flowers. You can use a printable from the internet or cut out your flower pieces. Kids can decorate the paper they paste their name flowers on.
Learn more: A Dab of Glue Will Do
9. Bluebird Counting Activity
Practice counting skills with this adorable spring-themed preschool activity. Print out counting cards and have kids use candy or beads to fill the bluebird nests.
Learn more: Preschool Play and Learn
10. Color Changing Flowers
This gardening activity combines spring and science. Have kids pick some light-colored flowers and place them in cups with food coloring. Flowers bring up water and nutrients from their roots. Watch the flowers magically change color as they absorb the water.
Learn more: Fun Learning for Kids
Summer Seasonal Activities
11. Sand Pies Sensory Bin
Season sensory activities are always my favorite. Make this beach-themed and have two sensory tables- a water table and a sand bin. Kids can add water to their sand to make sand pies. Be sure to add in all different sand toys and kitchen utensils for them to use.
Learn more: Mrs. Plemons’ Kindergarten
12. Summer-Themed Tracing Pages
Practice fine motor skills and tracing with these adorable summer-themed tracing pages. Invite kids to color in their traced pictures.
Learn more: Planes and Balloons
13. Beach Ball Color-by-Number
Beaches are great for hot summer days! If you are talking about the beach during circle time, this activity is a great follow-up! Kids practice number recognition and color matching in this beach-themed color-by-number activity. You can print many different color-by-number activities for each season.
Learn more: Moffatt Girls
14. Alphabet Popsicles
Popsicles on a beautiful summer day bring back memories. In this activity, kids will practice their letter tracing on popsicle pictures.
Learn more: Preschool Play and Learn
15. Ice Cream Cone Measuring
Math and ice cream don’t usually go together, but in this seasonal activity, they do! Kids practice their measuring skills with these ice cream cone measuring cards. You can have kids use legos/mega blocks to measure. If you don’t have those, you can cut out 1-inch squares (card stock pieces) for them to use.
Learn more: Stay at Home Educator
Fall Seasonal Activities
16. Leaf Counting Wands
Grab some pipe cleaners and fake leaves to make these leaf counting wants. Use hot glue to attach a different number of fake leaves to each pipe cleaner. Kids can then practice their math skills by counting beads. Fine motor skill work comes into play when they string the beads onto the pipe cleaners.
Learn more: Happy Toddler Playtime
17. Nature Scavenger Hunt
Have kids wear seasonal clothing and then head outside for a nature scavenger hunt. You can find many different printable scavenger hunts online, or you can create your own.
Learn more: A Blossoming Life
18. Leaf Balance Transfer
Kids practice their balancing skills transferring leaves from one side of the room/field to the other. Have kids walk across balance beams (you can use wood low to the ground) and transfer leaves. Have them practice their counting after they finish.
Learn more: Mrs. Plemons’ Kindergarten
19. Leaf Cutting Activity
Practice cutting skills with a leaf cutting activity. You can have kids do this outside so there is no clean-up! Have kids gather leaves and practice cutting them into little pieces.
Learn more: Happy Toddler Playtime
20. Leaf Painting
This art activity involves printing out leaf images. Kids can then use paint or water and tissue paper to create beautifully painted leaves. To use water and tissue paper, have kids place the tissue paper on the leaf and add a little bit of water on top with a dropper. The color from the tissue paper will transfer onto the leaf.
Learn more: Kindergarten Rocks
Related posts:
Category: Classroom Ideas
Four Seasons Lesson Plans for Preschool – Teach About the Seasons
Four Seasons Lesson Plans
Kids are exposed to the many changes that come with the seasons every day of their lives, so why not use what they already know to teach them valuable lessons in the classroom? These four seasons lesson plans for preschool incorporate spring, summer, fall, and winter into daily activities and focus on specific aspects of the seasons to help children relate to nature and their environment.
Spring Lesson Plans
The spring season lends itself to lessons about the environment, rain showers and other weather, butterflies and other insects, animals, budding trees and flowers, outdoor themes, and holidays such as Mother’s Day, St. Patrick’s Day, Earth Day, and Easter. The following articles offer suggestions for spring lesson plans for your class. Learn about fun Spring activities
Dressing for Spring Activities: A Weather Preschool Lesson
Mary Mary Quite Contrary: Preschool Lesson Plan for Spring Math Fun
Lesson Plans for March: In Like a Lion, Out Like a Lamb!
Teaching Kids About Environmental Science: Lessons of Spring
A Spring into Spring Lesson Plan for Preschool
Spring Trees Lesson Plan
Summer Lesson Plans
Summer time is on the way and most kids can’t wait for it to arrive! Take advantage of their excitement and weave some of these fun summer lesson plans into your teaching time. Summer lessons include subjects such as sun safety, going to the beach, camping, outdoor sports, traveling on vacations, favorite cool treats, birds, animals, and holidays like Memorial Day and Father’s Day. Here are a few of Bright Hub’s ideas to get you started.
A Preschool Summer Theme
How to Plan a Unique Summer Camp Preschoolers Will Love
Summer Lesson Plan: All About a Tree in Summer
Preschool Summer Themes
Pre-K Summer Safety Lessons
Fall Lesson Plans
The autumn season is a popular theme for many lesson plans. Kids love learning about the colorful falling leaves, harvest time foods like pumpkins and apples, changes that happen in the weather as it cools, and animals that hibernate. Fall lesson plans also include back-to-school themes, fire prevention, and popular holidays such Halloween, Veterans Day, and Thanksgiving. Visit the links below to find some of our best fall lesson plans for kids. Pumpkins and other fun fall activities
Kindergarten Harvest Lesson Plans: Leaves – This is a 5-part series of lesson plans.
Learning with The Lonely Scarecrow
Go to Sleep, Bear! Lesson Plan on the Every Autumn Comes the Bear Book
Fall Trees: All About a Tree in Fall
Leaves, Leaves, and More Leaves!
Celebrate Autumn With Apple Lesson Plans For Preschool
Winter Lesson Plans
Winter is an excellent time to teach kids about cool topics such as learning about animals that live in colder climates, how to dress for the cold, charity and giving to others, and snow and ice themed lessons. Other popular lesson plans focus on the many holidays that take place in the winter months such as Christmas, New Year’s Day, President’s Day, and Valentine’s Day. The following articles are a few winter lesson plans to use with your students.
In addition to having an expansive library that includes all four seasons of lesson plans, Bright Hub also has quite a few additional seasonal materials that will work well to support your lessons about spring, summer, fall, and winter. Below you will find supporting material for all four seasons such as activities, ideas for setting up and using your science center, dramatic play suggestions, tips for decorating your classroom with seasonal themes, and free printable books and worksheets.
Free Worksheets for the Months of the Year and Seasons
Preschool Activities About the Four Seasons
Science Center Ideas for Teaching Seasons and Weather to Preschoolers
Preschool Dramatic Play: Seasons Celebration!
Room Ideas: Give Your Class a Seasonal Look
Changing of the Seasons Preschool Classroom Theme
Bright Hub Education also has a large number of activities and crafts for kids that will complement these four seasons of lesson plans.
Four seasons – Theme and activities
CIRCLE TIME
(Open weather wheel) Print, laminate, and display. Select a different child to play the role of the weather forecaster each day. Discuss the day’s weather and determine, as a group, where the arrows on the wheel should point. Invite your weather forecaster to place the arrows accordingly. On a day with a mixture of sun and rain, use the two arrows. Otherwise, have both arrows point to the same pictogram. Collect objects which correspond to the different seasons and ask children to name the seasons they belong to. Ask questions about the characteristics of each season: temperature, sports and activities we can enjoy, nature, means of transportation…
AREA SETUP
(Open Game-Tree full of leaves) Display four trees (without leaves) Decorate each tree to represent the different seasons. (Open weather-seasons) Print and display the illustrations which represent the four seasons. Hang various objects which represent the seasons such as raindrops, a sun, lightning, clouds, and snowflakes. Hang different sizes of transparent balloons using invisible thread.
PICTURE GAME
The pictures may be used as a memory game or to spark a conversation with your group. Use them to decorate your daycare or a thematic corner. (Open picture game-Four seasons) Print, laminate, and store in a “Ziploc” bag or in your thematic bin.
ACTIVITY SHEETS
(Open activity sheets-Four seasons) Activity sheets are suggested for each theme. Print and follow instructions.
VARIOUS WORKSHOPS
Have fun with these wonderful workshop ideas provided by Caroline Allard.
Construction/building blocks:
Bin containing a variety of figurines.
Blocks of all kinds and complimentary material children may use for various constructions. They can make a tent to protect themselves from the sun, a cottage for summer vacation, an igloo, etc.
Cover the floor of your construction area with cotton batting to represent snow, blue plastic to represent water, or pieces of fabric in various colors.
Arts & crafts:
Make clouds using cardboard, gray paint, paintbrushes, silver glitter, and cotton balls.
Make umbrellas using colourful cardboard and various pre-cut shapes.
Use dark construction paper and chalk to create a snowstorm or winter scene.
Make sunglasses using empty toilet paper rolls and cellophane.
Make a pinwheel.
Rain… makes mud! Why not paint with mud? Simply add sand to poster paint and you are set!
Acetate paper (or Mac-Tac) or CDs may be used to make beautiful suncatchers. Simply decorate them as you wish and hang them in windows.
Yellow, orange, and red construction paper to make a giant sun… a great project for a group!
Make sun hats out of construction paper and decorative accessories.
Use an empty paper towel roll to make a rainstick.
Cut coffee filters to make snowflakes.
Drawing:
Coloring pages which represent the different seasons.
Rubber stamps which represent elements of the different seasons (leaves, snowflakes, flowers, etc.)
Role play:
Seasonal clothing:
Spring-Autumn: rain boots, rain hat, raincoat, warm sweater, small mittens, nylon pants, umbrella, etc.
Summer: bathing suit, towel, shorts, t-shirt, sandals, sun hat, baseball cap, etc.
Winter: snowsuit, mittens, scarf, boots, etc.
Organize your corner to make it look like a barbecue. Isn’t it fun to use the barbecue during summer?
Set up an apple orchard area. Talk about apples.
Manipulation:
Association game involving seasons.
Puzzles with seasonal pictures.
Memory game with educatall.com illustrations representing the four seasons.
Ascending and descending order game involving different sizes of mittens.
White and gray modeling dough to make clouds, yellow and orange for suns, etc. Provide cookie cutters.
Various board games children enjoy.
Pre-reading:
Books about the weather and seasons.
CD player and headphones children may use to listen to sounds of nature.
Pre-writing:
Dotted sun, raindrop, and cloud models children can trace.
Games using educatall.com word flashcards.
Activity sheets related to the theme.
Activities involving the letter “S” like “Season” or the number “4”
Motor skills:
Set up an obstacle course. At the end, trace each child’s silhouette on a sheet of paper or the pavement if you are outdoors.
Use an inverted umbrella as a basket and throw balls of paper in it.
Make bubbles and watch them fly away in the wind.
Sensory bins:
Water table: provide perforated containers children can use to make rain.
Container filled with ice or snow.
Water table and droppers, turkey basters, colanders, etc.
Container filled with dried leaves.
Container filled with pinecones and pine needles.
Kitchen:
Make your own snow cones.
Make popsicles.
Bake cupcakes and add rainbow chocolate chips.
Enjoy a cup of hot cocoa.
Bake an apple pie.
Science:
Deposit a wet cotton ball and grass seeds inside a Ziploc bag. Seal the bag and hang it in a sunny window. Watch what happens after a few days…
Observe a variety of thermometers. In which area of the daycare is the temperature highest? Lowest?
Deposit a variety of objects on a piece of black construction paper. Leave it outside, in the sun, for a few hours. What happens?
What do plants need to grow? This theme is perfect for a gardening activity. Deposit plants in various locations to see which ones will grow best.
Observe ice as it melts in the sun.
LANGUAGE ACTIVITIES
Word flashcards
The flashcards may be used to spark a conversation with your group, in your reading and writing area, or to identify your thematic bins. (Open word flashcards-Four seasons) spring, winter, summer, autumn, weather, rain, sun, snow, wind, hot, cold, thermometer
My story… Ask parents to provide a picture of their child enjoying an outdoor activity. Have the child describe the activity, identify the season, the weather, the scenery, etc.
MORAL AND SOCIAL ACTIVITIES
A day at the beach During circle time, ask children if they have ever been to the beach. Ask them to tell you about their trip. Create your own imaginary trip to the beach by tapping into children’s imagination. Stand up and choose a spot to set up your beach towel. Throw a beach ball around, go swimming, sunbathe, etc.
Seasonal bottles You will need a few empty bottles. Fill each bottle with items which can be associated to the four seasons: pebbles, seashells, water, colourful water, sand, leaves, mud, grass, items which represent different celebrations such as Christmas, Halloween. .. Use hot glue to secure the bottle caps. When you are done, encourage children to give the bottles to younger children as a gift. They will be so proud to share their creations!
PHYSICAL ACTIVITY AND MOTOR SKILLS
Touching here, touching there Prepare manipulation bins which represent each of the four seasons. A bin filled with snow (artificial snow, cotton balls, pieces of tissue paper, etc.), a bin filled with leaves (leaves you found outdoors, paper or fabric leaves, etc.), a bin filled with sand, and a bin filled with water are perfect examples.
Throughout the seasons (Open die-Four seasons) Use a cardboard box to make a cube. Glue the illustrations on the sides of the box. Children roll the die and must act out the sport which is shown. Encourage them to name the season associated to each sport.
Silly dance Play lively music and invite children to dance barefoot, with shoes, with rain boots, with winter boots, etc.
Musical mirror Children sit in a circle. Place clothing for each of the seasons in the centre of the circle. Children pass an unbreakable mirror around the circle to the sound of music. When the music stops, the child holding the mirror must get dressed with clothing which is appropriate for a specific season. Invite the child to look at himself in the mirror when he is done.
Lacing seasons (Open lacing-Four seasons) Print, cut out, and laminate the shapes. Use a hole punch to make holes around the contour of the shapes. Children thread a shoelace or a string through the holes. Excellent activity for fine motor skills!
Dancing sun Stand in a circle and deposit a hula hoop in the centre of the circle. The hula hoop represents Mr. Sun. Children take turns creating a dance step. The other children repeat the dance step.
OUTDOOR ACTIVITIES
Frozen bubbles Make bubbles outdoors on a very cold winter day. You will be able to observe the bubbles as they freeze. They will even break like ice!
Jumping in the leaves Make a gigantic pile of leaves and invite children to jump in the pile over and over again! This is a very simple activity but children will have so much fun!
Special water containers On a beautiful summer day, prepare several different workshops involving water for your group. Some ideas are a sponge bin, a bin with bubble bath, a colourful bin, a bin filled with very cold water, a bin filled with warm water, etc.
Walking in the rain Ask parents to send rain boots and an umbrella for their child. Enjoy a walk in the rain with your group.
Blowing wind Deposit a pile of very light objects (such as feathers) on a table. Blow on the pile (like wind) to push the objects as far as possible.
ACTIVITIES INVOLVING PARENTS
Seasonal wall
(Open poster-Seasonal wall) Print and display. Ask parents to provide a few pictures which were taken outdoors. Create your own seasonal wall. Divide the wall into four equal sections. Add a poster to clearly identify each of the seasons. Add the pictures to the correct section.
Memo-Seasonal clothing (Open memo-Seasonal clothing) Print for parents. This memo is a great reminder of the importance of sending adequate clothing for their child, depending on the season.
COGNITIVE ACTIVITIES
Magnifying glass game (Open magnifying glass game-Four seasons) Print and laminate the board game and the cards. Cut them out and store them in a box or in a Ziploc bag. Children pick a card and search for the item on the board game, using a magnifying glass. Once they have found the item, they deposit it in the correct square, on the board game.
Seasonal sorting Hang four different clotheslines within the daycare. Each clothesline represents a specific season. Fill four baskets with clothing items from every season. Children must sort the clothing and hang it on the correct clothesline.
Paper dolls (Open game-I am learning to dress myself) Children dress the dolls for each season.
Seasons association game (Open poster-Seasons) Print the four illustrations which represent the seasons. Print the small cards and cut them out. Children must associate the cards to the correct season and deposit them in the squares.
Bingo (Open bingo-Weather) Print and laminate. Play bingo with your group.
Seasonal clothing (Open game-Seasonal clothing) Print and laminate the posters and the cards. Children associate the clothing items to the correct seasons.
Educ-association (Open educ-association-Four seasons) Print. Follow the instructions to arrange the game in a file folder. Children must associate the illustrations. Once they have found the correct associations, they must place the cards in the correct squares using Velcro or adhesive putty.
Weather die (Open die-Weather) Children sit in a circle. Deposit clothing items for each season in the centre of the circle. Write the name of each child on a piece of paper, fold the papers, and drop them into a bowl. Pick two names. Roll the die. Children must race to dress up with clothing which is appropriate for the weather shown on the die.
Dominoes
(Open dominoes-Four seasons) Print, cut out, and laminate the dominoes. Show children how to play.
EARLY SCIENCE
Temperature changes Let children play at the water table. Add a few ice cubes and encourage children to notice the temperature change.
It’s hot, it’s cold! Fill rubber gloves with hot water and tie a knot. Deposit them in a container filled with cold water.
Color combinations Select poster paint colors which represent the seasons. Mix them together and observe.
Colourful ice cubes Fill ice cube trays with water and add a few drops of food coloring to each section. Place them in the freezer. When they are almost frozen, add Popsicle sticks. Let children paint with the ice cubes. Watch the colors change.
Seasonal sensory bins
Spring: sand, soil and water, water, seeds of all kinds, light green, dark green, and brown modeling dough
Summer: freshly cut grass, water and small toys for watering and spraying, orange, yellow, and green modeling dough
Autumn: dried leaves, pine needles and pinecones, soil, sand, orange, yellow, and red modeling dough
Winter: snow, water and ice, snowflakes, white and blue modeling dough, salt/sugar/flour
CULINARY ACTIVITIES
Seasonal baking Divide your group into four small teams. Each group is given a season and a seasonal recipe to prepare. You may also choose to prepare each recipe with the entire group. You may prepare one recipe per day.
Summer: Popsicles Autumn: apple pie Winter: hot cocoa Spring: maple syrup pie
Lunch of the four seasons Prepare four special lunches. Each one can represent a different season.
Summer: a picnic Autumn: decorate the table using a variety of decorative squashes and serve spaghetti squash. Winter: enjoy a traditional Christmas meal Spring: prepare a sugar shack lunch
ARTS & CRAFTS
Seasonal collage Divide the daycare into four distinct areas. Prepare seasonal crafts to decorate each area.
Summer: use rocks, branches, dried flowers, etc. Autumn: use leaves, peduncles, apple seeds, etc. Winter: use artificial snow, cotton balls, snowflakes, etc. Spring: use tulips, a cardboard sun, buds, etc.
Squash painting Purchase a few decorative gourds or squashes. Let children dip them in poster paint and roll them on a large sheet of white paper. Help them notice how each type of squash leaves a different type of print on the paper.
Air-brush leaves Glue several autumn leaves on a sheet of white paper. Dip old toothbrushes in poster paint (to which you have added a small quantity of water) and let children project paint onto the leaves. Once dry, remove the leaves and admire!
Enviro-painting Go for a nature walk with your group and collect branches, pinecones, leaves, acorns, etc. Let children use their findings for a painting activity.
Scented winter collage Children glue mints on a piece of dark construction paper to represent a snowstorm.
Sand collage Trace the outline of a drawing using white glue. Sprinkle with fine sand. Shake off any excess sand. You will have a beautiful three-dimensional drawing.
Four seasons collage Cut pictures out of magazines, newspapers, etc. Divide a large piece of white cardboard into four sections. Ask children to glue the pictures in the correct sections.
Bird feeder Transform a 2-litre milk carton into a bird feeder. Here are two possibilities:
Make holes at the top of the milk carton and thread string through the holes to hang it from a branch. Cut a large door out of one side of the milk carton so the birds can enter the bird feeder. Decorate and fill with birdseed.
Cut the milk carton in two. Keep the bottom only. Decorate it and add birdseed. Make holes on either side and thread string through the holes to hang it in a tree.
Tulips Have children paint the egg carton cups using different springtime colors. Let dry. Cut each cup individually. Insert a pipe cleaner into each cup to represent the stem. Push them into a Styrofoam block or display in a vase.
COLORING PAGES
(Open creative coloring-Four seasons) Print for each child. Children draw the things they like best about each season.
(Open coloring pages theme-Four seasons) Print and color.
SONGS & RHYMES
Four seasons by: Patricia Morrison sung to: Itsy bitsy spider
The cold freezing winter Likes blowing snow around Until it warms up The snow then turns to rain Days then get warmer, summertime hurray! Swimming, biking, camping, ‘til Autumn comes our way
Have fun!
The Educatall team
Lesson Plan on Seasons for Grades 2-4
This lesson can be used to teach elementary students (grades 2-4) about the four seasons.
It covers the science of why we have seasons and includes an art activity where students can paint or draw and write about one of the seasons.
Ideas for accommodating needs of diverse learners are included at the end of this lesson plan.
After this lesson, students will be able to:
Identify the names of each of the four seasons.
Demonstrate with a partner how the sun moves (rotation and revolution) in the solar system.
Tell how the angle of the earth determines the seasons.
Prior Knowledge: No extended prior knowledge is needed. Students should be familiar with weather (cold, hot, wet, dry) and have at least heard of the four seasons (winter, spring, summer, fall).
What You Need:
Collection of seasonal objects and pictures (see ENGAGE section below for more details)
Construction paper in light colors
Crayons or colored pencils
Whiteboard and markers (or use a chalkboard, smart board, projector, etc.)
Earth cross-section model (or use a ball with a line drawn around the middle to show the equator, and a globe to show north and south poles)
Beach ball, or other large round object
Modeling clay, enough for each pair of students to have a small amount (to make a 1/2 inch ball)
Oranges, enough for each pair of students to have one
Toothpicks, box of 100 (several toothpicks needed for each pair of students)
Worksheet for each student
Lesson Plans on Seasons Model: 5Es
ENGAGE: Collect a variety of seasonal objects and pictures that show the four different seasons.
Divide the objects into even piles—with one pile for each small group (3-4 students) in the class.
You can put each pile in a box, basket, or bag. Each pile should have between 10-20 objects such as magazine pictures (beach scenes, snow scenes), fake fall leaves, winter hat, gloves, flower seeds, and whatever else you can think of! Have the class split into groups and give each group a pile of objects to sort.
Tell them there are many ways to sort the objects, and they must decide as a group how to sort them.
After each group is finished, talk with the class about the different ways the objects were sorted.
Did any group choose to sort their items by the four seasons?
Explain that they will be learning more about what each season is and why we have seasons.
EXPLORE: Write the word ‘winter’ on the board, and have students come up with words to describe it.
Do the same for ‘summer,’ and then for spring and fall.
Once there is a list of words describing each season, hand out pieces of construction paper to each student.
Each student should choose a season, and draw a picture of what the weather looks like, using crayons or colored pencils. After they have finished their picture, have the students turn the construction paper over and write 2-3 sentences about the season they chose.
Remind them to use descriptive words, like those written on the board.
EXPLAIN: Using the cross-section model of the earth, point out the equator line and the north and south poles.
Tell the class that we live closer to the North Pole (you may wish to pass the ball around, and let students find North America for themselves).
Explain that Earth spins around in a circle (called rotation) while making a path (also called an orbit) around the sun.
One complete orbit around the sun is called a revolution. One revolution is a year. One rotation is a day.
Display the worksheet on a projector screen so everyone can see it. Explain that the earth actually revolves around the sun at a tilt, or angle. This is called its rotational axis.
Hold the foam model; point out the equator again, then tilt the model so that it is at an angle (meaning the north pole does not point straight up).
Ask for a volunteer to come up and hold the beach ball. Explain that the beach ball represents the sun and the foam model is the earth.
Still holding the foam model at an angle, slowly walk around the sun, completing one revolution.
How does the rotational axis determine the seasons?
When the north pole is tilted away from the sun, it is winter in North America. When the south pole is tilted away from the sun, it is summer!
The in-between seasons (spring and fall) are when the earth gets just about the same amount of sunlight on the south and north poles. When it is summer on one part of the globe, it is winter on the other part.
The equator is always the warmest part on earth because it is closest to the sun no matter what the angle of the earth is.
After you verbally explain the reason we have seasons, hand out a worksheet for each child to color in (coloring can be done in class or at home, depending on the time that is available).
ELABORATE: Remind students how it looked when you held the earth model and walked around making a single revolution.
Tell students that the sun always rotates while it is revolving.
Take a small piece of clay (about half an inch in diameter) and insert a toothpick in the center, so you can spin it between your fingers.
Spinning in a circle like this is what the earth is doing constantly!
In order to make one rotation a day, the earth must move at speeds of 1,000 mph, while at the same time travel through space (orbiting the sun) at speeds of 67,000 mph!
Have students get into pairs, and give each pair a piece of modeling clay, a few toothpicks, and an orange.
Let them experience how the clay model of the earth is able to move around the orange (the sun) up close.
Walk around making sure that each group understands that the earth moves at an angle, and they hold their toothpicks at an angle instead of straight up and down.
If students understand this concept well, you may have them also spin the orange slowly, since our sun does rotate (though not at the same speed of earth).
EVALUATE: When students are finished creating their clay-and-orange model of the earth’s movement around the sun, have each student get out their drawing of a season that they worked on before.
On the back, have each student write one or two more sentences about what makes seasons and why the weather feels the way it does during the season they chose.
Point out the words ‘orbit,’ ‘revolution,’ and ‘rotational axis’ on the board, to help students write their sentences.
Each student should turn in their drawing when finished, so you can read what they wrote and check for understanding.
For Further Study: To extend this lesson, you can have students act out the solar system in a large open area, such as a gym.
Pick volunteers to be the sun, moon, and earth. Remind students that the moon revolves around the earth, which rotates as it revolves around the sun, and the sun rotates, but only very slowly. Let students take turns acting the parts of the solar system. Take a look at our lesson on the Solar System!
If students struggle with writing (dysgraphia), they can have the teacher write their words for them as they dictate.
There are a variety of visual and auditory cues meant to build learning in this lesson.
If a student cannot see the board or the foam model of the earth, invite them to move closer.
If a student has auditory discrimination problems, invite him or her to sit closer to the front, or have this student work with a partner who can repeat something the student may have missed the first time.
For a printable version of this lesson plan (including the worksheet) click below.
Lesson plan: learning the names of school supplies
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3
The new academic year has begun. Today we will analyze how to repeat the names of school supplies in a fun and effective way and complete a backpack for school. In the article, as always, you will find a sea of interesting tasks, games, enchants, printouts and methodological recommendations.
Lesson content:
Warm-up
Dictionary of the lesson
Games for memorizing words
Chant with games
Work on pronunciation
Activarny invasion
Project homework
Additional tasks
1.0002 the beginning of such a lesson can be a rebus. It will immediately set the right mood.
I’m red or blue or green or black. You zip my zippers here and there. I am always riding piggyback.
3. Word memory games
Memory game
Mix and lay out the above cards in pairs.
Give the student 10 seconds to memorize the location of the objects, and then turn the cards face down.
Next, ask the student to open the cards in pairs.
The student guessed the pair if he not only found the correct pair, but also named it correctly.
P.S. You can also connect the picture of the object with the spelling of the word.
Yes-No game
Show the student the subject card and say This is a pen.
If the statement is true, then the student shows “class” with his hand (thumbs up) and says Yes.
If the statement is false, then crosses his arms, showing a cross, and says No.
You can then switch roles with your child.
Playing with reality
Ask the student to bring a backpack and various school supplies.
Next, we voice the command Put your book in your schoolbag to the student. And so on with all our school supplies.
For each item correctly chosen and put into the backpack, we give the child stars, which he can then exchange for a prize.
P.S If the game with realities is not possible, then you can use the picture with the objects. For example, this one:
4.
Chant with games
Teaching kids to speak begins first of all with training the ability to perceive and understand the language by ear: songs, chants, stories and animations that contain key words and phrases. Getting acquainted with them and performing various tasks, the student expands and strengthens the stock of expressions necessary for communication. Next, there should be communicative tasks in which the learned material is used. These can be situational dialogues, role-playing of stories, discussion of pictures.
Let the student just listen to the chant on the first listening, and try to sing along on the second.
Game Memory
Turn the chant on again.
Ask the student to close their eyes and name the items in sequence as they appear in the chant.
Give hints if needed.
5. Work on pronunciation
Work on pronunciation is an equally important stage of work in the lesson. Sound training [p] fits perfectly on the topic of school supplies.
Our hero Pam can help you practice your pronunciation. Play the video and have the student repeat after the character.
It is possible to organize work on pronunciation using realities.
Ask a student to take a piece of paper and put it to their mouth.
Then offer to pronounce the sound [p] several times so that the piece of paper moves.
Next, ask them to try other words with this sound, eg pink, purple, pen, pencil, Pam, puzzle.
green
put
For lovers of visual games, here is the task that we implemented in one of our lessons on our own platform.
6. Alien invasion
A plot twist will help dilute the lesson. Set the situation and offer to play bingo.
Bingo wheel on the link.
7. Project homework
It’s no secret that all children are active Internet users from a very young age. So how about using this skill of theirs for good? As part of your homework, organize the My dream school bag project. Ask the student to assemble a collage or just a photo of his dream items. These can be photos from Pinterest or screenshots from some sites with office equipment, even real photos from a store.
Next, ask the student to present the collage and talk about the backpack and school items of their dreams. For example, you might end up with this collage:
Source Pinterest
8. Extra activities
It looks like we did a great job today! But if you still have a feeling that something was missing and you want more materials, then here are a couple more ideas for you.
What’s this? and answer to it
Cartoon Zoe and Lucky — Magic pencils
Kids vocabulary – School Supplies – Learn English for kids – English educational video
School Supplies Song | Fun Kids English
We also offer a look at other interesting lesson plans:
Earn with Skyeng
Daria Sharshova
Project Manager | Kids English | Academic
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English lesson topic greeting
Content
Outline of the English lesson in a group of preschoolers (1st year of study) on the topic “Introduction, greeting”.
Abstract of the lesson with a presentation in English on the topic “Acquaintance. Greetings” in the middle group. Video
Course of the lesson
Summary of the lesson in English on the topic “Greetings” Video
Course of the lesson:
First Encounter with English Open Lesson
English Lesson Summary on Welcome and Introduction (Grade 6)
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English in a group of preschoolers (1st year of study) on the topic “Introduction, greeting”.
“Greetings. Hello, it’s me!
Outline of an English lesson in a group of preschoolers
(1st year of study) on the topic “Introduction, greeting”.
Zinchenko MG, teacher of English, the highest qualification category
• to teach children how to listen to the teacher;
• to develop foreign speech perception skills from audio and video recordings;
• introduce children to the importance of the English language in the modern world;
• arouse interest in learning a foreign language.
• teach children to treat each other with respect;
• to teach children ways of joint intellectual activity;
• creation of conditions in the process of communication.
• teach children how to greet each other and get to know each other in English;
Sit down, please. (He gestures to sit down.)
Did you understand what I said? I said, “Hello guys! My name is…” In what language did I greet you?
What other languages do you know? What language is spoken in France (China, Russia, Tatarstan)? Which countries speak English? Who knows where England is? (the teacher shows Russia and England on the world map) 9″ Guess who?”. The rules of the game are as follows: one of you (children) stands with his back to the others. You greet the leader “Hello, Masha” in turn, the leader must guess who greeted him and give the answer “Hello, Sasha” If the answer is correct, you say Yes, the one you recognize becomes the leader.If the answer is wrong, you need to say No. With the sound [n], find the tubercles above the upper teeth with the tip of the tongue and say.(Phonetic practice of the words Yes, No, work on sound pronunciation [n].)
3. Talk about the importance of learning English
Did you guys like Great Britain? In this country, people speak, sing, think in English. You cannot understand them if you do not know this language. Languages need to be learned in order to communicate with people from other countries. Do you want to learn English? Do you want to sing English songs? You will succeed, only for this you must help me. How? You must learn to listen, hear, understand and repeat words and phrases after me.
3. Relaxation phonetic exercise
Listen to a song in English (audio recording). Did you like it?
4. Acquaintance with vocabulary (Knock on the door, guest – Cat Tom)
Tom: Yes, it’s me. I heard a familiar song in English and looked here.
P.: You know English! But where?
Tom: I was in the UK where they speak English. My friends taught me. Do you want me to teach you?
5. Consolidation of the studied material
Guys, these toys are among ours. Shall we play with them? On my command Close your eyes! close your eyes. (At this time, the teacher removes one of the toys.) Open your eyes! Open your eyes! What toys are missing?
6. Summing up:
Guys, did you like the lesson?
Who was our guest today?
And now, the lesson is over! Good bye, kids!
Source
Abstract of the lesson with a presentation in English on the topic “Acquaintance. Greetings” in the middle group. Video
Gelfizya Zaripova Abstract of the lesson with a presentation in English on the topic “Acquaintance. Greetings” in the middle group. Video
Outline of an English lesson in the middle group
(1st year of study) on topic « Acquaintance , greeting 1 » .
English teacher
first qualification category
Objectives lessons :
• teach children how to listen to the teacher;
• develop foreign speech perception skills from audio and video recordings ;
• to introduce children to the meaning of English in the modern world ;
• Arouse interest in learning a foreign language .
• teach children to treat each other with respect;
• to teach children ways of joint intellectual activity;
• creating conditions in the process of communication.
• teach children how to greet each other and get to know each other in English ;
• introduce the following words and phrases : Hello! What is your name? I’m (Nina) Yes! No! goodbye!; a dog, a hare, a pig.
Activity
1. Welcome
Sit down, please. (Gestures to sit down.)
Did you understand what I said? I said : “Hello guys! My name is…” In which language did I greet you?
What languages do you still know ? What language is spoken in France (China, Russia, Tatarstan, Nurlat? In which countries English is spoken ? Who knows where is England ? (the teacher shows Russia and England on the world map)
Let’s say hello in English , let’s say Hello (phonetic work on the word, work on the pronunciation of sounds [h],
Now let’s play. Check if you know your friends’ voices well. Let’s play a game. Game “Guess who?” . [2 , p. 16]. The rules of the game are as follows : one of you (children) stands with your back to the others. You greet the host in turn “Hello, Masha”, the host must guess who greeted him and give an answer “ Hello, Sasha”. If the answer is correct, you say Yes, the one you recognize becomes the driver. If the answer is wrong, you need to say No. With the sound [n], find the tip tongue bumps above the upper teeth and pronounce. (Phonetic practice of the words Yes, No, work on the pronunciation of the sound [n].)
3. Conversation about the importance of learning English
Did you guys like Great Britain? In this country people speak, sing, think in English . You won’t be able to understand them if you don’t know this language . Languages need to be learned to communicate with people from other countries. Do you want to learn English ? Do you want to sing English songs ? You will succeed, only for this you must help me. How? You must learn to listen, hear, understand and repeat words and phrases after me.
3. Relaxation phonetic exercise
Stand up! Sit down on the floor! (pointing to the floor 3-4 times)
1 and 2 and 3 and 4,
I am sitting on the floor.
I am sitting on the floor.
1 and 2 and 3 and 4. [4, p.12]
Stand up! Sit down on the chairs! (Pointing to a chair)
4. Acquaintance with vocabulary (Knock on the door, piggy guest)
P .: I wonder who this came to visit us! Shall we ask?
P.: What is your name?
Chr. : Yes it’s me. Heard a familiar song in English and looked here .
P.: Do you know English ! But where?
Chr. : I was in the UK where they say in English . My friends taught me. Do you want me to teach you? (View video lesson number 1 “ English with Khryusha and Stepashka” )[6].
You guys see how many new words you have learned. What is this? – Who is this? – It is a pig (a dog, a hare) . (Phonetic practice of sounds [d], [g], [h], words, phrases.) The word dog has the sound [d]. Listen, it is like a woodpecker knocking in the forest : [d]-[d]-[d]. Behind the upper teeth there is a tubercle (Shows that the tip tongue tap on this bump : [d]-[d]-[d]. [3,c.5]
5. Consolidation of the studied material
Guys, these toys are also among our . Shall we play with them? On my command Close your eyes! close your eyes. (Meanwhile the teacher is removing one of the toys.) Open your eyes! Open your eyes! What toys are missing? [one].
Well done! Let’s play ball. You, Piggy, should say hello, say your name in English and pass the ball to another player. Are the rules of the game clear? Let’s play a game!
Hello! I’m a pig. I’m Hryusha. – Hello! I’m Oleg.
Guys, did you like lesson ?
Who was our guest today?
Yes, but it’s time for Piggy to go home, but he will definitely come to the next class . Let’s say goodbye to him. Listen and repeat : Good bye! The sound [d] is already familiar to us . How does a woodpecker knock? Good bye, Hryusha!
What did we learn in class guys? (Hello, get acquainted , say goodbye) . What interesting things did you learn about the UK? (children’s answers) .Well done! Well done! We’ve done great.
And now, the lesson is over! Good bye, kids!
References and Internet resources
2. Biboletova, MZ A teacher’s book for the English textbook for elementary school . / M. Z. Biboletova / Obninsk, 2006.
4. Meshcheryakova, V. N. I love English. / V. N. Meshcherkova / Kazan DAS, 1997.
5. Dictionary of foreign words. M., 1988.
6. Video.English on-line.ru English with Khryusha and Stepashka.
7. Author’s presentation on the topic “Great Britain” .
Pen test to create a portfolio Portfolio of an English teacher Ekaterina Vladimirovna Braginskaya. I am starting to work on the problem “Game orientation in the classroom.
Source
Abstract of an English lesson on the topic “Greeting” Video
Venera Yakovleva Abstract of an English lesson on the topic “Greeting” Video
;
2. to develop foreign speech perception skills from audio and video recordings ;
3. arouse interest in learning a foreign language .
1. teach children to treat each other with respect;
2. to teach children ways of joint intellectual activity;
3. creation of conditions in the process of communication.
1. teach children to greet each other and get to know each other in English ;
2. introduce the following words and phrases : Hello! What is your name? I’m (Ann) . Goodbye! a girl, a boy.
Lesson progress:
Good for you! Well done!
“Hello song”
Thank you for your greeting song. Sit down, please. A boy and a girl did not come empty-handed. But in order to see what they have prepared, you need to find out in what ways you can greet each other .
Repeat after me: Good morning! Good morning!
Good evening! Good evening!
Now let’s see what they have prepared for us.
(View video “The greeting song”) –
Who remembers how else to say hello, except for HELLO? (children’s answers)
Very good! All right!
A boy and A girl want to tell us something. Listen:
How can we understand what they told us? “I” sounds very short and translates as “I”. And the other word “am” is translated as “to eat”. We just won’t eat anyone. Just the English say so : I am Anya.
So what are the names of our friends? (Anna, John)
They told us their names and want to get to know you. And what is your name? What is your name?
I am Venera Igorevna, and what about you? (children answer in a chain)
Good for you! That’s where we met. But unfortunately, Ann and John are very tired. Let’s say goodbye to them in English .
It’s time for us to say goodbye. Let’s sing the song.
Thank you for your lesson. You may be free. Goodbye!
Abstract of the lesson in English and traffic rules “ABC of road sciences” Video Progress of direct educational activities: 1. Organizational moment: game exercise “Hello, my friend” (children stand in a circle and. group “Let’s play” Lesson in English on the topic “Let’s play” for children aged 6. Objectives: Educational: • To foster interest in the English language and the country
Summary of GCD in English in the preparatory group “My family” GCD in English language on the topic “My family” for children aged 6. Objectives: Educational: • Raise interest in the English language and the country of study.0003
Summary of GCD in English in the preparatory group “The animals” Khasanova Albina Samigullovna teacher for teaching children English MBDOU “D / s No. 14″ Kazan 2015 GCD in English.
Abstract in English “I love my family” I love my family Topic: I love my family Purpose: Repetition of the topic passed Tasks: 1. repetition of vocabulary on the topic “Family”; 2. repetition of use.
Abstract of the English lesson “Merry christmas” Topic: Merry Christmas Purpose: To teach children to use vocabulary on the topic “Merry Christmas” Tasks: 1. Introduce vocabulary on this topic 2. Improve.
English lesson summary. Topic: “Enjoing your home” Grade: 4. Theme of the lesson: “Enjoing your home” Tasks: 1. To form students’ speaking and reading skills on the topic. 2. Repeat vocabulary;.
Summary of the English lesson “Codes and ciphers” Codes and ciphers Topic: Codes and ciphers Purpose: To teach children to use codes in English writing. Tasks: 1. Introduce children to various.
Synopsis of an English lesson in the middle group Development of an English lesson in the middle group of a kindergarten on the basis of Vereshchagina Pritykina’s teaching materials “English-1” Practical tasks.
English lesson with preschoolers “Greeting” GREETING Objectives: Practical: to consolidate ideas about the possibility of communication in a foreign language. Educational: consolidation of the old.
Source
Open lesson on the topic “First meeting with English”
Objectives : introduce students to a new subject, interest them, talk about the benefits of learning a foreign language.
Equipment: computer, multimedia projector, screen, tape recorder, disks, visual aids: toy Winnie the Pooh, ball, cubes.
1. Organizational moment.
Teacher’s greeting in English followed by translation.
T.: Hello, my dear children! I’m glad to see you. My name is: I’ll teach you English.
T.: Hello guys! My name is Tatyana Yurievna. I will study English with you. Let’s get acquainted.
The children take turns calling themselves.
2. Conversation about native and foreign languages, about different countries.
T.: Guys, what country do we live in? That’s right, we live in Russia. Our country is very big and beautiful. What language do we speak? What language do you speak at home with your mother? What language is spoken on the radio, in television programs?
Children say that they live in Russia and speak Russian.
T.: There are many other countries in the world where people speak languages other than Russian. What countries do you know?
Children name different countries.
T.: Well done guys, they named many countries. And now I will name the countries where people speak English.
The teacher, using a multimedia presentation, tells the children about English-speaking countries, shows them on a map displayed on the screen.
Guys, there are a lot of good people in America who want to live in peace. In what language will we tell them that we also do not want war, we want to live in peace? That’s right, in English!
3. Primary consolidation of acquired knowledge about English-speaking countries.
4. Talk about the benefits of learning English.
5. Introducing children to Hello! Hi! and practicing their use in the dialogue mode.
T.: Winnie the Pooh came to us from England and really wants to make friends with you! But he can only speak English! Let’s hear how Vinnie will greet us and learn how to greet each other in his native language!
Winnie-The-Pooh (W.): Hello, Tatiana Yurievna!
Teacher (T.): Hello, Winnie!
Pupil (P.)1: Hello, Winnie! etc.
Then the children greet each other.
6. Acquaintance of children with the prospects of work in the educational program “We speak English”. Motivation for success. Watching a video from the fairy tale “Teremok”.
Watching a video from the fairy tale “Teremok”.
7. Introduction of the speech pattern I am: (Sasha) and its practice. Listening to the song “I am Nick”.
T.: Guys, Vinnie really wants to teach you how to call yourself in English. Hear how he will do it.
T.: I am Tatiana Yurievna.
Now let’s hear how English children get to know each other.
Audio recording sounds. Children listen and then repeat after the speaker.
8. Demonstrating to students how many of the English words that surround them in everyday life they already know. Motivation for success.
T.: In fact, guys, you already know a lot of English words, you hear them every day on the radio and TV, you use them in everyday communication without knowing it. Of course, in English these words sound a little different, but they can be easily recognized. Guess the meaning of the words: football, volleyball, tennis, basketball, doctor, etc.
And now please find in the picture the items that I will name: flag, piano, cap, vase, lamp, telephone, radio, racket, TV, cassette, computer, sofa [2].
Children listen to the names of objects pronounced by the teacher that sound similar in English and Russian, compare linguistic phenomena (sounds, words), guess the Russian equivalent and find the image of this object on the screen.
9. Dynamic pause. Familiarization of children with words-commands: Stand up! Sit down! clap! Step!
T.: Winnie the Pooh wants to play with you a little and introduce you to new English action words.
W.: Children, stand up, please! Sit down! stand up! clap! Step! (Shows with gestures what to do). Good! Well done!
11. Dynamic pause. Training children in listening comprehension of words-commands: Stand up! Sit down! Swim! Fly! clap! Step! Introduction of new Swim! Fly!
12. Acquaintance with new English sounds that are not in their native language, with the concept of long and short sounds.
13. Familiarization with new words yes, no and training children in their use.
T.: And now let’s play ball game “Yes-no”. Let’s play our “yes-no” game! Children, stand up, please!
The teacher throws the ball to the children one by one, saying the word in English and translating it if necessary. Children catch the ball and say “yes” for an edible item and “no” for an inedible item.
14. Dynamic pause. Listening to the song “Clap-clap”. Performing actions to music.
15. Consolidation of the studied material and checking the quality of its assimilation.
16. Summing up the lesson and farewell.
T.: Today we learned a lot of new and interesting things. We got acquainted with the countries where they speak English. What are these countries? We found out why you need to learn English. We learned how people greet and introduce themselves in English, and learned some other English words: “Yes”, “no”, command words.
And now our lesson has come to an end, and it’s time to say goodbye. Listen to Vinnie say goodbye to us in English.
W.: Goodbye, Tatiana Yurievna!
W.: Goodbye, children!
Next, Winnie says goodbye to all the children in turn.
Source
English lesson summary on the topic “Greeting and introduction” (grade 6)
Municipal educational institution
English lesson
technology of communicative teaching of a foreign language culture,
Compiled by: Polyakova E. V.,
English teacher
Lesson plan conducted by the English teacher of the MOU “Gymnasium No. 17”
r.
Elektrostal of the Moscow region Polyakova E.V. in the 6th grade
Theme of the lesson: “ Greeting and introduction. Development of speaking skills ”.
Subject: to ensure the formation of students’ skills of monologue and dialogic speech on the topic of the lesson; contribute to the formation of understanding of the statements of the teacher and the interlocutor in various learning situations;
Metasubject: formation of the ability to work together and in a team , find compromises and common solutions, resolve conflicts based on the coordination of various positions, discuss the content and results of joint activities.
repeat and expand the lexical material on the topic “Greetings and acquaintances”;
to train the use of vocabulary on the topic “Greetings and introductions”;
develop the ability of dialogical and monologue speech;
to develop the skills and abilities of listening to speech;
to develop skills and abilities in reading, highlighting the necessary information;
Textbook: “English in focus” Grade 6. Vaulina Yu.E., Dooley D., Podolyako O.E.
TCO tools: multimedia video projector, computer
Visualization: handout
Type of lesson according to the main didactic goal: a lesson in the complex application of knowledge and skills.
Lesson mode : Interactive.
Forms of work : frontal, group, steam room.
Preparing students for speech activities
Nice to see you too.
reproductive method (completion of the task according to the algorithm)
technology of communicative teaching of foreign culture
– Raise your hands if you are ready for the lesson.
Raise your hands if you are ready with your home tasks.
– Smile to each other for good mood and let’s begin.
– Let’s begin with day, date, season, weather.
– Students raise their hands and tune in to the lesson.
— The students in a chain ask each other the date, day of the week, season, weather.
method of forming personal results (reflection)
reproductive method (survey)
technology of communicative teaching of a foreign culture
Goal-setting and conclusion of the topic of the lesson
— Open your books at page 12, look.
– What will we talk about today. Tell me your ideas.
– Yes, that’s right! We will talk how to greet and introduce people, how to do it in a right way.
– What about the goals of the lesson.
– Students derive lesson objectives based on textbook and flashcards.
problem method (difficult situation)
problematic method (difficult situation)
technology of communicative teaching of a foreign culture
Mastering the main types of speech activity
— Students repeat the necessary expressions after the teacher and practice their pronunciation.
reproductive method (completion of the task according to the algorithm)
technology of communicative teaching of a foreign culture
Activation of the studied lexical units and fixing them in speech
Find a greeting and a response.
– Right you are. Do you know some other ways to greet people?
Look at the screen and read different greetings.
Now, let’s play the game and use these words. It’s called “the Chain”. Greet each other and answer. Don’t forget to shake hands.
– Look through exercise 1 and find a greeting and a reaction to it.
Say other ways of greeting.
– Read the given greetings and their responses.
— The students are playing the chain game. They take turns greeting each other, reacting to the greeting and shaking hands.
problem method (independent search for an answer)
interaction method (brainstorming)
interaction method (story game)
technology of communicative teaching of foreign culture
Development of listening skills
– Listen to 3 dialogues. Your task is to find greetings. If you find, stand up.
– Students listen to 3 dialogues and choose one / those where there is a greeting. If the students heard the correct dialogue, then they stand up, otherwise they remain in their places.
interaction method (TAKE OF – TOUCH DOWN)
Development of search reading skills.
– Let’s work with the introduction. SB p 12 No. 2.
— Read 3 dialogues and find the introducing dialogue.
— What words helped you to understand it?
– Students look at 3 dialogues and choose an acquaintance dialogue.
– Students find words and expressions that helped them find the correct dialogue.
problem method (independent search for an answer)
technology of communicative teaching of a foreign culture
Development of listening skills
— Let’s listen to this dialogue and find the picture for it.
– Students listen to the dialogue and match the picture to it.
— Students prove their version.
problematic method (self-answer)
technology of communicative teaching of a foreign culture
Introduction of new lexical units and their initial consolidation in speech
— Right you are. I want to tell you some other expressions for introducing. look at the screen.
– Now I want you to try to use these expressions in speech. Take cards and introduce this person to your friends.
– Change 3 pairs and take your places.
– Students learn new familiarity expressions.
– Students form pairs and introduce their imaginary friends to each other. Then they exchange cards and work on. You need to change 4 pairs.
independent work method (QUIZ-QUIZ-TRADE)
communicative teaching of foreign culture
Development of reading skills
— Thank you. Sit down. Let’s return to SB p 12 no. 2.
– Students read the dialogue.
technology of communicative teaching of foreign culture
Development of dialogic speech
– Make your dialogues in pairs and change as many expressions as you can.
— What phrases can you change?
– Use these cards and glue them at home.
– Students in pairs make up dialogues according to the model, select synonymous expressions and then act out the dialogues in pairs.
reproductive method (completion of the task according to the algorithm)
technology of communicative teaching of foreign culture
Development of reading skills with the choice of the necessary information.
– Now we’ll work in groups. Let’s form them.
So each group has got an introduction letter.
– Task is to use “Round table” and fill in the identity card.
— Students receive a text and a form to fill out. They take turns reading the text of the proposal and filling out the form with personal data.
ROUND-TABLE method
Mutual control and mutual check
— Exchange your cards, check up and give your marks according to the scheme.
– Smile if you have excellent marks.
– Raise 2 hands if you have good marks.
– Stand up if you have sad marks
– Groups exchange cards, there is a mutual check and evaluation of the group’s work.
— Students use movements to report their grades.
method of forming personal results (reflection)
technology of communicative teaching of foreign culture
— Dear students! Our lesson is coming to the end. Today we’ve talked about greetings and introductions..
– I’d like to know if you liked our lesson or not.
Look at the screen. Choose the color for your work.
– Choose the color for my work.
– Well done. I see that you are in a very good mood.
– Choose a color that reflects the work of students and teachers in the lesson.
method of forming personal results (reflection)
technology of communicative teaching of foreign culture
— Your home task is … (from 12 №2 to learn dialogue 1)
– Listen and write down dz
– Listen to grades for the lesson.
– And now let’s have a rest a little bit and dance.
– The lesson is over. good bye.
Material number: DB-153677
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Modern cartoons as a means of cognitive development of a preschool child
Today, one of the urgent problems of modern preschool education, which seeks to educate a person capable of self-improvement and self-development, is the cognitive interest of preschool children. Speaking about children of senior preschool age, we can talk about an increased interest in everything that happens around. Every day, preschoolers study new objects, strive to learn not only their names, but also similarities and differences, and think about the simple reasons for the observed phenomena.
A goal has been set for the preschool educational organization: to ensure that every child grows up not only as a conscious member of society, not only healthy and strong, but also proactive, thinking, capable of creative approach in various activities. This is indicated in the Federal Law “On Education in the Russian Federation” Art. 43.
Being sensitive, senior preschool age plays a huge role in the acquisition and assimilation of knowledge by children. Focusing on the age needs of the preschooler, we can note the need to create psychological and pedagogical conditions. This is necessary for a comfortable and complete assimilation of the material, as well as the development of the cognitive interest of kindergarten students.
It should also be noted that there is no scientific and methodological support, on the basis of which it is possible to methodically correctly form cognitive interest in children of older preschool age, the requirements for which are increasing in connection with the introduction of the Federal State Educational Standard.
Theoretical and applied aspects of the process setting out different points of view on the concept of cognitive interest in preschoolers. In the scientific works of L.I. Bozhovich, L.A. Venger, V.V. Davydov, A.V. Zaporozhets, Yu.N. the methodological aspects of this problem are not presented in full [1].
The search for ways of the most effective formation of cognitive processes in children is one of the urgent tasks of research in the field of education.
In a modern kindergarten, the possibilities of computer teaching aids, video materials, as well as cartoons are widely used. This pedagogical tool is used to solve a wide range of problems of mental, labor, patriotic, aesthetic education, for the development of children’s speech and their communication.
T.N. Levan, K.N. Polivanova, D.I. Feldshtein in their research dealt with the issues of including screen culture in the life of a modern preschooler, V.V. Abramenkova, L.I. Bazhenova, M. V. Mazurova, M.V. Sokolova, E.O. Smirnova studied the psychological foundations of the influence of cartoons on the personality of a child [3].
Despite the fact that the cartoon is actively used in the practice of preschool education, its capabilities in cognitive development and education are not sufficiently disclosed. Methodological developments that ensure the systematic and effective use of this tool in solving the problems of moral education of preschool children are limited and not always available to teachers [2].
After analyzing modern cartoons, the most valuable ones were selected from the point of view of moral, labor and aesthetic content. In turn, cartoons were selected from them according to their content that contribute to the child’s assimilation of knowledge of skills related to goal setting (goal setting is the process of setting a goal and achieving it, which are carried out through means and human activities). In accordance with the developed criteria, the following Russian cartoons were selected: “Smeshariki. ABC of security”, “Smeshariki. ABC of health”, “Smeshariki. Pin code”, “Fixies”, “Luntik” (seasons 4,5,6 and 7), “Dasha the Pathfinder”, “Smeshariki. A World Without Violence”, “Advice from Aunt Owl”.
As methodological recommendations, a project was developed in the form of a thematic plan (Table 1).
Purpose: selection and systematization of cartoons that contribute to the development of cognitive processes for preschool children, development of a methodology for working with them, drawing up a plan for educational work with children.
Tasks:
Analyze the content of animated films in terms of their relevance to the purpose of the study.
Develop an algorithm for educational work with cartoons.
Make a plan for educational work with children based on the use of cartoons with educational content.
According to researchers A.R. Dzhioeva and L. I. Ragimova, the correct psychological and pedagogical support of children is of particular importance for the development of cognitive interest [4]. Based on this, it is necessary to solve the following tasks:
1) creation of a favorable environment conducive to the need to learn something new, unknown;
2) attitude in a positive way in relation to the information to be studied;
3) organization of targeted and systematic search activities;
4) formation of an activity algorithm in such a way that new questions arise in children.
Table 1 – Thematic plan of cartoons
Timing
Topic
Directions of cognitive development
Name of the animated film
September
First week of September
Learning the rules of the road
Formation of interest in the study of the rules of the road. For the development of cognitive activity, a thematic corner was designed on the rules of the road together with children.
“Smeshariki. ABC of safety “:” Pedestrian rules “(Collection of cartoons 2006)
Second week of September
“Lessons from Aunt Owl. The ABC of road safety “(Collection of 12 episodes, about various situations on the road, 2003)
Third week of September
Property of objects (magnet, chalk, coal, metal)
Formation of interest in the study of the properties of objects (magnet). Further research work is carried out and the children compare the properties (magnet, chalk, coal, metal)
“Fixies. Magnet “(Season 1. Episode 28)
Fourth week of September
“Smeshariki. Pin. Science for children. How it works. Magnet “(2008)
October
First week of October
Conversations about health and healthy living
Formation of interest in a healthy lifestyle.
“Smeshariki. The ABC of Health” (Collection of 15 episodes 2010) is a collection of series for kids that teach hygiene and care for their health.
“Smeshariki. Pin. Science for children. Why does the body need vitamins “(2012)
Working with each cartoon involves a number of stages:
1. Preliminary work, which includes the activation of children’s interest in the norm, the rule by discussing the problem situation, creating a real situation in the group that requires the application of this nome and rule.
2. The stage of acquaintance with the cartoon and its discussion. At this stage, it is supposed to conduct a lesson or an educational situation, during which children single out a cognitive component from the content of the cartoon, discuss it, generalize knowledge about the norm or rule, apply it in one form or another.
3. Work after the lesson, during which the ideas of children are fixed and refined.
When studying psychological and pedagogical literature, the specifics of the cognitive interest of preschool children and its development through modern cartoons were analyzed.
At the beginning of the 20th century, the position of foreign researchers of this problem was usually reduced to the fact that this period should rightfully be regarded as the basis for the target component of the formation of a system of cognitive interest in preschoolers, as well as the constituent elements of the process under study, for example, its principles and content. parts.
Domestic researchers were inclined to believe that the interests of the child are diverse, which is also inherent in the surrounding reality. As a result, interest should be regarded as the result of a constant and progressive development of the personality, which in every possible way contributes to and accompanies this development.
As for research in the field of psychology, in them the problem of the formation and development of cognitive interest is also presented from different positions and theories, which are based, as a rule, on one of its constituent elements, which is chosen as the central one.
The formation and development of cognitive interest can be characterized as the degree of manifestation of cognitive activity, which, as already noted, has a selective focus.
Cognitive interest finds its expression through the desire and aspiration of a person to be included in the daily process of solving problematic issues and situations, as well as a set of tasks of a cognitive nature, resulting in the formation and selection of various kinds of cause-and-effect relationships.
An animated film is considered in our study as a work of art that displays a figurative representation of the surrounding world, both objective and social. On the basis of art history and psychological literature, we have identified the features and potential advantages of the cartoon, allowing it to act as a means of developing cognitive interest.
In accordance with the theoretical provisions, we studied the level of formation of cognitive activity in children. To do this, the composition of indicators and criteria for evaluating such activity of children was determined, the levels of their formation were determined using selected diagnostic tasks, diagnostics were carried out, which showed that only a small part of the children had a high level, that is, corresponding to the requirements of the program for children of this age.
A significant part of the children found the average and low level. Their cognitive activity is limited. This required the development of a plan for working with children on the formation of cognitive interest with the help of cartoons.
References
Abitova G.T. The role of cognitive interest in shaping the foundations of the information culture of senior preschool children. Izvestiya RGPU im. A.I. Herzen. 2016. No. 161. pp. 102-105.
Berezina Yu.Yu. Criteria for the development of cognitive interest in children of senior preschool age // Theory and practice of social development. 2018. No. 8. pp. 192-195.
Kunichenko O.V. On the criteria for selecting a cartoon for the moral education of children aged 5-7 // Fundamental and applied research in the modern world. 2014. V. 3. No. 5.
Mordvinova M.S. Features of the influence of animated films on the formation of friendliness and sociability among preschoolers // Young scientist. 2017. No. 1. https://moluch.ru/archive/135/37725/
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In this lesson, students will get acquainted with the concept of free fall, establish the nature of such a movement, get acquainted with its mathematical description, introduce the concept of free fall acceleration.
The module was developed as part of a joint project of ANPO “School League” and the Moscow City Pedagogical University, commissioned by the Fund for Infrastructure and Educational Programs (RUSNANO Group).
Author: Anna Anatolyevna Agafonova, teacher of physics and astronomy at the St. Petersburg Governor’s Physics and Mathematics Lyceum No. 30
CAREFULLY! Full lesson materials, including video materials, pictures for work, assignments and texts for the teacher are uploaded to YandexDisk (“Materials” button)
Materials
Natural selection as a factor in evolution
Grade 9
FIEP
The content of the module introduces students to the key concept of biology – natural selection. Explains the principle of its action, types and types on biological examples. As a key approach to this module, the idea of considering natural selection from the standpoint of co-evolution as an understanding of the fact that living beings are organized into ecosystems by populations is chosen. At the same time, different populations interact with each other through symbioses and competition, which leads to their joint evolutionary formation. The practical consolidation of the theme occurs through the development of camouflage materials.
The module was developed as part of a joint project of ANPO “School League” and the Moscow City Pedagogical University, commissioned by the Fund for Infrastructure and Educational Programs (RUSNANO Group).
Author: Lebedeva-Georgievskaya Ksenia Borisovna, Ph.D. biol. Sciences, State Scientific Center of the Russian Federation “Institute of Medical and Biological Problems of the Russian Academy of Sciences”, researcher, PEI “Amethyst”, Khimki, teacher of biology.
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Strangers. Mushrooms
7 class
FIEP
At this stage of studying the subject, schoolchildren get acquainted with the distinctive features of organisms belonging to the kingdom of fungi: structural features of the fungal cell and body of the fungus, nutrition and reproduction, similarities between fungi and plants and animals, specific properties of the fungus. Acquaintance with the diversity of fungi expands the students’ understanding of the diversity of wildlife, the importance of fungi in nature, and understanding of the environment-forming activity of fungi. The module promotes awareness of the role of fungi in human life, the possibility of using the acquired knowledge and skills in practical activities and everyday life: in particular, to protect food, prevent diseases caused by fungi.
The module was developed as part of a joint project of ANPO “School League” and the Moscow City Pedagogical University, commissioned by the Fund for Infrastructure and Educational Programs (RUSNANO Group).
Author: Arkhipova Elena Vasilievna, SBEI DO “House of Children’s Creativity” Levoberezhny”, teacher-organizer.
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Study of the heat capacity of various bodies
Grade 8
FIEP
In the process of laboratory research, students independently draw a conclusion about the quantities on which the heating of the body depends.
After that, the teacher enters the formula for calculating the amount of heat and the heat balance equation.
After that, students use the equation to calculate the specific heat capacity of a body and solve problems.
The study ends with a test check containing questions and tasks.
The module was developed as part of a joint project of ANPO “School League” and the Moscow City Pedagogical University commissioned by the Fund for Infrastructural and Educational Programs.
Author of the lesson: Sergey Aleksandrovich Lovyagin, Khoroshevskaya School, Senior Methodist, Candidate of Pedagogical Sciences, Honored Teacher of Russia
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Types of chemical reactions
Grade 8
FIOP
An educational module of educational, research and project orientation for organizing educational work within the framework of classroom and extracurricular activities in the subject “Chemistry”, on the topic “Types of chemical reactions”, Grade 8, with a total volume of 2 hours. The module was developed as part of a joint project of ANPO “School League” and the Moscow City Pedagogical University commissioned by the Fund for Infrastructural and Educational Programs.
In the first (lesson) part, students independently conduct a study of chemical reactions of various types, describe them, make equations, and classify the types of reactions. In the second (extracurricular) part, students complete a project to create a model reactor plant, solve the problem of cooling the reactor during an exothermic reaction, and calculate the necessary costs of water-cooler.
Lesson author: Ludmila Borisovna Ravodina, Russian Chemical-Technological University. D. I. Mendeleeva, First Moscow Educational Complex, Master of Chemical Technology, teacher of chemistry.
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Hydrolysis of salts
Grade 9
FIOP
Educational module of educational and research orientation for the organization of educational work within the framework of classroom and extracurricular activities in the subject “Chemistry”,
on the topic “Hydrolysis of salts”, with a total volume of 2 hours.
In the first (lesson) part, students independently solve the experimental problem of recognizing solutions of substances (different salts) based on the color of the indicator. Students make a conclusion about the features of the interaction of salts, salts of bases and acids with water, “discover” the phenomenon of hydrolysis of salts in aqueous solutions, establish the types of hydrolysis (by cation, by anion, by cation and anion), formulate the rules for determining the reaction of the medium (acidic, alkaline , neutral) as a result of hydrolysis. If there is time, students also get acquainted with the concept of “hydrogen indicator”. At the end of the lesson (extracurricular part), students solve a research problem to identify the causes of corrosion of oil pipelines as a result of the hydrolysis of inorganic chlorides and explain the methods of corrosion protection used. The module was developed within the framework of the project “Model of natural science and technology education for the organization of design and research activities for a general education school” joint project of the State Autonomous Educational Institution of Higher Education MSPU and ANPO “School League RUSNANO” (commissioned by the Fund for Infrastructure and Educational Programs)
Lesson author: Ludmila Borisovna Ravodina, First Moscow Educational Complex, Russian Chemical-Technological University. D. I. Mendeleeva, master of chemical technology, teacher of chemistry.
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Ready-made abstracts of GCD classes by type of activity, subject and age of children – General children, Voronezh
Contents
Abstracts of classes in kindergarten
Welcome to the site “Educator”!
Anyone who is interested in topics such as “Preschool education” and “Preschool education” – welcome!
There is quite a lot of information on the topic “Education” on the Internet, with “Preschool Education” and “Preschool Education” the situation is somewhat different and our project was created in order to slightly correct this situation.
Here you will find almost everything for kindergarten: notes of kindergarten classes, methods, various information for educators and parents, as well as various educational activities for children. You can download a summary of the lesson along with ready-made didactic material, edit it to fit your goals, objectives, program content and conduct this lesson with children. All materials of the site are divided into different categories.
Lessons for children:
Each category contains ready-made notes of lessons with children. The materials are divided by topic and age: classes in the younger group (the first younger and second younger groups of the kindergarten), classes in the middle group and classes for senior preschool age – in the senior and preparatory groups.
Most of the classes are complex (or integrated), but are categorized according to their main topics.
Now we are working on reference materials for educators, which will contain riddles, proverbs, sayings, poems, various exercises, activities for children and physical minutes grouped by specific topics. It is very easy to download the abstracts of classes in kindergarten and didactic materials for them (pictures, photographs and audio materials) – just go to the page of any lesson, the download link is at the bottom of the page.
More about site sections:
Kindergarten classes are divided into the following sections:
Speech development
The section will contain notes on speech development, fiction and integrated classes with a “speech” bias. Most of the classes for the development of the speech of preschoolers contain elements of visual activity, familiarizing children with nature and the world around them, as well as physical minutes, outdoor games and dynamic pauses.
Introduction to nature for children
Summaries of classes on familiarization with both specific species and whole phenomena associated with wildlife. Classes in ecology, as well as part of the complex classes, belong to this section. Many classes include elements of speech development.
Getting to know the outside world
Everything that in one way or another introduces children to the outside world will be located here. Classes are devoted to both individual phenomena and complexes of phenomena. Many of the classes are complex (integrated).
Mathematics
Here you will find notes on mathematics for preschoolers, containing tasks and exercises for mental counting, the development of logic, geometric problems and other elements of this section.
Visual activity (iso) in kindergarten
Summaries of classes in art – modeling, drawing, appliqué, design and various mixed and original techniques will be located here. The visual activity of preschoolers is also reflected in many classes to familiarize children with the outside world and familiarize themselves with nature, as well as in classes for the development of speech.
Valeology
Materials on valeology will be placed here. Classes on health and general health improvement, on the structure of the body, hardening, vitaminization, hygiene, etc.
Physical education and physical development of preschoolers
dynamic pauses, outdoor games with warm-up elements, gymnastics, finger gymnastics and other things related to this category.
Work with parents in kindergarten
Interesting articles and information for parents will be placed here, as well as forms and texts of announcements.
Integrated and comprehensive lessons
This section contains comprehensive and integrated lessons from other sections of our site. Links to these notes are available both in this and in the “profile” section of the lesson. The abstracts of classes from this section of the site contain elements of art (sculpting, drawing, designing), familiarization with nature, familiarization with others, speech development, outdoor games, dynamic pauses and physical education minutes.
Long-term plans
The section will contain long-term, thematic and calendar plans for the junior, middle, senior and preparatory groups of the kindergarten.
Riddles, proverbs, sayings and poems for classes
Additional materials for preschool teachers: riddles with answers, proverbs and sayings, poems, signs, as well as various small literary forms. The information is divided into topics and is useful in self-preparation for classes with children.
Correctional Pedagogy
This section of the site will contain outlines of remedial classes, materials on the joint work of an educator and a defectologist, notes and methods for in-depth work with children with general underdevelopment of speech or a lag in the development of the motor sphere, materials for compensatory groups , classes with elements of mnemonics, etc.
Projects in kindergarten
Long-term, medium-term and short-term projects in preschool educational institutions and kindergartens of various kinds – environmental, developmental, practice-oriented for different ages and groups.
Regime moments
Grids of regime moments for different kindergarten groups – from nursery to preparatory group.
Scenarios of morning performances and events
Scenarios of various events in a children’s educational institution – morning performances, entertainment, drama games and theme days.
Game activities in kindergarten
Various selections of games – didactic, plot-role-playing and mobile.
Kindergarten presentations
Ready-made presentations and preparations for them – multimedia presentations, project presentations in kindergarten, presentations of various activities or scenarios, templates and graphics for creating your own presentations.
Additional materials (miscellaneous)
A wide range of materials one way or another related to preschool education and upbringing, but not reflected in other sections of our site, can be found in this category – articles, tips, recommendations and much more.
What kind of information can be found here? . The teacher, in preparation for conducting classes in kindergarten, is forced to spend time searching, and not always successful.
Why is this site interesting? The answer is simple – a minimum of excess, a maximum of what is needed, here you can find almost everything for a kindergarten. For example, it is worth choosing any of the categories in the menu and you will receive a complete set of the necessary material: ready-made class notes, photo and audio attachments to them, and, if necessary, you can download all the information in one archive. The archive will contain a summary in the form of a Microsoft Word document, designed according to the rules (topic, goal or program content, equipment and materials, course of the lesson), photographs and audio recordings (for those classes for which it is necessary – for example, to familiarize children with nature).
At the moment, the sections contain abstracts of classes in kindergarten on the topics “familiarization of preschoolers with nature”, “speech development”, “complex (integrated) classes”, as well as abstracts on “mathematics”, “iso”, “physical education ”, “Valeology”, “Ecology”, each of which can be downloaded as an archive, with the text of the abstract itself (Word document) and audio-photo materials (recordings of the voices of animals and birds, fragments of musical works and songs, photographs).
You can download the lesson summary by going to the corresponding page dedicated to a particular lesson. In the near future, classes for children on the development of speech, art will be added. activities, a range of integrated activities, scenarios and developmental activities for children. If you have a desire to take part in this project – write to us, we are looking for people who care about preschool education and upbringing.
Educational activities
Doshkolnik.ru
Doshkolnik.ru – the site of an educator, speech therapist, defectologist, music director, methodologist, physical education instructor, parent. We offer teachers assistance in certification. preschooler.rf – teacher’s magazine.
Posting articles
Facebook
Educational activities
We offer teachers assistance in attestation. We place creative material in the official all-Russian network magazine “Doshkolnik.rf”. The magazine is published on the 1st day of each month and is in .pdf format. Publication papers are issued. It is sent to all authors of the issue and can be downloaded from the main page of the site. He has a media license and is registered with Roskomnadzor (EL No. FS77-55754). To publish in a journal and receive a Publication Certificate, you need to: send your material to: [email protected]
We are social networks – join groups – we will be glad to see you in our ranks!
Conditions for issuing a Certificate of Publication
Conditions for issuing Certificate of Publication
How to get into the magazine
The development of attention and memory in preschool children in the organization of GCD with preschool children in joint and independent activities.
Developing classes
Author: Zhiguleva Anastasia Anatolyevna
09. 05.2021 22:52
Development of attention and memory in preschool children in the organization of GCD with preschool children in joint and independent activities.
Creation at preschool age of favorable conditions for the development of intentional and meaningful memory processes, the formation of elements of arbitrary memory in a child is essential for his further mental development.
GCD is a form of organization of education in kindergarten, which is organized in the form of joint activities of adults and children, on the basis of partnership and is associated with a significant restructuring of the style of the educator.
A new model for organizing the educational process, according to the Federal State Educational Standard, provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities, taking into account the specifics of the educational field, the age of children and the specifics of preschool educational institutions.
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The main indicators and results of the intellectual development of preschool children
Developing classes
Author: Dvinskikh Elena Alexandrovna
05/09/2021 22:14
Key indicators and results of intellectual development of preschool children
Preschool age is a period of active development and personality formation. It is at this age that an important stage of intellectual development takes place. The basis of intelligence, which will be laid in preschool age, will have an impact on the mental abilities of the child throughout his life.
The main tasks of the intellectual development of children in our preschool:
Formation of elementary mathematical representations
Formation of a holistic picture of the world
Expanding children’s horizons
Development of cognitive research and productive activities
Sensory Development
Development of speech
Robotics
Mobile educational games of the company “Vay-Toy” teach in motion
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Production of “Magic Noise Makers” for working with children with disabilities.
Developing classes
Author: Biktimirova Tatyana Vladimirovna Churikova Maria Valerievna Chashchina Elena Aleksandrovna
05/07/2021 18:06
Production of “Magic Noise Makers” for working with children with disabilities.
MB Preschool educational institution “Kindergarten No. 182” city of Novokuznetsk
We, the specialists of MB preschool educational institution “Kindergarten No. 182” , thought up and developed a didactic manual “Magic Noise Makers” , aimed at developing auditory perception, attention and memory.
In children with disabilities with various disorders, the development of mental processes is hampered, namely: visual, auditory perception, attention. Spatial orientation is disturbed, the formation of motor skills, coordination is delayed, which leads to a decrease in motor and cognitive activity.
Read more…
Consultation for parents “Games for the sensory development of young children.”
Developing classes
Author: Kulkindinova Rima Rinatovna
05/07/2021 15:55
Consultation for parents “Games for the sensory development of young children”.
Human knowledge of the surrounding world begins with “live contemplation” , with sensation (reflection of individual properties of objects and phenomena of reality with direct impact on the senses) and perception (reflections of objects and phenomena of the surrounding world as a whole, acting in at the moment on the senses) . Direct sensory perception of the surrounding world is the basis of representations. The nature of these representations, their accuracy, distinctness, completeness depend on the degree of development of those sensory processes that provide a reflection of reality, that is, the development of sensations and perceptions.
The foundations of sensory development are laid in the early preschool years. The smaller the child, the more important sensory experience is in his life. Professor N.M. Shchelovanov called the early age the “golden time” of sensory education. The theory and practice of preschool education and upbringing, starting from its very origins, paid significant attention to sensory education, and often singled it out as the central moment of the pedagogical process.
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Fairy tale mazes game
Developing classes
Author: Lushnikova Elena Vyacheslavovna
05. 05.2021 16:04
Fairy tale mazes
Author: Lushnikova Elena Vyacheslavovna, teacher of the 1st qualification category, Municipal budgetary educational institution of the Novosibirsk region of the Novosibirsk region – secondary school No. 18, Mochishche station. 630535 Novosibirsky district, Novosibirsk region, Mochishche station, Polevaya street, building List of keywords: Voskobovich, technology, developing object-spatial environment.
Brief annotation: the article describes the compliance of VV Voskobovich’s gaming technologies with the modern requirements of the educational standard.
Last year our kindergarten started working with educational games by VV Voskobovich. We got acquainted with his gaming technology at one pedagogical forum, where Vyacheslav Vadimovich himself presented his games. The author spoke about his developments in such a fascinating and competent way that we became very interested in his ideas and decided to introduce them into the educational process of our kindergarten. We carefully read the methodological manuals developed by the team of Vyacheslav Vadimovich, then we purchased the basic manuals, passed a master class from tutors and began to work.
This year, in order to improve the development environment of the group, we organized several development centers. Therefore, I wanted to tell you about them, maybe this information will be necessary for you.
The first center is the center for traffic rules. It consisted of: a road layout, a model of painted houses, a wooden constructor set, a wooden transport set, road signs, mini posters on the topic. Children played 3-4 times a week, creating different buildings, it was fun to watch. After all, they came up with different road stories. And each time the buildings were better and more interesting.
Read more…
Booklet “Developing games by V.V. Voskobovich”
Developing classes
Author: Rada Andreevna Ostaltsova Svetlana Viktorovna Kopytova
28.04.2021 02:55
Booklet “Developing games by V.V. Voskobovich”
Home workshop
Geocont is a useful game for the development of logic, imagination and sensory and spatial sensations of the child.
We offer you to create a Geocont with your own hands!
Prepare a square of the desired size, carefully finishing its edges and corners.
Coat the base with colored paint or film. Traditionally, a geocont has a yellow field.
Draw intersecting black diagonals, connecting opposite corners.
Draw squares with diagonal vertices and sides 5 cm, 10 cm, 15 cm, 20 cm if you have a large board.
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“Formation of sensory standards (color, shape, size) in children of the 4th year of life using lepbooks”
Developing classes
Author: Volkova Lyubov Ivanovna
04/25/2021 09:23
“Formation of sensory standards (color, shape, size) in children of the 4th year of life using lepbooks”
The importance of sensory development in early and preschool years cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around us. Sensory education is the basis of knowledge of the world.
The problem of sensory education in modern pedagogy is well studied and in demand. Outstanding foreign scientists in the field of preschool pedagogy: Froebel, Montessori, Decroly, as well as well-known representatives of domestic preschool pedagogy and psychology: Tikheeva, Zaporozhets, Usova, Sakkulina, Wenger and others, rightly believed that sensory development aimed at ensuring full-fledged intellectual development , is one of the main aspects of preschool education.
Read more…
Sensory development of children of primary preschool age
Developing classes
Author: Serebryakova Elena Aleksandrovna
18. 04.2021 18:43
Sensory development of children of primary preschool age
Department of Education and Science of the city of Moscow State budgetary educational institution of the city of Moscow “School in Kapotnya” (GBOU School in Kapotnya)
Sensory development is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, etc. Cognition begins with the perception of objects and phenomena of the surrounding world.
The meaning of sensory education is that it:
is the basis for intellectual development
develops attention
gives the child the opportunity to master new ways of object-cognitive activity
develops powers of observation
is the basis for the development of imagination
influences the expansion of the child’s vocabulary
affects the development of visual, auditory, motor, figurative and other types of memory.
has a positive effect on the aesthetic feeling
We have created favorable conditions for the sensory development of children, our group has a sensory corner.
Read more…
Summary of joint directly – educational activities with children of the middle group using the educational technology of TRIZ and the development of logical thinking “Amazing teapot”
Developing classes
Author: Lukyanova Tatyana Nikolaevna
15.04.2021 17:47
Summary of joint direct-educational activities with children of the middle group using the educational technology TRIZ and the development of logical thinking “Amazing teapot”
Educator: Lukyanova Tatyana Nikolaevna State budgetary preschool educational institution kindergarten No. 52 of the Kolpinsky district of St. Petersburg 2020 , Kolpino, St. Petersburg
Participants: children of the middle group, 4-5 years old.
“The Importance of Experimentation in Child Development”
Developing classes
Author: Kachina Elena Vyacheslavovna
12.04.2021 14:57
“The Importance of Experimentation in Child Development”
The process of education and upbringing in kindergarten is aimed at revealing in the personality of the child those qualities that he will need to achieve any goals in the future. To develop the inquisitiveness of the mind, to acquaint with the properties of objects by direct observation of phenomena and processes, to form the ability to plan and analyze practical work – these are the tasks of the modern education system. The child is capable of independent search for knowledge, if the teacher has prepared the appropriate conditions for this.
From birth, a child is a discoverer, a researcher of the world that surrounds him. And especially a preschooler. A Chinese proverb says: “Tell me and I will forget; show me and I will remember; let me try and I will understand” . So the child learns everything firmly and for a long time, when he hears, sees and does it himself. With the active action of the child in the process of cognition, all the senses are active. Scientists have proven that the more sense organs simultaneously participate in the process of cognition, the better a person feels, remembers, comprehends, understands, assimilates, consolidates the material being studied.
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“Doshkolnik.RF”
classes for preschoolers – developing tasks for preschool children
Preparation for school. Preschool activities
Memory research
Auditory memory
Name 10 words, sets of words can be different, for example, these words can be: table, viburnum, chalk, elephant, park, legs, hand, gate, tank, window, forest , bread, window, chair, brother, water, horse, mushroom, needle, honey. Words should not be related to each other in meaning. Often, when preparing a child, mothers use words according to this principle – what I see is what I call. But the child can also see these objects and then he does not need to memorize them. Prepare a list of words in advance, in which you can mark the words that the child will name. Words should be one and two-syllable, necessarily familiar to the child. The child should name at least 5-6 words in any sequence. You can also repeat 5 times, on the second repetition, tell the child that he should name all the words as if he hears them first time, he must name all the words, even those that he already called for the first time. The third time, just say, “One more time.” You must do this immediately, without pause. Then you can build a graph on which you can see how your child remembers. Perhaps he named all 10 words the third time, but it also happens that the third time the child repeated 4 words, and the fourth only 1 time. Do not be angry with him, this means that the child gets tired quickly and this knowledge will help you in your further studies at school, you will understand that repeating a poem more than three times, for example, will not help the child remember him, but only worsen his condition. If the graph turned out to be zigzag, this may indicate instability of attention and be one of the signs of hyperactivity.
Visual memory Show 10 pictures. The child must remember at least 6. Pick up 10 pictures, the objects depicted on them must be known to the child, the image must be recognizable and understandable. Also, there should not be anything superfluous in the pictures, because if there is a ball in the foreground and a tree behind, then the child can pay attention to the tree and remember it, and you will think that he has a bad memory. Lay out the pictures in front of the child one at a time and be sure to ask them to name the image aloud. After all, he can say a sofa, and you think that this is a chair. In this situation, do not correct the child, do not say anything, just remember what he called the image. In the future, you can go back to the child’s mistakes and try to correct them, but for now you are only examining memory. It will be much easier for you if you write all the words, you can write the word next to it, as the child called it. When all the pictures are in front of the child, tell him: “you can memorize them as much as you need (until you remember),” but after a minute, with his silence, ask if he remembered everything and remove all the pictures. Ask him to name what he saw. If you have a list of words, then you can mark the words he named. To develop memory, you can teach your child to link words according to their meaning, invent a story so that it contains all these words, and increase the number of words. Display 16 schematic pictures (house, flag, tree, flower, numbers, letters, geometric shapes, etc.). The child should draw as much as possible.
Semantic memory Name pairs of words: noise – water, table – lunch, bridge – river, forest – bear, ruble – penny, school – student, snow – winter. Then name only the first word from the pair, and the child must name the second. Words must be related in meaning. You can pick up your pairs, you can start with three pairs of words, if the child does not understand what you want from him, explain how the words are related.
For example, a couple: a plate – soup, soup is poured into a plate. The hen is a chick, the hen has a baby chick. The child must memorize at least 3 pairs out of 5. Repeat the procedure: the boy got up, washed, dressed, had breakfast and went to school. For a girl, use other words. At the beginning you can use only 3-4 actions and if the child succeeds, increase them to 7-9.
Read the phrases: 1. The sun shines brightly in summer. 2. Children play ball. 3. The car is driving on the road. 4. Daisies and cornflowers grow in the field. 5. Grandmother knits socks. Ask the child to repeat the phrases that he managed to remember. At the same time, the main thing is to convey the meaning of each phrase, it is not necessary to repeat it verbatim. If the child could not repeat all the phrases the first time, read them again. At 6-7 years old, they usually complete this task in 2-3 attempts.
Logical thinking
4 extra
To determine what is superfluous among 4 – 5 pictures, be sure to ask the child to explain his choice. To develop logical thinking, first use not pictures, but various toys and small objects. Focus on concepts when selecting objects or pictures. For example, it can be vegetables and among them berries, red objects and yellow or blue among them, cars and a horse, dishes and furniture, etc. At first, the extra object should stand out sharply from the rest, but then this difference should be less and less strong. If at first you can put a piece of clothing or a car among the birds, then later put a poultry among wild birds. Many parents try to immediately make multi-valued rows, so that several items may be superfluous in one row, for example, one is different in color, the other in shape, the third in purpose. For kids, this is dangerous, he will not be able to understand the general principle of this task, you will greatly confuse him. Such multi-valued series are suitable only for those children who already firmly understand the meaning of the task and are able to choose an extra object, moreover, justifying their answer: extra in color, extra in shape, extra, because all animals, and this is a bird, extra, because from they eat it, and cook in it.
Find the pattern and continue: Foot – sock – shoe. Hand – ? must continue. The answer is a mitten, a glove.
Sort the pictures into categories: cars to cars, fruits to fruits, etc.
Choose the right word: hospital – treatment; school – (teacher, desk, teaching, student). The house is the roof; book – (paper, letters, cover, knowledge), etc.
Story from pictures. Lay out pictures in front of the child that can be arranged in order. Such pictures can be cut out of books, in the future I will post a number of such pictures. Have your child put the pictures in order. The child may not understand what you want as it is in order. Then ask him where the beginning of the story is, which picture is the first and put it to the left of the child. Suggest that you choose yourself and put the second picture next to the first one. And so on, then ask him to tell you what the story is. If the child linked the pictures together, he got a consistent story, but he didn’t put it in the way you intended, take his story as correct, but you can say that you can make up another story, a fairy tale, you can shift and tell what happens you.
Draw geometric shapes inside and outside the circle. Then you need to put points in different places: inside the triangle inside the circle, inside the square outside the circle. Invite the child to draw geometric shapes, you name, and he draws: “draw a circle, draw a square, draw a triangle, draw a circle under the square, draw a circle in a triangle, draw a circle in a circle, etc.” Then ask them to put dots in different places.
Reading. (Not tested in many schools) Fluent reading up to 30 words per minute. Retelling in your own words. The ability to see the main members of the sentence.
Phonemic hearing
Slap the word by syllable. Divide pictures by syllables. Connect the words and their corresponding schemes. Sounds are represented by circles in the diagrams. Usually a column of words is written (pieces 5), words must necessarily consist of a different number of sounds and letters, diagrams are drawn opposite the words in which sounds are indicated by circles (not letters, but for small words it is necessary to select those in which the number of letters and sounds must match , so in the word yula there are three letters, and four sounds) and the child is invited to draw a line from the word to the corresponding scheme.
Hear the first and last sounds in a word. Of course, it is better if the child hears all the sounds, but this is important for study, and not for admission.
Find pictures with a specific sound. Pictures are laid out in front of the child and it is proposed to find all the words in which there is a sound Sh or Ch. The sound can be any, but not soft. Be sure to ask your child to name the words out loud, because he may name the object differently than you might expect.
Make up a sentence from a set of words. The words can be on separate cards or on one sheet of paper. Words can be in the initial form: boy, ride, ski, on.
Describe the picture. It is difficult for children to begin a description. You can hear something like this: a boy, a bicycle, rides … If you teach a child to start a story correctly, then it will be easier for him in any case. If your child can easily cope with this task, then the rest is not for you. I ask the child to start like this: In the picture I see (children, rabbits …) They do …
Mathematics Count up to 100, but not required. Counting forward and backward to 20 is mandatory in most schools. Count from 7 to 14, from 17 to 9, etc. Add and subtract up to 10. More and less concepts. Combinatorics – you have 3 apples and 3 pears, you took 4 fruits, what could it be. (it can be 1 apple and 3 pears, 2 apples and 2 pears, 3 apples and 1 pear. Tasks can be different, it is important to list all possible options. In order for the child to understand, I take 2 yellow pencils and 2 red ones, I need take 3 pencils. We sort through all the options. Then we take 3 pencils and also sort through all the options. Compare how many options there were in the first case and how many in the second. Then we take 4 pencils and repeat everything. Instead of pencils, you can take buttons)
Two-step tasks: Masha has 3 dolls, and Katya has 2 more dolls, how many dolls do they have together? Inverse problems: birds were sitting on a branch, when 3 flew away, 4 remained. How many birds were on the branch before they flew away? Problems using the concept of steam: Masha had 2 pairs of socks, and Petya had 3 pairs. How many socks did they have? In some schools, tasks are used in a comic, smart way. For example: if 2 apples are cut in half, how many apples will there be? 7 candles burned, 3 extinguished, how many are left?
Math dictation: 2 cells up, 3 cells right, 1 cell down, etc. This is an easy option. It can be more complex: 3 cells up, 2 diagonally up to the right … Some teachers say – diagonally, some – obliquely. I speak differently, but I draw the child’s attention to what is more important than the word right down or left up.
Basic concepts
1. Family. 2. Place of residence. 3. School. 4. Animals: wild and domestic. 5. Birds: wild and domestic. 6. Plants: trees, shrubs, herbs. Know the most common plant names. 7. Vegetables, fruits. 8. Seasons, months, days of the week, day. 9. Geography: continents, mountains, oceans, seas, rivers, islands, countries, cities. 10. Materials: natural – artificial. 11. States of water: liquid, solid and gaseous. 12. Water properties: clear, wet, solvent. 13. Transport: land, air, water. 14. Furniture. 15. Clothing: outerwear, footwear, headwear. 16. Professions: doctor – treats, teacher – teaches, etc. 17. Holidays.
Additional tests Snake. Put dots inside the chain of circles. Correction test – cross out certain letters or geometric shapes. Or in geometric figures it is necessary to put down different signs – plus, stick …
Find the differences Labyrinths. What shapes do the drawings consist of. This test uses a pattern of geometric shapes.
Game: yes and no do not say. This is an exercise in mindfulness. Questions can be very different, it is only important that you can’t say yes and no. For example: Are you a boy? Snow white?
When this happens: the son is older than the father. Always, often, sometimes, rarely, never. Instead of “The son is older than the father” there can be any question. For example: it snows in summer, a dog barks, a rainbow in winter.
If a child draws a spiral counterclockwise, there will be good handwriting. Psychological readiness for school. – The ability to see connections, patterns, the desire of the child to understand what is why and why. – Ability to listen, understand the meaning of what is read. – The ability to retell. – The quality of thinking. – Feels distance from other people’s adults, not familiar. – Easily establishes connections, contact. – Counts with other children. – Knows how to play by the rules. – Knows how to justify his choice.
1. Pre-learning type – everything is important at school, they want to work and communicate with the teacher, they are ready to work with full dedication. 2. Training type – they can work on their own, without an adult, but they can neglect the formal requirements.
!!! I recommend: What a child of 6-7 years old should know and be able to do
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SanPin requirements for the reception of children, daily routine and training sessions
Requirements for the admission of children to preschool organizations,
daily routine and training sessions
Dear parents!
According to the sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool organizations, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of July 22, 2010 No. 91 (extract from SanPin):
12. 3. After a disease has been transferred, as well as an absence of more than 3 days (excluding weekends and holidays), children are admitted to preschool organizations only if they have a certificate from the local pediatrician.
12.5. The daily duration of a walk for children is at least 4-4.5 hours … At an air temperature below minus 15 * C and a wind speed of more than 7 m / s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below minus 15* C and wind speed is more than 15 m/s for children 4 years old, and for children 5-7 years old at air temperature below minus 20* C and wind speed more than 15 m/s.
12.7. For children aged 1.5 to 3 years, daytime sleep is organized once for at least 3 hours.
12.9. Independent activity of children aged 3-7 years (games, preparation for classes, personal hygiene) takes at least 3-4 hours a day.
When implementing the educational program of preschool educational institutions for toddlers aged 1.5 to 3 years, they plan no more than 10 lessons per week lasting no more than 8-10 minutes. It is allowed to carry out educational activities in the first and second half of the day (8-10 minutes each).
12.10. The maximum allowable weekly educational load, including additional education classes, for preschool children is: in the younger group (children of the fourth year of life) – 11 lessons, in the middle group (children of the fifth year of life) – 12, in the older group (children of the sixth year of life) years of life) – 15, in the preparatory (children of the seventh year of life) – 17 lessons.
The maximum allowable number of lessons in the first half of the day in the younger and middle groups should not exceed two lessons, and in the older and preparatory groups – three.
12.11. The duration of classes for children of 4 years of age is no more than 15 minutes, for children of 5 years of age – no more than 20 minutes, for children of 6 years of age – no more than 25 minutes, and for children of 7 years of age – no more than 30 minutes.
12.12. Classes for children of middle and senior preschool age can be held in the afternoon, but not more than 2-3 times a week. the duration of these classes is no more than 20-30 minutes, depending on the age of the children.
12.13. Classes in additional education (studio, circle, section, etc.) for preschool children are unacceptable at the expense of the time allotted for a walk and daytime sleep. Conducted by:
– for children 4 years of age – no more than 1 time per week for no more than 15 minutes,
– for children 5 years of age – no more than 2 times a week for no more than 25 minutes,
– for children 6 years of age – no more than 2 times a week for no more than 25 minutes,
– for children 7 years of age – no more than 3 times a week for no more than 30 minutes.
The mode of employment of students in the preschool educational institution
APPROVED
by order of the manager
from 29. 01.2014 No. 22/03-01
N.L. Borodai
The mode of employment of students in the institution
Municipal preschool educational institution kindergarten of a general developmental type No. 8 “Spikelet” (hereinafter referred to as the Institution) operates in the mode:
full day – 12-hour stay.
Working hours of the Institution:
five-day work week;
opening hours – from 7.00 to 19.00;
days off – Saturday, Sunday, non-working holidays established by the legislation of the Russian Federation;
The maximum duration of continuous wakefulness of children aged 3-7 years is 5.5-6 hours, up to 3 years – in accordance with medical recommendations.
The duration of daily walks is 3-4 hours. The duration of the walk is determined depending on the climatic conditions. When the air temperature is below minus 15 °C and the wind speed is more than 7 m/s, the duration of the walk is reduced.
Walks are organized 2 times a day: in the first half of the day and in the second half of the day – after a day’s sleep or before the children go home.
When organizing the stay of children for more than 5 hours, meals are organized at intervals of 3-4 hours and daytime sleep.
The total duration of daily sleep for preschool children is 12 – 12.5 hours, of which 2 – 2.5 hours are spent on daytime sleep. For children from 1.5 to 3 years, daytime sleep is organized once for at least 3 hours.
At least 3-4 hours are allotted for independent activities of children aged 3-7 years (games, preparation for educational activities, personal hygiene) in the daily routine.
The maximum duration of continuous directly educational activity for young children from 1.5 to 3 years is 10 minutes. Educational activities are carried out in the first and second half of the day (8-10 minutes each). It is possible to carry out educational activities on the playground during a walk.
The maximum duration of continuous direct educational activity for children from 3 to 4 years old is 15 minutes, for children from 4 to 5 years old – 20 minutes, for children from 5 to 6 years old – 25 minutes, for children from 6 to 7 years old – 30 minutes.
The maximum allowable amount of educational load in the first half of the day in the junior and middle groups is 30 and 40 minutes, respectively, and in the senior and preparatory – 45 minutes and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activities, physical education minutes are held. Breaks between periods of continuous educational activity – at least 10 minutes.
Educational activities with children of older preschool age can be carried out in the afternoon after daytime sleep. Its duration is no more than 25 – 30 minutes a day. In the middle of a directly educational activity of a static nature, physical culture minutes are held.
Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day. To prevent fatigue in children, physical education, music classes, rhythm, etc. are held.
The forms of physical activity of children in the Establishment are morning gymnastics, physical education indoors and outdoors, physical training minutes, outdoor games, sports exercises, rhythmic gymnastics, training on simulators and others.
In the volume of motor activity of pupils aged 5-7 years, health-improving and educational activities are provided in organized forms for 6-8 hours a week, taking into account the psychophysiological characteristics of children, the time of year and the mode of operation of the Institution.
With children of the second and third years of life, physical development classes of the main educational program are carried out in subgroups 2-3 times a week.
The duration of physical development classes for children from 1 year 7 months to 2 years – 8 – 10 minutes, from 2 years 1 month to 3 years – 10-15 minutes.
Physical development classes of the main educational program for children aged 3 to 7 years are organized at least 3 times a week. The duration of physical development classes depends on the age of the children and is:
in the younger group – 15 min.,
in the middle group – 20 min. ,
in the senior group – 25 min.,
in the preparatory group – 30 min.
Once a week for children 5-7 years old, classes are organized all year round for the physical development of children in the open air (if the children have no medical contraindications and the children have sportswear appropriate for weather conditions).
To achieve a sufficient amount of physical activity of children, all organized forms of physical exercise with a wide inclusion of outdoor games and sports exercises are used.
The mode of additional education classes is established by the class schedule.
When conducting classes for children using computer technology, the organization and mode of classes must comply with the requirements for personal electronic computers and the organization of work.
The specific regime for visiting the Institution by the child is established by the agreement on education concluded between the Institution and the parents (legal representatives) of the child.
Lesson in the senior group “No one is forgotten, nothing is forgotten”
Purpose: Creation of conditions for the development of patriotic feelings among preschoolers.
Tasks:
To consolidate children’s ideas about the Great Patriotic War, about the defenders of the Fatherland.
To develop the search activity of children within the framework of the historical past of the family and the Motherland. Develop cognitive interest, attention, memory, speech.
To continue to cultivate a sense of patriotism, love for one’s Motherland, respect for veterans of the V.O.V., and a desire to take care of them.
Forms of work : conversation, artistic word, explanation, showing photos and videos on a computer, listening to audio recordings.
Materials and equipment: photographs of the war years, front-line postcards, photos of the monuments of the native city, audio recordings of the songs “Where the Motherland Begins”, “Victory Day”, “Holy War”.
Course of the lesson
Educator: Guys, who will tell me what a big holiday is in May? What is it called? (children’s answers). That’s right, guys! This holiday is May 9th. Today we are going to talk about this holiday. Holiday dedicated to the Great Victory Day. The day when our country defeated the fascist invaders many years ago. Listen to the poem:
May Day –
What is victory day?
This is the morning parade,
Tanks and rockets are coming,
Soldiers are marching.
What is victory day?
This is a fireworks display.
Fireworks take off into the sky
Falling apart here and there.
What is victory day?
These are table songs,
These are speeches and conversations,
This is my grandfather’s album.
It’s fruit and candy
These are the scents of spring.
What is victory day.
It means no war. (Riddles for children)
He fought at the front
And he has become gray-haired for a long time.
Military dressed,
War veteran – my (grandfather).
He was also a soldier in the war,
Went on the attack with a machine gun,
Freed cities,
Fought and won.
( war veteran )
Talk about the history of the holiday, about the war, slide show on the screen.
— The Great Patriotic War came to our country on Sunday morning, June 22, 1941. No one thought that trouble would come. People, as always, rested, got ready for work and simply enjoyed the hot summer. And suddenly … (turn on the audio recording “Molotov’s voice with the announcement of the German attack on the USSR)
(Children listen to the song “Holy War”, display of the poster “Motherland Calls” photo No. 1).
All adult men put on military uniforms and went to the front. Only women, children and the elderly remained in the villages and cities. They worked in factories, dug trenches, built fortifications, put out incendiary bombs on the roofs. And also – raised children, saved the future of the country. The main motto of the whole people was: “Everything for the front, everything for victory! »
How do you understand the expression “Everything for the front, everything for victory! »
(Children’s answers.)
But, despite the heroic resistance, the enemy was inexorably approaching. The roar and howl of aircraft covered everything. Bomb after bomb, shell after shell.
As the Nazi army moved east, partisan detachments began to appear in the territories occupied by the Germans. What do you think, who are the partisans? (photo #2 ) They fought the enemy in the rear. Partisans blew up fascist trains (photos 3-5), organized ambushes and surprise raids.
People of different professions helped the soldiers to fight. Workers made tanks and cannons, bakers baked bread, tailors made clothes (photo #6-10).
A great contribution to the victory was made by medical workers (photos No. 11-13). Thanks to their courage, courage and heroism, a huge number of the wounded and sick were helped.
Residents of villages and villages raised agriculture – they grew bread, vegetables and fruits (photo No. 14). This is what it means: “Everything for the front, everything for victory! »
There was a war …
There was a war.
And people died.
And the soldiers went for their homeland.
He fought.
And he was brave.
And beat the Nazis all in a row.
And so he came to Berlin.
I fought for four years.
So that I’m talking about my grandmother’s dad
To all on Victory Day
Told.
(Tatiana Shapiro)
Finally the enemy was defeated! The soldiers liberated not only our Fatherland, but also many European countries from the fascist invaders. They reached Berlin. In the battles for Berlin, Soviet soldiers showed amazing courage and fearlessness. In the Reichstag building, a fierce battle went on for every corridor, staircase, room. Officially, all textbooks on the history of the Fatherland of Russia tell that Mikhail Yegorov and Meliton Kantaria were the first to hoist the Banner of Victory over the Reichstag. Russian and Georgian. It happened around 3:00 pm May 1, 1945 years old. But Meliton Kantaria himself, 46 years later, told a completely different story. “On April 30, we saw the Reichstag in front of us – a huge gloomy building with dirty gray columns and a dome on the roof. The first group of our scouts broke into the Reichstag: V. Provotorov, G. Bulatov. They fixed the flag on the pediment. The flag was immediately noticed by the soldiers lying under enemy fire in the square. (showing video and photo No. 15,16 about the capture of the Reichstag) . Berlin has fallen. Provotorov Viktor Nikolaevich lived in our city of Makeevka. He studied at school number 5 in Makeevka. In honor of the 40th anniversary of the Victory in the Great Patriotic War (1985) on the facade of the school there is a memorial plaque to the former student of the school Pravotorov V. N., who was one of the first to hoist the Banner of Victory over the Reichstag . (photo No. 17,18)
We hoisted on the Reichstag
Our Red Army flag.
This flag flies over the world,
He sparkles and glows.
The scarlet flag tells everyone:
“The cruel enemy has been defeated!”
The war of the Soviet and other peoples against German fascism ended in complete victory. But the price of this victory was great and bitter. Our country lost about 27 million people in this terrible war. The victorious Soviet soldiers gave us a peaceful sky and a happy life. But not everyone returned home from that terrible war. In memory of those who died in the cities and towns of our large country, the Eternal Flame burns – the fire of Memory, to which people bring fresh flowers on Victory Day. We also have a monument to fallen soldiers. It stands near the house of culture. Every year 9May the kindergarten children and I bring flowers to the monument to the “Unknown Soldier” ( photo No. 19)
On May 9, 1945, the country was lit up with salutes of the long-awaited victory. Our entire country celebrated the first day of peace with jubilation. On the streets, the military were hugged, kissed, grabbed in an armful and rocked, throwing the seething sea of people over their heads (photo No. 20)
This is how war veteran Valentina Okopnyuk recalls this day: “It was Victory Day. It is truly a joy with tears in my eyes. Everyone jumped out of the dugouts because there was shooting all around. We thought that the Germans had attacked us, but then there were shouts of “The war is over!” All strangers to each other, strangers, hugging, crying, laughing” (photos #21-23)
Every year on May 9 people solemnly celebrate the victory. In our country, May 9 is a public holiday dedicated to the Day of Victory in the Great Patriotic War. On this day, people do not work, but congratulate war veterans and celebrate. May 9, 1945 has forever become a great date for us. How many people died for the sake of victory over fascism! And we will never forget them! To preserve the people’s memory of them, in many cities, especially where fierce battles were fought, there are graves of the unknown soldier, memorials and monuments. (photo No. 24, The Eternal Flame burns near them, those whose peaceful lives they defended in battles lay flowers on them.
No one is forgotten, nothing is forgotten! (photo No. 30)
sacred for each of us. We should all remember the past and thank the older generation for the Great Victory.
Thanks to the Heroes of Victory!
Thanks to the heroes,
Thank you soldiers,
What gave the world,
Then – in the forty-fifth!
You are blood and sweat
Got the victory.
You were young,
Now they are grandfathers.
We are this victory –
We will never forget!
May the peaceful sun
Shines on all people!
May happiness and joy
Live on the planet!
After all, the world is very necessary –
Both adults and children!
(Olga Maslova)
And now let’s listen to the song “Victory Day” (lyrics by V. Kharitonov, music D. Tukhmanova)
Educator: Guys, we must not forget this terrible lesson of history. The victory was very difficult for our grandfathers and grandmothers. A lot of people died. Your grandfathers and great-grandfathers also participated in the Great Patriotic War. Tell what they told you about that terrible time for all the people. I gave you the task to talk with grandparents about how they lived during the Great Patriotic War.
(Children’s answers.)
I see you even brought photos, well done. Let’s make a big poster with these photos and hang it in our lobby near the main entrance for everyone to come in and watch. It will be kept in our garden as a memory of that terrible time.
Motherland remembers its heroes. And we should also remember them. Because if not for them and not for their heroic actions, there would be no peace in our country.
WE NEED PEACE
Everyone needs peace and friendship,
Peace is more important than anything,
On a land where there is no war,
Children sleep peacefully at night.
Where the guns don’t roar,
The sun shines brightly in the sky.
We need peace for all children.
We need world peace!
To the sound of the song “Where the Motherland Begins” (lyrics by M. Matusovsky, music by V. Basner), a teacher with children hangs a poster on the wall.
Preschool classes – children’s trainings, preparation programs for children
Who works for us?
Each course is designed by early childhood experts. We have gathered professionals from all over the city, and from time to time we invite parents and other professionals to our training. Now there is no need to go to the same teacher through the whole city, you can meet them on our street. Vosstaniya, 30
What courses are available?
We have created our own program for every age. Choose what you like and call our administrator.
Growing Together (1.5 – 3 years)
“I am growing” (3-5)
“I am growing” (5-6)
“Preparing for school”
“Adaptation to school”
“Let’s be friends”
“ADHD. ABC of communication” and “ADHD. Creative environment”
“TRIZ. Theory of inventive problem solving”
On the page of each course you can see exemplary topics for preschoolers – just follow the link in the list above. The “Detailed Program” tab will acquaint you with the description of each lesson in the course. Preparation for school is a separate goal of the courses.
Classes for preschoolers are also preparation for the transition to school. Therefore, first of all, we train communication skills with adults. The child should not be afraid to turn to the leader / educator, understand the fine line between the status of a sneak and self-defense, and trust the teacher. A psychologist working with preschoolers pays a lot of attention to the formation of the authority of adults: both in the classroom with the child and in conversations with his parents / guardians. Getting ready for school through preschool activities is also about teamwork, teaching your child to play by the rules without violating the physical boundaries of other children. This is work with fear and work with competition between children. At this age, children compete for adult attention and approval.
We aim to develop the habits of attracting attention in a constructive way for preschoolers. Benefits of studying at the 12 Collegia Center:
We are not afraid to get sick or leave. In this case, you will not lose money for classes with preschoolers We give discounts to brothers and sisters You can bring children of different ages to different developmental activities for preschoolers at the same time, this greatly simplifies the movement we create integrated development programs that change depending on age and the needs of the child.
How to choose a course?
Be guided by your own feelings and ideas about what kind of environment you send your child to study next. If in doubt, answer 2 questions: what features in the behavior of the baby have become the most striking now? What do you think is his main need?
When the answers to these questions are found, correlate them with known zones of proximal development for each age.
For example, at the age of 3, a child often opposes the rules and norms that appear in his communication with adults. That is why the curriculum for preschoolers of this age includes many rituals that must be observed: a greeting, a sequence of outdoor games and creative tasks, the rules “we speak after the adult” and “we speak one at a time” and many others.
The courses of our center are psychological and pedagogical classes for preschoolers. At the same time, we do not provide educational or speech therapy services: a lesson for preschoolers on the development of speech should be taught by a professional. We can refer to other specialists with whom we constantly cooperate and who are recommended by our clients.
Is there a place for education in the classroom?
Of course, there is. Classes do not pretend to moral education of preschool children, however, the leaders instill norms of behavior in children. Psychologists communicate with parents after each lesson in order to convey to them the scheme of skills that they trained today and synchronize the norms that are transmitted to children.
Contact with parents helps to achieve the main goals – changes in the child’s normal life. It helps adults to get a bigger picture of the environment affecting the baby, and to understand where to direct this influence. and what to limit.
Full Year Preschool Plans
First, you need a plan.
Then you need to find activities that match the plan.
This takes a long time! Not to mention the stress as you hope you have everything covered.
A complete preschool plan for the whole year
I’m so happy to say that I helped create a yearly preschool plan!
We’ve worked hard to cover everything you need to know about preschool or homeschooling.
What you get with each preschool plan
A team of experienced teachers and homeschoolers put together 20 thematic blocks, each containing 24 preschool ideas.
What you get in each unit:
24 practical ideas to help your child succeed in preschool
Various thematic practical exercises based on the literature
Ideas for developing vocabulary and early literacy skills through songs and games
Printable pages to help prepare students for school
Lists of materials, step-by-step instructions and full-color photos of each event
Suggestions for modifications and extensions so that you can tailor activities for your child
You will also receive a wide range of educational activities, including:
literacy
mathematics
sensory research
crafts
science
social studies
complete engine
social and emotional well-being
Here are the skills that are described in the lesson plans:
Counting
Pre-registration
Alphabet
Social and emotional well-being
Forms
Measurement
Number Sense
Music
Complete engine
Precision motor
and more!
How to buy
Click each picture to learn more about this particular topic:
Save 15% by purchasing each of the seasonal themes in one set:
Save 35% by purchasing all 20 themes in one set:
Looking for Lesson Plans for Toddlers?
We are in the process of publishing 16 different thematic sections! We will be releasing them month after month.
CLICK HERE for more information!
Effective Lesson Plans for Preschool Amber Tankersley Lesson Planning 23270
Editor’s note. This text course is an edited transcript of the webinar Writing Effective Lesson Plans for Preschool Classes , presented by Amber Tankersley, Ph.D.
Learning Outcomes
After this course participants will be able to:
Identify the purpose and benefits of writing lesson plans.
Identify and review the parts of the lesson plan.
Explain how to create effective lesson plans for your classes and programs.
Introduction
Not only do I teach child development courses such as our curriculum and our orientation and communication course, but I also supervise our student teachers and our preschool lab. Lesson planning is something that I start teaching in a few classes before they get into teaching and lab work so they can write effective plans when they take on the role of lead teacher. At the beginning I often see people who are a little apprehensive drawing up lesson plans. I know from undergraduate experience we had very long lesson plans and they weren’t always optimal. I’ve found several other ways to customize lesson plans to really suit the needs of the class and program, and this is something that can be adapted to suit anyone’s needs.
Why plan?
Why plan? When I graduated from college in the preschool class, I was told that I should make lesson plans. I panicked because I was used to a very long lesson plan format that did not seem to fit the needs of my preschool class. Little did I know, we didn’t have a format for our lesson plans and they weren’t very uniform. The teachers in this program got together and developed our own lesson plan format, which worked. I’ve been tweaking it over the years, but I really understand the purpose of why we’re planning.
Planning is a key element of any quality early childhood program. Planning and sharing our plans with other people, such as parents, supervisors, administrators, licensers and accreditors, shows that we are professionals. It shows that we deliberately choose the activities and information that we want children to learn from. Planning helps us determine how goals will be achieved. Planning will allow you to tie certain standards to activities and document this.
Planning helps us organize our thoughts. We may have some ideas for doing some activity with the kids, but if we can actually write it down in the lesson plan, it will help us remember the key elements, it will help us make sure that everything is developmentally appropriate and that we have the right types of materials to carry out activities. Lesson plans can also help us see how a particular activity relates to other areas of the curriculum, or how it relates to other topics or ideas that we use in a particular classroom or setting. This entails the whole idea of integration and that everything comes together.
Lesson plans can almost serve as a shopping list or roadmap for collecting materials and help ensure you are well planned and rehearsed before actually doing the lesson plan. My undergraduate students use lesson plans as a roadmap they sometimes carry with them when they teach a lesson because it’s safe. By writing a lesson plan, you know what your plans are. This will help you to carry out these plans and make it as comfortable as possible for young children. Lesson plans will also help you see the big picture of how you are meeting each child’s needs. Lesson planning helps you differentiate and plan for the different ability levels and needs of students in your classes. Lesson plans also serve as confirmation that we are doing our best with our young children.
In our preschool lab, our lead teacher keeps track of her lesson plans. Our student teachers also filter their lesson plans when they are lead teachers. Even for our students who only take three classes a semester, we document what they do because some of the classes are so amazing because they are new, they are fresh and they are excited, which helps to show our licensing that we have a wide range of activities for children. This helps us in the accreditation process and documenting that we are targeting different learning activities and we are really targeting different standards or areas with young children.
I will share one of my favorite lesson planning stories. When I was in preschool right out of college, we posted our lesson plans outside our classroom door, along with a little timetable that let anyone who walked past the door know what was going on that particular week. One day one of my parents asked me while flipping through my pages: “What is this?” I said, “Well, those are my lesson plans.” The parent replied, “What do you mean by your lesson plans?” I said, “My lesson plans for the activities we’re doing this week.” The parent replied, “I thought the kids were just playing? I replied, “Well, we are playing. We learn through play and here are all the incredible things your child will learn through play.” This parent stood there and studied all these lesson plans and was so excited that their child was getting so much more than they thought. Even though it was the same activity that I would do whether I had a lesson plan or not, it really helped other people to know what I was doing and that what I was doing was intentional and important to this target audience. I was always a bit nervous that families or someone might look at my lesson plan and judge what I had planned, but it really served as a tool to show people that I’m a professional, I know what I’m doing and that it is the best option for young children.
This brings me to the last aspect of why we plan. We plan to help us reflect on our teaching practices and how well children have learned certain skills or concepts. Sometimes planning helps me decide if I’m going to do something again. I never throw away a lesson plan, even if it was a terrible lesson. I’ve had a lot of terrible lessons, but I never throw them away because part of my lesson plan thinking might be to never do this lesson again if you don’t think about it, or only do it if you have you have these children or these characteristics of children in your class. Some things just don’t work with a certain group. It helped me think about my own practice and what I need to do in the future.
The main elements you will find in all lesson plans are the objectives, the materials needed to deliver the lesson, the introduction, the actual assignment, and then how the children will be assessed on their learning of the various objectives.
Figure 1. Lesson plan template.
Figure 1 shows a basic lesson plan template. It includes your name, the date you think you are teaching the lesson, the name of the lesson, and the area of study that is the main focus of the lesson. There is room for objectives, materials, location, lesson introduction, main session, closing, transition, questions, how you personalize the lesson, part of the assessment, and then reflection or self-assessment. We’ll discuss each of these parts in a bit. It can be adapted to many different needs. For example, you may always know where a particular lesson will take place, so location may not matter to you. This is just a starting point. It’s very simple. I hope that if this doesn’t work for you, you find a way to customize it and make it work, or find a way to complement the form you’re already using to help you plan these activities for young children.
Goals
Determine the overall goal of the plan
Where might your goals come from?
Short and long term goals
One of the first things we need to do when we start writing any lesson is to think about what the main goals are. These are not specific lesson goals, but my overall goal. What is my main goal in this activity? Have fun? Is it targeting a specific skill? Your goals will come from different places. Your goals may be taken from a list of topics given to you by your director. When I first started my career, my overall goals came from a monthly list of topics given to me by my director. That was the starting point of my lesson, so those were my overall goals. I knew I needed to target friendships in November, and I knew I needed to target spring and the new birth in March. I knew what my goals were because they were given to me and I fulfilled them. You may not be given your goals. You may have to search and find out what your specific goals are for a particular class or for a particular program.
I also like to look at goals in terms of being a short-term goal that I know will be successful at the moment, for example, children will learn something right now. It can be a long-term goal when it is continuous a process such as a lesson that we do over and over again, or it changes as the children become more experienced so that they can succeed by the end of the time period.
It comes to mind that children can write their own names. Our children are enrolled in kindergarten. In the beginning, sometimes they just hold a pencil and make a couple of notes, but by the end of the semester they can usually write their first name. Sometimes they write their first and last name because they could already write their first name. These goals change a bit over time, but I know that on the first day we make such an entry, this is not a short-term goal. I know they won’t be able to do it perfectly the first time and it will be different for every child. My first step is to always ask, “What is my goal?” Does the goal align with a specific skill, concept, or standard that I need to meet? Does it suit my theme? I think the kids will really enjoy this day? This is a good starting point.
Getting started
Figure 2. Goals of compared to core activities.
Another starting point that takes me a little time to figure out which direction I’m going when I start planning is to figure out which comes first for me: my goals or my activities. Sometimes when browsing teacher blogs on the internet, you find something to do and think, “Oh, I really want to do this with my group of kids.” In this case, the action is what comes first and you work around and find goals that are related to that action. Sometimes you start with goals. For example, your children need help developing fine motor skills. You will then find an activity to help you with this fine motor practice.
It can go both ways. I go back and forth when I plan. Sometimes I plan and start with the goals of the activity, and sometimes I start with the activity itself. This is what I help my students with. I can give them the situation and say, “You need to plan something that targets this particular standard, or you need to plan something that is an art activity using glue.” It could be an event and they will need to figure out what goals are suitable for this. This is a good place to start when you’re doing pre-planning, trying to figure out exactly what you need.
Areas / topics
What areas or topics are covered?
Integration is ideal – we usually focus on more than one area when planning activities
aesthetics
affectively
Cognitive
Physical
Another preliminary planning, which I like to do, I like to do it. it’s to find out which areas will be covered in the lesson. Some of you may not think of things as subjects, you may think of them as learning areas or subjects, but think about what this particular activity covers? We use the term “areas of learning”. We look at the aesthetic realm when we think about art and music, the affective realm when we think about emotions, the cognitive realm in terms of mathematics and science, and the language, physical and social. It’s ideal for us when we have lessons focused on more than one area at the same time. For example, a lesson can focus on language and communication at the same time, or math in the cognitive domain, and it’s also a musical activity, so it fits in with the aesthetic. It’s nice to be able to target multiple domains when planning an activity.
It’s also helpful to make sure your lessons can target different skills that are appropriate for different areas. There are so many options for what to do in a particular lesson. If you can focus on a lot of elements without overwhelming them, kids will get attached to what matters most to them. It could be the physical aspect of something, or maybe they are more in tune with the aspect of how beautiful the painting is than how they felt when they ran their hands over the paint. Children can focus on different aspects, so if the lesson goes in different directions, it gives your children more options for what they like and what suits their needs and preferences.
I also encourage people to take a look at the domains you usually target and make sure you target those rarely used domains. I found myself drawn to many math activities. Math is not my forte, but for some reason I usually do a lot of math with young children. I could do less physical or social activities. When I review the lesson plans and activities that I have done and realize that I haven’t done much that is socially targeted, it’s a hint to me that I need to focus a little more on that area. We have our favorite activities and we have our strengths, but we need to make sure we step out of our comfort zone to provide a truly inclusive experience for young children. These are preliminary things to think about before you actually get into the actual lesson plan format.
Action name
Usability name
Short and descriptive
Avoid cute names that don’t define the primary purpose of the plan
From now on we’re going to actually take a look at the lesson plan the format and talk about what’s included these different sections of this template. The name of the action seems very simple. I tell my students, “Come up with a descriptive name. Come up with a name that, when you see it, gives you an idea of what you think the activity will be like.” I caution you to avoid tricky names that don’t really capture the purpose of the plan. This morning in my class, I showed my students an assignment that I gave a really stupid name that had nothing to do with what the assignment was. focus was. I used it as a point, don’t do it.
Figure 3. Block building.
Figure 3 shows some children building outside with blocks. The name for this activity can be street block building or stacking. A good lesson name will help you save or organize your plans over time. This will make it easier when you need to find that lesson again to either revise it to fit a different area or topic, or use it again. If you have a really good descriptive name, it will be easier for you to work with it later. It’s also helpful for other people to look at your plans to see what the kids are doing on a mission. Your name can help set the tone for your activities.
Objectives
What are the main desired learning outcomes for children?
Objectives should reflect the subject area and overall objectives of the lesson
Objectives should be addressed throughout the lesson
Limit the number of goals…be selective and realistic
The Objectives section of the lesson plan is an important part of lesson planning. Your goals are what you want your children to achieve. These are the results that you hope the children will be able to make at the end of the lesson. Your goals should be domain-specific, so if I’m targeting math in the cognitive domain and I have some addition or counting problems, this is certainly in line with the focus of the subject area. But if my field of activity is art, and my goals are more related to mathematics, this is not quite suitable. It is important to make sure that the goals reflect the purpose of your plan. Objectives should be considered or considered throughout the lesson. They can be seen a little in the introduction and, of course, during the interrogation or in the main lesson.
I warn people when they write lesson plans to be realistic about the number of goals that can be achieved in a particular lesson. Sometimes for those of us who use a specific set of standards for our lessons, it’s easy to scroll through the standards and find 15 goals that you think will address your lesson. However, in a 20-minute lesson with three-year-olds, you may not reach those 15 goals. I tell my students to be realistic and set no more than three goals. The number you choose is up to you, but three is perfectly reasonable. Less than three is fine too. I tell my students that they don’t have to have three, they can only have one goal, which is the main focus of your activity, and exactly what the children will be able to do at the end of this activity. It is realistic to have a small number so that you are sure that you are solving this problem, and that you are sure that these children can actually accomplish what you have set them without your frustration and overloading the children.
Written assignments
Goal conditions describe the materials or supports that the child will use to participate in the learning process.
The behavioral part of the goal defines a specific child action that will indicate that the goal has been achieved.
Considering / after…., The child will….
You can write your own goals based on what you know young children should be able to do at a particular age or skills they should be able to do in a particular class or setting, or you may have specific requirements. goals or standards that you are following. If you are writing your own goals, an easy way to think about writing them is to think about what is happening, the conditions that will help this child behave, that is, the actions that he can be done at the end of the lesson.
I always think about conditions and behavior. For example, if I say: “After playing bingo shapes (there is a condition), the child will be able to identify four basic shapes. ” This goal specifically talks about what the child will be able to do at the end of the activity or situation, or under certain conditions. Goals should always reflect the children’s attitude towards this activity. The goals show what children need to be able to do so that when assessing to determine whether children can actually do what you said they are going to do, you must clearly define this. You have to see it, hear it, ask a question and see if kids can do it.
Required Goals/Aiming Standards
You can write specific tasks where you say: “Given this task or given situations, the children will be able to do this.” In my situation and what my students are taught, is to actually take the required standard , such as the Kansas Early Learning Standards, and write a goal based on it. For example, see Kansas Early Learning Standard CL.F.p3 .1c: recognizes letters in their name. This communication and literacy standard is designed for three-year-olds. The standard is for them to be able to recognize the letters in their name. It doesn’t give you conditions, it just gives you part of the behavior. The basic exercise we’re writing helps set the stage for how children can recognize the letters in their name. This is an easy way to write your goals.
Even if you don’t use a specific set of standards or a specific curriculum, you can find many that can fit your goals writing needs. This saves you the hassle of reinventing the wheel and guessing what kids of a certain age should be able to do. If you don’t have specific standards, goals, or curriculum that you follow, it may be helpful to look at what your state has set for the age group you are working with, or look at some other curriculum that focuses on the type of program that you work. Even if you don’t use this particular curriculum fully, it gives you a starting point for some best practices with young children.
Sometimes I know what my goals are, for example I know that children will need to recognize the letters in their name, so I’m going to develop an exercise to support this. Perhaps I know that my children will always be logged in and they will recognize the letters in their name, so they will meet that standard. This is where it’s hard to tell if action precedes goals or precedes tasks. When you write lesson plans, sometimes you don’t start and write them in the order of the fields in the template. Sometimes you jump depending on your thought process when you go through the actual planning process.
Materials and location
Complete list of materials
Details
Experiment and practice
Finding a location can make all the difference
Where is the best place to teach this lesson?
Ability to provide different locations
Another aspect of lesson planning is determining what you need and where you want the lesson to be. I tell my students it’s a shopping list. You should have a complete list of materials in your lesson plan. First, it will help you remember everything you need, such as three different colors of paint, paper, aprons, and something to set the tables with. It must be very detailed. I often see people write a “Book” section in their materials. What book do you need? This needs to be detailed. If you’re after If You Give a Mouse a Cookie, Mouse Paint won’t replace this book. Be very detailed.
Collecting materials will be easier if they are included in your lesson plan, and it helps if you make sure you have everything you need. Also, when you have this list of practice materials, it will be easier for you to see if they really work the way you think. Many times I tried to make art, but I did not succeed as I thought. For example, one day the type of paper I chose didn’t go well with the material I was trying to put on the paper because the ink was too thick or too smooth. I encourage my students to practice with materials, whether it’s using art materials or reading a book. which you think you are going to read to make sure you know how to pronounce all the words and make sure it is the version you think it is.
I also think it’s important for you to keep in mind when you list your materials. If I lost my voice and my administrator had to teach a lesson, can this be done based on the materials listed in my lesson plan? Can someone pick up all the materials I will need for this tutorial? It becomes a habit, and it saves a lot more time if everything is listed. All you have to do is grab the lesson plan, gather the materials, put them in the trash, and you’re ready to go the next day.
Another important thing to think about is figuring out where it makes the most sense to do your work. Do I have to do it sitting on the floor or is it better at tables? Can I do this outside? Think about your options. I don’t like reading books to children sitting at the table. I’d rather do it on the floor with the kids around me. It’s more convenient than having all the kids trying to get up on the table to see the pictures, or writhing in chairs and someone falls over.
Deciding on a location ahead of time is very important because you can make sure you have enough space, make sure there are no distractions that might arise if you are just doing a lesson wherever you fall, and it also gives you the opportunity to think about different places to teach. We do a lot of lessons outside.
Fig. 4. Children’s spray paint on the outside.
Figure 4 shows one of our kids doing spray painting, which made sense to do it outside. Messy things are great when you can spend time outside. Sometimes when the weather gets better, it’s a good motivation to do something outdoors. Think about what works best for your business. I tell my students so they can argue why they chose a particular location. Do you need more space? Did you need something that was easier to put away? Did you need to be closer to the bathrooms? Really think about what works best for your lesson so you can choose the best seat. It will make your lesson run a lot smoother if you know it will work well in the situation you planned it for.
Procedures
Introduction
Main activity
Closing
Transition
The next section is the procedures, and it actually includes several sections of the lesson plan. I always think of procedures as introductory, main action, ending, and transitions. This is usually a narrative, which is a step-by-step description of what the lesson looks like. Think of it as if you were writing a dialogue or a play to give someone information about what you were going to do with the children or what happened to the children. This is the procedure section. For example, you could write, “I sat down and read this book. Then I asked the kids… and then we moved on to the tables and completed this task. This is a step by step explanation of everything that has been done. Early in planning a lesson, I think the procedure section tends to be more detailed because you don’t want to miss anything. With experience, sometimes the procedure section shrinks a bit because you’ve done it before or know what you’re going to do. At the outset, I encourage people to make sure you are very detailed here, especially if you are making lesson plans for deputies or other people who may be doing your work.
Your procedures should take into account your knowledge of child development, learning and appropriate developmental practices. What do you know about three year olds? What can they really do? What is their skill level and what is their focus? What do you know about children individually, what are their preferences? If you know a certain group doesn’t like bear hunting, then don’t do bear hunting, or if a certain group really loves dinosaurs, add dinosaur related activities. Use all of this information to make sure it’s relevant to your kids’ interests. .
Select strategies that support the goals and areas listed. Choose how you prepare the stage and how you involve the children in the activities you are going to do with them. These strategies should support your goals that you said you wanted the children to achieve and should support your general area of expertise or area of study. You can do this entire section of the procedure and then go back and write down the goals, or you can formulate your goals and write your procedures. This is another area where you can choose which comes first.
Introduction
How would you describe lesson
?
Motivate children?
Prepare children for the lesson?
Assess or analyze previous knowledge?
Provide necessary background information?
Introduction can be
Statement
Visual
Question
Book
I love that place where you inspire children with introductory lessons. You are going to tell them about what they are going to do or introduce them to something. You will excite them and arouse their interest. For example, you are going to take the kids on a little outdoor scavenger hunt and remind them that they are going out in pairs and they need to hold hands and you have a bag you have to carry. You are going to prepare the kids for what they are going to do. Maybe you are charting what the kids already know about a certain topic before teaching them something new. Perhaps you want to know what they know about what types of pets people have because you are preparing for a class about dogs or cats. Getting information about what the children already know will help you tailor the lesson as you go through it.
You can also use the introduction to provide background information. I think this can work very well when we use books to help introduce lessons and give the children who are present the same learning experience. For example, if we want all children to know about the same aspect winter, for example, about hibernation of animals, we can read a book about hibernation of animals, and then everyone will have the same information to help prepare them for the next part. lesson.
An introduction can be a statement, a visual, a question, or a book. For example, a statement might be: “While I was walking to school today, I saw worms all over the sidewalk.” It can be a visual element, such as a picture of something or a real thing that I want the children to look at. I can ask a question and ask the children, “How did everyone get to school today? Did you walk to school or drive a car?” By asking a question that should set the stage, they will make them think, “Well, why is she asking this? It is interesting. I’m going to listen to it or want to know more.” As I said, this could be a book to help provide the kids with some background information to get everyone interested in this activity. When I introduce, I like to be dramatic and excited as it sets the tone for the whole activity. If you are excited and trying to get the kids to guess what’s going on, I think it really helps set the stage for the kids.
Main activity
Walkthrough
Content
Facts, terms, vocabulary
The main activity should include how to use materials
The main activity is a walkthrough. step is the main focus of your lesson. This is where you will provide content to children. This may include facts such as “These animals hibernate” or “This animal is a mammal. ” You want to give them facts, terms and vocabulary that they are not going to discover on their own. They need you to provide them with this information. Your main activity should also show how you use your content. I rate it as “excellent”. many lesson plans that list materials that have never been used in the introduction or main lesson. Then you ask yourself, “Why did I need all these materials?” Make sure you use the materials listed in your lesson plan, you describe how they are used in a particular lesson, and really tell the step-by-step process of what you plan to do. Again, this is very helpful if someone will teach this lesson. another. If you detail your lesson plan, they will be able to follow it and succeed with the children.
Completion
A good lesson not only ends
How will you end the lesson?
Activity Review
Reflect on Aims and Objectives
Questions
Evaluate Children
Closing Is Not a New Lesson or Topic
I joke with my students that you don’t just clap your hands and say, “It’s done,” like you might say when you’ve finished feeding your baby, to let them know there’s no more food. This is not the end. You must complete the lesson and let the children know about it. You can say, “We’re done. I want to know what you know about this activity.” Have the children look over and remember different things they did, such as “What was the first thing we did? And what did we do after that? or “Our book was about this. How does this relate to the artistic activities we did? » Ask the children to help make those connections about what just happened and why.
You can reflect on goals and objectives to try to determine if the children really achieved what you thought they were going to achieve in that particular task. Questions are a great way to help complete the lesson if we ask the right types of questions. It’s important to make sure the lesson doesn’t end when we say, “Okay guys, we’re done.” This is not a good ending. Closing should also not be a new event or theme. Sometimes people finish an activity and it seems to them that they are closing their activity, but in fact they are starting a new activity, which is a kind of Spiraling. Making sure you actually stop the exercise, help the kids repeat and remember, and get them to talk about what they did is really important.
I often ask my students if you’re trying to close a lesson and review if it’s really important to know if the children liked the task? I warn my students when they finish an assignment, don’t ask the kids, “Did you like it?” because that gives the kids two answers. They can either say, “Yes, I liked it” or “No, I didn’t like it.” . I have seen many people resent a three year old because the three year old said they don’t like their activity, whereas the three year old is probably ready to do something else at that moment and it has nothing to do with your activity.
If you really don’t need to know if they liked it, don’t ask. Also, it doesn’t actually close the lesson by asking the kids the question, “Did you like it? Do you want to do it again?” These are probably not the best questions to ask to help complete a lesson. Best questions:
What did we do next?
What did we do about it?
Why did we use this material?
How can I do it at home
Where can you find this kind of animal?
There are many questions that help children think about what is happening. This is a good way to end. I always think: “Complete, remember and move on.”
Transition
What will they do after class?
How will you help the children move on to the next activity?
How to link a transition to a lesson?
Transitions are ideally learning opportunities
The next part of the lesson is “move them on” or the transition. As you plan the lesson, you should think about what the children will do next. What will I do after this lesson? What are they going to do next? Do they go outside? Are they going to center time? Will there be music later? Think about what comes next because it will help you plan the transition from your session to the next one. Think about what you need to do. Do I need to queue them up? Do I need to move them from one place to another? Do I need to return children from a small group to a large group? It is best to plan your transitions because this will help reduce chaos and panic.
Consider how you are going to move the children and how you can tie the transition to the lesson. If my class is about colors and I send kids out for name tags to tell the time, I might reject them based on the color they’re wearing. Or, if we’re working on identifying other people’s names, I can show the letters that people’s names have, and if you have that letter in your name, you can go and do it. Think about what is logical and related to what the lesson was about, because that will help keep things consistent. It will also help keep things flowing and help you repeat and reinforce some of the concepts you have been working on.
It’s nice when transitions can be an opportunity for learning and not just moving children from one place to another. Think about how you can reinforce some concepts and really get the kids excited. I have seen many lessons where they talked about animals and the children moved like individual animals or made animal sounds when they were about to move on to the next activity to reinforce what they had just learned about a particular animal.
Questions
Plan at least 3 questions to ask during Lesson
Ask the questions you really want/need an answer to
Focus on open questions
What questions would help in setting goals/objectives were met?
Let’s talk about the question section of the lesson plan. Obviously, questions can come up at any point in the lesson, including the introduction, conclusion, main activity, or transition. I like to have a separate question section in my lesson plan to make sure I’m aiming for certain things.
Our lesson plans have a question section in our program and we plan to ask at least three questions during the lesson. You will probably ask more because there will be additional questions and things you didn’t think about but plan to ask at least three questions. I either put them in the question section, or I put them where they should naturally happen. For example, if it’s a question I have in the intro, I put it in the intro and highlight it so I don’t forget to ask the question. I might have another question in the main exercise and I’ll highlight it there, and then maybe I’ll have a question in the closing. It’s good to plan questions that are good questions. Ask questions that you really want or need to know the answer to. I don’t really need to know if the kids liked my lesson, because I was going to do it anyway, whether they liked it or not. I hope I plan well enough for them to enjoy the lesson, but I don’t need to know. I don’t really need to know what part of the lesson they liked best, unless it’s important to my standards or the actual activity. If we are doing something that concerns me and I need to know the favorites, I could ask this question.
Ask questions that you really want to know the answer to. Ask open-ended questions. Questions that require a one-word answer, such as “Yes, no, blue, three,” cannot be very deep. They do not help assess whether children understand. You can’t look at their thought process when you ask these closed, one-word questions. Ask questions such as:
What do you think would happen if this happened?
Why did we do it?
Why did the ink not stick to this type of paper?
Why did we use this straw in this exercise?
Focus on open-ended questions that really help you better understand how children process information and understand material, concepts, or skills.
It is also very helpful to think about your goals and objectives, and what questions will help you determine if the child has achieved these goals or objectives? For example, if my goal or goal was for children to be able to identify the letters in their name, if I ask them to tell me some letters on a sheet or in their name, or I ask them to write their name, these will be actions or questions that help me determine if my goals and objectives have been achieved. Sometimes questions can really help you figure out if kids can really do what you thought they could do. Be careful with your questions. Be very careful with yes-no questions because they don’t really give you much to work with.
Individualization
What will you do to change the lesson according to the needs of a particular child or group of children?
What can be done to make the lesson easier?
What can be done to make the lesson longer or more difficult?
Individualization occurs throughout the lesson, but I like to have a dedicated section for individualization. This section will help you determine if you need to modify the lesson to suit the needs of a particular child or group of children. If I know that a certain child needs to sit next to me during class, or I know that a particular child doesn’t like mess, how am I going to make this finger painting work for a child who doesn’t want to? get confused? How can this lesson be adapted to the needs of a particular child? Or maybe I have a mixed age group and I’m trying to make sure I have aspects of the lesson that I can simplify and aspects of the lesson that I can expand and make it more challenging.
Sometimes you have a first category where you need to arrange or modify for a particular child. I always have my students and my lead teacher telling me what to do to make this lesson easier because we have our lessons for children aged three to five. How can I make this lesson easy for my youngest children who may not be able to do what five year olds can do? Or maybe I have a child who is even a little shorter, or I want to be able to use this with toddlers as well. How can I simplify this lesson to work with someone who might need a little less complex material? How can I extend this lesson and make it more difficult? I always like to think of extensions as if I had more time, what would be my next logical step in this lesson? If the child had more experience, what could he do with this task? This is a great way to extend the lesson. When you think about it ahead of time and then move on to the actual activity, it helps you change things on the spot.
We are constantly individualizing and differentiating lessons on the fly, but this can be very helpful if you have some things already in mind when you get to the point where you realize that not all kids can do what you planned . For example, if kids can’t use scissors properly, how can I change this exercise so they can tear things? If you prepare in advance and think about these changes, it will really help you not to panic. This will help you really see what your options are for this lesson to be successful for a wide variety of children. I don’t like the idea that some child can’t complete this lesson for one reason. I want to see how to make this lesson suitable for all the kids I work with. I don’t want one child to be unable to perform a certain activity. The individualization section is really important, and it requires a lot of thinking about what you know about your children and children of this age, and what they are capable of. Consider what options you have for each activity to either simplify, expand, or improve.
Evaluation
How will you know if your children have achieved your goals/objectives?
Your grades should be directly related to your stated learning objectives
Assessed using
Anecdotal notes
Checklists
Sample children’s work
This is where you’re going to plan ahead as you’re going to find out if the kids have achieved your goals or objectives. In our program, we’re going to determine if a child meets these Kansas early learning standards, such as identifying the letters in their name. How do I know? In a real lesson plan format, I like to take the goals I wrote in the first section, copy and paste them completely into the assessment section, and then provide a statement that tells me how I will find out. If the goal is for the child to be able to recognize the letters in their name, how can I find out? I will probably recognize this by watching the child point to the letters and identify them by their name, or I will listen to them write their name if they say their letters as they go.
Your score should be something that you can actually document that it happened. I could write a little anecdotal note about what I saw this child doing that will help me determine if they can use scissors, or I could use samples of their work to show that the child can cut in a straight line, if it is the skill of scissors m work with. I may have a checklist that I use when I watch children navigate an obstacle course. This would help me determine who can jump on one foot, who can jump over a rope, and who can crawl through a tunnel. I can have a checklist of those skills that are related to the goals that I hope the children achieve in this specific task.
Sometimes children can evaluate their own work and tell you a little about what was put into a particular activity. We recently had children who drew family portraits and identified different people in their family. It was so great to see the kids go by and point and talk about what they just did. Sometimes the kids play a crucial role in giving you this information and not just you trying to figure out what the child knows or can do. It could be answering questions or defining something, but when kids can help you communicate that specific goals or objectives have been achieved, it’s fantastic.
Reflection / self-assessment
Evaluation of children and teachers
Assessment helps in planning the future
The last part of the lesson plan is the reflection or self-assessment part. I put it in the lesson plan format that I provided as a template. I don’t have this in my template that I use because my reflections and self-assessment usually show up in a magazine in a more narrative aspect. This section will be empty until you have completed the lesson. After you give the lesson, is this your assessment of how the children coped with this task? How did I make sure that I was focused on all the aspects that I wanted to pay attention to?
I think assessments work well with accompanying pictures and samples of whatever was received, as long as there is actual tangible evidence of the lesson. I think this is very important for reflection or self-assessment.
Figure 5. Student teacher working with children.
In Figure 5, you can see a student teacher and several children creating a building. She can look at the picture, go back and remember if the children were actually able to build it, if she helped them in part, or what she could say to the children. A picture can help awaken your memory. It also helps when children create fantastic things or write something. If it’s something that isn’t on paper, I can keep it, but it’s something I can take a picture of, that will be proof that the children were able to do, which will help. you to evaluate how well the lesson went. Were they actually able to achieve the goals that I thought they could do?
Sometimes you end a lesson and realize that it didn’t really aim at the goals you thought it should have been. Sometimes you’re teaching a lesson and you realize something else fantastic is going on and you ride with it and you can refer to that in this article for reflection. help you plan for the future. I never throw away a lesson plan. I could teach a worse lesson plan, but I’m going to keep the lesson plan because I’m going to write on it, “It didn’t work the way it was written. It would be much better if I did this” or “If I ever do this lesson again, here’s what I need to do.” I think so often that something sounds like a great idea, and then I realized: oh, I have done this before, it was not the best idea, as I planned before. This will really help you in planning for the future and reviewing the lessons so that see what the children did, how the lesson went, how you changed the lesson, and how you could use this lesson or adapt it for another lesson.
I encourage you to follow your lessons. I usually keep track of my lessons on the different topics we use. Sometimes you find that you can take a lesson from one topic or area and tweak it to work elsewhere. This will help you avoid reinventing the wheel when writing new lesson plans. Take the time to look back at how things went and evaluate not only the children’s actions, but also your own actions in this lesson.
Closing
I hope you can use the lesson plan template and I hope that if you are already using the lesson plan template you can tweak things and have a better understanding of what goes into different sections so that you can best to plan. Once you get down to planning, it takes a lot of stress out of us early childhood professionals.
Ref. (2019).
Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. 7th ed. New York: Pearson.
Citation
Tankersley, A. (2019). Writing effective lesson plans for preschool classes. continue.com – Early Childhood Education , Article 23270. Retrieved from www.continued.com/early-childhood-education
12 Preschool Music Activities and Lesson Plans
Music is one of the most powerful gifts in the universe.
He makes us feel.
He can calm and relax us.
It can make us happy or sad.
Music can inspire, inspire and unite us.
He will help us through difficult times.
And he has the ability to take us back in time to memories.
Listening, singing and dancing to music gives us joy.
During this pandemic, amateur and famous musicians have been sharing their live music through social media to keep us entertained. DJs have been throwing virtual dance parties that keep us moving in our living rooms. This is a great time to use music in a virtual classroom or at home to get feel goods and help teach kids important concepts.
Music and movement are especially important for the cognitive, social-emotional and sensory-motor development of preschool children.
Here are 12 preschool music activities to keep your preschoolers entertained as they learn important basic skills.
Build a community by teaching name and letter recognition.
Morning meeting or club is a great way to greet children and start the day, whether in your regular classroom or virtual classroom.
Children learn to recognize the letters in their names and the names of their friends when they sing “I’m glad to see you.” When inserting children’s names into the song, hold their written names so that students can see the letters.
Be sure to ask students if they know any letters or if they have similar letters in their own name. Try typing their name in capital letters first, and then change to capital case. Teaching Without Tears also translated all of our lyrics into Spanish. “I Am Happy to See You” is also recorded in Spanish on the music album Sing, Sound and Count with Me .
Have fun teaching kids to imitate and follow directions.
The ability to imitate and follow directions are important skills that will help preschoolers in their careers. Our music album Get Set for School Sing Along contains many songs that encourage children to imitate and follow directions.
“Wooden Pokey” is a fun song in which children use their gross motor skills to mimic the movements of a teacher or family. They learn important positional words and the names of wooden parts so that they can successfully build letters later.
Watch a funny video of children moving and stroking the “Wooden Pokey” from the PreK Interactive Learning Tool Learning Without Tears. To support schools and families during school closures, the PreK Interactive Learning Tool is provided free of charge for 30 days.
Help children explore body parts and develop drawing and cognition skills.
Mat Man is a favorite character who helps kids learn about body parts while they build it, singing the song “Mat Man”. After the children sing and build, they are better able to draw a person.
Have fun adding more body parts and lyrics as kids get more creative. Dress up Mat Man to help kids get to know the seasons as well as important holidays. Kids can also assemble the mat electronically in the Build Mat Man Game.
No wooden parts? Download the wood cutout here.
Teach and reinforce fine motor skills as children learn to hold their colored pencil correctly.
What better way to teach children to hold a pencil than by singing? The Colored Pencil Song teaches kids how to hold a pencil using a tripod by showing them exactly where to place their fingers. Kids love to drop and pick it up, which helps to reinforce a proper grip. A pencil pen is a great way for parents and teachers to communicate.
Here’s information to help parents improve their pencil grip.
Develop fine motor skills as you increase your math skills.
Finger play is a great way to develop fine motor skills. Teaching Without Tears has several finger games.
One popular finger game is “Five Little Fingers.” Make sure students imitate you as you follow the directions in the song. Children learn to count and begin to build one-to-one correspondence.
Enjoy counting and studying individual correspondence.
“Counting, Counting” is a great song that gets students moving as they learn to clap and stomp their numbers. Add different moves like jumps or hops as your kids learn to count higher and higher. Also ask the children to count physical objects such as counters, toys, or crayons.
Help the children learn to recognize shapes and their characteristics.
Enjoy the sounds of country music while the kids sing the Shape Song. Children will learn to identify shapes as they learn the characteristics of each shape. Ask the children to hold the figure and identify characteristics as they sing. Encourage kids to build shapes, draw shapes, and even identify shapes in their environment.
Strengthen your knowledge of the alphabet.
Do your kids know the whole ABC song? Do they have a problem with LMNOP? If yes, then we have a solution. It’s called Alphabet Song, and it slows down the traditional alphabet just enough to encourage kids to say each letter.
Another popular song from Learning Without Tears that solves the LMNOP problem is “Inside, Outside”. He teaches kids how to use their inner and outer voice as they learn letters. In addition to singing the letters, make sure the students can recognize the letters as they sing.
Watch the A-B-C Touch & Flip Cards dance and move on to Alphabet Song on the Pre-K interactive learning tool.
Parents, do you want your children to move and learn? Write uppercase and lowercase letters on heavy paper and place them throughout the house. Say the name of a letter or sound and have the children jump, skip, or skip to the correct letter.
Have fun with rhyming words.
Rhyming is an important phonological awareness skill in which children are asked to identify the final sound of words that sound the same.
“Rhyming Riddles” is a fun song that gives children the opportunity to solve a riddle by identifying the rhyming word. Tearsless Learning is the animated Riddle Rhymes in the Pre-K Interactive Tutorial. Kids will love it when the words come to life, especially the dog driving the car.
Read nursery rhymes and have the children rhyme words using real and nonsense words.
Help the children learn to break words into syllables.
Use your internal drill sergeant when you sing “Syllable Soundoff”. Kids will love breaking words apart and putting them back together. This is a great song to get the kids moving.
Start with two syllables, then move on to three, and so on. Let the children clap and stomp the letters. Also ask the kids to break the syllables using their body parts like in this cool syllable animation.
Develop good writing habits.
It is easier for children to learn to write in capital letters than in small letters. One of the reasons capital letters are easier is because they all have the same starting position. All capital letters start at the top.
We help to consolidate this important skill by performing one of the author’s songs “Where to start your letters?” This song starts slowly and with a crescendo turns into a cool rock song that will get you off your feet. Children will learn important keywords to prepare them for writing letters.
Have fun telling children about different professions.
Children learn all about different activities as they sing and move on to Ballet Truck Driver. Have the kids act out the movement in this whimsical song for each career. Ask the children what they want to be when they grow up.
Expand this activity by reading Mat Man Hats and learning about additional careers.
Music is a great way to connect school and home.
Teachers, be sure to share the verses with families so they can practice at home. Music is a powerful learning tool for preschoolers. Use music to help develop children’s love of learning as children develop cognitive, social-emotional, sensory-motor and school-readiness skills. Enjoy listening to songs and activities from all of the Learning Without Tears music albums.
Start your preschool lesson plans with our music!
Learning Without Tears understands the power of music. We have incorporated music and movement into the foundation of our readiness and curriculum materials in writing, printing, cursive, keyboarding, literacy and math.
But we don’t just sing and move for the sake of singing and moving, we have carefully designed our music and activities to reinforce or teach various skills. Our music covers many genres from country and hip-hop to folk and rock. In this free webinar, you will learn five rock music strategies for your class.
A – Z for Mat Man and Me
Coming Fall 2021!
Easily bring the alphabet to life while developing basic literacy skills with our new betting book series. Each of our illustrated booklets introduces a letter of the alphabet and emphasizes its associated sound with engaging visual stories. The exciting stories in each book capture children’s imaginations and expose them to social-emotional skills and different cultures.
Learn more →.
Author: Cheryl Lundy Swift
Cheryl is an award-winning education leader, curriculum developer, motivational speaker, and trainer. She is a graduate of the University of Virginia and holds a Master of Education in Management and Supervision from Virginia Commonwealth University. She is the founder and CEO of EduPower, and the lead curriculum designer for the school’s Language and Literacy Program, which has been awarded the AEP Award for Excellence. Sheryl is currently pursuing her PhD in Educational Leadership from Keene University in Union, New Jersey.
Complete list of preschool topics
Get a complete list of preschool topics to help you plan your annual events!
Preschool Topics is one of the best ways to teach children. I have used many different types of preschool programs in my 15 years of teaching and the most reliable and true for me is the preschool program. I especially enjoyed connecting them in a story as it is also one of the most effective ways to teach children (and adults).
The beauty of using preschool themes in lesson plans, preschool curriculum and teaching is that they can be used by anyone: an experienced teacher, a homeschooling parent, and a teacher who is just starting out. situations over the years.
In the beginning, I worked in schools where topics were given, and we made a lesson plan for this. It was trite, and I just tried to plan activities that interested the children.
When you first start teaching, this is easier said than done!
As the years went by, and when I started working in more flexible centers, I planned topics around books. We would read our favorite preschool books for a week or two or more, and I would pull the topics out of the book to use in class.
When I got my own preschool class at home, I changed it even more. We developed topics based on the interests of the children and I brought books to help them learn.
This list of topics for preschoolers is just the beginning! I’ve added some of my favorite activities with many of the topics, and I’ve included some lesson plans I’ve put together with some other great preschool teachers and homeschooling moms for a preschool program we can buy.
Complete list of preschool topics
I’ve made a free printable list of preschool topics to help you with all your planning!
Day 100 School Day Theme – Get those creative juices on the 100th day of the school year, which usually falls in January. Outfits, decorations, small themed snacks… the possibilities are endless! Bonus points for a fun way to get kids to count.
Africa Theme – Africa has a lot to learn. You can learn a lot about food, people and animals, and this is just the starting point! Need a lesson plan? We love this African style lesson plan from Preschool Teacher 101!
Topic “All about me” — Children, like adults, love to talk about themselves! Children can learn about their features and attributes as well as their community. It’s an easy place to combine name recognition and activities such as the practice of writing tactile names or this simple craft. We also have a complete list of activities about me!
Grab the free All About Me poster below to let your preschoolers know how truly unique they are!
We also have all about me lesson plans for preschoolers and toddlers in our preschool or toddler store!
Alphabet Theme is a great reason to read Chicka Chicka Boom Boom, sing alphabet songs, and do activities like practicing the letters of the name. Hang colorful alphabet posters and wall cards. This Chicka, Chicka, Boom Boom lesson plan from Preschool Teacher 101 looks fun too!
America Topic – Both North and South America provide a wealth of source material with their cultures, weather, holidays, animals, and more. Check out Preschool Teacher 101’s amazing America Lesson Plan!
Anna Dewdney Study Topic – You must have come across your favorite llama llama books. Bring them to class with this favorite author (she’s one of my favorites)! At Llama, Llama, Red Pajama and Llama, Llama Misses Mama, many social/emotional skills can be discussed and practiced. But let’s be honest, they’re all a treasure trove of social/emotional skills.
Animal Theme – The world is your oyster here (maybe literally!) So much to choose from: imitate animal movements, learn about habitats, read some of the million books starring animals, talk about different sizes, listen sounds of rare animals, or make a craft! There are even many great animal songs! You can start with your favorite animal in your class and work your way up.
We have a set of animal yoga cards you can get for FREE! Yoga is great for mindfulness and gross motor skills, and these cards are a great addition to the animal theme!
We also have animal lesson plans for both preschoolers and toddlers in our preschool and toddler store!
Apple Theme — So much in common with apples! Everything from tasting to art, books on apples and picking apples and learning activities. This theme is perfect for fall, with lots of related preschool activities with apples. Visit our friends at Preschool Teacher 101 for the full apple lesson plan!
Spider theme – Learn about spiders, scorpions and other eight-legged creatures and how they differ from insects. Play this fun game using pictures of real spiders and of course don’t forget to read Busy Spider!
Arctic/Antarctic Theme – Team up to learn about the world’s most extreme places and the animals that live there (and those that don’t). This theme is a great time to play and get involved with ice. Or find plenty of ideas in this Arctic Lesson Plan or the Planning Playtime website.
Asia Theme — A wonderful place with rich history and rich traditions! Use this preschool theme to learn about cultures, food, festivals and more.
Australia Subject – Wallabies, kangaroos and koalas – oh my! And here is another continent that is home to many unique animals and fun dishes like vegemite. See. Kangaroo theme in my favorite book on Australia. Need more ideas? Take a look at this Australia lesson plan.
Balls – One of my favorite movement and gross motor lesson plans! This is great for younger kids and great for older kids. One of our favorite things to do is stack butcher paper on a hill and roll paint-covered balls on it. Just make sure there’s something to catch below! You can find other fun ball games in this list of free preschool games. Or get the full ball game lesson plan for more ideas.
Back to School Topic – An ideal time to familiarize yourself with the rules, routines and class schedules and see what the class has to offer. It’s also a great time to show off your hubs and present an age-appropriate visual calendar! Check out this list of great school textbooks. Or get all the ideas you need in this back to school lesson plan.
Beach Theme — If you are lucky enough to live in a coastal area, this is a great opportunity for an excursion! Otherwise, you can create a sensory game recipe that looks like beach sand. Talk about unique creatures and different textures. Also a great time for bottle opening ocean creatures! Or get an entire lesson plan on the beach to make your topic a hit!
Bear Theme – Beware! This is bbbbbbear. This preschool theme is a sure win! These animals live all over the world, so you can use them to include everything from geography to colors. There are tons of bear-related books, including the wonderful Brown Bear , Brown Bear, What Do You See? and themed events. And of course, no bear theme is complete without a bear hunt! Our friends at Preschool Teacher 101 have a super fun bear-themed lesson plan in their store if you need more great ideas!
Bee Theme One of the hardest working workers on the planet helping to care for some of our most important plants and flowers. This torn paper flower can be easily tied with these busy helpers.
To learn more about bees and other insect learning activities, check out the lesson plans in our Preschool Store and Toddler Store!
Birds Theme – The perfect study for the birds in your area, and chances are you’ll be able to see some of their nests if you do so at the right time of year. Or call them straight to your yard with a classic bird feeder from cones. The wonderful teachers at Preschool Teacher 101 even have a bird lesson plan in their shop.
Bubbles Theme – Inflate them, paint them, put them on the touch table and more. Every preschooler loves bubbles! Make a bubble burst in the kitchen sink for a sensory themed science experiment. Get the complete bubble lesson plan from Preschool Teacher 101.
Bugs and Insects Topic – Bugs and insects are different and it’s interesting to know what the differences are. This is one of the most popular preschool case studies because kids are passionate and love study and observe errors. And, of course, don’t forget the butterflies! See our Bugs and Butterflies block lesson plan for even more ideas!
Camping Theme – Set up a tent or make s’mores. This is a great occasion to get flashlights and talk about spending the night in nature. Turn your impressive playground into a campsite. Or get more ideas with these camping lesson plans.
Chinese New Year Theme – Chinese New Year, one of the most famous festivals in the world, takes place every year from January 21 to February 20. This is a special time when families get together and honor deities and ancestors, as well as many other fun cultural practices. Need more ideas? Try these Chinese New Year activities.
Christmas Theme – Make lesson plans based on the philosophy of your program. I made Christmas as a religious theme for preschools as well as a theme including jingle bells, Christmas tree crafts , and an advent calendar countdown. Whatever your program, Christmas songs are always a hit! Or get great ideas with this Christmas lesson plan.
Christmas theme around the world – Learn about Christmas, Hanukkah, Kwanzaa and other cultural celebrations during the Christmas period. There are many different dishes and traditions worth discovering!
Color Theme – Identify colors, learn about primary and secondary, and use this color sensory bottle to find out what happens when they mix! Use color songs to make learning fun! This is the perfect time to mix up the color-changing volcano. Check out our Color Lesson Plans for even more ideas! Or take a look at ideas for scheduling play time.
Community Helper Theme – A tried and tested theme for preschoolers. Learn about doctors, firefighters, garbage collectors, cops, community managers and more. I love this resource for ideas for community help centers and events. Use cleaning songs to teach kids how kids can be helpers too! We also have a lesson plan for community helpers in the store.
Building theme – Children love to watch and talk about bulldozers, dump trucks, cranes and excavations. Turn it into a small sensory basket and more. We have a lot more ideas in our building lesson plans.
Cooking Theme – Make bread in a bag, homemade ice cream, tea snacks, or anything else that gets the kids excited in the kitchen. We love all the great hands-on activities in Planning Playtime.
Dental Health Topic – Dental Health Month takes place in February and is a great month to talk about brushing your teeth and what foods are good for them. Here are some great dental health activities. Or take the full practical lesson plan on dental health.
Desert Theme – Desert life is full of unique creatures like the desert tortoise and plants like the spiny cactus. If you live near this climate, choose your favorite flower and turn it into a beautiful sensory bottle. Desert animals are also unique and interesting to study. Expand this preschool and it could be a habitat theme.
Dinosaurs is a favorite theme for preschoolers that kids naturally love to explore. Spend DinoNovember or any other month of the year or play dinosaur games. Listen to these amazing dinosaur songs! Get the complete dinosaur lesson plan from our store.
Dr. Seuss Topic March 2nd is Dr. Seuss’ birthday and the perfect time to read some of your favorite Dr. Seuss books. Enjoy this Dr. Suess-themed art activity! One book my preschool class always likes is One Fish, Two Fish, Red Fish, Blue Fish.
Easter theme — This preschool theme has so many options. It can be celebrated as a religious theme commemorating the resurrection of Jesus Christ, or as a non-religious holiday. Either way, it’s a great way to bring to life traditions like egg dyeing, Easter egg hunts, Easter arts and crafts, and more. Check out some fun Easter games. Or pick up the entire Easter lesson plan from Preschool Store 101.
Earth Day Theme – Earth Day is a way to incorporate the study of nature, recycling and caring for our world into your lesson plan. Turn on sensory play with this earth day slug. I also love to add the Lorax book at this time. If you need an Earth Day lesson plan, the amazing teachers at Preschool 101 can help!
Emotions and Feelings Theme – This preschool theme is great for social/emotional development and can be done any time of the year. Don’t miss the chance to use soothing glitter jars and other sensory tools when using this theme! This is a great time to sing some silly songs to talk about those feelings. There are many ideas in this section of the emotion lesson plan.
Eric Karl Theme – Preschool theme is always one of my favorites. Just pick up your favorite Eric Karl books and you’ll have amazing content for weeks to come. An easy win is to pair Mixed Chameleon with this art process activity to create a great preschool story.
Europe Theme — Castles, history, traditions, languages, culture and holidays… Europe has it all! It is also home to some great play-based learning principles, like how preschools work in Sweden.
Fall Theme – Whenever the season changes, I use this as the perfect opportunity to make it my preschool theme for this lesson plan. Autumn is a perfect overview of what kids will soon experience with cooler weather. Fall books, art classes, crafts, and simple themed activities can be found in abundance! Don’t miss the opportunity to sing autumn songs! Get the complete fall lesson plan in our store.
Family Theme – Family is the perfect preschool theme to tie into All About Me or Thanksgiving. It’s also a great way to help build community and learn more about your students. Get a lesson plan for the whole family from some of our favorite teachers!
Fantasy & Fairy Theme – This theme is one of my favorites that I have used as an alternative to Halloween or after Halloween. After the kids went for a trick or treat, they want to talk about it and keep doing it, so I just agreed. Prompt dramatic performance! We bring in all of their costumes they want to share and continue to follow their interests. Check out this fairy tale lesson plan to make your theme even more magical!
Farm Theme – One of my favorite preschool themes! Farms are great for sensory activities and learning about animals through farm books. You can even use animals as input to math! Get a lesson plan for the whole farm in our store.
Fine Motor Theme – Preschoolers need strong muscles to help them learn to write, and what better way than with a fine motor lesson plan! One idea that always keeps my activities going is to use your touch table for some unlimited fine motor practice. We also love using all kinds of finger games!
Fire Safety Theme – Great theme for preschoolers in October! Lots of practical ways to teach kids how to prevent fires and what to do if they happen. Besides, I’ve always enjoyed going to the fire department! This could also be part of the community helpers theme!
Fish Theme – Fish are found in rivers, lakes, ponds and oceans and can be used as part of an ocean theme, pond life or by itself. Try this fun rainbow fish art project and pair it with one of my all-time favorite books – “Rainbow Fish” Capture a sea of ideas with these fishing lesson plans.
Five Senses Theme – The five senses are very important to our daily lives and are a great theme for preschoolers. Learn about taste, touch, smell, hearing and sensations. We have the full Five Senses Lesson Plan in our store, or you can view the Five Senses exercises from the Play Time Planning section.
Flower Theme – Learn about popular flowers or local flowers during the spring preschool theme. Lots of fun flower crafts to make here! This theme is also easy to link to another preschool theme such as spring or bees. Or you can head over to our store and get a floral themed lesson plan.
Friendship Theme – This is the theme I like to do on Valentine’s Day. Help the children understand the important foundations of friendship and learn how to be best friends themselves. Sending friendship letters is a great addition to this topic, and a great way to practice writing and name recognition. Plan a friendship lesson for even more great ideas.
Fruits and Vegetables Theme – Want a preschool theme that includes more than just apples? Let’s talk about all fruits and vegetables! What makes them different from others, how to grow them, what they taste like and why they are good for us. Here’s a vegetable-themed lesson plan from our friends at preschool teacher 101.
Galaxy Theme – Need a space theme? It’s a great way to learn about the solar system, the stars, the moon, or any other part of the cosmos you love. Make a galaxy soothing bottle to engage the senses!
Garden Theme – Get kids excited about gardening, planting, life cycles, fruits and vegetables, and what plants to grow with this preschool garden theme. The incredibly talented Preschool Teacher 101 even created this wonderful gardening lesson plan.
Geography Topic – Learn about the different countries and continents of the world in Preschool Geography. We especially like to use map puzzles for this. This Around the World lesson plan theme in our store is perfect for a geography theme!
Gingerbread Theme — Every year in November I like to read some of our favorite gingerbread books, The Gingerbread Child and The Gingerbread Man, and we turn all of that exploration into a theme. This is the perfect time to make gingerbread! If you want a complete gingerbread lesson plan, we highly recommend this one from Planning Playtime or this one from Preschool Teacher 101. They even have a complete set of winter themes.
Gross Motor Theme – Gross Motor Theme or Unit for Preschool is perfect for those weeks when you need ways to get kids moving. Whether it’s too hot or too cold to go outside, or even if it’s a field day (or week), schedule a block to encourage kids to move those big muscles. Use movement and action songs or break dance songs to cheer everyone up! Check out our list of free preschool games for lots of great ideas and activities for gross motor skills.
Habitats Topic – Continue learning about animals by teaching kids what animals live where and maybe even why. Kids will love learning fun facts about animals and their homes! If you need more ideas for a habitat unit, we have a habitat lesson plan available in our store.
Halloween Theme — Halloween can be scary, but also cute and fun. Holiday preschool themes are perfect for a special week while you’re still learning! Take a look at this cute ghost touch punch for a sweet activity sure to please the crowd, and don’t forget the Halloween songs! Planning Playtime has some super fun Halloween activities. And our friends at Preschool Teacher 101 have this great Halloween Lesson Plan or the entire Halloween Lesson Plan.
Hibernation Topic – Help children learn more about animals by explaining which animals hibernate and why. Maybe bring some special cozy blankets and make sleeping even more fun.
Hot and cold topic – This is a great science topic for your lesson plans. Talk about the weather outside or the changing seasons and of course what it means to touch a hot stove or cold ice. I love using ice cube trays and molds of different shapes so I always include ice play as part of this preschool theme. ! Need more weather ideas? Check out this weather lesson plan.
Ice Cream Theme — Most kids love ice cream as a delicious treat, so using it as a theme for preschoolers is a fantastically sweet idea! Have you tried this 3 Ingredient Ice Cream Flavored Bubbles Recipe? We especially love this ice cream writing tray! Try some more delicious ideas in these ice cream activities or in this themed ice cream lesson plan.
Jungle Animals Theme – The jungle is an interesting place to visit or imagine. Between trees and animals, there are many ways to have fun! Did you know you can even make jungle slime?
Kindness Theme Kindness is an important value in teaching children. The sooner they know, the easier it will be for them to spread kindness throughout their lives. One of our favorite ways to teach and model kindness is through books about kindness. Some songs like Hello, Friend by Dr. Jean, and other welcome songs, good morning and welcome songs, and farewell songs are great ways to encourage kindness towards other students. . We also love teaching kindness with Kindness Elves.
Kangaroo Theme – Kangaroos are a fun animal to explore because they carry their babies in a pouch and jump further than many other animals. Just think of how the kids will have fun with their moms and their joys! We love the book “Bag Sue” which complements it!
Ladybugs theme – Ladybugs are loved by so many. These are cute little bugs that are not only perfect for Valentine’s Day, but also a fun part of the bug group. Here is one of our favorite ladybug math activities.
Leaves Theme – Leaves make a great preschool theme for many seasons. During the autumn months, the colored leaves are simply magical. During the spring months, the leaves can tell about life cycles and new growth. Check out the many leaf experiments your class can do! Preschool Teacher 101 has a leaf lesson plan and even a complete set of fall themes.
Magnets Topic – Magnets are such an exciting tool for teaching science. Magnets can also be a fantastic tool for practicing counting, learning the alphabet, dancing sensory bottle and more!
Mindfulness theme – Learning to be calmer, manage energy levels and find relaxation is very helpful for preschoolers who are always coping with big emotions. It’s the perfect theme for introducing yoga, whether it’s books, yoga videos for kids, or yoga printable cards and posters. It’s also perfect for brain breaks and can even be used outdoors.
Monsters Theme – Perfect for Halloween or even when kids start talking about their fears. This preschool theme doesn’t have to be intimidating – check out these not-so-scary monster books for kids! Or pick up the entire Monster lesson plan at Preschool Teacher 101.
Moon Theme – Whether you’re exploring space or just the moon, this is always a fun theme with lots of ways to add it. This Oreos moon phase looks amazing!
Theme Music — Music is one of the best ways to teach children. In fact, music has been proven to actually make kids smarter! Draw to the music, dance to new songs, and learn about different musicians and composers. There are also many songs that teach a wide variety of concepts! Music can be used any time of the day: to say hello or goodbye, during a club session, to transition from one activity to another, and to introduce or reinforce new concepts. Check out this handy song list guide for preschoolers!
Nature Theme – One of the easiest preschool themes is the nature theme. It’s an amazing way to connect kids to the world around them, as well as materials they can use and use every day. Objects found in nature can be used in numerous art projects and learning activities. Spending time outdoors is SO good for kids – check out the Forest School benefits!
Nocturnal animals theme – Bats, owls, hedgehogs, cats and other animals are nocturnal. This is a fun preschool theme that allows you to explore and learn more about these adorable creatures.
New Year’s Theme – Talk about old and new, turn on the calendar and time concepts, make a New Year’s Eve cul-de-sac, or host an afternoon eve party. The possibilities are endless! We, of course, always add copious amounts of glitter to our New Year’s Eve, such as in these soothing glitter jars.
Number Theme – Teach kids to count and learn basic math skills with the Preschool Number Theme. There are many ways to have fun, such as number recognition exercise. This can also be a great time to teach kids their phone number.
Nursery Rhymes – Nursery Rhymes are a classic and fun way to encourage reading as well as other educational elements. This refers to new stories or stories that children already know and love. Take it one step further with this nursery rhyme sorting activity! After you finish the nursery rhymes, you can move on to other songs right away.
Nutrition Topic — Nutrition is an important part of life that children need to understand and learn at an early age. Luckily, we know how to entertain food! Discuss healthy food by tasting it, as well as important habits like brushing your teeth.
Ocean Theme — The perfect way to fill your preschool program with ocean creatures, sensory play, shells, starfish, an ocean themed sensory box and more. Have you seen all the amazing ocean books? You can also tie it into your lunar theme by discussing tides, currents, and other ocean phenomena. Play fun ocean games or if you need more ocean ideas, we have a sea of ideas in this ocean lesson plan in our store.
Theme of the Olympics The Olympic Games are fun because they happen every few years. Teaching children strength and determination is easy with the help of the Olympic theme. It can also be fun to play different sports!
Opposites Theme — Opposites are all around us. Happy and sad, high and low, hot and cold, loud and quiet. This preschool theme can bring tons of fun and learning!
Space Theme – There are many ways that outer space can be “exploded”. Stars, moons and planets are just some of the wonderful things you can teach kids about space. Make a night sky sensory basket for a themed sensory game! You can turn on the math with these space-themed number writing practice cards, make a rocket ship out of a cardboard box, or complete constellation assignments. If you need a complete space lesson plan, we’ve got you covered in our shop.
Owls Topic – Whoo! Wow! You can touch on the basics of bird life or use it as a link to another topic, such as animals or desert birds. This is the perfect time to introduce the classic Owl Moon!
Theme for drawing – Many children and adults like drawing. There are great artists that can be featured or use the painting theme as a fantastic way to explore color and texture. Many art activities can be included in this preschool theme!
Patriot Theme – Explore your country and what makes it unique with this preschool theme. This may include learning about your country’s flag, national anthem or song, or other important symbols.
Penguins Theme — Penguins are such funny animals! You can learn about where they live, what they eat, how they behave and hibernate. Jack Hartmann has an adorable penguin song that teaches kids to follow directions in the fun penguin dance!
Pet Theme – Kids love their pets and what better way to talk about them and your life by adding this as a theme for preschoolers. Around the same time, it’s also nice to have a theme for preschoolers with dogs and cats, as these are the two most common pets. Our friends from preschool teacher 101 have a pet lesson plan in their shop to plan the perfect pet theme.
Picnic theme – Everyone loves picnics, especially children. There is something new and unusual – it’s interesting. The same excitement can be extended to learning with a picnic theme. But beware of the ants while singing The Ants Go Marching!
Pirate Theme – Arrrggghhh. Pirate Week is the perfect theme for the week of International Pirate Day, which takes place on September 19 every year! This is a great time to get dressed up and role playing! There are plenty more great ideas to do with your girls in these Pirate Lesson Plans.
Plants and life cycles – Plants and life cycles are fun for kids. Kids will love how one tiny seed, with the right care, can grow into a full-sized plant. I love this theme so much that I included a greenhouse in my home preschool!
Polar Animals Theme – Polar animals are fun, especially when you start talking about how they can survive and stay warm even when living on snow and ice. This is the perfect theme even if you live in the area where there is no snow! There are many fun polar animal science experiments, such as this polar experiment that shows how fat helps isolate polar animals.
Pond Life Theme – Frogs, water lilies, ducks and even insects live in ponds. This is a fun topic to learn about various animals and insects, as well as a different body of water. Blue Goose and 5 Little Ducks are awesome felt board stories to use with this preschool theme! Grab the entire Pond Lesson Plan from Preschool Teacher 101.
Process Theme – Process art is one of my favorites because there are no rules. Children can be as creative as they want and let the artistic environment take over. Check out this colorful art activity from the CD!
Pumpkin Theme – Fall and Halloween are great times to plan events, and pumpkins are the most exciting. They make a great form to include activities as well as explore the pumpkin itself. To get started, enjoy some pumpkin books, pumpkin crafts, and pumpkin art projects! Or get the whole pumpkin lesson plan from the preschool teacher 101.
Topic Queen and King When you think of king and queen, do you usually think of fairy tales? Yes, and kids will love to include a fantasy aspect in their learning activities! This preschool theme can easily be linked to your Europe theme or even your bee theme when you discuss the role of the queen.
Patchwork Quilt and Patchwork Quilt — The patchwork quilt has a historical aspect, as well as the idea that several small parts create a whole. This is a great theme to help kids learn about community and kindness! Over the years, one of the most thoughtful gifts my children and I have received has been quilts.
Rain Theme — Raindrops are essential for spring and help present a great theme for this season. It’s also a useful topic to help discuss and learn about the weather or how rain helps the earth grow. Check out this cute and fun rain cloud sun catcher! Need a complete rain lesson plan? Preschool Teacher 101 created this wonderful rain-themed lesson plan.
Rainforest Theme – The rainforest, like the jungle, has bold and beautiful colors, greenery and plants, as well as very interesting animals! Let’s talk about unique creatures and high temperatures. Get the complete rainforest lesson plan from our friends at Preschool 101.
Rainbow Theme – We LOVE rainbows and can’t get enough of them! It’s the perfect theme for exploring color, weather, or even fantasy. The extra activities are endless – rainbow games, science activities, fine motor skills, sensory play, discovery bottles, art exercises, vision words, crafts and more! Don’t miss the rainbow songs. If you need more rainbow lesson plan ideas, you’re in luck because Preschool Teacher 101 has them in store.
Recycling theme — Recycling is important for everyone to learn and implement, but especially for children.
Reptiles Theme – All animals are interesting, but reptiles are especially interesting! Turtles are slow, and lizards are so fast that they can hardly be caught. This is great for learning movement and speed as well as the animals themselves. If you are making a desert or habitat theme, be sure to include them there!
Rhyming Theme — There are so many ways to teach rhyming that devoting a whole week to this idea is not only fun, but necessary! Some of our favorites are rhyming stories, rhyming songs, nursery rhymes and rhyming finger games.
Robots Theme – Robots are the perfect way to help bring STEM into your classroom. Make a robot craft, manipulate nuts and bolts, use robot stickers to count, or create a cardboard robot—there are many ways to make a robot theme accessible to preschoolers. We love this activity with recycled robots! Or take a look at this robot-themed lesson plan at Preschool Teacher Store 101.
Rocks Theme – One of my preschoolers always seems to have a pocket full of rocks! They can be so interesting. Talk about how they are created naturally, or use them as a math tool, a great canvas for art and rock art, or blocks for building and crafting. Get the complete rock lesson plan from your preschool teacher 101.
Science Fair Theme Do you remember going to the science fair as a child? Creating a baking soda volcano is like a rite of passage! It is so exciting not only to create a project, but also to share it with your colleagues. This is a great time to present public speaking as well as show respect for those who share. For more science fair fun, check out these simple and fun baking soda and vinegar science experiments that use rockets, balloons and much more!
Seasons Theme – Seasons is the perfect preschool theme and super fun if you live somewhere with all four seasons. We look forward to changes. This is a great theme for teaching kids about weather, vegetation, temperature and more! For some extra activities, you might consider adding a book or a practical craft or art project from every season, winter, spring, summer, and fall. We even have a seasonal lesson plan with these and other activities in our store.
Seeds Theme – Plants do not grow unless they are seeds. This fun process is a great time to help kids talk about life in general and how different beginnings and endings can be. Don’t forget to read “Tiny Seed”. These seed lesson plans are also full of great ideas.
Shapes Theme Shapes are everywhere! First, we learn the basics and move on to more geometric ones. Not only is it important to know the shapes themselves, but the shapes are the perfect canvas for teaching math, literature, or even science. This preschool theme is a great time to pull pattern blocks or Korxx blocks from the center of the blocks!
Shark Theme – Every year in July or August there is a whole week devoted to sharks, which is a great time to learn about sharks! What other animal has as many teeth as a shark? Practice counting big numbers by counting their teeth. It’s also a great week to work on Baby Shark songs!
Shells – Shells are so beautiful and many people love to collect them on the beach. It’s a fun topic on its own, but the tie-in options are endless! Get more ideas for this lesson plan from our friends at Preschool Teacher 101.
Snow Theme – If you live in the right part of the world, you might be lucky enough to get an entire season of snow. It’s beautiful and so much fun to play, and it’s also a great science teaching tool! We especially love to sing winter songs. Winter snowflakes in STEAM can be made even without snow. No matter where you live, there are these fun and enticing winter and snow lesson plans.
Spiders Theme – Spiders can be creepy, with all eyes and lots of legs, but they can also be so cute (see House Spider Craft!). Here are some interesting facts about spiders. During Halloween or for the purpose of studying insects, spiders are a great theme! Make your own pet spider or throw some spiders on the touch table for fun exploration. Fun Spider Lesson Plans from Preschool Teacher 101.
Sports Theme — Whether children play in organized sports teams or use sports as a form of physical activity, sports is a fun preschool theme that encourages healthy play!
Spring Theme — Spring is full of life, sun, flowers and small animals. What a great time to make a sun catcher and sing some spring songs. This topic may take more than a week, but it can not be abandoned! See tons of ideas in our spring lesson plan in our store.
St. Patrick’s Day Theme – Having a holiday theme adds an extra element of fun. This holiday with a four-leaf clover and leprechauns is full of fantasy and magic. Try this leprechaun slime for a sensual soft-themed game! St. Patrick’s Day is also a great time to bring all things rainbow together!
STEM – Add some more science, technology, engineering and math with a whole STEM theme! We love STEM WeeksGet lots of great ideas with this STEM Challenges Pack from Preschool Teacher 101.
Squirrels Theme – Squirrels are very cute with their fluffy tails and run very fast. This theme is perfect for an animal theme, score fall theme, or even physical activity!
Summer Theme — Summer is full of fun! Pools, beaches, vacations and, of course, lemonade. Check out this Pool Noodle Name Recognition Event! This is a great theme to end the traditional school year or during the summer months. You can see our summer theme in our store.
Tea Party Theme – The tea party theme is cute and adorable, but it’s also a great time to talk about manners!
Teddy Bears Theme – Most children have a favorite teddy bear that they treasure. These cuddly friends can help kids learn things they might otherwise have trouble learning. This preschool theme is a great time to sing a Teddy Bear rhyme song, Teddy Bear or have a Teddy Bear picnic.
Thanksgiving Theme Thanksgiving is a holiday full of history. This is a great time to touch on historical facts or help teach children about gratitude and communication. There are many great books on appreciation and gratitude to use during this theme, and even some great Thanksgiving songs! See Thanksgiving Lesson Plans for our friends at Preschool Teacher 101.
Time Theme — Time clicks every moment. Learning the concept of time as a child is important and can be fun! This may be due to calendar time with many creative activities, such as using songs for the days of the week.
Tools Theme – Tools is a great theme because it allows kids to feel like adults, explore the world adults live in, and even find community helpers and jobs. Tie him to your construction crew for sure victory.
Trains Theme – Thanks to Thomas and his train friends, trains can be a super fun theme for preschoolers! They are colorful, strong, and travel across countries. It’s a fun way to talk about different states, counting, or even touch STEM.
Transport theme – There are many modes of transport, and all of them will help you get where you need to go! This theme is a fun time to turn on the sensory play by making a trash bin with all kinds of vehicles. Play some fun transport games or get the full lesson plan in our store.
Travel Theme – Another great preschool theme that gets kids talking about themselves! Use a map and tell about all the places the children have visited. Include geography and transport topics.
Trees Theme – Trees are beautiful, provide shade and create many things around us in our home. This topic can also help you talk about air and the environment. Our beloved teacher friends at Preschool Teacher 101 even made these tree-themed lesson plans.
Unicorn Theme – Unicorns are needed right now! This is a fantastic theme for introducing a new round of fantasy and role playing. Unicorns were a priority when it came time to hang alphabet wall cards and alphabet posters!
Under the Sea Theme – Nemo isn’t the only interesting thing underwater, there’s actually a whole new world underneath! Explore marine plants, animals, shipwrecks and other interesting underwater finds. Use baby shark songs to grab everyone’s attention instantly!
Valentine’s Day Theme is a fun holiday theme that promotes love, kindness, communication, giving, and friendship. It’s also a great theme for making gifts that parents or other caring adults will cherish. Try these Valentine’s Day games, crafts, number recognition exercises, sensory games and other Valentine’s Day activities like science experiments!
Veterinary theme – Animal care is an important job. With a simple set-up, you can experience the world of medicine by asking your kids to bring their favorite soft toy for a checkup! This is such a fun preschool theme!
Volcano Theme — Volcanoes are exciting and frightening at the same time. This is a great time to talk about different countries and countries, but it is also a classic science experiment that can be easily explored. Did you know that you can make a homemade volcano that changes color?
Weather Theme – The weather is so interesting and has so many aspects! Consider creating themes for different weather conditions every day – sun, rain, snow, etc. Get more weather ideas in our weather lesson plan in our store.
Winter Theme – Winter is full of excitement with snow, Nordic animals, fun holidays and winter sports. There are so many different options for developing this preschool theme, but all of them will help your students learn! Complete your theme with these wonderful winter songs and winter books for kids and take them outside to watch the winter nature. Or check out the winter lesson plans in our shop.
Worms Theme – Worms are more than just slimy creatures that appear after rain. They also help with soil conditions, are food for other animals, and more! Some of our favorite teachers have put together a complete worm lesson plan for Preschool 101.
Zoo Animals Topic – A trip to the zoo is a trip that most kids will never say no to! There are many great children’s books you can add to this topic, and lots of activities that can help you learn about a wide variety of topics. Get the complete zoo lesson plan from our friends at Preschool Teacher 101.
Phew! You did it! And now I hope you have great inspiration for your next preschool theme. Enjoy!
This was made by the joint efforts of the Preschool Inspiration team!
Sunday School Preschool Bible Study Lessons
Find your next Preschool or Toddler Sunday School lesson right here. Our curriculum is easy to print and 100% free to teach at your church. Search now.
Do you want to teach a Bible lesson for preschoolers? This page lists all the best places to find preschool Bible lessons online. Many of them are suitable for preschool Sunday school lessons. Like all of our content, they are 100% free to use in your church, home, or school. Don’t forget that our search page is the easiest way to find exactly what you need to plan your lesson.
Preschool Bible Lessons
Children who know God
Jesus is my shepherd
Preschoolers who know God
Preschoolers Knowing Jesus
Creation lessons
David and Goliath
Ruth and Naomi Lesson
Samson Lessons
Gideon’s Lessons
The Birth of Jesus : This is a three part series that tells the story of the birth of Christ for preschool children.# 1 Stable | #2 Shepherds | #3 Wise Men | Christmas storybook for preschoolers | Christmas songs | More Christmas ideas | Christmas Bible Story for Preschoolers “Angels Saying the Good News”
Genesis Bible Lessons : This is the series we are currently writing. #1 First sin | #2 God saves Noah | #3 God gives Abraham and Sarah a baby | #4 Choosing Jacob and Esau | #5 Joseph and his colorful coat | #6 God’s people build a tabernacle | Preschool songs about family | #7 Moses Sends 12 Scouts to the Promised Land | #8 Wall of Jericho and God of Joshua |
More ideas for preschool lessons
See photo examples of Divine Play Learning Stations. Each also has a description of the toys used.
Browse our growing collection of preschool coloring pages.
Palm Sunday Lesson for Preschoolers – includes songs and a printable storybook
God Is Love (preschool lesson plan). This lesson can be useful before Valentine’s Day or any time you want to remind younger children that God is love. This lesson also includes an art idea.
Hubbard’s Closet Preschool Bible Lessons: This is a site that offers free Bible lessons for preschoolers. They are divided into age groups and offer special lessons for Easter and Christmas. What’s even better is bible lessons for preschoolers that you can print out. So, you can download them as PDF files to print for your ministry.
Preschool Sunday School Songs
30 Bible Memory Songs for Preschoolers
Easter Songs for Preschoolers – Watch Video Demos
Video Song for Preschoolers “My God Is So BIG”. Toddlers and young children will love this song about their BIG God. Watch the demo video and you’ll be ready to learn this song on Sunday.
This Little Light of Mine (Preschool Song) – Preschoolers love to sing along to this classic Sunday school song based on Matthew 5:15–16. Watch the video to learn about Cullen’s hand movements.
Arky Arky Song – This fun Bible song for preschoolers will help them learn the story of Noah and how God saved them from the flood.
The song “My Peace Is Like a River” – this song will remind preschoolers of the blessings of knowing God, namely peace, joy and love.
The Wise Men and Baby Jesus (Preschool Song) is a fun way for children to learn about the Wise Men visiting Baby Jesus. Watch the video and learn how to play with your fingers in your preschool Sunday school class.
Preschool Christmas Songs – Check out these simple and familiar preschool songs about Christmas.
Additional resources for preschool Sunday school?
We also have special pages for free Sunday School lessons and Children’s Church lessons.
ABC Jesus Loves Me offers great free lesson plans and tips for preschoolers
Preschool Lessons from Children’s Sunday School Location: This is a link to their Preschool Bible Lessons. This is a membership site, but many of their resources are available without joining. Look for links without red dots – these are free Bible lessons for preschoolers.
Psalms in songs: Check out the new music book for children, How I praise you! 150 psalms in song . You will find tips for teachers and links to articles, sermons, websites, books and music related to the psalms.
If you know of other free resources for preschool Bible study plans, please leave a comment below.
View related events | Bible coloring pages | Sunday School Crafts | Sunday School Games | Children’s Worship Songs | Family Devotions
Preschool Lesson Plans
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Each topic contains hands-on activities and engaging printables with book recommendations, so
you can easily combine your favorite books with activities.
Themes and concepts included in this set:
Autumn: leaves, apples, pumpkins
Winter: Winter, snow, snowflakes
Spring: rain, flowers, garden
Summer: Summer, sun, watermelon, lemonade, picnic
Transport: trains, cars, trucks, wheels, roads
Dinosaurs: dinosaurs, fossils, eggs
Everything about me: me, house
Five Senses: sight, sound, taste, smell, touch
Worldwide: world, cultures
Colours: designation and words
Farm: farm animals, barns, tractors, cereals
Space: sun, moon, stars
Construction: building machines, tools, stones
Habitats: animals, habitats
Beetles and butterflies: butterflies, caterpillars, insects
Weather: rain, sun, wind
Animals: animals, nocturnal animals, animal body parts, grass
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How to implement it – Weekly? Monthly?
Lesson plans are designed as thematic activities, not a daily guide, so
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Sunday School Lessons for Your Preschool Church Class
Sunday School Lesson for Preschoolers: Helping Mom
You can make Mother’s Day a memorable one for families during the COVID-19 pandemic with great kids ministry ideas. com! You can adapt this lesson for a video presentation; just let your parents…
Sunday School Preschool Lesson: Making the Right Choice
Use this Sunday School Preschool Lesson: “Making the Right Choice” to help the children understand how God wants us to make wise decisions. Find other Sunday School lessons to help children…
Sunday Preschool Lesson: Valentine’s Day
Use this Preschool Sunday School: Valentine’s Day lesson to learn about the love of Jesus. Find more great Sunday School lessons to help kids grow in their faith.
1. Warm fluffs
You…
Sunday Preschool Lesson: Valentine’s Day
Use this Sunday School Preschool Lesson: Valentine’s Day to help kids learn about love. Find more great Sunday School lessons to help kids grow in their faith.
Preschool Sunday School…
Sunday School Lesson for Preschoolers: God Can Do Everything
Use this free Sunday School lesson with your preschool class to learn that God can do anything! Find other Sunday School lessons to help your children grow in…
Sunday Preschool Lesson: God and Abraham
Use this quick Sunday School lesson for preschoolers: God and Abraham to teach your preschoolers to trust God. Find more great Sunday School lessons to help kids grow in their faith.
Trusting…
Sunday School Kindergarten Lesson: Make Joyful Noise
Use this quick Sunday School lesson in Kindergarten to make a joyful sound to help the little ones in your ministry make a joyful noise before God! Find Another Great Sunday School…
Sunday School Preschool Lesson: David and Goliath (1 Samuel 17)
Use this Sunday School Preschool Lesson: David and Goliath to help kids believe in the power of God. Find more great Sunday School lessons to help kids grow in their faith.
Preschool…
Christmas Sunday School Lesson: Through His Eyes
Use this Sunday School lesson: His Eyes on Christmas Day with Preschoolers on Christmas Day. Find more great Sunday School lessons to help kids grow in their faith.
Christmas Sunday School…
Sunday School Preschool Lesson: Make Joyful Noise
Use this Sunday School lesson for preschoolers, “Make a Joyful Sound,” to help preschoolers learn how to bring a joyful sound to God. Find other Sunday School lessons to help children…
.
Kuskovo Estate Museum
Crystal Autumn!
in the homestead
How interesting is it to spend a weekend in the homestead? We have prepared for you a detailed digest of our master classes and interactive programs
Learn more
ROSE GARDEN
Works of the “Imperial Porcelain Factory”
Flowers, their beauty and fragility are an everlasting source of inspiration for IPM masters, the classic duet of flora and porcelain never loses its relevance and freshness
Learn more
Revival of traditions
Venetian glass from the second half of the 19th century
Mille fiori, a fili pettinati a festoni, vetro avventurina and other techniques of Venetian craftsmen can be seen at a new exhibition in the Italian House
Learn more
Companions of comfort
Chests of drawers from the Museum’s collection
The exhibition provides an opportunity to take a fresh look at the rich history and artistic features of a familiar piece of furniture
Learn more
Ceramic workshop
in Kuskovo
Here you can spend time doing an exciting activity – clay modeling.
Learn more
Art glass
Brothers Dom
The virtual exhibition presents works by the firm of the Dom brothers – one of the most significant of the followers of Halle
Learn more
Moscow
museum week
You can visit the museum for free every Thursday of the third week of the month. The schedule of the promotion is available in the section Opening hours
Learn more
Sightseeing tour “Architectural and park ensemble of the Kuskovo estate”
Palace-Park-Park pavilion
By appointment
1 hour 30 minutes
Sightseeing tour for groups “Palace and Park of the Kuskovo Estate”
Palace-Park
Groups form in the lobby of the Palace
45 minutes
Palace – park – Large stone greenhouse
By appointment
1 hour 30 minutes
29
October
Sat, 15:00
Organ evenings in Kuskovo. Harp, saxophone and organ
Yuri Tashtamirov, Aidana Karasheva, Igor Goldenberg
15
October
Sat, 15:00
Organ evenings in Kuskovo. ETHNOJAZZ. Saxophone, harp and organ
A. Kotikov
17
September
Sat, 17:00
Closing of the festival “Organ Evenings in Kuskovo”. Bach
Alexey Shevchenko
10
September
Sat, 17:00
Organ evenings in Kuskovo. Alexander Knyazev
Alexander Knyazev
4
September
Sun, 18:00
Classics in Kuskovo. Closing of the festival. Bach
The Four Seasons Chamber Orchestra, Natalia Bogdanova
3
September
Sat, 17:00
Organ Evenings in Kuskovo. Legends of the Celts
Maria Aria, Natalia Dubrovskaya, Maria Kulakova, Maria Moiseeva
Yulia Pokrovskaya, Ivan Pokrovsky, Sergey Poltavsky, Arkady Reznik, Natalia Gus
September 21, 2022 – January 15, 2023 Revival of traditions. Venetian glass of the second half of the 19th centuryThe exhibition is dedicated to one of the stages in the history of the development of the art of Venetian glassmaking September 7, 2022 – May 7, 2023Companions of comfort. Chests of drawers from the collection of the Kuskovo Museum-EstateMonographic exhibition is dedicated to the stylistic evolution of one of the most sought-after interior decoration itemsg. – present Pages of history. To the 100th anniversary of the Museum of CeramicsJubilee exhibition dedicated to the 100th anniversary of the Museum of Ceramics
Make your contribution
to art
The museum announces the opening of a new campaign to raise funds for the restoration of a painting from the collection of the Sheremetevs – “Ships in the Harbor of Vlissingen” by an unknown Dutch artist of the 17th century.
Make a contribution
Program
Fairy tale creation in the museum
by appointment
50 min.
Program
Museum – school
Olympiad “Museums.Parks.Estates”, Lesson in the museum, “Moscow guide”, Study day in the museum
Program
Mysteries of the Kuskovo Sphinx
by appointment
75 min.
Program
Museum oddities
by appointment
75 min. 120 min.
Program
Porcelain secret
by appointment
90 min.
Program
Postal stories
by appointment
45 min.
Architectural and park ensemble
The Italian house was built in 1754-1755 under the direction of Yu.I. Kologrivov – a fine connoisseur of art. In the structure of manor holidays, the Italian house served as a palace for “small receptions”.
View ensemble
September 16, 2022
Autumn in the estate!
Exhibitions, master classes, quests and children’s programs for our guests
September 9, 2022
Photo exhibition “Kuskovo-1883. Estate through the lens of a 19th-century photographer”
Photos of the estate as it appeared before Alexander III
September 2, 2022
Information for organized groups of Moscow schoolchildren wishing to visit the Kuskovo Museum Estate September 9, 2022
Dear organizers, we kindly ask you to follow a few simple rules in order to avoid long queues at the ticket office
September 1, 2022
City Day in the museum-estate “Kuskovo”
Concerts, quests, master classes and other events on 10 and 11 September.
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Posted by Glassdoor Team
Career Advice Experts
Last Updated September 21, 2021
Guide Overview
What Does a Lawyer Do?How to Become a LawyerLawyer Career Path LadderHow Much Do Lawyers Make?Lawyer Job MarketWhat Different Types of Jobs for Lawyers Are There?Related Careers in Law
Guide Overview
A Guide on Career Paths, Job Prospects & More
So you want to become a lawyer? Or perhaps you’ve just completed a law degree, and are looking to map out your next steps. While being a lawyer takes a huge time commitment (and financial commitment to law school), the profession can be extremely rewarding — intellectually, financially and socially — no matter where you’re employed. From criminal justice litigation to environmental law, there are many fields you can delve into as a lawyer. Which one is right for you, and how do you work your way up there? Here are the basics of climbing the career ladder as a lawyer.
What Does a Lawyer Do?
Lawyers represent their clients in criminal and civil trials by building a case and arguing in support of their client. Lawyers may work in both the public and the private sector. Lawyers may also give their clients advice and counsel on how to navigate their legal circumstances. The duties of lawyers can be very diverse, including arguing in a courtroom, interviewing witnesses, preparing legal documents, advising clients, facilitating depositions and conducting legal research. There are many areas of law that lawyers may specialize in, from business law and intellectual property law to criminal law and constitutional law.
How to Become a Lawyer
Becoming a lawyer doesn’t happen overnight. There are six critical steps you must take before you’re able to become a practicing lawyer in your state.
Steps Required to Become a Lawyer:
Get an undergraduate degree — While some colleges have pre-law programs, many aspiring lawyers major in fields as diverse as French literature to environmental studies. Popular majors for prospective lawyers include political science, economics, philosophy and history.
Pass the LSAT — The LSAT is the main barrier to law school. While passing should be your main goal, the higher score you receive, the more likely you are to be accepted into competitive law school programs, especially if your college GPA wasn’t stellar.
Apply to law school —Law schools take a variety of factors into consideration when evaluating applications, including undergraduate GPA, LSAT scores, letters of recommendation and application essays.
Graduate with a Juris Doctor degree — In order to take the bar exam, you must hold a Juris Doctor degree from an accredited institution. Law school is also where, as a lawyer, you can start your track of specialization into a particular area of law, such as environmental law or contract law.
Pass the Multistate Professional Responsibility Examination (MPRE) —In the majority of states, passing the MPRE is a prerequisite for being eligible to take the bar examination. The MPRE is a multiple choice exam focusing on ethics and professional conduct.
Pass the bar exam — The final obstacle in your path to becoming a lawyer is the bar exam. It’s a formidable test, lasting for two to three days, and in some states, yielding a pass rate of only 40 percent. The bar exam tests a wide variety of legal knowledge, from torts to civil procedures to contract law.
Lawyer Career Path Ladder
Right now, job prospects for lawyers are optimistic — the Bureau of Labor Statistics estimates an 8% job growth for lawyers over the next ten years.
The majority of lawyers work in law firms, which means private practice. In law firms both small and large, there is usually a standard progression of job titles you’ll take as you work your way up in a firm. As a law student, you may work as a summer associate or law clerk during your breaks. You can also prepare for your career as a lawyer by working as a paralegal (an assistant to lawyers who sometimes performs similar duties to lawyers). Once you have your law degree, you’ll usually start out at a law firm as an associate. After around six to nine years at the firm, you’ll have a shot at becoming a partner, and eventually a managing partner. Some lawyers also choose to start their own firm after gaining experience within the field.
Outside of law firms, there are a variety of places where lawyers work. Many corporations retain their own legal departments, which means you would be a full-time employee of that corporation, rather than a law firm. Another large area of legal practice is public interest lawyers, who work for private or nonprofit organizations and provide legal services to disadvantaged populations, dealing with areas such as immigration and labor disputes.
There are also many spaces for lawyers in government positions, which range from prosecutors, who file lawsuits and charge parties on behalf of the government, to public defense attorneys, who represent parties who cannot afford their own attorney. In addition, government counsels work as lawyers in the executive and legislative branches of government, writing and interpreting laws, writing legal reviews and arguing civil and criminal cases for the government.
How Much Do Lawyers Make?
Additionally, according to Glassdoor data, the median base pay for lawyers is $117,188, which means that even when starting out on the bottom rung of the lawyer career ladder, you already have good salary prospects. Depending on the field of law you practice, your earning potential as you advance up the lawyer career ladder may vary.
Lawyer Job Market
The Bureau of Labor Statistics projects that that employment for lawyers, judges, and related workers will grow by 8% between 2016 and 2026. In addition, the BLS, projects that employment for paralegals and law clerks will grow by 14.6% within the same time span.
What Different Types of Jobs for Lawyers Are There?
Lawyer careers can take many different shapes. Specializations with the field of law include:
Contract Law
Environmental Law
Tax Law
Constitutional Law
Worker’s Compensation
Family Law
Appeals
Bankruptcy Law
Intellectual Property Law
Criminal Law
Social Security/Disability
Corporate Law
Estate Planning Law
Employment Law
Immigration Law
The majority of these fields are open to specialize in whether you work in a private law firm, as a corporate counsel, for the government or for an advocacy organization. Specialization can begin in law school and continue from there. In addition to working as a lawyer, there are other professions that those who train as a lawyer often go into, including:
Mediation and Conflict Resolution
Politics
Lobbying
Finance
Legal Journalism
Public Interest Advocacy
Management Consulting
Judge
While law school isn’t for everyone, there are a variety of careers within the legal field that take less schooling to break into, and can be equally as fulfilling. Here are just a few of the many careers available in the legal field:
PARALEGAL
Average Salary: $40,662
Degrees required: Associates degree or Bachelor’s degree
ARBITRATOR
Average Salary: $72,714
Degrees required: Bachelor’s degree
COURT REPORTER
Average Salary: $60,433
Degrees required: Associate’s degree
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Lawyer Careers: How to Become a Lawyer
Lawyer Career Path
Becoming a lawyer is a significant undertaking that requires considerable time, effort, and financial expenditure. Completing law school and passing the bar exam are both challenging endeavors. However, passing the bar exam and earning your law degree are only the first steps on your lawyer career path.
To get the most out of your career, you need to clearly identify your personal lawyer career goals, plan your lawyer career path, and hone your legal skills. Below you will find some helpful tips on lawyer career development that will help you become the best lawyer you can be.
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Lawyer Career Prospects: Why is Law a Good Profession?
Law is a good profession because it offers prestige, a high earning potential, and a broad range of public and private practice areas. According to the US Bureau of Labor Statistics, the median annual salary for lawyers was $127,990 in May 2020. From 2020 to 2030, employment for lawyers is expected to expand at a rate of approximately nine percent, with about 46,000 new legal positions predicted over the next 10 years. Building a law career requires a lot of time and effort, but keeping the benefits of a legal career in mind can help keep future lawyers motivated.
What Does a Typical Lawyer Career Path Look Like?
Stage 1: Summer Associate
Law firms and government agencies can employ law students for short periods while they are still attending law school. Summer associate programs typically last nine weeks, starting in May and ending in July. Summer associates get to experience what it’s like to work at a law firm without having to commit to full-time employment. According to ZipRecruiter, a summer associate’s average annual wage is $35,706.
Stage 2: Paralegal
Law students can get part-time paralegal jobs to gain more experience in the legal industry. If you become a paralegal, you will be a legal assistant that conducts legal, regulatory, and business research for lawyers. Paralegals usually work for law firms, corporations in the legal department, courts, or in the private sector. A paralegal’s average annual compensation is $49,930, according to PayScale.
Stage 3: Associate Attorney
Associate attorneys are in charge of accomplishing legal work for their law firm. They conduct research, attend court hearings, and provide analysis and advice to clients. They also finalize and deliver any necessary paperwork to the courts. The average salary of an associate attorney is $83,771 per year.
Stage 4: Senior Attorney
A senior attorney has a high expertise level. Licensed attorneys assist in the management of lower-ranking employees and also oversee a legal team’s work when representing clients. Senior attorneys are also responsible for representing their legal team in meetings with an opposing party’s legal team. A senior attorney has an average salary of $124,900 per year.
Stage 5: Law Firm Partner
A law firm partner is a co-owner of the law firm and works to manage the firm itself. Partners are in charge of the firm’s legal and technical support teams, and they are also responsible for coordinating logistics for new cases, budgeting, and vendor connections. A law firm partner’s average salary is $188,859 per year.
Lawyer Career Path: Important Milestones
After passing the bar exam and acquiring state board licensing, law students become lawyers seeking employment in law firms and at government agencies. Obtaining work experience in the legal field is crucial for recent graduates. Before becoming a partner or founding their own law firm, entry-level lawyers work with experienced lawyers to improve their craft. Below you will find a list of important milestones in your career as a lawyer.
Gain work experience in the legal field while studying. Internships, summer associate programs, volunteer legal services, and paralegal positions allow you to immerse yourself in larger firms or government agencies while also getting work experience in the practice of law.
Prepare your resume. Most law students have little or no prior legal expertise, but your resume shouldn’t be blank. Include all your legal experience in your resume, such as the aforementioned internships, summer associate programs, and volunteer legal services.
Obtain your first full-time position as an associate. Some law students get job offers from professional firms that they’ve interned at or have been employed by during their time in school. Others need to take advantage of their law school’s resources and enhance their professional network to acquire their first full-time legal job.
Hone your legal skills to grow as a legal professional. It is essential to develop legal writing proficiency, citation and reference management abilities, litigation expertise, and reading list navigation know-how to build a successful law career. You’ll need strong problem-solving skills to boot.
Become a law firm partner. If you’re a practicing lawyer looking to join a firm as a partner, you need to build your reputation as a legal specialist before finding a partnership mentor. After you become a partner, you will strengthen your leadership and analytical skills by developing relationships with other partners.
Planning Your Lawyer Career Path
To build a rewarding career in the legal field, you need to determine your professional goals, choose what area of law suits you best, and find a mentor who can serve as your career guide.
There are several factors to consider when planning your lawyer career path. Depending on which route you would like to follow in the legal field, you must take into consideration which areas you excel in, what your career goals are, and how you can grow your professional network to access the roles you want.
Evaluate Your Strengths and Skill Gaps
To become the best lawyer you can be you need to reflect on what you are proficient in, consider your passions, and identify any areas that you can improve. Understanding your strengths and interests will help you choose the most suitable field of law and pursue relevant specialized experience on your lawyer career path.
Upskilling as a Lawyer
Regardless of your current position, you should always think about your lawyer career goals and professional development. If you don’t continually increase your level of expertise, your career may stagnate. Take advantage of any opportunities for professional growth that come your way, and always consider how to improve your experience level in pertinent areas.
Find a Mentor
Take time to observe your senior colleagues during your career. Do they possess any abilities that you want to gain? Is there anyone that could serve as a good mentor? Look for someone who is inclined to share their own experiences, provide career advice, and would be willing to act as a sounding board when you need a second opinion.
Grow Your Professional Network
Take advantage of networking opportunities inside your law firm, in any associations you are a member of, and in your client base. A robust professional network will be a great asset as you move along your lawyer career path. Don’t forget to use professional networking services such as LinkedIn to maintain your online network of coworkers, former colleagues, and clients.
Maintain Your Work-Life Balance
Law can be a stressful profession. Don’t forget that prioritizing your personal life is vital. Think about what you’re enthusiastic about and what you want to be remembered for. Take into account your relationships. Have a bucket list, travel goals, and other things you focus on outside of your professional life.
Popular Law Career Paths
Next Steps for Aspiring Lawyers
Passing the bar exam and receiving your license is just the start of your lawyer career path. To become the best lawyer you can be, you should keep upskilling and consulting with your senior colleagues on legal matters that you find challenging. Along with honing legal skills, prospective lawyers need to develop strong communication skills, interpersonal skills, and critical thinking abilities and grow their professional networks to build their reputations.
Lawyer Career Path FAQ
What degree is best to become a lawyer?
A Juris Doctor (JD) degree is the best degree to become a lawyer. A JD is an advanced degree in law that focuses on civil procedures, contracts, and constitutional law,. A wide range of lawyers choose political science or another focus in the social sciences as their degree during their undergraduate study. However, depending on the career path you want to follow you may choose a slightly different undergraduate degree or further your studies in a graduate school.
What type of lawyer is most in demand?
The top five most in-demand types of lawyers include civil litigation lawyer (also known as a trial lawyer), criminal defense lawyer, defamation lawyer (also known as a libel and slander attorney), business lawyer (litigation or transactional), and family lawyer (also known as domestic relations attorney or divorce lawyer).
What careers can you have with a law degree?
The careers you can have with a law degree include an associate in a law firm, a senior attorney, or even a law firm partner. Alternatively, you can work as an arbitrator, mediator, or conciliator, or you can become a judge.
Is law a good career in the United States?
Law is a good career in the US. Lawyers are paid $126,930 annually on average, making it a good role to pursue financially. From 2020 to 2030, the employment of lawyers is expected to expand at a rate of 9 percent, which is approximately average for all occupations. Over the next 10 years, around 46,000 lawyer openings are projected by the US Bureau of Labor Statistics.
How to Become a Lawyer – Career Path and Job Description
Where Might You Work?
As a lawyer, you may find yourself working as a public defender in the offices of a state agency. Or you may work as in-house counsel in a variety of settings, such as an interest group, corporate office, or government agency.
You may be the lawyer who represents a state child protective services agency, helping decide which children should remain in foster care. You could work for a large or small law firm that represents a range of business clients, or decide to open your own practice. If you open your own law firm, you will have to plan carefully, choose an area of the law on which you will focus, then begin building a network of referrals. Don’t forget about joining listservs and organizations so you can get the name of your firm out. It’s also possible that you may return to academia, this time as an instructor or professor.
Potential Career Paths
Once you pass your bar exam and begin officially practicing law, you will be able to work in one of several settings. Your main location will be in an office. If circumstances require, you may meet your clients in hospitals, their homes or in a prison.
According to the Bureau of Labor Statistics (BLS), you’re most likely to work in a legal services office, with 48% of lawyers working for legal services firms. You may be self-employed, as 20% of practicing lawyers have established their own law firms. You may work in other settings as well.
Employment Lawyer You be accepted into most firms as an associate. You’ll be expected to have 0-5 years of experience when you join the firm. This type of firm handles a wide variety of employment issues for classes and people.
You should enjoy working with people and helping the employees that have hired the law firm. You will be expected to have good writing skills.
Associate Attorney This position could be within a law firm that specializes in several areas of law—civil litigation, personal injury, criminal defense, family law, and/or many others. You may be asked to handle part of the caseload of one type of law, if that is your specialty, or given civil and criminal cases from multiple types of law, depending on your experience.
Contract Attorney Law firms looking for attorneys to work specific civil and criminal cases may hire you to assist within the time frame of a specific set of court hearings or trials. When your contract is over, you will likely move on to find another firm or client that needs your specialized experience.
Associate Lawyer Firms looking for lawyers at the entry-level to intermediate-level of experience may hire you on in this position. These firms may be looking for lawyers interested in real estate law, business law, estate planning, personal injury and/or general district court, traffic cases, civil case work, or some other specialty. You will need to have excellent interpersonal skills and aptitude, as well as communication skills. These firms may consider part-time applicants, bar applicants, and those who lack experience but are promising in other ways.
Legal Writer-Editor Firms may be looking for lawyers with a state bar license. A background in employment law or legal publishing is preferred. You’ll need to be high on the creativity scale, and with a passion for writing. If you have a good, analytical mind that can translate legal-speak into plain English, you’ll be the perfect fit for this position. You’ll be a member of the editorial staff; responsible for developing, updating, revising, and supplementing the firms legal forms, memos, etc. You may also help produce newsletters, quizzes, case briefs, or online training. You must be flexible and willing to multi-task.
Lawyer Salaries
Occupation
Entry-Level
Mid-Career
Late-Career
Associate Attorney
$51,000
$76,000
$126,000
Bankruptcy Attorney
$49,000
$67,000
$128,000
Corporate Lawyer
$96,000
$110,000
$163,000
Criminal Defense Lawyer
$64,000
$90,000
$103,000
Divorce Lawyer
$75,000
$103,000
$114,000
Family Law Attorney
$58,000
$84,000
$98,000
Government Attorney
$51,000
$97,400
$155,000
Immigration Attorney
$48,000
$69,000
$108,000
Law Firm Partner
$103,000
$187,000
$358,000
Patent Attorney
$85,000
$138,000
$214,000
Public Interest Lawyer
$53,000
$67,000
$113,000
Trial Lawyer
$61,000
$100,000
$219,000
**Salary info provided by PayScale
Career Outlook
The job outlook for lawyers is expected to grow about 8% between 2016 and 2026. This is about as fast as the average for all U.S. occupations.
Even with this anticipated growth in the employment of lawyers, changes are coming. Increased price competition over the next 10 years is projected to lead to law firms reconsidering project staffing as they look for ways to reducing costs to their clients. In addition, the clients of law firms are expected to shave their legal expenses by pushing for lower rates and reviewing invoices much more closely. On top of that, assignments that used to be given to lawyers may now be assigned to legal assistants and paralegals. Some of this work may include document review. Other routine legal tasks may be sent to lower-cost legal providers overseas.
However, large corporations may be joining the trend of adding a group of in-house lawyers to their staff. This, in addition to law firms continuing to hire the most lawyers, means that employment numbers should not fall.
Advancing From Here
Once you have reached the top in your profession, you may decide that it’s time to see in what ways you can rise higher as a lawyer.
You could return to a university setting as an administrator at a law school. You will still be able to impact peoples’ lives in this position. In the courtroom you could move to the bench as a judge. You could also accept a position as a Chief Executive Officer. With your people and research skills you may be uniquely suited to run a business connected with your specialty in a specific area of law, such as real estate.
The profession of a lawyer: description and features of the specialty
Contents
Types of law
How to become a lawyer
Advantages of the profession
Disadvantages of the profession
Romanticizing the specialty of a lawyer, modern cinema, as a rule, shows us two polar portraits. This is a lively defender who brilliantly delivered a defense speech, endearing himself to the jury and interrogating the witnesses so that the “mafiosi” themselves confessed to the crime, thereby justifying the innocent client. Or the second option: having worked through mountains of documents, re-read many laws and decisions on old lawsuits, looked through all the evidence in the case a million times, our hero noticed a small inaccuracy, which helped win the process. In fact, the key to the legal profession lies in its versatility. After all, this is a generalization of such specialties as:0003
lawyer,
prosecutor,
judge,
investigator,
legal adviser,
notary, etc.
All these specialties are so specific and contain such volumes of information that huge libraries of books are devoted to their description.
Types of law
In any case, no matter what direction you choose, you will have to work with both people and documents. And a lot to learn even after graduation. This is a lot of work. Society is developing, and with it laws are constantly changing, changes are made to codes, new branches of law are emerging. Every year the growth of the volume of information is accelerating. You always need to be aware of the latest changes, know the nuances of local laws, track the statistics of court decisions.
The peculiarities of the profession of a lawyer is that you always need to be on the alert, to be known as an expert in the field of law that you represent. For example, family law is the preparation of marriage contracts, defending the interests of clients during the divorce process, supervising the procedure for adopting a family to raise children. Labor law is the task of a lawyer to protect the client from illegal dismissal, to prepare an employment contract. Popular now copyright is to protect the author from plagiarism, from illegal use of his works, etc.
The most common types of law are:
civil,
commercial,
administrative,
land,
financial,
criminal procedure.
How to Become a Lawyer
If you want to become a lawyer and dream of career growth, you need to develop memory, logical thinking, and rhetoric – the ability to talk to people and communicate freely in any audience. Your speech should be bright, memorable, saturated with colorful descriptions and new images, and not hackneyed clichés and clericalism. Of course, the profession of a lawyer is a job that requires high intellectual effort. It must be clearly understood that career growth is possible only with an expert level of knowledge in your field of law. If you are inquisitive, you like to look for answers to riddles and you understand that this requires the utmost perseverance and attentiveness, then this work is created for you.
For a graduate of the Faculty of Law, the prestige of the university, whose diploma he received, is very important. In Russia, graduates are especially valued:
of the Academy of the Prosecutor General’s Office of the Russian Federation.
St. Petersburg State University.
Moscow State Law Academy.
Moscow State Institute of International Relations.
Already getting an education, you should take care of internships to develop a base. Your first job may not be high paying, but it will give you the experience you need and help you make connections. Indeed, in a few years, when you want to embark on a career path, your experience, connections and, of course, your reputation will come to the fore.
Advantages of the profession
Everyone will agree that in today’s world most problems can be solved with the help of connections. One of the most significant advantages of being a lawyer is the opportunity to meet the most important people from different walks of life and professional fields. Helping the “grands” solve their problems, showing care, assisting and giving quality advice, you get not only a one-time client. You will be recommended, “passed on” by inheritance. Thus, thanks to the word of mouth effect, you will expand your customer base and significantly increase your monthly earnings, and over time, the fees for each won process.
Knowledge of the laws will undoubtedly be useful to you in life. For example, in a situation of receiving a low-quality service or exchanging a low-quality product. They will give confidence when communicating with the traffic police if you are stopped for a check on the road.
Lawyer is one of those professions that helps to positively influence the world. If you choose the profession of an investigator, you will be able to control the fairness of the punishment of criminals. The prosecutor can bring to justice an official who takes bribes. A lawyer will defend an unjustly accused client.
Among other things, the work of a lawyer implies a great deal of independence. It consists, to a greater extent, in the creative interpretation of laws. After all, the final decision in any case is made only on the basis of the letter of the law. This is where your “hunter’s passion” comes into play. The more courageous and persistent a lawyer is, the more information he has, the more accurate the solutions he proposes will be and the richer his judicial practice will be. An interesting and beloved work helps to fulfill oneself like no other.
Disadvantages of the profession
Lawyer is an interesting and highly paid profession. But how much you’re worth will be determined by how much you know. If you have chosen a career in the field of law, prepare for the fact that you will have to constantly learn. It is quite difficult to work in a system of changing legislation if you do not have new information about amendments to laws or new documentation requirements.
Of the minuses, one can also name the fact that, for the most part, a lawyer will have to work in an environment of conflict between two opposing sides. This specialty requires a high level of stress tolerance. In addition, friends and relatives will start contacting you for free advice. Well, being a lawyer requires a lot of patience.
Remember that a difficult path of improvement and constant self-education, as well as an impeccable reputation leads to fame, success and high fees. However, as in any other specialty. We wish you career growth and satisfaction from the fact that you are doing what you need and love!
Jurisprudence who can work. | SYNERGY University
Jurisprudence is a humanitarian specialty focused on social activities, organization of law enforcement, law enforcement and rule-making activities.
A lawyer acquires a universal profession within his subject field. After graduating from college, university, you can work in government agencies, in commercial enterprises.
The level of wages, specific place of work, form of activity, career prospects depend on the level of education. Graduates of secondary schools receive entry-level positions. Bachelors are higher. And only masters apply for highly paid positions.
Where can I study, what areas exist within the specialty of jurisprudence, who can I work with a law degree.
Features of employment of lawyers
Employment of graduates of the direction of jurisprudence depends on a group of factors:
Personal qualities.
Professional knowledge and skills.
Readiness for long-term career growth.
Also from the level of education. Lawyers after college apply for entry-level positions. A bachelor’s degree is considered a full-fledged higher education, but employers in the public service and in law enforcement agencies, large commercial organizations prefer lawyers with a master’s education, an academic degree.
Employers determine the requirements for applicants on their own. Employment in the authorities, law enforcement agencies is possible with the presence of legal experience, according to the results of passing psychological tests and a medical commission. The rigidity of the requirements depends on the department.
Possible branches of activity
A graduate of a legal direction can go one of 4 ways:
Get a job in a private company. Graduates of civil law specialization are in demand. Those who are ready to engage in claims, rule-making work, legal support for the commercial activities of an enterprise, firm. When working in international companies, international lawyers are in demand.
Go to work in state authorities at the federal, regional levels or local government. This requires fundamental training in the field of administrative, constitutional, municipal law.
Get a job in law enforcement agencies. The legal work of law enforcement officers is based on knowledge of the principles and norms of criminal, criminal procedure law. Civil – in the case of judicial activity.
Go to work in a law firm, go into private practice. Lawyers with the status of a lawyer deal with criminal, administrative, and civil cases. Depends on personal preference.
The graduate of the legal direction determines the job options himself. Who to become after graduation is an individual question.
List of professions in the legal sphere
The professional activity of a lawyer involves gaining experience in a particular area, branch of law. The forms of activity also differ, despite the common direction.
Lawyer
Defense attorney, representative of the interests of the parties in law enforcement agencies, courts. The task of a lawyer is to defend the rights of his client. Practice individually or in a group. The profession is heterogeneous: there are lawyers in criminal and civil cases. There is a more fractional division, a narrow specialization. The same specialists in civil cases can work on family, inheritance disputes.
To qualify, you must have legal experience and pass professional exams.
Lawyer
He is also a legal adviser. Professional in the field of civil law. Engaged in rule-making, law enforcement work on the basis of the enterprise. Represents the interests of the company in court, draws up transactions. The work requires extensive knowledge of civil, civil procedural norms. Career growth begins with the position of an assistant. This applies to both college graduates and newly minted professionals with a university behind them.
Forensic expert
Expert – related specialty. It requires not only and not so much legal knowledge as skills, knowledge and skills in a particular subject area: medicine, art, economics and more.
Examinations are carried out at the request of the parties to legal, procedural actions. On the basis of a competent expert opinion, the court may draw conclusions about the involvement of a person in unlawful acts or establish the degree of material, moral damage.
Pick
Dispute Resolution Specialist. There are no formal requirements for education, specialties. The mediator deals with conflict situations, helps to find a compromise on mutually beneficial terms for the parties.
A lawyer can also be a mediator. A conflictologist works in several or one subject area.
Law teacher
Law teacher performs his function of transferring knowledge to students. May work in one of the following positions:
Teacher of a general education organization, school. Conduct a special course or teach social studies.
College teacher in the specialties of jurisprudence.
University teacher (graduate students, applicants, as well as holders of academic degrees).
Teaching can be combined with practical activities. For example, a lawyer.
Prosecutor
Law enforcement lawyer who oversees compliance with laws, initiates investigations into possible violations, handles prosecution in court. The position is prestigious, but without extensive experience it is impossible to get a position. The career path is long, starting with the position of public prosecutor’s assistant. It can take years without guarantees of results due to the large competition of candidates, applicants.
Notary
A specialist who confirms legal facts and information. Verification of signatures, certification of documents. Notaries accompany transactions, bear responsibility with all their property. Experts with higher legal qualifications are allowed to practice.
Notary is traditionally considered a competitive area. Therefore, you can become an independent specialist only with extensive experience.
Judge
A judge is a lawyer who resolves disputes between parties. Citizens, organizations, and the state.
Formal requirements for judges relate to age, experience (legal seniority), as well as the level of knowledge. Applicants for the position must pass qualifying examinations.
You will be able to get a job only after checking the facts of the biography of the applicant, his purity before the law. Offenses close a person’s access to activities in the judiciary.
You can start your career path with the position of court secretary. The next step is the assistant referee. Next comes the independent position of the judge.
Private detective
Lawyer who deals with individual investigation of controversial cases and situations. In the conditions of the Russian legal field, it is strictly limited by the norms of the law and cannot replace law enforcement officers. It does not have wide powers, it is limited by practice within the framework of civil, property and personal non-property relations.
A license is required to start a business. Persons from the age of 21, with a higher legal degree, without a criminal record under serious articles of the Criminal Code, can become private detectives.
Insolvency practitioner
A professional who handles bankruptcy procedures for companies and individual entrepreneurs. Checks the facts about the financial solvency of the debtor, is engaged in the fulfillment of his financial obligations within the framework of the possible. Controls the procedure established by law for the fulfillment of the obligations of a potential bankrupt.
A lawyer with at least 1 year of managerial experience can become a specialist, subject to a successful internship under the supervision of the current manager. Not convicted
Investigator
Law enforcement lawyer. Potential organizations for service:
Ministry of Internal Affairs (police).
Investigative Committee.
FSB.
The investigator is engaged in the establishment of legal facts related to the illegal actions of citizens, the investigation of crimes. Prepares documents, materials to bring the perpetrator to criminal liability. The categories of cases investigated depend on the duty station.
Job prospects in law and career development
Legal career prospects depend on the choice of career path. Due to high competition, constant dynamics of legislation, high requirements for applicants, one diploma is not enough.
The start of professional activity and career growth of a lawyer depend on several factors:
The prestige of a college or university graduate.
Personal qualities.
Practical experience.
Willingness to learn. Including formally: undergraduate programs (for college graduates), master’s programs.
Attitudes towards professional growth, willingness to improve.
Region of residence.
Lawyer is a promising, multifaceted profession. Law graduates can work in the private sector or in public positions. But to realize career ambitions, you need a quality education, a willingness to work and improve your knowledge and skills.
Receipt addresses:
Moscow, Izmaylovsky Val, 2, Semenovskaya metro station
Moscow, Leningradsky pr., 80G, Sokol metro station
Opening hours:
Mon-Fri: 09.00-20004 Sat-Sun: 10.00-17.00
+7 495 800-10-018 800 100-00-11 (call around the clock) about your future professional development, about your career. Currently, a career is considered one of the key indicators of a person’s business success and a natural result of his professional activity, aimed at maximizing the realization of an individual’s business and personal potential and associated with the system of his life values.
There are many definitions of a career. This is due to the versatility of this phenomenon and process.
Career – the trajectory of his movement – a person builds himself, in accordance with the characteristics inside and outside the organizational reality, and most importantly – with his own goals, desires and attitudes. Knowledge of what a career is, what types and models of careers exist, how to manage a career, as well as knowledge of one’s abilities, weaknesses and strengths will help everyone choose a job in an organization that will provide him with opportunities for professional growth, obtaining high job satisfaction, building career advancement and competitiveness prospects.
Among the models of the initial choice of a profession, the model of “fit” by J. Holland, according to which people choose a profession that best suits their personal qualities, has received the most recognition. For a person already employed in a particular area of activity, the following statement is true: the more the person corresponds to the profession, the more likely it is that he will remain in this area.
J. Holland singled out six main personal orientations that determine the choice of careers to which people are most inclined. These orientations have already been considered by us as professionally important qualities of a lawyer in the formation of his professional orientation. According to J. Holland, personality type largely designs professional implementation. Namely:
1) realistic orientation – a tendency to activities associated with physical strength, manipulation of tools and mechanisms that require skill, strength and coordination. For example, forestry, farming and agriculture;
2) exploratory orientation – a tendency to a career associated with introverted activity (thinking, organizing, interpreting) rather than affective (feeling, interpersonal communication and emotions). Examples are workers engaged in research activities;
3) artistic orientation – an inclination towards a career that requires self-expression, artistic creation, expression of emotions and individuality. These are artists, musicians, artists;
4) social orientation — inclination towards a career that implies interpersonal rather than intellectual or physical interaction: diplomatic service, social work;
5) initiative ( enterprising ) orientation – a tendency to a career that involves verbal activity associated with influencing others: managers, lawyers, press secretaries;
6) conventional orientation – a tendency to a career that provides a structured, regulated activity, as well as professions in which it is necessary that the subordinate compare his personal needs with organizational ones: accountants and bankers.
Most people have more than one orientation, and J. Holland believes that the more similar or compatible these orientations, the less internal conflict and the easier it is to make a decision about choosing a career. To illustrate this, he placed each kind of orientation in one of the corners of a regular hexagon (Figure 5. 3).
The career management process is two-way. It should not be forgotten that a career is a phenomenon and a process in which not only the employee but also the employer participate. The object of management in the second case is to increase the value of the employee’s human and professional capital. In a situation where the subject is an employee, we are talking about managing a personal career; if the subject of management is an employer, about the management of a business career. The concept of “career management” includes these two processes.
As for managing a personal career, when applying for a job, everyone should be able to realistically assess their business qualities, correlate their professional training with the requirements that the organization and their work put before them. The success of your entire future career will largely depend on this. Organizations in which a career is a managed process receive:
1) motivated employees who associate their professional activities with this organization. This increases labor productivity, reduces staff turnover and, as a result, makes the organization more sustainable ;
2) the ability to plan the professional development of (growing up) employees, taking into account their personal interests within the strategic objectives of the organization;
3) the ability to plan the needs for vocational training and advanced training;
4) personnel reserve for the long-term development of the organization.
Career has its own driving motives , starting from which, the employee makes active efforts to achieve the goals of building a career. As a rule, specialists in the field of personnel management identify the following career goals[111]:
– engage in a type of activity or have a position that corresponds to self-esteem and therefore delivers moral satisfaction. Such an attitude can be compared to a lifestyle;
– have a job or position that pays well or allows you to count on an increase in living standards. A person in this case is driven by the desire for security and stability, which in his view are associated with position and status;
– hold a position that enhances the professional capabilities of a person and develops them. Often people associate the possibility of self-development and self-realization with a high official position;
– have a job or position that is creative. People are driven by the desire to create or organize something new, creative. To achieve their goals, they need managerial power and freedom in decision-making, which are given by a certain official position;
– work in a specialty or occupy a position that allows you to achieve a certain degree of autonomy and independence. Within the framework of the organization, they are given a high position, authority, merit, which they are forced to reckon with;
– have a job or position that makes it possible to continue professional self-improvement. A person strives to be the best specialist and be able to solve the most complex professional problems. To do this, he focuses on professional growth, and considers promotion through the prism of professional growth. Material reward for such people is secondary;
– to have a job or a position that gives you the opportunity to lead others, to engage in responsible work and satisfies personal ambitions and the desire for leadership in the organization;
– have a job or position that simultaneously allows you to engage in raising children or housework.
The listed career goals are not exhaustive, their list can be continued. It should also be taken into account that career goals may change with age as qualifications increase, promotions, changes or revisions of values, etc. It must be remembered that the formation (adjustment) of career goals is an ongoing process.
A business career begins with the formation of the employee’s subjectively conscious own judgments about his/her labor future, the expected way of self-expression and job satisfaction.
There are several principal trajectories of a person’s movement within a profession or organization that will lead to different types of career (Table 5.5).
Table 5.5
Careers
Classification criteria
Careers
1. Review environment
Professional.
Intraorganizational
2. The direction of movement of the employee in the structure of the organization
Vertical.
Horizontal.
centripetal
3. Belonging to a certain area of professional (special) activity
Jurisprudence.
Advocate.
Prosecutor.
Legal Counsel.
Corporate lawyer, etc.
4. The nature of the ongoing changes
Vocational qualification.
Status.
Official (powerful).
material-monetary
Each of the types of career assumes some independence in its development, but necessarily interacts with others, depending on the trajectory of movement. For example, intra-organizational career involves the passage of all stages of career growth (training, employment, professional growth, support and development of individual professional abilities, retirement) within the same organization. However, such a career can be specialized and non-specialized.
Professional career (growth of knowledge, skills) can go along the line of specialization (deepening in one line of movement chosen at the beginning of the professional path) or transprofessionalization (mastering other or related areas of professional experience, associated, for example, with the expansion of tools and areas of activity).
Intra-organizational career can develop vertically (positional growth), horizontally (work in different departments of the same hierarchy level), be centripetal (advance to the control center, deepening in administrative functions).
One or another trajectory of a person’s movement along the line of a career is associated with his personal value orientation. Dr. Edgar Schein has developed an effective approach to identifying what motivates people in their professional careers. Shane believes that personal values affect our ability to successfully meet the challenges we face at work. To define this concept, he introduced the definition – “career anchor” . According to E. Shane, the “career anchor” arises in the process of socialization based on and as a result of learning in the early years of career development. It is stable and can remain stable for a long time. Career anchors must be considered when choosing the type of activity you want to do, the company in which you will work, as well as the most preferred career path for you.
Based on research, several career anchors have been identified[112]:
1) technical and functional competence;
2) managerial competence;
3) autonomy;
4) stability;
5) service;
6) challenge;
7) integration of lifestyles;
8) entrepreneurship.
Business career management begins from the moment an employee is hired by the enterprise and continues until his expected dismissal. Such management lies in the fact that it is necessary to organize the systematic horizontal and vertical movement of this employee through positions and professional jobs. As you know, any management activity begins with setting a goal and planning steps to achieve it. Career planning is the definition of career development goals, for example, taking into account the understanding of its “anchors” and ways to achieve them. At the same time, the path to achieving career goals is a sequence of job growth or “growing up”, without which it is impossible to acquire the required qualifications necessary for further professional and career development. It is clear that such promotion requires appropriate means to ensure it (training, internships, trainings, etc.).
The basis of career planning is career chart – a document containing an idea of what path a specialist must go in order to obtain the necessary knowledge and master the necessary skills to work effectively in a particular place.
Careerogram in its full presentation should consist of two parts. The first part contains a list of positions, lined up in a sequential chain in ascending line, that an employee can occupy throughout his career path, indicating the terms of holding positions in years. The second part should include a description of the types of training that an employee needs to undergo on a career path, indicating the periods of training. Those actions that an employee takes to implement his plan are career development. Naturally, career advancement is influenced not only by the goals and objectives formulated by the employee himself, but also by organizational (external) conditions and the possibilities for achieving them. For example, the highest point of a career and the number of positions on the way to it from the one that a person occupies in an organization, i.e. career length is an indicator of his potential mobility, position level, etc.
However, career development planning and management has benefits for both the individual and the organization. Indeed, a clearer vision of personal professional prospects, the possibility of targeted preparation for future professional activities create a higher degree of job satisfaction in the organization, the ability to plan other aspects of one’s own life, and increase competitiveness in the labor market. At the same time, the organization not only receives motivated employees who associate their professional activities with this company, but also the opportunity to plan the professional development of employees, taking into account their personal interests. All this makes the organization more stable and promising.
For example, the project Careerist.ru [113] offers the following idea of a typical career as a lawyer (Fig. 5.4). Interestingly, there are two features in career growth. The first is in vertical career development of legal specialists cannot be unified, since it is difficult to compare the area of responsibility in different companies in different positions. It (area of responsibility) always depends on the status of this position in a particular company. The amount of salary will also depend on the height of the status. This is not only a feature, but also a limitation in the ability to make promising decisions in career growth.
Second – horizontal professional development allows you to choose a narrower specialization within a particular branch of law, i. deepen their professional competencies, as well as expand them by replenishing inter-industry and supra-industry knowledge and skills. There are no limits to such development. At the same time, a lawyer who has developed this kind of competence can move to the position of a lawyer with a wide profile (generalist) or the position of the only lawyer.
In any case, climbing the career ladder cannot be successful without the conscious use of knowledge in the field of organization theory, management theory, understanding the features of applying this knowledge in practical work in the internal and external environment of activity, establishing and effectively using communication channels for the movement of information, development of a management system for various legal practices in today’s highly competitive business environment.
Senior lawyer
Director of Legal Affairs / Law Firm Partner
Head of Legal / Head of Legal Practice at a law firm
Junior lawyer
Legal assistant
Legal Assistant/Legal Secretary
Generalist /
General Lawyer /
the only lawyer
Specialization in specific areas of law
Sole lawyer
Fig.5.4 . Lawyer career path
The aspect under consideration can be successfully supplemented by the opinion of well-known experts in the field of management, who identified 11 potential limitations for the self-development of a manager, which largely explain the high importance of organizational and managerial competencies in the activities of a lawyer, which allows building successful career and professional development. Thus, the English management consultants M. Woodcock and D. Francis[114] pointed out:
1) for inability to manage oneself : inability to fully use one’s time, energy, skills; inability to cope with the stresses of modern managerial life;
2) blurred personal values : lack of a clear understanding of them; the presence of values that do not correspond to the conditions of modern business and private life;
3) unclear personal goals : lack of clarity about the goals of one’s personal or business life; the presence of goals incompatible with the conditions of modern work and life;
4) stopped self-development : lack of attitude and receptivity to new situations and opportunities;
5) lack of skill to solve problems : lack of strategy necessary in decision-making, as well as the ability to solve modern problems;
6) lack of creativity : lack of ability to generate and use new ideas;
7) inability to influence people : insufficient ability to secure participation and assistance from others or to influence their decisions;
8) insufficient understanding of the characteristics of managerial work : lack of understanding of the motivation of employees; outdated, inhumane or inappropriate ideas about the role of the leader;
9) poor leadership skills : lack of ability to achieve high results in the work of subordinates;
10) inability to teach : lack of ability or desire to help others develop and expand their capabilities;
11) low ability to form a team : inability to promote the development and increase the effectiveness of working groups and teams.
Modern organizations are interested in the professional growth of employees at all levels, but they should pay special attention to the training of top managers of the organization. Specialists indicate [115] , that if a president’s seat is vacated in a company, then when an outside specialist is invited to this position, the latter needs 3–6 months to get acquainted with the affairs of the organization, 1–3 years to be recognized as “their own”, from 2 to 5 years – to absorb the culture of the organization. For a manager who previously worked in the company, such problems do not arise or are resolved much faster and easier. Therefore, when preparing a reserve of managers, it is necessary to take into account the solution of three consecutive and complementary tasks:
1) identifying employees of the organization with the potential for leadership positions;
2) their preparation for work in a particular managerial position;
3) planning for the rotation of staff and the replacement of vacant or newly created vacancies by trained staff.
Let’s summarize the consideration of the issue of the importance of organizational and managerial competencies in building a professional career in general and a lawyer’s career in particular. There are several areas that confirm the growing importance of the consistent formation and development of organizational and managerial competencies of graduates of law schools for successful planning and implementation of career growth:
1) personnel management should be considered not as a purely functional area of organization management, but as a key link in the mechanism for the development of core activities;
2) employees of HR departments, as a rule, are not sufficiently familiar with the development strategy of the organization and are not able to create a system for managing people who ensure the implementation of this strategy. Therefore, the process of personnel management should go beyond the boundaries of management units and attract into its orbit those employees who know, are able and show the ability to have a positive impact on personnel in order to achieve the goals of the organization;
3) existing methods of personnel management, as a rule, lag behind the tasks facing the organization, interfere with the development of employees and limit their contribution to the achievement of organizational goals. In fact, personnel management should exist in the context of the strategic development of the organization, and not develop as a “thing in itself”.
To achieve the specified result, participants in professional activities must demonstrate:
· the ability to subordinate personal interests to the interests of the organization;
· a sense of personal responsibility for the assigned work;
personal discipline;
· high level of ethics and tolerance in work with colleagues;
qualifications corresponding to the position held;
· knowledge of the objective foundations of organization theory and management theory;
· the ability to use theoretical knowledge in their work;
· ability to organize own work and work of colleagues and subordinates;
· the ability to apply advanced management methods: the ability to briefly and clearly formulate goals, to express thoughts in business letters, orders, instructions, assignments, assignments;
· the ability to conduct business meetings: the ability to assess their capabilities and their work, as well as the capabilities and work of others; the ability to select, arrange and fix frames;
· the ability to make decisions in a timely manner and ensure control over their implementation;
· the ability to identify, structure and resolve conflict situations;
· the ability to observe mental hygiene, the ability to control oneself;
· the ability to support the advanced: to see and highlight the new, to recognize and support innovators, to recognize and neutralize conservatives and adventurers;
· ability to manage professional innovation;
· ability to take reasonable risks;
· willingness to make informed management decisions in the subject area of professional activity;
self-confidence.
These competencies were formulated in the first chapter of the textbook and discussed sequentially in the process of studying the training materials in each of its chapters. Their formation and development must be given attention throughout the entire career path, while not forgetting that the scope and content of organizational and managerial competencies is constantly expanding, supplemented and refined.
Test questions
1. How would you characterize the legal profession?
2. What is the essence of professionally important qualities in the work of a lawyer?
3. What is professionalism and what are its characteristics?
4. What is professional unsuitability and what are its causes?
5. What is the purpose of developing a professiogram and what is the point of characterizing its main structural elements in relation to the legal profession?
6. What are the features of building a career in modern conditions?
7. What is the main difference between the types of quarries?
8. What are the main stages in the development of a lawyer’s career in different conditions of activity (in a state institution, in a large commercial organization, as a sole lawyer)?
9. How can you characterize the main personal orientations that determine career choice?
10. What are the personal orientations that determine career choice according to J. Holland?
11. What is a career anchor?
12. What motivates the development of career success and what hinders career growth?
13. How does individual and organizational career planning fit together?
14. Why are modern leaders interested in the professional growth of employees at all levels?
15. What is the importance of organizational and managerial competencies in the successful development of a professional career as a lawyer?
Practical tasks
1. Conduct a comparative analysis of the personal and qualification requirements for the legal profession, taking into account professional specialization: corporate lawyer, legal adviser, investigator, judge, prosecutor.
2. Highlight the professionally important qualities of your profession (specialty) and determine the opportunities and directions for increasing the degree of their development.
3. Build a professiogram of one of the legal specialties. Compare the results obtained with the professiogram of another legal specialty.
4. Describe the possible options for building a career as a lawyer in modern conditions, choosing for example one of the specializations. Specify the conditions and reasons that impede career advancement.
5. List and describe the main stages in the development of a lawyer’s career in different conditions of activity (in a state institution, in a large commercial organization, as a sole lawyer).
6. Write an essay on the topic: “How to use the “career anchor” to your advantage?”.
7. Write an essay on the topic: “Me and my career.”
8. Develop a scheme for individual and organizational career planning after graduation.
9. Describe the main stages of work with the personnel reserve. Suggest a model for working with a talent pool in a law firm.
10. See Lawrence J. Peter’s suggested materials “The Peter Principle, or Why Things Go Wrong”[116]:
“In any hierarchy, government or commercial, every worker tends to rise to his own level of incompetence. Some consequences:
1) each position will eventually be filled by an employee who is incompetent in his job duties;
2) the work is performed by employees who have not yet reached their level of incompetence;
3) the abilities of a potentially competent person are destroyed over time, while a potentially incompetent person rises to a level where this potential is fully realized.
Prepare for a discussion. Express your opinion.
11. Consider and discuss with colleagues the following materials[117].
Dossier “ Multi-cause incompetence ” . The materials collected here show how certain personal qualities of a person can, under certain conditions, turn into his weaknesses.
“In his 35 years with Charm – Lead Ingots & Alloys, Inc., Map O’Zmattik rose from a handyman to the position of CEO. He was intimately familiar with all of Prelest’s production processes and proved his ability to manage the operation of the plant as well as manage the marketing of its products. To the misfortune of Mar O’Zmattik, the board of directors decided to take over another company – “Singing Tin Tuning Fork”, and entrust him, Mar, with the management of the combined production of both companies. Map got worried. He was interested in experience with lead, but he had no idea how to handle tin. The sale of lead ingots and the trade in tuning forks were deeply heterogeneous tasks. Mar O’Zmattik was too old and too devoted to his habits to adapt to the new methods of management required to manage the complex economy of the resulting corporation “Lead-Tin Goods – Precious Joint Stock Company” (SOIAOP). Map O’Zmattik was at his level of incompetence because he was not professionally prepared for his position.
The merger of the former “Charm” with the “Tuning Fork” required significant changes in order to create a new administrative structure. Ann Gina, the secretary, was elevated to the position of head of the office. The increased responsibility and the significant increase in salary associated with it inspired her. She knew the business, but the new burden of responsibility and the complication of work had their effect. It started with headaches and sharp tingling in the lower back. And when she went to the doctor because of chest pains, he was horrified by her extremely high blood pressure.
Fully capable of competently carrying out her assigned work, Ann Gina found herself unable to physically adjust to her level of tension and was forced to be absent due to illness more and more often. She has reached her physical, or biological, incompetence.
Engineer Moore Low, a recent graduate of the Institute of Metallurgy, was in charge of the Singing Tin Tuning Fork Company for the production of alloys from tin, antimony, copper and lead. In the new corporation, he was appointed manager of all production of the metallurgical cycle. He treated his work with devotion and conscientiousness. But he, a connoisseur of metals, now had to deal with people. An engineer who handled materials competently, he turned out to be an incompetent leader, devoid of the ability to achieve results in the work of his staff. He knew the formulas of metallurgy, but did not know the formulas of human relations. Neither the adding machine nor the computer display told him how to deal with this or that subordinate. In desperation, he usually acted very rashly. Competent engineer Moore Lowe has reached his level of incompetence as a result of his inability to get along with people.”
Literature
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Recommended reading list
( to all chapters of the textbook )
1. Afonichkin, A. I . Management decisions in economic systems: a textbook for universities / A. I. Afonichkin, D. G. Mikhalenko. – St. Petersburg. : Peter, 2009.
2. Vesnin, V. R . Management in schemes and definitions: textbook. allowance / V. R. Vesnin. – M. : Prospekt, 2009.
3. Drucker, P. F . Effective Manager / P. F. Drucker. – M. : BCI, 1994.
4. Zeer, E. F . Competence-based approach to the modernization of vocational education / E. Zeer, E. Symanyuk // Higher education in Russia. – 2005. – No. 4. – S. 23-30.
5. Zelenkov, M. Yu . Conflictology: textbook / M. Yu. Zelenkov. — M. : Dashkov i K°, 2013.
6. Zell, A. Business plan: investment and financing, planning and project evaluation / A. Zell. – M. : Os-89, 2007.
7. Klokov, I. V. Business plan on a computer / I. V. Klokov. – M .: Peter. 2007.
8. Krasovsky, Yu. D . Organizational behavior: a textbook for universities / Yu. D. Krasovsky. – 3rd ed., revised. and additional – M. : Unity-Dana, 2010.
9. Crimean, A . Chronological scale of the main events in the development of the concept of “knowledge management” abroad and in Russia [Electronic resource] / A. Krymskaya // URL: http://www.kmtec.ru/publications/library/select/chron_km.shtml.
10. Lukicheva, L. I . Management decisions: a textbook on the specialty “Management of the organization” / L. I. Lukicheva, D. N. Egorychev, Yu. P. Aniskina [and others]. – 4th ed., erased. – M. : Omega-L, 2009.
11. Melnichenko, R. G . Lawyer activity. Universal rules of success / R. G. Melnichenko. — M. : Dashkov i K°, 2012.
12. Nani, K. I . The concept of organizational and managerial activity / K. Ya. Nani, I. V. Rakitina // Business approach. Feb. 2008
13. Organizational and managerial innovations: the development of a knowledge-based economy: National Report of the Association of Managers of Russia / ed. S. E. Litovchenko. – M. : Sitronics, 2008.
14. Orobinsky, V. V . What is not taught at the Faculty of Law: the secrets of the professional skills of a lawyer / V. V. Orobinsky. – Rostov n / a : Phoenix, 2014.
15. Fundamentals of management: a textbook for universities / T. E. Berezkina, N. A. Kislyakova [and others]. – M. : Prospekt, 2012.
16. Petrovsky, A. B . Decision theory: textbook / A. B. Petrovsky. – M .: Academy, 2009.
17. Pogodina, I. V . Problems of planning in Russian legal practice: dis. … cand. legal Sciences: 12.00.01 / I. V. Pogodina. — Vladimir, 2004. RSL OD, 61:04-12/1626.
18. Popkova, O. V . Business communications: textbook. allowance / O. V. Popkova. – M .: Vuzovsky textbook; INFRA-M, 2014.
19. Seletkov, S. N . Management of information and knowledge in the company: textbook / S. N. Seletkov. – M. : INFRA-M, 2014.
20. Knowledge management. Theory and practice: a textbook for undergraduate and graduate students. – M. : Yurayt, 2014.
21. Personnel management: encyclopedia / ed. A. Ya. Kibanova. – M. : INFRA-M, 2009.
22. Freidina, E. V . Research of control systems: textbook. manual for universities / E. V. Freidina; ed. Yu. V. Gusev. – 3rd edition, erased. — M. : Omega-L, 2010.
23. Frolov, S. S. . Sociology of organizations: textbook / S. S. Frolov. — M.: Gardariki, 2009.
24. Chulanova, O. L . Personnel management based on competencies: monograph / O. L. Chulanova. – M. : INFRA-M, 2014.
25. Shevchenko, S. G . Organizational and managerial innovations: the practice of Russian companies / S. G. Shevchenko, V. V. Egorov // Trends in methods of management, education, consulting: Sat. / ed. L. V. Chukina. – M. : Mask, 2008.
Appendix 1
Varieties of communication structures [118]
The set of communication channels connecting the subjects of management form its communication structure (network) (Fig. A1.1).
Fig. P1.1 . Main types of communication networks
In fig. 1 clearly shows that the minimum number of communication channels is provided by serial and fan communication networks. This, to a certain extent, confirms one of the main advantages of organizations built on a strictly hierarchical principle – the simplest and clearest network of communication. However, in reality, things are not so simple. The hierarchical structure provides a minimum number of only official channels, and we know that in any organization there are unofficial, informal channels of communication.
The official communication network is often relatively stable, quickly outdated, and people are looking for ways to make it more dynamic and effective in a rapidly changing situation. Therefore, in practice, the actual network of communications in any organization, and even more so in a commercial one, is an inconsistent, or fan-shaped, and most likely a circular system in which, next to official, primarily vertical communications (manager – subordinate), there are a large number of informal ones.
They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success. 
(Yes, even young children can make their own beds with a little encouragement and help!)
“Within a week, children have learned the new classroom routine,” Boychuk says. “Parents always say, ‘I don’t know how you do it.’” We’re more than happy to show you!
Generally, that period is at least two hours and in a childcare center, often ratio laws differ during nap time, allowing teachers to take their break and have lunch.
If you do circle time, it’s a great opportunity to review the daily schedule and set expectations. If not, find another time during the day to set nap time expectations, like remaining quiet and staying on cots.
Children can practice setting up their cots so there’s no confusion when nap time arrives, and then practice laying down quietly for a few moments.
But children pick up on your stress levels, so if you stay relaxed, it will help them relax. 
Teach children how naps help their bodies grow
Place the child down in the crib while he or she is awake and happy and play – make silly faces, talk about how nice the crib is, play with the child, and celebrate the child being happy in the environment. As soon as you are done with this practice, remove the child from the crib – it is not to be used as a place to contain a child during awake periods. For a high needs baby, it will take a longer adjustment period, but do your best to meet the child’s emotional needs while they’re in your daycare. 
Childcare providers list free so parents can find the best daycare and preschools in their area. 
All this is to say it’s a good, safe place, and we are very happy that our boys are there. Our older son, Lenny, just moved into the 2s class, loves his new teacher, and seems mostly happy every day. Our question has to do with napping. Lenny has never been a good napper. At home, he outright refuses to even rest, and cries from his crib for about an hour before we get him. In his last class at school, he napped maybe once every three weeks. However, in this class, he naps reliably every single day for two hours. Every kid in the class naps every day for two hours.
m. Yesterday, when she had a day off, the class was bonkers at nap time. Most kids were running amok. Please tell me this is not weird!
While I highly doubt something as diabolical (and dangerous) as putting melatonin in the kids’ drinks is afoot, you can always pop up unexpectedly just before lunchtime and offer to help serve, or just try and keep an eye on the process from start to finish.
com/_components/slate-paragraph/instances/ckzrm6bcr0024386hl3y776h5@published”>From this week’s letter, I’m Mortified by How My Teens Dress Sometimes: “They want to wear fishnet stockings to synagogue or to visit their grandma.”
The whole “Can you say ‘please’?” thing just seems like standard procedure for toddlers, so I started doing it without thinking about it. I only do this when he’s talking to me, and I don’t comment on my sibling’s parenting unless I’m paying a compliment. Is this a small way to reinforce good manners, or am I accidentally signaling that the parents aren’t doing enough?
One of the ways that happens is by reminding said child of his manners, even if his parents are not inclined to do so frequently themselves. Your nephew will learn social norms from a variety of sources, and you are one of them. You shouldn’t worry that simply reminding him to be polite will stand out in contrast to how your sibling interacts with him, or make either of them feel your sibling isn’t doing “enough,” because it’s highly unlikely that they’d draw these conclusions. Keep up with the kind reminders! He’s young enough for them to be impactful and old enough to begin to understand why manners matter in the first place. All the best to you.
com/_components/slate-paragraph/instances/ckzrm6blt002c386htn63knt5@published”>Dear Care and Feeding,
I forced her to delete the videos, which was very upsetting to her, and now she is upset that I’m not “validating” her. What do I do? Do I take her to see a therapist, do I call her out on it, or do I just play along?
I don’t want to completely disregard the possibility that something is going on with your daughter emotionally; while it’s highly likely here that she’s glommed on to the idea of something that isn’t her struggle to bear, she may have made this connection for some valid reasons. As you said, she’s been depressed and isolated from friends. That’s reason enough to seek out therapy services, and while you’re likely to find that she doesn’t have DID, it certainly sounds as though she could benefit from the support of a professional while trying to grapple with the circumstances of the last two years, as well as her feelings regarding what she’s learned online and how she’s processed them thus far. In the meantime, resist disparaging her self-diagnosis and instead focus on letting her know that you are invested in supporting her through anything, that you want to ensure she has the best available resources, and that her health and happiness are both top priorities to you. A therapist can lead the work of divesting from the self-proclaimed DID if necessary; focus on making her feel supported instead.
com/_components/subhead/instances/ckzrm6b7u001w386hqqng8yuq@published”>
com/_components/slate-paragraph/instances/ckzrm6bys002k386hc8db8olj@published”>Dear Care and Feeding,
Considering that he’s had issues with violence, they should be willing to extend themselves as best they can in terms of allowing him to meet with the in-house professional, as well as connecting you to other resources that may be available at the district level. Research online and find free and low-cost tools there, such as this book list from the Coping Skills for Kids website. Contact your state’s or city’s department of mental health for information on free therapy services.
Don’t wave this away. You are his No. 1 advocate, and he needs you now. Wishing you all the best in your journey to get your boy the support that he needs.
ru/plus 
If you don’t use it because you can’t hear calls, ask someone to wake you up. 
Therefore, it is most likely impossible to influence how well you sleep in a shorter period of time.
We will find out whether it is possible to die from lack of sleep, when people can edit their genes and why aging begins even before birth. And we will also try to monitor our health and acquire some good habits right along the course.
That is why people in whose body there are active inflammatory processes sleep more. 
“It is better to ventilate the room, and to make the awakening as comfortable as possible, you can drink a cup of strong tea or coffee before going to daytime sleep. Caffeine will begin to act in 20-25 minutes, and it will be easier to wake up, ”recommends Semenov. 
So, Google and many other IT companies in Silicon Valley have had similar capsules for employees for 10 years, who sometimes have to stay at work until late in the evening and at night. 
Sarah Mednick, researcher and author of Take a Nap, Change Your Life, calls the ideal 90-minute rest time during the day—that’s when you’ll complete a full sleep cycle. 
8 minutes were 50% more alert than their sleep-deprived counterparts. You can set an alarm for about 30 minutes to give yourself some time to fall asleep. 
Experts advise journaling or meditating to get rid of intrusive thoughts. 
The most important thing is training and the ability to control your mind. 
qld.edu.au
The centre itself is a refurbished Queenslander that is filled with character & warmth, with a big back yard that the kids explore at every opportunity. We love our childcare centre and would recommend it to everybody.”
There are approximately 1 child care centres in Windsor.
Canada
5905g Roblin Blvd
9 km$$ – $$$ • Gastropub • Vegetarian Friendly • Vegan Friendly 
Who cares, but I didn’t like looking through the fence. 
Tripadvisor checks reviews. 
The downside is that you can’t ride bicycles there, it’s hard to master such territory on foot. 
Tripadvisor checks reviews. 
The British are unsurpassed masters of landscape design, their parks are natural. Swans and geese quenched on the pond. You can’t even say when it’s especially good there, it’s always good there, but in April May – magnolias and rhododendrons rage there. It’s just a color show. 
Tripadvisor checks reviews. 
Tripadvisor checks reviews. 
66 km) Woven by Adam Smith 
With free WiFi, this 5-star hotel offers a tennis court, garden, 24-hour front desk and currency exchange. In addition, room service is available. 
Need money in local currency? There is an exchange office here. 
Please try again. 
All Terraced Rooms are dog friendly as they have space for the dog outside.
from St. Petersburg
5 km 
Petersburg and the Leningrad Region 
You will be warm at any time of the year. 
Lambery seemed to us the most comfortable. We chose the Ascot house, which offers a great view of the pond and the landscape composition around it. In addition, the house is located so that the stained glass windows of the living room face south, which means that it will always be filled with light. A big role was played by the fact that in this house there is enough space for both family and guests. 
com/
Play dough is a fantastic way to incorporate any topic you want to work with your child on while having fun.
com/
https://www.theinspirationedit.com/preschool-fire-truck-craft-handprint-art/
You could even ask the child to thread them on in a pattern to make it more challenging.
redtedart.com/
” Try a Christmas tree shaped cookie dough or an Easter egg shape dough. The possibilities are endless!
thejoysharing.com/
To prepare this simple matching game, we fill one compartment with colorful loose parts and then put matching colored stickers in the other compartments.
Patrick’s Day Color Scavenger Hunt
Patrick’s Day Counting Board Game
Patrick’s Day
Patrick’s Day
Use these educational games in your day program or preschool homeschooling activities.
Patrick’s Day
Patrick’s Day Sensory Bottle
What is myth and what is reality? Below is the most important thing about American scientific institutions according to eyewitnesses. 
Education in America does not begin with the first, but with the zero grade, which is called kindergarten, but the usual kindergarten (not the zero grade) in America is called preschool. Accordingly, the child enters it from the age of 3-4, and then to the “kindergarten” or kindergarten – from the age of 5. 
Mathematics, English, Sciences (physics, chemistry, biology, geology, astronomy), history, physical education, creativity remain mandatory. Students choose 1-2 subjects themselves: most often they are computer technology, cooking, a foreign language or art. That is why the concept of “classmates” is much more vague here than in Russia: you can be in biology with some students in the class, and gnaw at the granite of mathematics with completely different ones. 
Most often, students choose disciplines that they will study later. Advanced Placement includes 38 items. The most prestigious universities do not consider certificates with a GPA below 4.25, and this score cannot be obtained without advanced AP courses. 
Accordingly, the academic year also ends in different ways – at the beginning, middle or end of June. The first school day goes by as usual: there are no solemn rulers or general constructions before the start of classes – children routinely come to an educational institution and go to classes, except that more children are escorted by their parents (especially the youngest, of course). Every day, children attend 6-8 lessons, study for five days, breaks are 5 minutes each, one big one is 40 minutes (during this time the students have time to have lunch). 
Parents can call/write to the director and teachers if they have any questions. 
Book fairs, holidays such as Halloween and Christmas, science exhibitions, meetings dedicated to reading, Spelling Bee, talent shows, etc. are regularly held. Field events are organized – theater, museum, picnic (if the class leaves somewhere, then written permission is required from parents!). 
The only minus of the bus is a long route, because of which the journey sometimes takes up to 1 hour. 
Compassionate parents, preoccupied with the fate of their children, often even move to a new place of residence and change jobs, if only the child goes to a good educational institution – in America this is really considered a powerful social springboard. 
The initiative to create such institutions may come from the teaching staff, parents, local authorities, higher educational institutions, commercial structures. Specialized schools in America provide the child with the opportunity to receive an in-depth education in certain areas of knowledge: mathematics, language, art. Any child living in a given educational area can get into it, but the lists of applicants can be long. 
Gogol 15 
Nurkent, 7 
Kurmangazy Torgyn Smailova. 
The bands of the concert will also put on make-up and put on masks, including musical ones, and will play songs by Brazilian legends Sepulatura. It will be loud and Brazilian hot. 
The musicians will try to give you maximum impressions and unforgettable emotions! 
A crazy musical entertainment program “Golden Hits of San Remo” is waiting for you, as well as a retro disco with world hits. 
104B 
This is not just a trip, but a journey through time: from the middle of the 19th century to the present day. The route of the trip covers the “Golden Square”, the Old City, the Historical Center, Astana Square, GATOB them. Abay, Central Stadium, Atakent, Botanical Garden, Republic Square. There are two short photo stops along the route. The whole trip is accompanied by informative stories about the history of Almaty in Kazakh, Russian and English languages of your choice. 
Baribaeva, 36 
Last Shelter» 
Mukhtar Auezov 
Dosmukhamedova, 78a 
Musrepova 
Zenkova, 24 
Pushkina, 63 
Baitursynova, 100 (between Abai and Satpaeva streets) 
Baitursynova, 100 (between Abay and Satpaev streets) 
You can register anytime.
While some offer progressive curriculums and the latest advancements for preschools, others are more intimate daycare centers that take a more relaxed approach to childcare.
The ECHL is administratively associated with the Elementary Education Department, but is …
is to provide a Christian environment in which faith can be integrated with learning. By providing the highest standards for intellectual and spiritual training, our goal is to equip each child with t …
This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider a …
This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The …
This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also parti …
Thank you for all you do and an amazing 4 years.”
Call 405.297.7760 to schedule a tour.
**** I’m not subscribed so I can’t send a message first, please email me! Hello! I’m Kirsty. I look…
..
3 million 1+1 deal with Golden State . 
Day 245
” A tourist from Russia died in Thailand0097 
What new products will be brought to Russia 
In
2107-2125.
, Han, Hoon, Rittenbruch, Markus, Foth, Marcus, Lieske, Scott, et al.
(Eds.) PDC ’20: Proceedings of the 16th Participatory Design Conference 2020 – Participation(s) Otherwise – Volume 1.
332-347.
(Eds.) Proceedings of the 23rd International Conference on Information Visualisation – Part II.
147-152.
) The hackable city: Digital media and collaborative city-making in the network society.
147-158.
In
2826-2839.
) Proceedings of the 8th International Conference on Communities and Technologies.
In
In
(Unpublished)
165-169.
In
In
83-92.
8-9.
In
44-49.
) Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries.
In
179-194.
97-117.
.
) Proceedings of the 7th ACM Conference on Designing Interactive Systems – DIS 2008.
) OZCHI 2008: Proceedings of the Conference of the Computer-Human Interaction Special Interest Group (CHISIG) of Australia on Computer-Human Interaction.
)
1-18.
)
356-369.
) Expanding Boundaries in Design: Proceedings Ninth Participatory Design Conference 2006 (Vol 2).
1-10.
) Artful Integration – Interweaving Media, Materials and Practices. Proceedings of the Eighth Biennial Participatory Design Conference (PDC 2004).
… 
Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds…. 
Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds…. 
Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds…. 
See why our summer (and winter and spring) break camps are the place to be when school’s out…. 
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.
… 
The 11 classrooms have tempered glass walls to ensure maximum visibility and safety, in addition to promoting an open, bright, and clean atmosphere. Parents can also enjoy peace of mind while away from their children through our partnership with WatchMeGrow, a secure online video live stream, from anywhere they are. We offer this for free so that parents and relatives, near or far, can take part in their children’s precious moments.
Gardner, KS. They provide services for children from 1 year up to 4 years of age. Their program is designed to providechildren a safe and fun atmosphere to spend their time before and after school and provide a stimulating setting while on breaks from school…. 
Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
Also, make sure to check directly with the business for information about their local licensing and credentials in Olathe, KS.
daycareresource.com/deluxelistings/emmybearsdaycare.html
m. to 5:30 p.m. M – F
html
net
com
net
com
, Olathe, KS 66061
com
com
com
, Olathe, KS 66062
Genter (913) 768-4046
147th St. Olathe, KS. 66062
We are not
A… Read More
Our goal is to ensure children reach their devel… Read More
Open from 7:00 am to 5:30 pm, the… Read More
The director has programs for children … Read More
Kids learn through curriculum-based, educational activities… Read More
We are a small family style childcare and preschool center in a cozy home environment. So, if you feel lost in those large 100-plus “super” centers, not knowing one teacher or child from the next, count on us!
Every day, we recommit ourselves to the future by focusing on the needs of our children through age-appropriate activities in a loving and safe setting. Please feel free to contact us to setup a time when you can come tour our facility and meet our staff. We look forward to meeting you and your children.
.. 
This includes 2 facilities in Olathe and 18 nearby. The daily costs for adult daycare in Kansas range from $45 to $90, with a median expenditure running approximately $70. The per month cost averages about $2,100 and ranges between $1,350 and $2,700. On a yearly basis, the mean cost is around $18,200, which is above the nationwide average of $16,900.
The median housing price in Olathe is $145,500, which is relatively higher than the state average of $127,500. The city has a low unemployment rate of about 4.97%. 
..
With a median family income of $77,390, the facility is in a generally wealthier area. It is …
With an …
With approximately 26,000 people residing in the zip code of 64138, the encompassing area has a …
It …
It is located at 1503 Ohio St in Leavenworth, Kansas. With about 36,000 individuals living in the 66048 zip code, the encompassing area is heavily populated. It is …
With roughly 16,000 residents in …
It is located near by the Crestview area of Shawnee, Kansas. With a median per-family income of $53,047, the community is in a predominantly middle income area. …
The surrounding area has a sparse population, with around 7,000 individuals living in the zip code of 66007. With an …
..
The facility is in a primarily middle income area, with a median per-family income of $47,259. With about 18,000 …
It is …
With around 21,000 individuals residing in the 66209 zip code, the surrounding area has a medium-density population. It is …
…
It is a 122 unit nursing care facility. With approximately 26,000 poeple living in the 66104 zip code, the neighboring area is heavily …
It has a dense …
The community is in a predominantly middle income area, with an average household income of $66,227. It is heavily …
The encompassing area is heavily populated, with around 75,000 poeple living in the zip code of 66062. With an average per-family …
..
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
With an average per-family …
It is situated nearby the Blue Hills Estates area of Overland Park, Kansas. The surrounding area has an average population density, with around 21,000 residents in the 66209 zip …
The community is in a generally well-to-do area, with a median family income of $106,936. It has …
..
The surrounding area has an average population density, with roughly 8,000 poeple living in the zip code of 66006. …
It is heavily …
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A teacher’s salary depends on several factors, including the place of work and geographical location. If you are interested in a career as a teacher, it is important to check out the pay opportunities in the most common places where teachers work. 
Public school teachers can teach at any level of education, and may even teach at several different levels depending on the school, background, and ability of the teacher. 
In rural areas, it will be possible to get vaccinated in outpatient clinics at the place of residence, as well as at enterprises at the place of work by the forces of mobile vaccination teams. Children attending organized groups will be vaccinated either in outpatient clinics or in children’s institutions at the place of education and study. Unorganized children – in outpatient clinics at the place of residence. 
However, due to the fact that it has immunomodulatory properties, the immune system of about 20-25 people out of 100 vaccinated acquires additional protection from other respiratory viral infections, i.e. a person is less likely to get colds. The vaccination campaign conducted in 2019 made it possible to warn more than 143 thousand cases across the country. influenza, more than 162 thousand cases. ARI of non-influenza etiology. The incidence of influenza among vaccinated individuals was 14.3 times lower than that among unvaccinated individuals. 
Each of these infections individually can cause severe life-threatening complications, primarily pneumonia. With simultaneous infection with influenza viruses and COVID-19, the disease will be more severe and the likelihood of an adverse outcome will increase significantly. Therefore, it is imperative to protect yourself and your loved ones from at least one of these infections, especially since the vaccines used against influenza have long proven their safety and effectiveness. 
23 “Brusnichka” there is an extended day group and a round-the-clock group. Staying in a group is declarative in nature. For questions about attending these groups, contact the administration of the preschool educational institution. 
Mira, 13, room 206. Payments are accepted from Monday to Friday (Saturday, Sunday-weekends), from 9:00 to 13:00 inclusive.
8(3467)32-37-32 (ext.1)
RF 
This is a “live” map of Ugra, showing district institutions of preschool and school additional education. The information card will help you find an activity for your child in any municipality of the Khanty-Mansiysk Autonomous Okrug – Yugra. The map is available in the “Services” section (“Additional Education” tab) or by following the link myopenugra.ru/services/edu/ 
Each box should be labelled with a season (e.g. one box will have “Spring” written on it, another “Summer”, etc.).
g. What is that?) and elicit / teach vocab. Make sure someone draws some key vocab from the song that will be sung later in the lesson (a picnic, beach, snow).
If not (for younger students), skip this activity and go on to point 4. Take the boxes with pictures inside and give the pictures out randomly to each group. Model by holding up one of the pictures (e.g. a flower) and elicit the word. Then turn over the piece of paper and write “flower” on the back. 
At the end total up the points and award a prize to the winning team.
..” – hands out, waving in time with the music
As you go through each page, point to the pictures and elicit the seasons and climates and also ask what activity we can do, for example:
When you get to the end, find out which season each student likes best, for example:
As you go through each page, point to the pictures and elicit the seasons and talk about what Silly Willy is doing, for example:
It’s too warm for snow in spring. When do you build snowmen?
g. a big sun in summer, seasonal clothing, etc.
To jumpstart our discussion about the seasons, we create a chart like the one below and display the four seasons cards. This is great way to find out what children already know about the four seasons and also to provide some background knowledge.
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There are a variety of hands-on learning activities that will also help kids learn about the elements of the seasons. These activities are especially fun if you do not live in a climate where you experience all four seasons. Learn more seasonal ideas below!
It is a great DIY science project for kids. You need a jar, baby oil, water, white paint, and Alka Seltzer to get the snow storm going.
In this cloud model activity, kids use gravity to make their rain droplets. Mix watercolors with water and place them in a basin. Kids can use droppers or dip cotton balls right into the paint. Put dabs of paint on the top of the paper and then hang to dry. It’s helpful to use white-colored card stock because the paint is very wet. You can glue some cotton balls on top to make a rain cloud. This is an adorable craft that lets you teach about spring and science!
Kids can decorate the paper they paste their name flowers on.
Kids can add water to their sand to make sand pies. Be sure to add in all different sand toys and kitchen utensils for them to use.
You can find many different printable scavenger hunts online, or you can create your own.
The color from the tissue paper will transfer onto the leaf.
Learn about fun Spring activities
Other popular lesson plans focus on the many holidays that take place in the winter months such as Christmas, New Year’s Day, President’s Day, and Valentine’s Day. The following articles are a few winter lesson plans to use with your students.
Otherwise, have both arrows point to the same pictogram. Collect objects which correspond to the different seasons and ask children to name the seasons they belong to. Ask questions about the characteristics of each season: temperature, sports and activities we can enjoy, nature, means of transportation… 
(Open word flashcards-Four seasons) spring, winter, summer, autumn, weather, rain, sun, snow, wind, hot, cold, thermometer
.. Use hot glue to secure the bottle caps. When you are done, encourage children to give the bottles to younger children as a gift. They will be so proud to share their creations!
You will be able to observe the bubbles as they freeze. They will even break like ice!
Ask parents to provide a few pictures which were taken outdoors. Create your own seasonal wall. Divide the wall into four equal sections. Add a poster to clearly identify each of the seasons. Add the pictures to the correct section.
Fill four baskets with clothing items from every season. Children must sort the clothing and hang it on the correct clothesline.
Once they have found the correct associations, they must place the cards in the correct squares using Velcro or adhesive putty.
Each group is given a season and a seasonal recipe to prepare. You may also choose to prepare each recipe with the entire group. You may prepare one recipe per day.
Shake off any excess sand. You will have a beautiful three-dimensional drawing.
Push them into a Styrofoam block or display in a vase.
This is called its rotational axis.
Let students take turns acting the parts of the solar system. Take a look at our lesson on the Solar System!
In the article, as always, you will find a sea of interesting tasks, games, enchants, printouts and methodological recommendations. 
Chant with games
With the sound [n], find the tubercles above the upper teeth with the tip of the tongue and say.(Phonetic practice of the words Yes, No, work on sound pronunciation [n].) 
My friends taught me. Do you want me to teach you? 
(Gestures to sit down.) 
If the answer is correct, you say Yes, the one you recognize becomes the driver. If the answer is wrong, you need to say No. With the sound [n], find the tip tongue bumps above the upper teeth and pronounce. (Phonetic practice of the words Yes, No, work on the pronunciation of the sound [n].) 
Behind the upper teeth there is a tubercle (Shows that the tip tongue tap on this bump : [d]-[d]-[d]. [3,c.5] 
How does a woodpecker knock? Good bye, Hryusha! 
A boy and a girl did not come empty-handed. But in order to see what they have prepared, you need to find out in what ways you can greet each other . 
But unfortunately, Ann and John are very tired. Let’s say goodbye to them in English . 
14″ Kazan 2015 GCD in English. 
Primary consolidation of acquired knowledge about English-speaking countries. 
Children catch the ball and say “yes” for an edible item and “no” for an inedible item. 
V., 
Your task is to find greetings. If you find, stand up. 
Every day, preschoolers study new objects, strive to learn not only their names, but also similarities and differences, and think about the simple reasons for the observed phenomena.
V. Mazurova, M.V. Sokolova, E.O. Smirnova studied the psychological foundations of the influence of cartoons on the personality of a child [3].
ABC of security”, “Smeshariki. ABC of health”, “Smeshariki. Pin code”, “Fixies”, “Luntik” (seasons 4,5,6 and 7), “Dasha the Pathfinder”, “Smeshariki. A World Without Violence”, “Advice from Aunt Owl”.
I. Ragimova, the correct psychological and pedagogical support of children is of particular importance for the development of cognitive interest [4]. Based on this, it is necessary to solve the following tasks:
For the development of cognitive activity, a thematic corner was designed on the rules of the road together with children.
Episode 28)
Pin. Correctional nutrition “(Episode 48, 2012)
To do this, the composition of indicators and criteria for evaluating such activity of children was determined, the levels of their formation were determined using selected diagnostic tasks, diagnostics were carried out, which showed that only a small part of the children had a high level, that is, corresponding to the requirements of the program for children of this age.
2018. No. 8. pp. 192-195.
There is an acquaintance with the Hertzsprung-Russell diagram and its interpretations, the basics of the evolution of stars and their classifications by spectral classes. 
Cybersecurity is the process of using security measures to ensure the confidentiality, integrity, and availability of personal data. The purpose of cybersecurity is to protect data from fraudsters. At the lesson, the children will get acquainted with the basic rules of safe behavior on the Internet, learn about different types of fraud and develop their own strategy of behavior in the information space. The lesson is part of the module “Me and my well-being” for grades 5-7 of the EMC “Personal Potential Development” edited by the Contribution to the Future Charitable Foundation. 
The main goal of the Codwards platform is to show that this is not at all such a scary activity as they think it is. At the same time, programming develops creativity, logic, critical thinking and problem solving skills. 
Development of logic and technical imagination during the practical part of the lesson. 
Studying the material in the format of solving cases, challenges, tests, filling out checklists, watching videos about science, ecology, economics, psychology will make the learning process not only useful, but also interesting. 
D. A.F. Ioffe 
On the one hand, this allows you to support and diversify the study of a standard topic for a school biology course, and on the other hand, it allows students to form an idea of the deep interconnection of individual areas of knowledge, the diversity and ambiguity of the world in which they live – the world of wildlife. 
The module promotes awareness of the role of fungi in human life, the possibility of using the acquired knowledge and skills in practical activities and everyday life: in particular, to protect food, prevent diseases caused by fungi. 
D. I. Mendeleeva, master of chemical technology, teacher of chemistry. 
All materials of the site are divided into different categories. 
Many of the classes are complex (integrated). 
The information is divided into topics and is useful in self-preparation for classes with children. 
For example, it is worth choosing any of the categories in the menu and you will receive a complete set of the necessary material: ready-made class notes, photo and audio attachments to them, and, if necessary, you can download all the information in one archive. The archive will contain a summary in the form of a Microsoft Word document, designed according to the rules (topic, goal or program content, equipment and materials, course of the lesson), photographs and audio recordings (for those classes for which it is necessary – for example, to familiarize children with nature). 
We place creative material in the official all-Russian network magazine “Doshkolnik.rf”. The magazine is published on the 1st day of each month and is in .pdf format. Publication papers are issued. It is sent to all authors of the issue and can be downloaded from the main page of the site. He has a media license and is registered with Roskomnadzor (EL No. FS77-55754). To publish in a journal and receive a Publication Certificate, you need to: send your material to: [email protected] 
05.2021 22:52 
..
Direct sensory perception of the surrounding world is the basis of representations. The nature of these representations, their accuracy, distinctness, completeness depend on the degree of development of those sensory processes that provide a reflection of reality, that is, the development of sensations and perceptions. 
05.2021 16:04 
We carefully read the methodological manuals developed by the team of Vyacheslav Vadimovich, then we purchased the basic manuals, passed a master class from tutors and began to work. 
Children played 3-4 times a week, creating different buildings, it was fun to watch. After all, they came up with different road stories. And each time the buildings were better and more interesting. 
It is this age that is most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around us. Sensory education is the basis of knowledge of the world. 
04.2021 18:43 
52 of the Kolpinsky district of St. Petersburg 2020 , Kolpino, St. Petersburg 
To develop the inquisitiveness of the mind, to acquaint with the properties of objects by direct observation of phenomena and processes, to form the ability to plan and analyze practical work – these are the tasks of the modern education system. The child is capable of independent search for knowledge, if the teacher has prepared the appropriate conditions for this. 
Prepare a list of words in advance, in which you can mark the words that the child will name. Words should be one and two-syllable, necessarily familiar to the child. The child should name at least 5-6 words in any sequence. You can also repeat 5 times, on the second repetition, tell the child that he should name all the words as if he hears them first time, he must name all the words, even those that he already called for the first time. The third time, just say, “One more time.” You must do this immediately, without pause. Then you can build a graph on which you can see how your child remembers. Perhaps he named all 10 words the third time, but it also happens that the third time the child repeated 4 words, and the fourth only 1 time. Do not be angry with him, this means that the child gets tired quickly and this knowledge will help you in your further studies at school, you will understand that repeating a poem more than three times, for example, will not help the child remember him, but only worsen his condition.
If the graph turned out to be zigzag, this may indicate instability of attention and be one of the signs of hyperactivity. 
When all the pictures are in front of the child, tell him: “you can memorize them as much as you need (until you remember),” but after a minute, with his silence, ask if he remembered everything and remove all the pictures. Ask him to name what he saw. If you have a list of words, then you can mark the words he named. To develop memory, you can teach your child to link words according to their meaning, invent a story so that it contains all these words, and increase the number of words. 
Such multi-valued series are suitable only for those children who already firmly understand the meaning of the task and are able to choose an extra object, moreover, justifying their answer: extra in color, extra in shape, extra, because all animals, and this is a bird, extra, because from they eat it, and cook in it. 
Suggest that you choose yourself and put the second picture next to the first one. And so on, then ask him to tell you what the story is. If the child linked the pictures together, he got a consistent story, but he didn’t put it in the way you intended, take his story as correct, but you can say that you can make up another story, a fairy tale, you can shift and tell what happens you. 
The sound can be any, but not soft. Be sure to ask your child to name the words out loud, because he may name the object differently than you might expect. 
More and less concepts. Combinatorics – you have 3 apples and 3 pears, you took 4 fruits, what could it be. (it can be 1 apple and 3 pears, 2 apples and 2 pears, 3 apples and 1 pear. Tasks can be different, it is important to list all possible options. In order for the child to understand, I take 2 yellow pencils and 2 red ones, I need take 3 pencils. We sort through all the options. Then we take 3 pencils and also sort through all the options. Compare how many options there were in the first case and how many in the second. Then we take 4 pencils and repeat everything. Instead of pencils, you can take buttons) 
How many socks did they have? 
Instead of “The son is older than the father” there can be any question. For example: it snows in summer, a dog barks, a rainbow in winter. 
the duration of these classes is no more than 20-30 minutes, depending on the age of the children. 
8 “Spikelet” (hereinafter referred to as the Institution) operates in the mode: 
, 
And also – raised children, saved the future of the country. The main motto of the whole people was: “Everything for the front, everything for victory! » 
11-13). Thanks to their courage, courage and heroism, a huge number of the wounded and sick were helped. 
Officially, all textbooks on the history of the Fatherland of Russia tell that Mikhail Yegorov and Meliton Kantaria were the first to hoist the Banner of Victory over the Reichstag. Russian and Georgian. It happened around 3:00 pm May 1, 1945 years old. But Meliton Kantaria himself, 46 years later, told a completely different story. “On April 30, we saw the Reichstag in front of us – a huge gloomy building with dirty gray columns and a dome on the roof. The first group of our scouts broke into the Reichstag: V. Provotorov, G. Bulatov. They fixed the flag on the pediment. The flag was immediately noticed by the soldiers lying under enemy fire in the square. (showing video and photo No. 15,16 about the capture of the Reichstag) . Berlin has fallen. Provotorov Viktor Nikolaevich lived in our city of Makeevka. He studied at school number 5 in Makeevka. In honor of the 40th anniversary of the Victory in the Great Patriotic War (1985) on the facade of the school there is a memorial plaque to the former student of the school Pravotorov V.
N., who was one of the first to hoist the Banner of Victory over the Reichstag . (photo No. 17,18) 
19) 
How many people died for the sake of victory over fascism! And we will never forget them! To preserve the people’s memory of them, in many cities, especially where fierce battles were fought, there are graves of the unknown soldier, memorials and monuments. (photo No. 24, The Eternal Flame burns near them, those whose peaceful lives they defended in battles lay flowers on them. 
Kharitonov, music D. Tukhmanova) 
ABC of communication” and “ADHD. Creative environment” 
This is work with fear and work with competition between children. At this age, children compete for adult attention and approval. 
At the beginning I often see people who are a little apprehensive drawing up lesson plans. I know from undergraduate experience we had very long lesson plans and they weren’t always optimal. I’ve found several other ways to customize lesson plans to really suit the needs of the class and program, and this is something that can be adapted to suit anyone’s needs. 
It shows that we deliberately choose the activities and information that we want children to learn from. Planning helps us determine how goals will be achieved. Planning will allow you to tie certain standards to activities and document this. 
My undergraduate students use lesson plans as a roadmap they sometimes carry with them when they teach a lesson because it’s safe. By writing a lesson plan, you know what your plans are. This will help you to carry out these plans and make it as comfortable as possible for young children. Lesson plans will also help you see the big picture of how you are meeting each child’s needs. Lesson planning helps you differentiate and plan for the different ability levels and needs of students in your classes. Lesson plans also serve as confirmation that we are doing our best with our young children. 
This helps us in the accreditation process and documenting that we are targeting different learning activities and we are really targeting different standards or areas with young children. 
Even though it was the same activity that I would do whether I had a lesson plan or not, it really helped other people to know what I was doing and that what I was doing was intentional and important to this target audience. I was always a bit nervous that families or someone might look at my lesson plan and judge what I had planned, but it really served as a tool to show people that I’m a professional, I know what I’m doing and that it is the best option for young children. 
Some things just don’t work with a certain group. It helped me think about my own practice and what I need to do in the future. 
This is just a starting point. It’s very simple. I hope that if this doesn’t work for you, you find a way to customize it and make it work, or find a way to complement the form you’re already using to help you plan these activities for young children. 
I knew what my goals were because they were given to me and I fulfilled them. You may not be given your goals. You may have to search and find out what your specific goals are for a particular class or for a particular program. 
I know they won’t be able to do it perfectly the first time and it will be different for every child. My first step is to always ask, “What is my goal?” Does the goal align with a specific skill, concept, or standard that I need to meet? Does it suit my theme? I think the kids will really enjoy this day? This is a good starting point. 
We look at the aesthetic realm when we think about art and music, the affective realm when we think about emotions, the cognitive realm in terms of mathematics and science, and the language, physical and social. It’s ideal for us when we have lessons focused on more than one area at the same time. For example, a lesson can focus on language and communication at the same time, or math in the cognitive domain, and it’s also a musical activity, so it fits in with the aesthetic. It’s nice to be able to target multiple domains when planning an activity. 
Children can focus on different aspects, so if the lesson goes in different directions, it gives your children more options for what they like and what suits their needs and preferences. 
The name of the action seems very simple. I tell my students, “Come up with a descriptive name. Come up with a name that, when you see it, gives you an idea of what you think the activity will be like.” I caution you to avoid tricky names that don’t really capture the purpose of the plan. This morning in my class, I showed my students an assignment that I gave a really stupid name that had nothing to do with what the assignment was. focus was. I used it as a point, don’t do it. 
Your name can help set the tone for your activities. 
Objectives should be considered or considered throughout the lesson. They can be seen a little in the introduction and, of course, during the interrogation or in the main lesson. 
” This goal specifically talks about what the child will be able to do at the end of the activity or situation, or under certain conditions. Goals should always reflect the children’s attitude towards this activity. The goals show what children need to be able to do so that when assessing to determine whether children can actually do what you said they are going to do, you must clearly define this. You have to see it, hear it, ask a question and see if kids can do it. 
It doesn’t give you conditions, it just gives you part of the behavior. The basic exercise we’re writing helps set the stage for how children can recognize the letters in their name. This is an easy way to write your goals. 
Perhaps I know that my children will always be logged in and they will recognize the letters in their name, so they will meet that standard. This is where it’s hard to tell if action precedes goals or precedes tasks. When you write lesson plans, sometimes you don’t start and write them in the order of the fields in the template. Sometimes you jump depending on your thought process when you go through the actual planning process. 
It must be very detailed. I often see people write a “Book” section in their materials. What book do you need? This needs to be detailed. If you’re after If You Give a Mouse a Cookie, Mouse Paint won’t replace this book. Be very detailed. 
If I lost my voice and my administrator had to teach a lesson, can this be done based on the materials listed in my lesson plan? Can someone pick up all the materials I will need for this tutorial? It becomes a habit, and it saves a lot more time if everything is listed. All you have to do is grab the lesson plan, gather the materials, put them in the trash, and you’re ready to go the next day. 
We do a lot of lessons outside. 
I always think of procedures as introductory, main action, ending, and transitions. This is usually a narrative, which is a step-by-step description of what the lesson looks like. Think of it as if you were writing a dialogue or a play to give someone information about what you were going to do with the children or what happened to the children. This is the procedure section. For example, you could write, “I sat down and read this book. Then I asked the kids… and then we moved on to the tables and completed this task. This is a step by step explanation of everything that has been done. Early in planning a lesson, I think the procedure section tends to be more detailed because you don’t want to miss anything. With experience, sometimes the procedure section shrinks a bit because you’ve done it before or know what you’re going to do. At the outset, I encourage people to make sure you are very detailed here, especially if you are making lesson plans for deputies or other people who may be doing your work.
This is another area where you can choose which comes first. 
Perhaps you want to know what they know about what types of pets people have because you are preparing for a class about dogs or cats. Getting information about what the children already know will help you tailor the lesson as you go through it. 
I can ask a question and ask the children, “How did everyone get to school today? Did you walk to school or drive a car?” By asking a question that should set the stage, they will make them think, “Well, why is she asking this? It is interesting. I’m going to listen to it or want to know more.” As I said, this could be a book to help provide the kids with some background information to get everyone interested in this activity. When I introduce, I like to be dramatic and excited as it sets the tone for the whole activity. If you are excited and trying to get the kids to guess what’s going on, I think it really helps set the stage for the kids. 
” You want to give them facts, terms and vocabulary that they are not going to discover on their own. They need you to provide them with this information. Your main activity should also show how you use your content. I rate it as “excellent”. many lesson plans that list materials that have never been used in the introduction or main lesson. Then you ask yourself, “Why did I need all these materials?” Make sure you use the materials listed in your lesson plan, you describe how they are used in a particular lesson, and really tell the step-by-step process of what you plan to do. Again, this is very helpful if someone will teach this lesson. another. If you detail your lesson plan, they will be able to follow it and succeed with the children. 
This is not the end. You must complete the lesson and let the children know about it. You can say, “We’re done. I want to know what you know about this activity.” Have the children look over and remember different things they did, such as “What was the first thing we did? And what did we do after that? or “Our book was about this. How does this relate to the artistic activities we did? » Ask the children to help make those connections about what just happened and why. 
Making sure you actually stop the exercise, help the kids repeat and remember, and get them to talk about what they did is really important. 
This is a good way to end. I always think: “Complete, remember and move on.” 
If my class is about colors and I send kids out for name tags to tell the time, I might reject them based on the color they’re wearing. Or, if we’re working on identifying other people’s names, I can show the letters that people’s names have, and if you have that letter in your name, you can go and do it. Think about what is logical and related to what the lesson was about, because that will help keep things consistent. It will also help keep things flowing and help you repeat and reinforce some of the concepts you have been working on. 
Obviously, questions can come up at any point in the lesson, including the introduction, conclusion, main activity, or transition. I like to have a separate question section in my lesson plan to make sure I’m aiming for certain things. 
I hope I plan well enough for them to enjoy the lesson, but I don’t need to know. I don’t really need to know what part of the lesson they liked best, unless it’s important to my standards or the actual activity. If we are doing something that concerns me and I need to know the favorites, I could ask this question. 
This section will help you determine if you need to modify the lesson to suit the needs of a particular child or group of children. If I know that a certain child needs to sit next to me during class, or I know that a particular child doesn’t like mess, how am I going to make this finger painting work for a child who doesn’t want to? get confused? How can this lesson be adapted to the needs of a particular child? Or maybe I have a mixed age group and I’m trying to make sure I have aspects of the lesson that I can simplify and aspects of the lesson that I can expand and make it more challenging. 
How can I simplify this lesson to work with someone who might need a little less complex material? How can I extend this lesson and make it more difficult? I always like to think of extensions as if I had more time, what would be my next logical step in this lesson? If the child had more experience, what could he do with this task? This is a great way to extend the lesson. When you think about it ahead of time and then move on to the actual activity, it helps you change things on the spot. 
I don’t like the idea that some child can’t complete this lesson for one reason. I want to see how to make this lesson suitable for all the kids I work with. I don’t want one child to be unable to perform a certain activity. The individualization section is really important, and it requires a lot of thinking about what you know about your children and children of this age, and what they are capable of. Consider what options you have for each activity to either simplify, expand, or improve. 
How do I know? In a real lesson plan format, I like to take the goals I wrote in the first section, copy and paste them completely into the assessment section, and then provide a statement that tells me how I will find out. If the goal is for the child to be able to recognize the letters in their name, how can I find out? I will probably recognize this by watching the child point to the letters and identify them by their name, or I will listen to them write their name if they say their letters as they go.
I can have a checklist of those skills that are related to the goals that I hope the children achieve in this specific task. 
I don’t have this in my template that I use because my reflections and self-assessment usually show up in a magazine in a more narrative aspect. This section will be empty until you have completed the lesson. After you give the lesson, is this your assessment of how the children coped with this task? How did I make sure that I was focused on all the aspects that I wanted to pay attention to? 
If it’s something that isn’t on paper, I can keep it, but it’s something I can take a picture of, that will be proof that the children were able to do, which will help. you to evaluate how well the lesson went. Were they actually able to achieve the goals that I thought they could do? 
This will really help you in planning for the future and reviewing the lessons so that see what the children did, how the lesson went, how you changed the lesson, and how you could use this lesson or adapt it for another lesson. 
DJs have been throwing virtual dance parties that keep us moving in our living rooms. This is a great time to use music in a virtual classroom or at home to get feel goods and help teach kids important concepts. 
To support schools and families during school closures, the PreK Interactive Learning Tool is provided free of charge for 30 days. 
Add different moves like jumps or hops as your kids learn to count higher and higher. Also ask the children to count physical objects such as counters, toys, or crayons. 
He teaches kids how to use their inner and outer voice as they learn letters. In addition to singing the letters, make sure the students can recognize the letters as they sing. 
Children will learn important keywords to prepare them for writing letters. 
The exciting stories in each book capture children’s imaginations and expose them to social-emotional skills and different cultures. 
I especially enjoyed connecting them in a story as it is also one of the most effective ways to teach children (and adults). 
It’s an easy place to combine name recognition and activities such as the practice of writing tactile names or this simple craft. We also have a complete list of activities about me! 
Bring them to class with this favorite author (she’s one of my favorites)! At Llama, Llama, Red Pajama and Llama, Llama Misses Mama, many social/emotional skills can be discussed and practiced. But let’s be honest, they’re all a treasure trove of social/emotional skills. 
This theme is perfect for fall, with lots of related preschool activities with apples. Visit our friends at Preschool Teacher 101 for the full apple lesson plan! 
See. Kangaroo theme in my favorite book on Australia. Need more ideas? Take a look at this Australia lesson plan. 
Talk about unique creatures and different textures. Also a great time for bottle opening ocean creatures! Or get an entire lesson plan on the beach to make your topic a hit! 
Or call them straight to your yard with a classic bird feeder from cones. The wonderful teachers at Preschool Teacher 101 even have a bird lesson plan in their shop. 
Turn your impressive playground into a campsite. Or get more ideas with these camping lesson plans. 
There are many different dishes and traditions worth discovering! 
Listen to these amazing dinosaur songs! Get the complete dinosaur lesson plan from our store. 
I also love to add the Lorax book at this time. If you need an Earth Day lesson plan, the amazing teachers at Preschool 101 can help! 
Check out this fairy tale lesson plan to make your theme even more magical! 
Try this fun rainbow fish art project and pair it with one of my all-time favorite books – “Rainbow Fish” Capture a sea of ideas with these fishing lesson plans. 
Sending friendship letters is a great addition to this topic, and a great way to practice writing and name recognition. Plan a friendship lesson for even more great ideas. 
Use movement and action songs or break dance songs to cheer everyone up! Check out our list of free preschool games for lots of great ideas and activities for gross motor skills. 
Maybe bring some special cozy blankets and make sleeping even more fun. 
The sooner they know, the easier it will be for them to spread kindness throughout their lives. One of our favorite ways to teach and model kindness is through books about kindness. Some songs like Hello, Friend by Dr. Jean, and other welcome songs, good morning and welcome songs, and farewell songs are great ways to encourage kindness towards other students. . We also love teaching kindness with Kindness Elves. 
During the autumn months, the colored leaves are simply magical. During the spring months, the leaves can tell about life cycles and new growth. Check out the many leaf experiments your class can do! Preschool Teacher 101 has a leaf lesson plan and even a complete set of fall themes. 
Spending time outdoors is SO good for kids – check out the Forest School benefits! 
This refers to new stories or stories that children already know and love. Take it one step further with this nursery rhyme sorting activity! After you finish the nursery rhymes, you can move on to other songs right away. 
Teaching children strength and determination is easy with the help of the Olympic theme. It can also be fun to play different sports! 
There are great artists that can be featured or use the painting theme as a fantastic way to explore color and texture. Many art activities can be included in this preschool theme! 
This is the perfect theme even if you live in the area where there is no snow! There are many fun polar animal science experiments, such as this polar experiment that shows how fat helps isolate polar animals. 
To get started, enjoy some pumpkin books, pumpkin crafts, and pumpkin art projects! Or get the whole pumpkin lesson plan from the preschool teacher 101. 
Check out this cute and fun rain cloud sun catcher! Need a complete rain lesson plan? Preschool Teacher 101 created this wonderful rain-themed lesson plan. 
This is a great theme for teaching kids about weather, vegetation, temperature and more! For some extra activities, you might consider adding a book or a practical craft or art project from every season, winter, spring, summer, and fall. We even have a seasonal lesson plan with these and other activities in our store. 
It’s also a great week to work on Baby Shark songs! 
Fun Spider Lesson Plans from Preschool Teacher 101.
This is a great time to touch on historical facts or help teach children about gratitude and communication. There are many great books on appreciation and gratitude to use during this theme, and even some great Thanksgiving songs! See Thanksgiving Lesson Plans for our friends at Preschool Teacher 101. 
Use baby shark songs to grab everyone’s attention instantly! 
Get more weather ideas in our weather lesson plan in our store. 
Get the complete zoo lesson plan from our friends at Preschool Teacher 101.
#1 First sin | #2 God saves Noah | #3 God gives Abraham and Sarah a baby | #4 Choosing Jacob and Esau | #5 Joseph and his colorful coat | #6 God’s people build a tabernacle | Preschool songs about family | #7 Moses Sends 12 Scouts to the Promised Land | #8 Wall of Jericho and God of Joshua | 
What’s even better is bible lessons for preschoolers that you can print out. So, you can download them as PDF files to print for your ministry. 
Watch the video and learn how to play with your fingers in your preschool Sunday school class. 
Each unit can be used from 1 to 3 weeks depending on
com! You can adapt this lesson for a video presentation; just let your parents… 
Find more great Sunday School lessons to help kids grow in their faith.
Find other Sunday School lessons to help children… 
Harp, saxophone and organ 
Legends of the Celts 
– present Pages of history. To the 100th anniversary of the Museum of CeramicsJubilee exhibition dedicated to the 100th anniversary of the Museum of Ceramics 
120 min. 
Popular majors for prospective lawyers include political science, economics, philosophy and history. 
The MPRE is a multiple choice exam focusing on ethics and professional conduct.
Once you have your law degree, you’ll usually start out at a law firm as an associate. After around six to nine years at the firm, you’ll have a shot at becoming a partner, and eventually a managing partner. Some lawyers also choose to start their own firm after gaining experience within the field. 
In addition, government counsels work as lawyers in the executive and legislative branches of government, writing and interpreting laws, writing legal reviews and arguing civil and criminal cases for the government.
Specializations with the field of law include: 
Here are just a few of the many careers available in the legal field: 
Since it’s…
However, passing the bar exam and earning your law degree are only the first steps on your lawyer career path.
According to the US Bureau of Labor Statistics, the median annual salary for lawyers was $127,990 in May 2020. From 2020 to 2030, employment for lawyers is expected to expand at a rate of approximately nine percent, with about 46,000 new legal positions predicted over the next 10 years. Building a law career requires a lot of time and effort, but keeping the benefits of a legal career in mind can help keep future lawyers motivated. 
If you become a paralegal, you will be a legal assistant that conducts legal, regulatory, and business research for lawyers. Paralegals usually work for law firms, corporations in the legal department, courts, or in the private sector. A paralegal’s average annual compensation is $49,930, according to PayScale.
A senior attorney has an average salary of $124,900 per year. 
Internships, summer associate programs, volunteer legal services, and paralegal positions allow you to immerse yourself in larger firms or government agencies while also getting work experience in the practice of law.
You’ll need strong problem-solving skills to boot.
Understanding your strengths and interests will help you choose the most suitable field of law and pursue relevant specialized experience on your lawyer career path. 
A robust professional network will be a great asset as you move along your lawyer career path. Don’t forget to use professional networking services such as LinkedIn to maintain your online network of coworkers, former colleagues, and clients.
Or you may work as in-house counsel in a variety of settings, such as an interest group, corporate office, or government agency.
A background in employment law or legal publishing is preferred. You’ll need to be high on the creativity scale, and with a passion for writing. If you have a good, analytical mind that can translate legal-speak into plain English, you’ll be the perfect fit for this position. You’ll be a member of the editorial staff; responsible for developing, updating, revising, and supplementing the firms legal forms, memos, etc. You may also help produce newsletters, quizzes, case briefs, or online training. You must be flexible and willing to multi-task.
This is about as fast as the average for all U.S. occupations.
Or the second option: having worked through mountains of documents, re-read many laws and decisions on old lawsuits, looked through all the evidence in the case a million times, our hero noticed a small inaccuracy, which helped win the process. In fact, the key to the legal profession lies in its versatility. After all, this is a generalization of such specialties as:0003 
You always need to be aware of the latest changes, know the nuances of local laws, track the statistics of court decisions. 
Your speech should be bright, memorable, saturated with colorful descriptions and new images, and not hackneyed clichés and clericalism. Of course, the profession of a lawyer is a job that requires high intellectual effort. It must be clearly understood that career growth is possible only with an expert level of knowledge in your field of law. If you are inquisitive, you like to look for answers to riddles and you understand that this requires the utmost perseverance and attentiveness, then this work is created for you. 
Your first job may not be high paying, but it will give you the experience you need and help you make connections. Indeed, in a few years, when you want to embark on a career path, your experience, connections and, of course, your reputation will come to the fore. 
For example, in a situation of receiving a low-quality service or exchanging a low-quality product. They will give confidence when communicating with the traffic police if you are stopped for a check on the road. 
An interesting and beloved work helps to fulfill oneself like no other. 
However, as in any other specialty. We wish you career growth and satisfaction from the fact that you are doing what you need and love! 
Graduates of civil law specialization are in demand. Those who are ready to engage in claims, rule-making work, legal support for the commercial activities of an enterprise, firm. When working in international companies, international lawyers are in demand. 
Represents the interests of the company in court, draws up transactions. The work requires extensive knowledge of civil, civil procedural norms. Career growth begins with the position of an assistant. This applies to both college graduates and newly minted professionals with a university behind them. 
The next step is the assistant referee. Next comes the independent position of the judge. 
These are artists, musicians, artists; 
3). 
This increases labor productivity, reduces staff turnover and, as a result, makes the organization more sustainable ; 
A person in this case is driven by the desire for security and stability, which in his view are associated with position and status; 
To do this, he focuses on professional growth, and considers promotion through the prism of professional growth. Material reward for such people is secondary; 
For example, intra-organizational career involves the passage of all stages of career growth (training, employment, professional growth, support and development of individual professional abilities, retirement) within the same organization. However, such a career can be specialized and non-specialized. 
Dr. Edgar Schein has developed an effective approach to identifying what motivates people in their professional careers. Shane believes that personal values affect our ability to successfully meet the challenges we face at work. To define this concept, he introduced the definition – “career anchor” . According to E. Shane, the “career anchor” arises in the process of socialization based on and as a result of learning in the early years of career development. It is stable and can remain stable for a long time. Career anchors must be considered when choosing the type of activity you want to do, the company in which you will work, as well as the most preferred career path for you. 
Indeed, a clearer vision of personal professional prospects, the possibility of targeted preparation for future professional activities create a higher degree of job satisfaction in the organization, the ability to plan other aspects of one’s own life, and increase competitiveness in the labor market. At the same time, the organization not only receives motivated employees who associate their professional activities with this company, but also the opportunity to plan the professional development of employees, taking into account their personal interests. All this makes the organization more stable and promising. 
It (area of responsibility) always depends on the status of this position in a particular company. The amount of salary will also depend on the height of the status. This is not only a feature, but also a limitation in the ability to make promising decisions in career growth. 
Thus, the English management consultants M. Woodcock and D. Francis[114] pointed out: 
In fact, personnel management should exist in the context of the strategic development of the organization, and not develop as a “thing in itself”. 
What is the main difference between the types of quarries? 
Conduct a comparative analysis of the personal and qualification requirements for the legal profession, taking into account professional specialization: corporate lawyer, legal adviser, investigator, judge, prosecutor. 
Map O’Zmattik was at his level of incompetence because he was not professionally prepared for his position. 
In the new corporation, he was appointed manager of all production of the metallurgical cycle. He treated his work with devotion and conscientiousness. But he, a connoisseur of metals, now had to deal with people. An engineer who handled materials competently, he turned out to be an incompetent leader, devoid of the ability to achieve results in the work of his staff. He knew the formulas of metallurgy, but did not know the formulas of human relations. Neither the adding machine nor the computer display told him how to deal with this or that subordinate. In desperation, he usually acted very rashly. Competent engineer Moore Lowe has reached his level of incompetence as a result of his inability to get along with people.” 
Ionova; Careerist.ru // Careerist.ru. URL: www . careerist . en . 
I. Afonichkin, D. G. Mikhalenko. – St. Petersburg. : Peter, 2009. 
– M. : Yurayt, 2014. 
A1.1). 