Welcome to Ooh, Mama! Childcare! We offer children a nurturing and loving environment that’s just like home. At our home daycare, our goal i… Read More
$202 / wk
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7:30 am – 11:30 pm
Faith’s House WeeCare
Daycare in
Troy, MI
(947) 222-7986
Hi! We’re Faith’s House WeeCare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their develop… Read More
$195 – $245 / wk
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7:00 am – 6:00 am
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Sweesy Susan R Daycare
Daycare in
Troy, MI
(704) 859-2575
Sweesy Susan R is a home daycare that offers childcare programs for nearby families in Troy. Daily care is available on Monday, Tuesday,… Read More
$175 / wk
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7:30 am – 6:00 pm
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Touch Of Love Daycare
Daycare in
Troy, MI
(415) 985-0931
Touch Of Love is a home daycare that offers childcare programs for nearby families in Troy. Daily care is available on Monday, Tuesday, Wedn… Read More
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LK
Lone Khawar Sultana Daycare
Daycare in
Bloomfield Hills, MI
(615) 257-9264
Lone Khawar Sultana is a home daycare that offers childcare programs for nearby families in Bloomfield Hills. Daily care is available on Sun… Read More
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Kids Count Childcare
Daycare in
Troy, MI
(615) 257-9264
Kids Count Childcare is a home daycare that offers childcare programs for nearby families in Troy. Daily care is available on Monday, Tuesd… Read More
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HY
Hui Yang And Songhua Yao Daycare
Daycare in
Rochester Hills, MI
(312) 598-1767
Hui Yang And Songhua Yao provides childcare for families living in the Rochester Hills area. Children engage in play-based, educational acti… Read More
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Michele’s Munchkins Daycare
Daycare in
Auburn Hills, MI
(503) 773-5465
Michele’s Munchkins offers safe, loving childcare in the Auburn Hills area. Kids learn through curriculum-based, educational activities. The… Read More
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Fireflies Child Development Center Daycare
Daycare in
Bloomfield Hills, MI
(786) 671-6346
Fireflies Child Development Center is a home daycare that offers childcare programs for nearby families in Bloomfield Hills. Daily care … Read More
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Jaime Dillon Daycare
Daycare in
Rochester Hills, MI
(714) 266-1389
Jaime Dillon offers safe, loving childcare in the Rochester Hills area. Kids learn through curriculum-based, educational activities. The fac… Read More
The Marvelous Child Development Center is not just a daycare. We believe children should be active in their own learning and not just passively observe. We take the Reggio Emilia approach to guide children as they interact with their surroundings and encourage them to express themselves. We believe that children are collaborators and learn through interaction with their community. We create a healthy environment that is eco-friendly, aesthetically pleasing, and serves as a “third teacher.” Children are well-nourished, with daily-prepared fresh, organic, and locally sourced food. No need for parents to provide snacks or any supplies, we would rather keep you focused as an active participant with our Whole-Child approach to development.
The Marvelous Child Development Center is committed to empowering exceptional education for infants and toddlers.
Want to learn more? We will soon be hosting an open house and we’d love to see you there so we can tell all about our marvelous program. Scroll down to add your name and get an invite!
Our Approach to Child Development
Our Reggio Emilia approach includes theme to inquiry based projects aimed to develop creativity, imagination, social, problem solving and critical thinking skills.
Locally Sourced,
Wholesome Food
Freshly prepared daily meals and snacks that are never processed, health conscious, and eco-friendly. Diet makes a significant difference in a child’s well-being.
Inside our
Environment
Clean, natural materials with no pollutants or toxins. Purifying plants for oxygen, heuristic manipulatives and natural latex sleeping mats.
The Great
Outdoors
Our outdoor space is vast; nearly an acre, offering children a chance to explore gardens, climb rock boulders, play sports, and enjoy other activities.
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More pictures on our social media…
The Story of Marvelous Child.
“I am inspired to create the Marvelous Child Development Center because of my experience in searching for a daycare for my own two children as the options available did not meet my expectations.
I offer a healthy environment which invigorates the senses and allows for children to flourish. We’re creating a unique setting that offers eco-friendly learning tools, a children’s garden, a variety of organic food options and multiple presentations of themes that lead to open exploration and questions about the world that surrounds us. As a mother and an educator, I am eager to share this vision not only with my own toddler and preschooler but with all children.
I want to integrate the natural experiences that I grew up with in the Rhodope Mountains of Bulgaria. My hands-on, free-play childhood led me to the brilliant Reggio Emilia approach to education. An approach which allows children to express themselves in 100 ways. I can’t wait to introduce your family to our vision of learning, of being and a sense of belonging to an optimistic future. ” – Diyana
Our Location
3236 Rochester Rd., Troy, MI 48083
“Great Rights of the Little Child”
Material Program
Contents:
Goncharova Natalya Gennadievna, educator, highest qualification category Republic of Khakassia, city of Chernogorsk, MDOU TsR DS “Skazka” (Municipal preschool educational institution development center kindergarten “Skazka”
Improving the legal culture of teachers, children and their parents is important -the most important task for the formation of a rule of law state and civil society.This is especially true in our time, when the words “citizen”, “fatherland” have become so little for people. … Goncharova Natalya Gennadievna, educator, highest qualification category Republic of Khakassia, city of Chernogorsk, MDOU TsR DS “Skazka” (Municipal preschool educational institution development center kindergarten “Skazka”
Improving the legal culture of teachers, children and their parents – is the most important task for the formation of the rule of law and civil society. This is especially true in our time, when the words “citizen”, “fatherland” have become so little for people. To become a full-fledged citizen of your country, you need to know the laws of your country, the rights and responsibilities.It is also necessary to remember that in the process of studying rights, children need to apply approaches based on the ideas of peacefulness, tolerance.After all, only such methods will help children: • form your own opinion, do not be afraid to express it; • learn to listen and hear another person, respect his opinion; • Learn to resolve conflicts in everyday life – legal ways. Before starting work on the formation of legal awareness, we studied and discussed the following documents necessary in our work: “Family Code”, “Declaration of the Rights of the Child”, “Convention on the Rights of the Child”, “Law on Education”. A child, like an adult, must know his rights and be able to use them. How to introduce a preschooler to such a serious document as the “Convention on the Rights of the Child”, how to interest him? Before solving these problems, we defined the tasks of teachers in shaping the legal awareness of the child: • To provide children with knowledge and skills in the formation of legal competence; • develop the child’s self-consciousness, freedom of self-expression; • develop skills, the ability to feel, understand oneself and others; • Develop non-violent communication skills; • develop an adequate appreciation of oneself and other people; • Introduction to domestic and national values. To make it easier to convey to children information on the content of this document, we have combined all the articles of the “Convention on the Rights of the Child” into blocks that are accessible and understandable to children. We have three blocks: • Protection and promotion of health (art. 3, 6, 24) • The right to education (art. 13, 28. 29,32) • The right of the child to preserve his or her identity (art. 2) , 5, 6, 7, 12-16, 19, 20, 31, 32, 37. 38). In the work on these blocks, we are helped by the literature published on this topic. This problem is very important, so it is necessary to involve parents in this work. In the annual plan of work with parents, there is a large section on this topic that needs to be mastered. Both traditional forms of work with parents (parent meetings, consultations, individual work) and non-traditional ones will be used. Having chosen one of the non-traditional forms of work, we created the club “Legal Education of Parents”. I’ll tell you a little about it. First of all, we conducted a survey of parents. The questionnaire included questions on the upbringing of children, and questions that helped us navigate our future work. For example: are you familiar with the following documents: “Declaration of the Rights of the Child”, “Convention on the Rights of the Child”, “Family Code”, “Law on Education”? After analyzing the questionnaires, we found out that most of the parents are unfamiliar with these documents. To get them interested in studying the documents, we held an “Open Doors Day” and showed the lesson. It would seem that it was an ordinary lesson in Russian folk tales, but when, in the context of these tales, we began to talk about rights and their violations, the parents were very surprised and interested. After that, they had no objections to the study of these documents. The next stage of our work was the creation of a library for parents, which included these documents. We also plan to organize a joint exhibition of drawings “Great rights for little children”, a contest for the best letter “My baby is the best!” At the end of the year, a quiz will be held with the participation of the Connoisseurs family teams. Children of the theater studio of our kindergarten will take part in this quiz, they will show mini-sketch “I have the right”. Involving the parents of the group, we created an illustrated album “Rights for children, this is serious!”. During the school year, together with the children, as we study the material, we plan to compile a dictionary “The Baby’s Legal ABC”, which will include such concepts: right, duty, dignity, responsibility, and so on. We also use visual and pedagogical propaganda: information stands, memos for parents. We believe that such work will help children to better understand this material, and parents – to understand and appreciate the seriousness and importance of this work. It is necessary to educate children in patriotism, humanism, moral and ethical qualities from early childhood. In other words, you need to educate the future citizen of your country.
Topic of the lesson, tasks. Organized classes Work outside of class Work activities Work with parents.
1. “Rights and obligations”.
Purpose: to give children the concepts of rights and obligations; their unity. Cultivate a sense of mutual respect, respect for other people. Develop the ability to reason, compare, make you-water.
The teacher’s story “Introduction to the concepts: rights and obligations”, “Unity of rights and obligations”.
Conversation
Discussion of problem situations.
i/u “I will start, you will continue”, for example: “Re-child is entitled to ……”
Examination of thematic posters “I have the right!”
Creating your own album “Little children – great rights!”
Making pictures-symbols together with children.
Workshop “Good deeds” – making gifts for kids.
Participation in the drawing competition “Little children – great rights!”
Reading with children of fairy tales “Three little pigs”, “Ko-pubok”, “Geese-swans”, “Za-yushka’s hut”, “Cinderella” and others.
2. “Seven me is my whole family!”
Purpose: to consolidate the idea of family members as people who live together, love each other, take care of each other. To form a respectful, caring attitude towards close, dear people. Cultivate a sense of pride in your family.
Game exercise “Recognize the picture-symbol”.
The teacher’s story.
Conversation “There is no happiness without family!”
Children’s stories from photo albums “This is all my family!”
Reading, discussion of stories: “Two cakes” by Y. Ermolaeva; “Sons”, “Cookies” by V. Oseeva.
Proverbs about the family.
Looking at family albums.
Playing out situations: “Mom is tired”, “Grandfather is sick”, “Brother hurt himself”
Looking at pictures about family.
s/r. Family game.
Pantomime games.
Training games.
Application “Gift for loved ones”
Drawing “Portrait of beloved mother”
Drawing “What do I do in my free time ”
Drawing “Our family holiday”
Parents’ stories to children about grandmothers, de-darlings, and their services.
Parents’ stories about their profession.
Creation of a family tree with the help of parents.
Compilation of a family album “My relatives”
Family holiday dedicated to mother’s day.
Sports festival “Mom, dad, I am a sports family!”
Issue of wall-zeta “Our friendly family!”
3. “My name”
Purpose: to give an idea of the right of every person to a name; to teach you to be aware of your individuality. Stimulate a positive attitude towards peers.
Conversation “Who am I”
Teacher’s story “A man and his name”
Reading and learning quick talks and pure talks, teasing-lok with the sound of a person’s name.
Inventing fairy tales about a person with a name like yours, based on the sound of the name.
Conversation “I am the best!”
Rules for communicating with other people: relatives, peers, adults. Children create the album “Me and my mood”
Presentation of the book “Hello, it’s me!” (joint work with parents)
Creation of a group book of affectionate names. A. Barto and others
Piggy bank of good deeds: we make handicrafts for children with namesakes in the younger group.
Creation of the book “Hello, it’s me!”
Competition for the best letter from a mother about her child “My baby is the best!”
4. “The right of a person to own housing”
Purpose: to give children the idea that for a normal life, every person needs good conditions – first of all, housing, my house. To introduce children to the right to housing and its inviolability. Raise respect for people living nearby.
Reading, storytelling, listening to the recording of fairy tales: “The Wolf and the Seven Kids”, “Three Bears”, “Zayushkina from the Bush”, “Three Little Pigs”.
Reading by S. Marshak “Cat’s House”, “Bobik visiting Barbos” by N. Nosov, conversation based on what was read.
Dramatization of the poem, reading it in pairs, triplets “Mom comes from work ” look at the author. Didactic game “Name your address”
Game exercise “Fairy-tale houses” (houses of heroes of different fairy tales)
Game exercise “Dreamers!”
Persuasion game “Invitation to visit”
Listening to songs about the house, memorization, explanation of proverbs about the house.
Role-playing game “House, family” Application “City where I live”
Drawing “My house”
Handicraft “Different houses” – waste material
home is my castle! (parents and children)
Participation in the drawing competition “The house of my dreams”
Competition for the best essay “I love my house”
Participation of parents in the museum of the kindergarten corner “Russian House”
Objective: To reinforce knowledge about previously learned rights of the child. Introduce the concept of “overwork” into the children’s active dictionary; “hard physical labor”; to form the idea that hard overwork can be harmful to health. Develop the ability to reason and draw conclusions. Cultivate emotional responsiveness, compassion. Contribute to the formation of a belief: if you have done a good deed, then you yourself have become a little better.
Previous work: reading fairy tales “Moroz Ivanovich”, “Cinderella”, “Tiny-Khavroshechka”, “Baba Yaga” – a conversation on the content of what was read, the ability to determine which rights are violated or triumph in a fairy tale. Examination of the painting by V. Perov “Troy-ka”. Reading an excerpt from A.P. Chekhov “Vanka”.
Equipment: illustrations for the fairy tale “Tiny-Khavroshechka”, “Moroz Ivanovich”, black and green chips. Ball for the game “Yes, no, why.” Musical accompaniment to the exercise “Warm the bird”. Presentation on multimedia on the content of the lesson. Dunno doll or a child in Dunno costume.
Lesson in progress.
1. Children sit on chairs, there is a knock, Dunno enters the group, greets and asks: “What are you doing here?”. The teacher replies that today children get to know each other and study their rights in order to be literate, to be able to protect themselves and others. Dunno: “Ugh, you’re right! Yes, I know them even without studying, and I will be able to defend myself, I have so much strength! (shows). Educator: no, Dunno, you are wrong, listen to how our children will tell about rights. Guys, let’s tell our guest what rights a child has from the moment of his birth. Children list: the right to a name, citizenship, family, food, housing. (When the children named, a picture appears on the multimedia, and we check if all the rights have been named by the children). Did you know these rights Dunno? And what rights do children have in kindergarten? Let’s try to formulate them all together: – play; — rest if tired; – to express their opinion and adults should reckon with this opinion; — walk; – receive good nutrition. Well done guys, you know your rights. And I hope that this knowledge will help to help other people, if needed.
2. And now I invite you to visit a fairy-tale land. And to get there, we need to stretch a little. Fizminutka to the music.
3. A picture from the fairy tale “Moroz Ivanovich” appears on the screen, the children name the fairy tale, the teacher reads out an excerpt. Then an illustration for the fairy tale “Tiny-Khavroshechka” appears, the tale is also called, and an excerpt is read. Guys, what was the life of the heroes of these fairy tales? At Tiny-Khavroshechka, at Mashenka? Why? What other characters are there in these fairy tales? Guys, I want to offer you a simple task: do you want to compete with a computer? We will need two teams. The teams are given illustrations with the heroes of the fairy tales “Moroz Ivanovich”, “Tiny-Khavroshechka” and chips of green and black colors according to the number of heroes of the fairy tale. I suggest that children evaluate the heroes (positive – a green chip, negative – a black chip). We check the task, and compare the result on the screen, where there are obviously wrong answers. I ask the children to give the correct answer and argue it: “the chip is worth it wrong because ……”. Well done guys! It turns out you are smarter than a computer! Please, guys, remind me once again who in these fairy tales had a very difficult life. (Answers of children). Why was it hard for them? Because they worked hard, it was hard physical labor, one might say, overwhelming. What do you think, is this work beneficial or harmful? What benefit or harm (harm to health).
4. I invite the children to the circle, quiet calm music sounds. Guys, let’s help those who find it very hard and difficult to live in fairy tales. Want to? Do you know how it can be done? The exercise is called “Warm the bird” Children fold their hands, imagining that they are holding a small bird in their hands. To warm it, they breathe in the palm of their hand, press it against their chest, rock it, release it, wave after it. Now we will give our love to those who feel bad, we will wave after our little bird. Now open your palms and feel how love has come back to us. Put your palms on your chest, you feel warmth and kindness inside. By giving love, we ourselves have become better and kinder.
5. Ball game “Yes, no, why.” When throwing the ball to the child, I call the action, and he says yes or no, and explains why. Sasha, cook some soup. – No, because I’m still a child, it’s not safe. Masha, go for a walk. – Yes, because…..
6. The picture “Every child has the right to be protected from overwork” is displayed on the screen. Today we got acquainted with one more right. This article…….
7. Reflection. Guys, you did a very good job today, you answered correctly. Don’t know: “And I learned a lot of new things. Thank you guys!” Did you guys like the lesson? What grade would you give me for this lesson? Why?
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Municipal preschool educational budgetary institution child development center – kindergarten No. 41 of the municipality urban district resort city of Sochi, Krasnodar Territory
We are glad to welcome you on the page of our website!
Municipal preschool educational budgetary institution child development center – kindergarten No. 41 of the municipality urban district of the resort city of Sochi and the Krasnodar Territory
Date of establishment of the educational organization – 1962.
The pre-school institution was established to implement the right guaranteed to citizens of the Russian Federation to receive public and free pre-school education and provides, if conditions are available, upbringing, training and development, as well as supervision, care and rehabilitation of children aged 2 to 7 years.
Kindergarten No. 41 information about the activities of the kindergarten.
We thank those who have chosen our kindergarten for the experience of communication in the children’s team and the first education of your child. And we will be glad if in your person we find like-minded people who are not indifferent to the problem of upbringing and development of children. You entrusted us with your baby, the most valuable thing you have!
Here you will find out the latest news from the life of the kindergarten, visit the photo gallery, get to know the teachers and specialists of our team and get the information you are interested in on the development, education and upbringing of your children.
Young children are avid investigators, eager to explore and invent. Spend an hour with a Pre-K student and you will field an astounding array of questions, as their own natural curiosity leads them towards inquiry. “How can we all get a fair share of these cookies?” “How can I make my block tower tall—but not fall over?” “How can a stick float on top of a puddle?”
St. Monica Early Learning Center from St. Monica Catholic School on Vimeo.
St. Monica Early Learning Center
We are a child-directed program that gives our students 3 hours of free play time each day (2 indoor and 1 outdoor) to explore their interests, stretch their imaginations, make peer connections, practice negotiating and teamwork and exercise fine and gross motor muscles. We also have several academic periods throughout the day to give our students ample opportunities to explore early reading, writing, science, math, and art concepts. We believe this balance between active, free exploration and teacher-led academics allows our students to develop a love of school, curiosity for learning, and academic drive that will reach way beyond preschool.
PreK Frequently Asked Questions
Catechesis of the Good Shepherd Level One & Two
We offer CGS Level One & Two to St. Monica PreK through Second Grade students during the Atrium school day. The atrium is a room prepared for the children in the Catechesis of the Good Shepherd. It is a place of prayer, work, and community. In the atrium, Jesus is the teacher. The role of the catechist is to listen to God with the children. Our Atrium is located next to the school library at our main school entrance.
During an atrium session, the catechist and the child engage in biblical and liturgical presentations. The child then works with carefully produced materials. This “hands-on” experience invites the child to contemplate, enjoy God’s presence, and respond to his love.
LEARN MORE
St. Monica Catholic School Early Learning Center will start accepting applications for the 2023-2024 school year on December 1st.
Drop-off is between 8:00-8:15 AM. We have a check-in station positioned outside the classroom door.
To make drop-off predictable and structured for our youngest students, the classroom teachers will escort the students into the classroom. Parents say goodbye at the door.
Children MUST be toilet trained. They need to be able to undress, get on and off the toilet, wipe themselves, redress, and wash their hands. Students who have frequent accidents will be asked to stay at home until fully independent in the above areas.
Hand sanitizing stations are in each classroom to be used between washes. Handwashing with soap and water is scheduled throughout the day, upon arrival, before snack, lunch, recess, nap, and before going home.
Students will bring snacks and lunch from home. Please pack full lunch boxes! They will have the option to eat at 10, 12, and 3:20. There is a hot lunch program option.
Quiet time mats will be head-to-toe and 2-3 feet apart. All students rest for at least 30 minutes a day.
Toys will be cleaned and sanitized at the end of each day.
Our preschool program is in the Early Learning Center, located next to the primary K-8 school. Inside our sizeable window-filled building, we have two classrooms; one for students ages 3 and 4 and the second room for students ages 4 and 5. Classroom placement depends on the child’s birth date and social development.
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Early Learning Center
Front Entrance
Rainbow Classroom
Sunshine Classroom
Playground
Playground
PreK FAQ
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Preschool – St. Monica Catholic School
St. Monica Catholic Preschool develops the whole child through an integrated and cross-curricular academic program. We provide a warm and welcoming environment that is filled with engaging hands-on activities that challenge each child to learn and grow. Our preschool is blessed to be able to provide a faith-filled and academic program that embraces each child.
Our dynamic teachers are all degreed/certified/licensed and have a true passion for working in early childhood.
PreK 3 – 18 students/ 1 teacher & 1 aide 8:00 am – 3:00 pm (2 class)
PreK 4 – 18 students / 1 teacher & 1 aide 8:00 am – 3:00 pm (3 classes)
DK – 20 students / 1 teacher & 1 aide 8:00 am – 3:00 pm (1 class)
An After Care Program is available until 6 pm with limited space.
We believe in the development of the whole child. Our curriculum contains daily lessons integrated with weekly themes, letters, and numbers. To find out about the classroom focus and educational early childhood domains at St. Monica Preschool, please click on the links below. You will find our kids hard at work and proud to share! Enjoy!
Catholicism*
Real Life Experiences*
Critical Thinking Skills *
Purposeful Play*
Fine Motor Skills*
Gross Motor Skills*
Self Help Skills*
Social/Emotional Development*
Technological Skills*
*Videos were produced and edited courtesy of St. Monica’s 5th grade enrichment class.
A few times a month our kids are immersed in specials such as art, library, and PE. Our Preschool Spanish program is an on-site Spanish emersion language development program that occurs once a week. Our preschoolers also participate once a week in American Sign Language classes. This unique opportunity develops a sense of empathy and respect for others. Technology is integrated into each room with computers, iPads, and Newline
We are fully accredited by the Texas Catholic Conference of Bishops Education Department (TCCBED) which is approved by the Texas Education Agency (TEA).
We are pleased to have a wonderful environment to welcome your child. Our classrooms are bright, spacious, and filled with materials, manipulatives, centers, and the like that draw a child in to play and learn. We also have two playgrounds outside & a large grassy area.
Placement is contingent upon a screening process as well as class eligibility. Students in the 3-year-old class must be 3 years old by September 1 and potty trained. Students in the 4-year-old classes must be 4 years old by September 1 and potty trained. Students in the DK class must be 5 years old by December 31.
Still, have questions? Please contact our Preschool Director, Lesley Jordan, to find out more! You may also fill out our Online Inquiry Form.
Lesley Jordan – Preschool Director ljordan@stmonicaschool. org 214-351-5688, ext. 5261
Kathy Leitnick – Director of Admissions [email protected] 214.351.5688, ext. 5175
Saint Monica’s Two Victories – The Orthodox Magazine “Thomas”
Approximate reading time: 6 min.
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The phrase “Christian family” in itself sets one up for something very blissful. Husband and wife pray, attend services, teach children the Law of God. Children grow up, become monks or priests, and the parents themselves, in their old age, also take tonsure. Such is the widespread opinion about the ideal image of the Christian family. But there is one holy woman in the history of the Church whose life is the exact opposite of this stereotype.
Her husband not only didn’t go to church, but instead, shamelessly “ran after the girls. ” Her son, when he grew up, began to meet with a girl who soon bore him a child. At the same time, young people were not even going to marry. Further – no better: the son fell into a heretical sect and began to actively preach its false doctrine. So, are you ready to read on? Then it is necessary to clarify that we are talking about Saint Monica – the mother of one of the most famous teachers of the Church – Blessed Augustine.
Marry by order
Love is not a feeling, but a choice. Now many books and articles have been written about this, but Saint Monica had to discover this truth on her own: she was married off without even asking her opinion. IV-th century – so then it was accepted.
And the problem was not that the girl did not meet her future husband before the wedding, but that he was not a Christian. Or, as they would say now, he was an unbeliever. That is, she was forced to live with a person of a different worldview, who looked at everything that is important for a person in life in a completely different way.
Lovers are not those who look at each other, but those who look in the same direction. The author of this aphorism is unknown, but something else is known for sure – Monica was completely deprived of this joy. Nevertheless, “… she calmly endured his betrayal,” Augustine recalls, “she and her husband never had quarrels about this.”
Such circumstances could put many people under stress and cause unbearable suffering. Monica thought otherwise. Living with an unbelieving husband is not a problem, but a task, and there are recipes in Scripture for its solution. “Also, you wives, obey your husbands, so that those of them who do not obey the word may be gained by the life of their wives without a word when they see your pure, God-fearing life,” teaches the holy Apostle Peter. That’s exactly what Monica did. She never contradicted him, knowing his quick temper. “She served him as a master and tried to win him for God,” writes St. Augustine. In the end, she won. The patrician was baptized. But between these two events – the wedding and the baptism of the husband – lay long years of marriage, the birth of three children, countless betrayals of the husband and the same countless prayers of the wife for him.
In the case of Monica, the task of converting her husband to the faith was complicated by at least two circumstances. The husband did not see any problem in the fact that he “went to the left.” And, apparently, he didn’t even hide them, since his son talks about “treason”. To become a Christian, he had to be convinced that such behavior was a betrayal and should be abandoned once and for all. But the most difficult thing is that Monica herself needed to find the strength to forgive her walking spouse. She succeeded in both.
The only source of information about the life of Saint Monica is the memoirs of her son Augustine. He does not give detailed descriptions of how she led her husband to the faith. But there are several rules of the life of a saint that give some idea of this:
– never reproach your husband for his shortcomings, no matter how terrible they may seem
– sincerely obey him, considering yourself his servant
– in no case do not blame him for anything, even if it seems quite fair
always pray for him
Monica doesn’t seem to be happy in her married life. In fact, a significant part of the years allotted to her (and she lived for 56 years) are stressful situations and mental trauma. It’s not just that the husband cheated. Most likely, he repeatedly raised his voice to his wife. He had someone to take an example from. In other families with whom Monica and Patricius maintained relations, husbands even beat their wives, and no one considered this a particular tragedy. At least Augustine remembers that his mother’s girlfriends were bruised. But the Patrician did not raise his hand to Monica, although, as his son recalls, he was a very quick-tempered person. Now they would say that the saint had emotional competence – she knew the feelings of her loved ones, her own, and knew how to apply this knowledge to the benefit of the whole family.
Another story is Monica’s communication with her friends. Women often complain to their friends about their lives, including other friends. Monica patiently listened to their complaints, but never supported their grumbling or condemnation. “My mother told each friend what contributed to the reconciliation of both.”
If Monica lived in our time, she would gather full halls for trainings on personal growth and the art of communication. Faced with a huge number of stressful situations, she calmly resolved all these situations, skillfully ending each conflict with peace. But her main victory is the salvation of her son.
Sandro Botticelli. St. Augustine the Blessed in prayerful contemplation. Fresco. OK. 1480
A mother’s prayer
Patricia and Monica had three children – two boys and a girl. The elder’s name was Augustine. The boy grew up and began to lead a far from pious life. He lived with his girlfriend, as they would say now, in a “civil marriage”. They had a child. Further – worse. Augustine fell into the Manichean sect, and, carried away by their teachings, managed to lure his friends into this organization.
What could Monica do in this situation? Call on your son to improve, order prayers? She had two simple methods: she prayed herself and asked priests she knew to convince her son of the truth of Christianity. One of the priests answered her: “The son of such tears cannot perish.” In other words: you cry so much for him that he will definitely become a Christian. “In conversations with me, she often recalled that she received these words as if they sounded to her from heaven,” Augustine writes.
How did Saint Monica pray? Ordered magpie in seven temples? Have you read akathists? No, of course, all this was not in her time. But one thing we know for sure – Augustine was in the sect for a long 10 years. All this time, the mother did not lose hope. And, in the end, Augustine became an Orthodox Christian. His mother died the year of his baptism. She was then 56 years old, her son – 33 years old.
At first glance, not the strongest result of missionary work: in 10 years – only one convert. But let’s remember who this man became – one of the greatest saints of the Christian church, equally revered by both Orthodox and Catholics. His “Confession” is still one of the most powerful Christian books. In it, among other things, there are such words: “Yes, if I am Your worthy son, Lord, this is because You gave me Your faithful servant as a mother.”
St. Monica – a model of a Christian mother
On August 27, the Catholic Church honors the memory of St. Monica of Tagaste. An amazing woman, an example of a Christian mother, who, according to her son, gave him life twice, Saint Monica is revered as the patroness of mothers.
There probably isn’t a mother in the world who doesn’t know what it’s like to pray for her child. At the moment when a son or daughter is in danger, any woman begins to pray, instinctively seeking protection from Him Who Himself is the Higher Power and Higher Love, even if in ordinary life she never thinks about Him.
What do mothers always ask for their children? About security, about long life, about happiness, love, success. About solving all sorts of everyday problems. The son of the one whose memory we celebrate on August 27 had all this – he was an absolutely successful person, from the point of view of his contemporaries and, probably, from the point of view of most of ours. He received an excellent education, was famous as a skilled orator and teacher of rhetoric, founded his own school, and finally, from the provinces, he was invited to teach in the capital of the empire – Rome. And, nevertheless, his mother did not stop crying for him and praying to God for him, because for her – Christians, the most important thing was not success in life, not material well-being, not respect for people and not the scientific reputation of her son, the main thing, about which she asked for his conversion – a pledge of eternal salvation. Today, the son of this woman is known throughout the world as St. Augustine of Hippo, Bishop and Doctor of the Church, the theologian whose works form the basis of modern Christian theology. Grateful to his mother for her prayers and tears, thanks to which he found the truth, Saint Augustine described her life in the ninth chapter of his “Confession”.
Saint Monica was born in 332 in Africa, in the city of Tagaste, into a wealthy Christian family. Contrary to the customs of those times, she received an education, knew how to read and knew the Holy Scriptures well, over which she thought a lot from her youth. The most serious influence on her was not her parents, but an elderly maid who, thanks to her wisdom and experience, was entrusted with the upbringing of children in the family. This woman, who once nursed Monica’s father, instilled in her children the habit of modesty, prudence and moderation, especially trying to warn against the habit of wine. Despite this, young Monica almost turned into a drunkard, and not at all because she liked wine, on the contrary, its taste was unpleasant to her, but rather because of the teenage desire to contradict, the desire to prove to herself that she has her own desires and one’s own will, “from excess, seething forces, seeking an outlet in fleeting pranks.” When her parents instructed her to bring wine from the cellar for dinner, each time, overcoming disgust, she drank a sip, then more and more, until she began to drink undiluted wine in whole goblets. And so it was until one of the maids called her a drunkard, not out of a desire to help her improve, but in order to prick more painfully and “bring her out of herself.” If Monica were an ordinary stubborn teenager, she most likely would not have paid any attention to these words, but she was characterized by the ability to listen to others and a critical attitude towards herself – she looked back at herself, decided that the maid was right and immediately refused, it would seem , an ingrained habit. Throughout her subsequent life, even when, as was customary in Africa, while visiting the graves of saints, she walked around the graves with a goblet of wine, making a commemoration, she limited herself to one small goblet, in which there was more water than wine.
When Monica reached marriageable age, her parents gave her in marriage to a Roman citizen named Patricius, who, according to St. Augustine, was a man of “extreme kindness and violent anger.” The complex nature of her husband did not frighten Monica at all, she never objected to him until his angry outburst passed, and then patiently explained her act to her husband. He “loved her, respected her and was surprised by her” and never once in his whole life did not quarrel with her. She managed to establish good relations with her mother-in-law, who at first disliked her daughter-in-law. Another gift, according to Augustine, was possessed by his mother.
“Wherever they didn’t get along and quarreled with each other, she appeared – wherever she could – as a pacifier. She listened to mutual, numerous and bitter reproaches from both sides, such as the soul usually vomits, bloated and stirred up by a quarrel. And when a friend who was present poured out all the acid of undigested anger at an absent enemy, then my mother told each only that which contributed to the reconciliation of both.
Although the Patrician was considered catechumens, he was far from Christianity and rather adhered to pagan customs, and the main goal of Monica was to “acquire him for the Lord”, and also to raise her children in the faith, whom she had three – two sons and a daughter. About the daughter, whose name history has not preserved, it is known that, having become a widow, she became the abbess of the convent in Hippo. The patrician was baptized a year before his death, in 370, when Monica was thirty-eight years old. At thirty-nine she became a widow.
According to St. Augustine, he learned about Christ from his mother at an early age, and when he became seriously ill as a boy, he asked to be baptized, but before the sacrament was performed on him, he recovered and the baptism was postponed. At that time, many people postponed baptism until they reached maturity, so that the baptismal waters, along with original sin, would wash away all the other sins committed during life. Often, the catechumens were baptized only on the verge of death. As he grew older, Augustine forgot, to his mother’s chagrin, his childhood faith and his desire to be baptized. His father encouraged Augustine’s desire to study, and soon the young man, having been educated first in Tagaste, then in Carthage, became a teacher of rhetoric in his hometown, and having gained experience and fame, opened his own school in Carthage. Even while studying in Carthage, he joined the Manichean sect. In addition, he had a passionate nature, and carnal pleasures attracted him with extreme force. He became involved with a woman whom he could not marry due to the fact that she was unequal to him in position, and from this connection a child was born. When he found the strength to break with this woman, he almost immediately got together with another. The mother, worrying about his soul, tried to sow good intentions in him, warning against the seductions of the world, but to her son, despite the respect he had for her, her words seemed like “female persuasions.” Ten years later, despite the protests of his mother, he left for Rome, deceiving Monica, who was going to go with him. Monika was left to mourn him “more than mothers of dead children mourn.” And at this difficult time for her, when her heart was breaking from pain and anxiety for her son, God sent her a dream of consolation in which she saw that she was standing on a wooden board and saw a beautiful young man approaching her, who asked her about the reason for her sadness and, having learned that she laments about her son, affectionately convinces her not to grieve and be sure that her son will be in the same place where she is. And at that very moment she saw her son standing next to her on the blackboard. From that moment on, Monica firmly believed that God had heard her prayers, and her son would be saved.
Again mother and son met in Mediolanum (now Milan), where Augustine, already disillusioned with Manichaeism, was invited to head a school of rhetoric there. Both of them became close to the Bishop of Mediolan Ambrose, for whom they had the deepest respect. Growing up in a Manichean family, Ambrose was sure that Augustine would gain the true faith and once said to Monica, who insistently asked the bishop to talk with her son: “The son of such tears cannot die.”
On Easter night 387 Augustine was baptized. His conversion was so profound that he decided, upon returning to Africa, to devote himself to the monastic life. Monica accepted her son’s decision with joy. In preparation for their departure, Monica and Augustine arrived at Ostia, where their journey was to begin. Here, waiting for the ship, they spent several days in sweet conversations about eternal bliss, and when “. .. this world seemed insignificant behind this conversation, with all its pleasures,” Monica told her son: “In this life, everything is no longer sweet for me. I don’t know what else to do here and why I should be here; my worldly hopes are over here. There was only one reason why I wanted to stay longer in this life: before I die, to see you as an Orthodox Christian. The Lord bestowed upon me more fully: He made me see you as His servant, who despised earthly happiness. What am I to do here? A few days after this conversation, Monica fell ill with a fever, and nine days later, on August 27, 387, “in the fifty-sixth year of her life … this pious soul was resolved from the body.” The grief that, despite the firm conviction that in death she had found eternal bliss, St. Augustine experienced, surprised him himself. “I lost a great comforter in her,” he wrote, “my soul was wounded, and as if my life was torn apart … and I wanted to cry “before Your face” about her and for her, about myself and for myself.
At The Apple Tree Center we use a MSDE recommended state approved curricula for all ages. The Creative Curriculum is a learning concept that allows for children to develop through hands on stimulating and engaging activities. Learning opportunities are developmentally appropriate, multi sensory, enriching and based on the needs and interest of the whole child. We focus on the domains of learning for all children which according to the Maryland’s Guide to Early Childhood Pedagogy Guide includes social foundations, Physical Well – Being and Motor Development, Language and Literacy, Mathematics, Science, Social Studies, and the Arts. Activities provide learning opportunities through whole group, small group, and individual learning. Additional materials and resources are used to enhance the learning experience and to prepare the individual child for the next step in their development.
In the preschool classrooms teachers will access the progress of each child weekly and provide opportunities for differentiated instruction through small group instruction. Teachers are provided tools to assist with the implementation of the lessons to promote each child’s learning style. Additional materials and resources include but are not limited to STEM, Open Court, Common Core, and Ready at Five, to assist with age-appropriate development. Lesson plans address the developmental needs of the whole child through assessments, observations, and information gathered from families, some of which may include IFSP/IEP.
Infant A and B
Our curriculum is designed to develop and reinforce each infant’s individuality. Children participate in sensory-based learning experiences, while receiving positive, nurturing guidance. We know infants are constantly learning through observation. Within our infant daycare program, we provide fun activities that will help them build upon their cognitive, communication, emotional, fine motor, gross motor and social skills.
Activities in the infant classroom include:
Playing peek-a-boo, completing simple wooden puzzles, singing, exploring clay objects with their hands, practicing rolling over and tummy time and listening to music.
Areas of Development:
The infant curriculum focuses on your infant’s primary areas of development.
Emotional Skills
Social Skills
Communication Skills
Fine Motor Skills
Gross Motor Skills
Cognitive Skills
We encourage infants to explore their emotions. Teachers spend time singing, playing with puppets, and dancing to make your child feel happy and secure.
Teachers strive to instill social skills in our youngest community members. We start by helping your infant become aware of other people, and move on to imitating hand and facial gestures.
We have many activities designed to increase your infant’s communication skills, which include listening and making sounds. Infants observe themselves in a child-safe mirror as they make a variety of sounds, and they are spoken to constantly by their teachers. Older infants are encouraged to make animal sounds and to say the names of family members.
Infants’ fine motor skills, which include finger and hand movements, need to be stimulated in many different ways in order for them to improve. We offer a wide variety of fine motor skill activities for your infant, from simply shaking a rattle, to scooping up finger foods, to raking his hands through a container of cornmeal.
Teachers address all of your infant’s gross motor skills, which include reaching for objects, kicking, sitting, and walking. Infants are encouraged to lie on their stomachs and look at and reach for books and toys to increase their core muscle strength. Infants may even participate in an obstacle course to motivate them to crawl or walk.
Cognitive skills are the foundation of learning and knowledge. We focus on infants’ explorations of their environment. Your infant will be encouraged to make associations based on prior knowledge and explore the concept of cause and effect by dumping out toys, building and knocking down towers, and manipulating stacking rings.
Toddlers 1 and 2
Our curriculum is designed to develop and reinforce each toddler’s individual needs. Children participate in sensory-based learning experiences, while receiving positive, nurturing guidance. The curriculum will help your child develop their cognitive, communication, emotional, fine motor, and gross motor and social skills.
Activities in the toddler classrooms include:
Singing songs, finger plays, improving their vocabulary through identification and repetition, learn to wash their hands and feed themselves, enjoy age-appropriate playgrounds and practice sharing with other students. Our teachers encourage the child to work at their own speed so they feel successful in the skills they are developing.
Areas of Development:
The curriculum focuses on your toddler’s primary areas of development.
Emotional Skills
Social Skills
Communication Skills
Fine Motor Skills
Gross Motor Skills
Cognitive Skills
We encourage toddlers with exploring all of their emotions, from joy to frustration. Children begin to gain the skills needed, such as patience, cooperation, and sharing to deal with all of their emotions in a calm, supportive manner
We begin with the toddlers becoming aware of their classmates and move on to encouraging simple sharing activities. Your child will be encouraged to wave goodbye and take turns stacking blocks. These simple activities are the stepping stones for the later preschool years, when children are developmentally ready to share.
We have a deep understanding of how toddlers communicate and teach toddlers to put their wants and needs into words. Toddlers are encouraged to sing simple songs, recite nursery rhymes, and expand their vocabularies
Toddlers’ fine motor skills, which include finger and hand movements, need to be encouraged in many different ways in order for them to progress. We offer a wide variety of activities for your child to develop his fine motor skills, ranging from finger painting, to using a pincer grasp to pick up finger foods, to making and manipulating play dough.
Teachers assist the child with the development of all gross motor skills, which include batting at objects, kicking, walking, jumping and running, as well as improve their hand/eye coordination. You might even see toddlers playing Follow the Leader.
Cognitive skills include thinking, learning, and the investigation of their environment. Your toddler will begin to sort toys by shape and color and will be encouraged to identify facial features by reciting fun finger plays.
We encourage your child to examine, create, and share as he broadens his language through interactions with his teachers and classmates in a safe, nurturing environment. Sensory and repetitive activities transform these new experiences into knowledge. Two year olds want to be independent. They want to explore, touch and mimic their peers and teachers. Their daycare curriculum focuses on language arts and literacy, mathematics, science, social and emotional development, gross and fine motor development. Through learning centers and age-appropriate activities, our two year olds have the ability to work at their own pace and learn to do tasks independently.
Activities in the two year old classrooms include:
Practicing writing skills while painting, drawing, and coloring, completing patterns, charting the daily weather and learning about recycling, participating in circle time, gross motor play, and learning about honesty and sharing.
Areas of Development:
The curriculum focuses on your two-year-old child’s primary areas of development.
Emotional Skills
Social Skills
Communication Skills
Self-Help Skills
Physical Skills
Cognitive Skills
Two year olds are experiencing a wide variety of emotions, much more than when they were infants and toddlers. We guide the children to express their emotions in healthy and safe ways. Caring teachers will show children different ways to convey their emotions, from sadness and frustration to happiness and joy
We start with your child becoming aware of the other children in the classroom and move on to encouraging the children to engage in group play. Your child will be encouraged to engage in dramatic play activities, such as pretending to shop at the grocery store or acting out stories. These simple activities set the stage for the preschool years, when children’s social skills are more developed.
Between the ages of two and three, children’s vocabulary can grow to nearly 300 words. We provide children with the tools they need to communicate within their classroom community by guiding them to put their desires into words. Children are encouraged to identify common objects and speak in three-to-five-word sentences.
We provide activities designed to empower two year olds. Children’s independence will increase as they are introduced to fundamentals of hygiene and they accomplish basic self-help tasks, drinking from a cup during meal time and putting on their jackets and shoes. Teachers provide the children with many opportunities to master these tasks, because repetition is vital when it comes to learning a new skill.
We address both gross motor skills, which strengthen the large muscle groups of the body, as well as fine motor skills. Children are prompted to climb, jump, hop, and run on the playground to strengthen their leg muscles. Two year olds are developing their fine motor skills in the Art Center, as they are finger painting, making collages, coloring with sidewalk chalk, and creating with play dough.
Cognitive skills are the foundation of learning and knowledge. At age two, children’s cognitive skills are expanding quickly. We challenge the children to become more aware of their environment by asking questions and inviting them to solve problems. Teachers provide the children with many activities designed to encourage them to distinguish between textures, to identify shapes and colors, and to begin counting by memory or rote counting.
Three’s
Our three-year-olds program focuses on your child’s primary areas of development: language arts and literacy, mathematics, science, social and emotional development, gross and fine motor development.
Activities in the three year old classrooms include:
Recognizing print through learning center signs; dramatic play; practice counting beads or blocks; learning about people, plants and animals; participating in activities with their peers; practicing balance, jumping and throwing; participate in family style dining and learn about patience.
Areas of Development:
The curriculum focuses on your three-year-old child’s primary areas of development.
Communication and Language Development
Social and Emotional Development
Physical Development
Cognitive Development
Math Skills Development
Science Skills Development
Communication entails more than just speaking words; it’s expressing thoughts, wants, and needs. Communication also involves listening and understanding what others are saying. We offer children many opportunities to express their thoughts and opinions with their friends and teachers. Children will be immersed in a print-rich environment, boosting their pre-literacy skills.
As children become preschoolers, their social and emotional skills need the guidance of a nurturing teacher. We provide activities designed to increase children’s independence, allow them to become more confident in their abilities, and prompt them to play a responsible role in their classroom community.
We focus on all gross motor skills, which strengthen the large muscle groups of the body. Gross motor skills include jumping, kicking, throwing and catching a ball, and demonstrating balance. Children will be encouraged to participate in many favorite childhood games, such as Animal Races, Simon Says, Red Light, Green Light; and Duck, Duck, Goose. Fine motor skills, which include the smaller muscle groups, such as fingers and hands, are also a focus. Three year olds will enjoy strengthening their fine motor skills through finger painting, sculpting with clay, and doing finger plays.
Addresses three year olds’ increasing cognitive skills, which includes problem solving and logical thinking. Children will be encouraged to use their creativity and curiosity when they encounter new tasks, such as building a city out of blocks. To develop logical-thinking skills, Teachers read carefully selected children’s books throughout the day, encouraging the children to answer questions and express opinions about the stories.
Teachers focus on math tasks, which are vital school readiness skills. Children will be introduced to patterning, classifying, and identifying number and shapes.
The teachers provide many hands-on opportunities for children to explore sound, light, colors, animals, plants, and other important science topics.
Four’s Pre-K
The preschool curriculum is a planned program of thematic units. Each theme is built upon a series of hands-on activities, which are integrated throughout all subject areas and learning centers. Children will learn math, science, vocabulary, reading and social skills. Four year olds are eager to learn new things, we allow them to do so through teacher and peer interaction in both large and small groups. The curriculum focuses on developing your child’s skills in several areas, including: language arts and literacy, mathematics, science, social and emotional development, gross and fine motor development.
Activities in the 4 year old classrooms include:
Reciting poems and sharing stories, calculating ad measuring things, identifying differences in the world around them, beginning to identify their feelings, and learn about sharing and generosity.
Areas of Development:
The preschool day care curriculum focuses on your 4-year-old child’s primary areas of development.
Communication and Language Development
Social and Emotional Development
Physical Development
Cognitive Development
Math Skills Development
Science Skills Development
Our units contain activities that will promote early literacy skills, including alphabet letter/sound recognition, phonics, and comprehension. Your child will be immersed in a print-rich environment, surrounded by award-winning children’s literature, which helps prepare them for kindergarten.
The activities are designed to increase children’s independence, further developing their confidence and abilities. Teachers encourage the children to play a responsible role in the classroom community. Children will learn to solve problems by using words.
We address all gross motor skills, which include jumping, running, throwing and catching a ball, and climbing playground equipment. Children will be encouraged to dance and participate in noncompetitive races. Fine motor skills, which include finger and hand movements, are vital to your child’s future writing skills. Four-year-olds will strengthen fine motor skills by playing in a sand-filled Discovery Table, by stacking small blocks, and by writing their names with finger paint/shaving cream.
Cognitive skills are the foundation of learning and knowledge. The activities are designed to prepare your child for elementary school. Children will be encouraged to recite finger plays and nursery rhymes, retell stories in their own words, make comparisons, and explore and make discoveries.
Your child will practice important math skills, such as classifying, identifying shapes and numbers, counting, and basic addition and subtraction.
Teachers will provide many hands-on opportunities for the children to explore weather, plants, animals, sounds, light, ramps, textures, and other essential science topics through Peep and other resources.
FAQs | Apple Tree Childrens Center
Hours of Operation
We are open 7:30 a.m. to 5:30 p.m. Monday through Friday.
Tuition
Our monthly tuition rates vary according to age and full or part time status. Please contact us for the most up to date tuition prices.
Enrollment
We offer Full time and Part time care for children 6wks to age 4. Part time is three days ;Mon, Wed, and Fri or two days Tue, and Thur. Our Pre-K program is five days a week.
Wellness Policy
When a child shows symptoms of illness such as vomiting, diarrhea, or elevated fever of 100 degrees, he or she will be isolated and parents are notified. Your child MUST remain symptom and fever free (without the use of Tylenol, Motrin, or any other fever reducers) for 24 HOURS prior to returning to school.
Medication Policy
If your child should require a dosage of prescription or non-prescription medication during the day, parents needs to obtain and complete a medication authorization form which is available in the office. The Apple Tree Center staff are only allowed to dispense prescription medication or over the counter medication with written authorization from the parent AND the licensed health practitioner. A new Medication Authorization Form is required at the beginning of each 12 month period, for each individual medication, and anytime the dosage changes.
Allergies
We are NOT a peanut free school. If your child has any food allergies, please submit written documentation from your child’s physician. We will make necessary accommodations in the classroom to ensure the safety of your child. In addition, food allergy signs will be posted in the emergency binder and food preparation areas.
Closing Policy
Inclement Weather
In the case of inclement weather, the Center will announce a closing or late opening on WBAL (AM), WJZ T.V, email, face book, and on the Center’s answering machine. On days in which the Center may open late, it will usually open at 9:00AM.
Holiday Closings
The Center will be closed on the following holidays: New Years Eve and New Year’s Day, Good Friday, Easter Monday, Memorial Day, July Fourth, Labor Day, Thanksgiving and the Friday immediately after Thanksgiving, and Christmas Eve through New Year’s Day
** Parents are still required to pay full tuition when a holiday falls on a weekday.
Positive Behavior Guidelines
We believe discipline shall include positive guidance, modeling, and redirection to another more appropriate activity, as well as setting clear cut limits that foster the child’s ability to become self disciplined. Behavior expectations shall be clear and understandable to the child, shall be consistent, and be explained to the child before and at the time of any disciplinary action. The goal is to teach children to be responsible for their actions which can be obtained by children having a clear understanding of right from wrong.
Russian schools in South Korea
School education in South Korea
Schools in Korea are rightfully considered one of the most prestigious institutions of secondary education in the world. The successes of South Korean giants such as LG, Hyundai, Samsung and a number of other high-tech brands give an understanding that the approach to the educational process here is special – deep, fundamental and progressive. It is quite logical that therefore the population of South Korea has 542 points on the results of tests of reading literacy, knowledge of science and mathematics – such an assessment of reality is carried out annually by the OECD organization. For comparison, on average in the countries of the European Union, this indicator fluctuates within the boundaries of 489-511 points.
However, this indicator does not take into account education in the context – that is, it does not differentiate between complete and incomplete secondary, secondary specialized and higher education. And, of course, it is the country’s universities (primarily engineering and technical faculties and specialties) that have the unprecedented potential that made Korea famous all over the world. It is logical that applicants around the world are thinking about getting real professional skills in this country. But the first step should be just a secondary school in Korea – it is here that the efforts of teachers are focused on preparing graduates for successful entry into the country’s universities. nine0005
South Korean system of secondary education
The specificity of secondary education in the “Asian giant” is not typical for European and Slavic countries:
elementary school is compulsory for everyone and education lasts for 6 years: these years fall on the age of 6-12;
secondary school – in combination with primary classes is equated to basic secondary education; lasts only 3 years, graduates students at the age of 15;
higher secondary school – purposefully prepares students for entering universities, training takes only 2-3 years, depending on the specific institution; in this regard, Korea is unprecedented – the high school from year to year shows an indicator of 99. 6% -99.8% of successful admission to universities of the total number of students.
Ranking of secondary schools in South Korea
The government of the country scrupulously monitors the monitoring of the educational system. Every year, at the end of the academic year, it compiles a list of the best schools in Korea. Two main visual indicators are taken as a basis – the percentage of successfully enrolled in universities and the level of mastery of knowledge based on the results of testing.
The latest updated ranking of schools is as follows:
Chongshim International Private High School, Gapyeong Province (http://www.csia.hs.kr/) – 100% of its graduates entered the desired universities.
Daewon International Private High School, Seoul (http://www.daewon.ms.kr/) is a progressive educational institution that uses the author’s developments of the teaching staff, 98.4% of graduates entered universities.
Peniel International School of Arts in Busan (http://peniel. ms.kr/) – has a special place in the education system of South Korea. Recognized as one of the best secondary educational institutions in the world with a focus on aesthetic education and the disclosure of the creative potential of students. nine6.4% of graduates continued to delve into creative specialties in higher education institutions of an advising orientation. It is believed that this place became the prototype of the Kirin school in Korea – the school from the Korean youth series “Dream High”, which produces pop stars, the best dancers and artists.
Seoul Younghoon International Private High School (http://www.younghoon.ms.kr/) is a traditional educational institution with an acceptance rate of 98.1.
Busan International State Secondary School (http://www.gukje.ms.kr/) – the leader of the state program of secondary education, 9 enrolled8% of graduates.
Yongheung High School (http://youngheung.icems.kr/main.do) is a progressive Korean school, which is famous not only for excellent results in the development of the curriculum, but also for a rich cultural and sports life: local students are constantly involved in large-scale concerts , competitions, festivals and social events.
Seoul Foreign School (Seodaemun-gu) is a middle school up to grade 12, offering a balanced educational program that meets the academic, spiritual, social and emotional needs of our students in a supportive and challenging learning environment. The school was founded on 1912, emphasizes Christian values. National Curriculum in English. Seoul Foreign School also offers extensive arts, sports, and student life programs to ensure that students receive a well-rounded education. In 1980, SFS was one of the first 200 schools worldwide to be authorized to offer the IB study program. It is a member of the International Association of Christian Schools (ACSI). The British School has been reviewed and approved by Ofsted British Schools Overseas (BSO). nine0016
In general, all schools in South Korea are ranked annually, but the top five are enough to form an idea of the quality, efficiency and accessibility of secondary education. ! It is worth noting that in the top twenty schools of the ranking, the ratio of private and state ownership of institutions is 10/10.
Russian schools in South Korea
Despite the fact that getting a secondary education in Korea is practically a guarantee for admission to one of the country’s universities, the language barrier is very significant – the Korean language is not easy. An excellent compromise solution to this situation is the Russian school in Korea. nine0005
There are several such schools in Seoul and the provinces, all of them teach Russian-speaking children, and in addition to fully mastering the traditional Korean secondary school curriculum, special emphasis is placed on the in-depth study of the Korean language.
It is worth highlighting schools with many years of experience in preparing Russian-speaking students who have proven themselves in all respects from the best side:
Busan Russian School form of ownership of a legal entity, and by subordination to the Ministry of Education of South Korea, and by the composition of the administrative staff). It is considered the best school for preparing Russian-speaking students for admission to local universities. nine0016
TriLC Russian Lyceum is a private school that opened in 2009. Despite the fact that the lyceum gravitates toward the Korean program, and also provides for in-depth study of the Korean language, graduates receive a Russian-style certificate of graduation, which does not always correspond to their goals.
School at the Russian Embassy in the Republic of Korea (established in Seoul on the basis of the order of the Ministry of Foreign Affairs of the Russian Federation) is a Russian state educational institution, primarily for children whose parents are on duty in South Korea. The emphasis is on mastering the program of the Russian Federation and English, so this school is not a target for those wishing to continue their education in Korea Forms of education – family and full-time.0016
Russian Educational Center (in Ansan). Main activities: preschool education (4-5 years), pre-school education (5-7 years), general education program (grades 1-11), activities in the field of creating a work of art, artistic and performing arts. Important areas of study: optimization of communication with people, development of the ability to set goals, have balance and endurance on the way to their implementation.
Submission of documents to secondary school
The enrollment procedure can be carried out both on a competitive basis and on a general basis – the specifics depend on the chosen educational institution. However, in any case, a non-resident of the country (foreign citizen) will necessarily need two documents:
Properly translated and certified document with information about success in training from the previous place;
Study visa covering the desired period of time.
The vast majority of schools accept documents throughout the academic year. nine0005
Obtaining secondary education in South Korea: nuances and peculiarities
Korean international schools actively practice summer programs for foreign students – this is a great opportunity not only to adapt to the conditions of living and studying, but also to understand in general how expedient and likely it is to receive Korean certificate;
if the child and his parents are not ready for a full transition to Korean education, then gradual integration into the process can begin with short-term programs at secondary schools – they last from two to six weeks and allow you to understand the essence of the upcoming educational process; nine0016
high school distance learning programs are not the most efficient, but nonetheless valid way to obtain a Korean-style education document; dozens of schools in Seoul and the province practice a similar method of attracting students without leaving their place of residence;
full board schools, which include a residential campus, social and medical infrastructure and child nutrition in their structure, are not so many in South Korea. If you expect that a student goes to Seoul or other cities on their own, then it is necessary to build on this, and not on the direction and reputation of the school, which significantly narrows the circle. An alternative option is rented housing, which in total costs is similar to paying for a boarding house. But in this case, the child officially needs an adult guardian, or permanent residence from his parents, who also has a visa for the required period. nine0016
Summing up, it should be said that getting a secondary education in Korea is definitely a significant investment in a child’s future. However, one should rationally weigh all the pros and cons when deciding on his education in South Korea, since immersion in a radically different mental, linguistic and social environment is a serious test for a fragile psyche.
The Russian school is usually criticized for endless reforms and the notorious Unified State Examination, but it provides a very high-quality systemic classical education, remaining the heiress of the same Prussian gymnasium from which its predecessors once grew – the schools of the Russian Empire and the USSR. This makes it a powerful tool of “soft power” abroad. However, for this “soft power” to work, it is not enough just to provide financial and licensing support to private Russian schools abroad. nine0104
Let me tell you right away: the decision to change the educational tactics (English-speaking school – university) and go to the school at the Russian Embassy in the Republic of Korea was forced for our family. Our first child successfully followed the path of an English-language education in Australia, but there was a hitch with the second. We moved to Korea, and the trouble-free Australian kindergarten was replaced by an American kindergarten, and then an American school in Seoul – good by local standards, the third most expensive in the country. nine0005
American School in Korea
From the simple-minded world of egalitarian Australia, with its universal rubber slippers, our five-year-old girl suddenly found herself in the world of majors from among the descendants of Korean sub-oligarchs – this is the main contingent of expensive English-language kindergartens and schools in Korea. The charms of this social stratum were revealed to us in all their filthy nakedness.
Children’s fingertips on the topics “my mother weighs 48 kg, and your mother is 53, and therefore a loser”, “my mother is shopping in Paris, and your mother, like a sucker, works as a prosecutor of the region”, “I will not sit down with her for one desk, she sneakers New Balance sucks! – wears, “” suckers study well, and they will marry me to a rich man.” Outright racism towards all non-Korean classmates without exception (we were still relatively saved by the European appearance, the hell was arranged for the Indians and Africans). Over the top arrogance towards teachers and parents, throwing backpacks in the face of personal drivers, meekly dragging these backpacks for young gentlemen. The fawning helplessness of all those poor, intimidated Mexican or Canadian teachers in front of the rich brats on whom their jobs depended (Korea is not a desirable place for American teachers, few of them stayed at school). nine0005
The life goals of the contingent are quite transparent – to hang out among their own during their school years, then go to some design college, marry their own and go to California. The level of education of the school was quite consistent with these tasks. The teachers wrote with grammatical errors and claimed that women have more ribs than men, because it is written in the Bible. On the stands with information about the life of the school there was not a single photo of a student child – they all swam, danced and dined in the open air. nine0005
Communication with parents from other American schools in Korea showed that all of the above is not a particular feature of our school. This is a systemic problem with sad correlations: in cheaper schools, education is even worse, in more expensive schools, children are even more brazen.
School at the Embassy of the Russian Federation
After yet another encounter with this antipode world, my husband and I suddenly had the thought: “Maybe send her to a Russian school? It certainly won’t get worse. ” Fortunately, the daughter, who was born and raised in Australia, spoke Russian well. In addition, in Korea, she attended classes at the home of a Russian teacher who taught the Russian elementary school program to a small group of children. We were surprised that our daughter, studying at a school of the most slovenly type, with pleasure did all the homework of this group, without the slightest pressure on our part, writing out old-fashioned sticks and memorizing poems. She met the offer to move to a Russian school on a permanent basis with undisguised joy. nine0005
It turned out that we are not the only ones so smart. Many of our compatriots have been on the waiting list for the embassy school for years. But we were lucky – in the third class there was a place, and I went to apply.
When I approached the embassy school, two unfamiliar Russian girls about twelve years old came out of it: sweet faces, neatly combed heads. “Hello,” they said to me and walked on. I’m ashamed to admit it, but tears came to my eyes. During the years of my child’s stay in the Korean-American environment, I have already become accustomed to the fact that children walk around shaggy, in wrinkled uniforms and do not greet at all, even if they were visiting your house the day before. And suddenly it turned out that it was not my husband and I – backward people who do not understand modern realities: normal children exist and even speak our native language. nine0005
And then the studies began. And we saw how our daughter flourished, among normal people and normal human values. Where Russians, Koreans, Bulgarians, Kazakhs, Uzbeks, Belarusians study nearby, and it never occurs to anyone to poison a person for a different skin color. Where it is customary to help a South Korean classmate who does not speak Russian well, and this happens quite naturally, without howling about “multiculturalism” and “interethnic tolerance”. Where there are, as in any society, different relations between children, with someone they are closer, with someone cooler, there are personal quarrels and discontent, but there is no hint of group action and persecution. nine0005
Where you can safely drive up to the gate in an old car without risking embarrassing your child, and the children going to school will greet you in the same friendly way.
– Do you need new sneakers? I asked, accustomed to buying new branded shoes every two or three months (uniforms prevented children in American schools from showing off in any other way, and I – alas – succumbed to the general pressure).
– Why, these are enough for me. We don’t pay attention to it here. nine0005
On the other hand, it turned out that they pay attention to something else – who studies how. Studying at school is accepted well, and this, of course, is the merit of teachers and the general business, working atmosphere of the school, where they go not to hang out, but to work.
Among the teachers of the embassy school there are neither adherents of any particularly advanced pedagogical methods, nor personalities sparkling with originality, which Soviet cinema once represented in abundance. Good specialists work at the school, they clearly know their job and carry it out conscientiously. nine0005
Someone behaves more gently with children, someone is stricter, someone likes it more, someone a little less, but all together they work like a well-oiled mechanism. The end of a business trip of one good teacher means that another one will come to replace him, no worse.
Our daughter, tired of the eternal fireworks of the American school (sometimes somersaulting on the floor, then singing in the park on a bench, then a free discussion, then a week of sports – anything, just not to study), the calm regularity of the educational process in the Russian school came up like can’t be better. And we never ceased to be surprised at the volume and systematic nature of knowledge that the girl learns in the process of studying, how much she already knows in mathematics, biology, and history. Our eldest daughter, who was a straight A student in a good Australian school, could not even dream of such an outlook during her school years. nine0005
The familiar graduates of the embassy school enrolled en masse on the budget in the best Moscow universities, and this added to the daughter’s educational enthusiasm.
We were afraid that the girl would forget English because of the lack of daily English communication. However, she not only preserved, but also improved it with the help of Skype lessons with a native speaker. Her Mexican teachers and Korean classmates spoke much worse.
At first, I was worried whether a child accustomed to the democratic manners of a Western school, with all those teacher smiles (“high five!”, “let’s hug!”) and constant approval, could adapt to the external restraint and open subordination of the Russian school, where the teacher is higher than the student and the loser is not equal to the excellent student. It turned out that there is simply no problem. The daughter understood the informal subordination of the Western environment much better than we did, took it for granted, and the subordination of the Russian model did not offend her dignity at all. She easily integrated into this new world for her and accepted its rules. nine0005
All these years we never stopped thanking fate for bringing us to the Russian school. Unfortunately, due to the pandemic, the embassy school was temporarily closed for those who do not live in the embassy, and it is not known when it will be open. The school is small, and it is not possible to establish distance learning for everyone.
We really hope to return there, but for now we are going to make do with Russian online education. The daughter flatly refuses to return to the American school. nine0005
A few thoughts after
Despite the fact that English-language education obviously dominates the modern world and there seems to be nothing to oppose to it, because there is no reception against scrap, that is, the American GNP, the situation is actually more complicated. Many of our compatriots live in countries where English-language education is either not available or of poor quality, and there are many problems with education in the local language.
South Korea is one such country. Education in local schools is not bad here. However, despite years of talk about “multiculturalism”, the Korean school environment remains one of the most closed and discriminatory for foreigners. If in elementary school the situation of a foreign child is still tolerable, then starting from the fifth grade, foreign children begin to be pushed out of the Korean environment. Neither fluency in the Korean language, nor Korean ethnicity, nor your family’s sincere focus on assimilation, nor a decent financial situation can save you from this. They reject you like a foreign body. nine0005
For parents, this sudden social rejection of a child who just yesterday was running around in the yard with Koreans, and today suddenly comes with bruises and spends evenings at home playing with a dog, is a shocking, painful discovery. Many of them try to ignore a problem for which they see no way out, or look for reasons in the behavior of the child himself.
And there are no reasons. Two horrendous incidents in recent years—with a half-Korean-half-Russian child being thrown off the 15th floor by Korean classmates for being “non-Korean” and an Uzbek boy who was hospitalized after being beaten by classmates—show that a Korean school is dangerous for foreigners simply because that they are foreigners. nine0005
For most members of the Russian-speaking community, there is no way out of this situation. An English-language school, for all its disadvantages, is also sky-high inaccessible: the annual cost of our “third in the country” was equal to the cost of a good car. And here the Russian school can help a lot. It has virtues that are still little understood in Russia.
Firstly, the Russian school remains a territory free from national discrimination. Nobody cares about your ethnicity here. If you respect others, are ready to follow the general rules, do not create national gangs and do not try to impose your religion, you will be accepted as one of your own. nine0005
Second, the quality of education. It is customary to criticize the Russian school for endless reforms and the notorious Unified State Examination, however, it provides a very high-quality systemic classical education, remaining the heiress of the very Prussian gymnasium from which its predecessors, the schools of the Russian Empire and the USSR, once grew.
Today such education in English is available only to the elite, it is expensive and not available everywhere. In Canberra, where our eldest daughter studied, such an education cannot be obtained in principle, for any money. I must say that a significant role in her academic success during her school years was played by those Russian textbooks, according to which we additionally studied until about the sixth grade. nine0005
All this makes the Russian school a powerful tool of “soft power” abroad among compatriots and foreigners.
For this “soft power” to work, however, it is not enough just to provide financial and licensing support to private Russian schools abroad. In South Korea, such schools exist and are not very popular: with all the enthusiasm and diligence, individual entrepreneurs abroad simply cannot create educational institutions of the proper level, such that parents can entrust them with the future of their child. nine0005
In order for parents abroad to be able to send their child to a Russian school with peace of mind, it should not be an indistinct private shop where random guest workers teach, but a high-quality, state-run school organized by the Russian Federation at embassies, consulates or state-supported centers of Russian culture. Certified teachers, specialists selected and sent from Russia should work in it.
On the basis of such schools, it would be possible to create additional educational courses that operate in the evening – for those Russian-speaking children who go to local schools, but would like to study Russian, physics, mathematics or history according to the Russian program. If such an opportunity had existed in Canberra when our eldest daughter was studying there, we would have taken advantage of it with pleasure. But – alas! – Instead, she went to study at the French cultural center. nine0005
In addition, Russia has a stable positive reputation abroad in such areas as computer science, sports dancing, gymnastics, and music. Many foreign parents would certainly take the opportunity to teach their children from a “real Russian pianist” or “Russian programmer”.
In terms of the effectiveness of the impact on a person, few public institutions can compare with the school.
If it is Russia’s task to win over compatriots, then the creation of a network of high-quality public Russian schools abroad is the surest step in this direction. The children who today rush to the gates of the embassy for a Russian language lesson will someday work for the good of Russia. nine0005
Author: Tatyana Gabrusenko, professor at Korea University, South Korea.
5 schools in South Korea for Russian-speaking children
Russian gymnasium — a school with in-depth study of English and Korean for Russian-speaking children. Opened in Busan in 2017. The mission of the school is to promote Russian educational traditions in the Republic of Korea, preserve the ethno-cultural identity of the Russian-speaking population of Busan, and form a single socio-cultural space that meets the aesthetic, educational and cultural needs of Russian-speaking citizens. nine0167 Contacts: 0 51 466 3135 , [email protected] , rc-busan.ru
School at the Russian Embassy in the Republic of Korea, Seoul
Ministry of Foreign Affairs of the Russian Federation. This is a Russian state educational institution for children whose parents are on duty in South Korea. The emphasis is on mastering the RF and English language program, so it is not suitable for those wishing to continue their studies in Korea. nine0167 Contacts: +82 02 318 2135 , [email protected] , seoulschool.ru
Noane Educational Institution, Ansan
Russian Educational Institution Noane is an educational space for children of Russian-speaking parents in the city of Ansane – one of the main multicultural centers of Korea. The mission of the school is to care for the future of the Russian-speaking diaspora, including Russian Koreans. Love for children and a serious curriculum are adopted as the main principles, which allow educating a new, modern generation that overcomes the borders of Korea, Russia and the CIS. nine0167 Contacts: 010 8181 4479 , [email protected] , noane.org
Russian House Educational Institution, Seoul
Russian House implements solo programs for secondary education in the Russian Federation in English. Curricula are recommended by the Ministry of Education and Science of the Russian Federation. Contact: +82 2 3 785 0515 , [email protected], russkydom-seoul.com
AppleTree Educational Complex, Dongtan
The AppleTree educational complex in Dongtan includes a kindergarten, a school and a cultural center. The Russian school AppleTree School is focused on the School of Russia program. Classes in all disciplines are carried out in accordance with the program of the Russian school with in-depth study of the English language. The AppleTree School takes an active part in the social life of the Russian-speaking diaspora in Korea. Contact: 031 613 2416 , [email protected] , appletreeschool.net
Name of the structural unit, full name and position of the head, location
Information on the provisions of the structural unit and management bodies
Management structure, controls
————————–
Library, Ilyukhina Svetlana Vyacheslavovna, head. library, Arzamas city, Pushkin street, 138/1, MBOU “Lyceum”, uses the NGO website, phone: 7-40-50
Librarian work schedule
Accounting, Yulia Evgenievna Akhmatova, head. accountant, Arzamas city, Pushkin street, 138/1, MBOU “Lyceum”, uses the NGO website, phone 2-43-73
Dining room, Makulova Marina Alexandrovna, manager canteen, Arzamas city, Pushkin street, 138/1, MBOU “Lyceum”, uses the NGO website, phone 2-43-73
—————————-
Library Regulations
Regulation on Accounting
Canteen Regulations
8.
Levels of education, standard period of study
Primary general education – 4 years
Basic general education – 5 years
Secondary general education – 2 years
9.
Education Form
Full-time
10.
nine0294 The period of validity of the state accreditation of the educational program
Until 03/07/2025
11.
Educational program
GEF
12.
Curriculum
Educational activities
13.
Calendar study schedule
Educational activities
14.
nine0294 Methodological and other documents developed by an educational organization to ensure the educational process
Methodological developments to ensure the educational process are available for each educational program
15.
Implemented educational programs
MBOU “Lyceum” implements general educational programs of primary general, basic general, secondary general education; additional educational (general developmental) programs
16.
Number of students
The number of students in educational programs being implemented at the expense of the budgetary allocations of the federal budget, the budgets of the constituent entities of the Russian Federation, local budgets and under education agreements at the expense of individuals and (or) legal entities, including the number of students who are foreign citizens
At the expense of the budgetary funds of the constituent entity of the Russian Federation:
Total number of students – 835
Primary general education – 377
Basic general education – 369
Secondary general education – 89
Foreign citizens – 0
17.
Agreements with foreign and (or) international organizations on education and science
None
18.
Language of instruction
Russian
19.
About federal state educational standards
GEF
20.
About the head of the Lyceum, his deputies
Administration of the Lyceum
21.
On the personal composition of teaching staff
The teaching staff of the Lyceum
22.
On the logistics of educational activities
Material and technical base
23.
On the conditions of nutrition and health protection of students
Food
Medical care
24.
On access to information systems and information and telecommunications networks, on electronic educational resources to which students have access
For students
25.
On the number of vacancies for admission (transfer)
Vacancies for admission
26.
On the volume of educational activities, the financial support of which is carried out at the expense of the budgetary allocations of the federal budget, the budgets of the constituent entities of the Russian Federation, local budgets, under agreements on education at the expense of individuals and (or) legal entities
Financial and economic activities
27.
On the receipt of financial and material resources and on their expenditure at the end of the financial year
Financial and economic activities
28.
About the employment of graduates
Information about the continuation of education by graduates of Lyceum
Copies of documents of the educational organization:
29.
Charter of the educational organization
Charter
30.
Education license
License
31.
State Accreditation Certificate
Certificate of Accreditation
32.
Plan of financial and economic activities of an educational organization
Financial and economic activities
33.
Local regulations
Local regulations
34.
Self-examination report
Self-examination card
35.
Provision of paid educational services
Procedure for the provision of paid additional educational services 9029one
36.
Orders of bodies exercising state control (supervision) in the field of education, reports on the implementation of such orders
No prescription
Dear site visitors!
We are glad to welcome all Internet users interested in education on the pages of our website.
When creating the site, we pursued the goal, first of all, to inform you about the conditions of education, about the life of the Lyceum, who and what we are proud of, what is new, what plans for the future and much more. Thanks to the Internet, we have become more open, we can communicate and interact with you, paying no attention to either borders or distances. At the same time, the main and only condition for such interaction is the mutual desire to be interesting and useful to each other. nine0005
We invite you to visit the pages of our information resource more often, to participate in the discussion of issues of school and extracurricular life, education and upbringing.
Sincerely to you, Director of the Lyceum
Obukhova Margarita Marrovna
Hot Line phone on cash fees:
S.G. – acting Director of the Department of Education – (83147) 7-57-84
Zinoviev A. A. – Deputy. Director of the Department of Education – (83147) 7-57-51
Boychuk O.A. – early department of general and additional education – (83147) 7-57-45
Working hours of the “hot line”:
Mon-Fri from 8-00 to 17-00, lunch 12-00-13-00
holidays from 8-00 to 16-00 , lunch 12-00-13-00
Sat, Sun, public holidays – day off
Phones of the “hot line” for learning a second foreign language at the level of basic general education:
70003
57-51 – Deputy Director of the Department of Education of the Administration of Arzamas
7-57-45 and 7-57-37 – department of general and additional education
2- 43-73 – deputy directors of MBOU “Lyceum”
3
Official website of the Ministry of Education of the Russian Federation
Overview
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We at Easthill KinderCare are the first step in your child’s
educational ladder, preparing your child for a lifetime of learning
and socialization skills that will carry him or her throughout
their later years. Whether it’s providing loving care for Infants
or participating in activities in our Preschool programs, we love
what we get to do each day and that is to watch so many little ones
learn and grow!
Safety is our top priority. We pride ourselves on providing a safe
environment for all the children in our care. We are a secure
facility which requires a keypad code to enter our building and
fenced in and age appropriate playgrounds. Additionally, we have a
health and safety coordinator at our school that ensures and checks
the safety of our school daily.
Hours Of Operation: 6:00 AM to 6:30 PM, M-F
Languages Spoken: Hindi, Spanish
DSHS and Naccrra (Full time only) Sibling disount 10% off of each
child’s weekly tuition (2 or more children)
Source: National Center for Education Statistics (NCES)
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The application deadline for East Hill KinderCare is rolling (applications are reviewed as they are received year-round).
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24027 141ST LN SE KENT, WA
$949,000
5 Beds | 2. 75 Baths
(2.33 miles from school)
14116 SE 281ST PL KENT, WA
$775,000
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(2.87 miles from school)
2511 S 248TH ST UNIT B12 KENT, WA
$239,950
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$274,900
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Suicide Prevention: Caring For Our Young People
At last we have a dedicated phone number for suicide and crisis support. The Suicide and Crisis Lifeline is 988. More about it and suicide prevention here.
What Is Praxis?
Praxis is part of the teacher licensing process many states require.
September 30, 2022
Student Health Records: Vaccinations
Most parents have questions about vaccinations. We look at the big picture and offer some sources for you to do your own research.
The average private school tuition in King County, WA is $18,175 for elementary schools and $21,898 for high schools (read more about average private school tuition across the country).
The average acceptance rate in King County, WA is 77% (read more about average acceptance rates across the country).
Average Private School Tuition Cost
The Parents’ Financial Statement (PFS)
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5 Financial Aid Dos and Don’ts
25 Things You Need to Know About Private Schools
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East Hill KinderCare – Kent, WA 98030
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East Hill KinderCare located at 10450 SE 253rd Pl in Kent, WA is designed with your child’s fun, health, safety, and childhood education in mind.
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Wellington School is located in the small English town of Wellington in the picturesque Somerset county. The school campus occupies an area at the foot of the Blackdown Hills – the guys can enjoy the beautiful scenery and take walks in the fresh air. Throughout its history, the school buildings have been thoroughly rebuilt, and the carefully preserved ancient architecture is harmoniously combined with the latest buildings.
Equipment
There is a new scientific center with modern laboratories and lecture halls. The school’s new pride of place, The Princess Royal Sports, was built at a cost of more than £2.5 million and served as a training base for the London 2012 Olympic athletes. A learning center was also opened, containing six new classrooms, a gallery and an examination room. In the same year, the famous Wellington School graduate, actor David Suchet (David Suchet), permanent Hercule Poirot, opened the Southside Theatre, consisting of a large hall with the latest lighting and sound equipment and a small stage for small productions and performing arts classes. In 2010, a new music school was opened, which includes rooms for individual and group training, 12 Steinway brand pianos and other equipment. And in 2011 – a language center equipped with modern interactive resources.
The Wellington School Sports Fund includes 5 rugby fields, 9 tennis courts, 4 netball courts, a floodlit hockey rink, cricket pitches, a 300m track, a heated pool, squash courts and numerous playing fields. In addition, the school has a special room for fencing, and Wellington school students often take prizes in regional and national tournaments in this sport.
Entry requirements
– report card for the last 2-3 academic years
– testimonials from teachers from the previous school
– Skype interview with school representative
– essay on 300-500 words “About myself” (for students aged 11-13)
– entrance tests in mathematics and English and selected subjects (for students aged 14)
– IELTS certificate from 5. 0 – for students of the Foundation Program (Pre-A-Level) 15-16 years old
– for students entering the senior 12th grade (16-17 years old): if you already have a GCSE certificate, then the latter must have grades not lower than Level 6 (grades B and above) in those 3 subjects that the student will study at A- Level, and grades Level 4/5 (C and above) in the remaining 3 subjects.
Wellington School does not enroll students in grade 11 (15-16 years old), as this is an examination year. Students 15 years old can study under the Foundation Program (Pre-A-Level).
Perspectives
Wellington School graduates enter the most prestigious universities in the UK, including Oxbridge (Oxford and Cambridge Universities) and Europe. Some students who have chosen art and music as their future specialization continue their studies at the most famous Art Schools and Conservatories.
AECC University College, Bath University, Birmingham University, Bristol University, Brunel University of London, Cardiff University, Central St Martins University of the Arts London, Durham University, East Anglia University, Edinburgh University, Essex University, ESCP Business School (Paris), Exeter University, Falmouth University, Imperial College London, INTO World Education College, London, Kent University, King’s College London, Kingston University, Lanacaster University, Leeds University, Leicester University, Liverpool University, Manchester Metropolitan University, Manchester University, Nottingham University, Oxford School of Business & Media, Oxford University, Portsmouth University, Queen Mary University London, Reading University, Royal Glasgow School of Music, Royal Holloway University London, South Wales University, Southampton University, Swansea University, Business Management, University College London, University of Vienna (Austria), Warwick University, Westminster University, Worcester University, York University.
Training courses
GCSE 14-16 years
The classic British two-year preparation program aimed at obtaining a certificate of completion of high school in England. The program is designed for schoolchildren aged 14-16 and provides all the key knowledge in core subjects that will be necessary for the further successful development of the A-Level program.
Items:
Art and Design, Ancient Civilizations, Computer Science, Design and Technology, Drama, English and English Literature, Geography, Greek, History, Latin, Mathematics, Music, Religious Studies, Natural Sciences – 1 of 3 subjects (Biology, Chemistry, Physics) , Natural sciences (all three subjects), Modern languages: French, German, Spanish.
Students must study mathematics, English and English literature. In addition, students take a GCSE course in religious studies, sports and life rules (exams in these subjects are not taken).
Also, students choose 6 additional subjects in accordance with certain requirements: all students must study at least 1 modern foreign language and some natural sciences (biology, chemistry, physics). Also, students cannot study Latin and ancient civilizations at the same time, as this will lead to an undesirable narrow specialization.
Foundation Program (Pre-A-Level) 15-16 years
The Foundation program helps to integrate and prepare international students for grades 12-13 as efficiently as possible. During the year, students in small groups intensively study the two-year GCSE program and then smoothly move to the A-Level program.
Items:
English as a second language (or as a first language if the language level is high enough), mathematics, physics, chemistry, and optional economics and business, art and / or design and technology, biology. Also, if you wish, you can study any other subject with a teacher for a fee.
A-level 16-18 years
A-level is an in-depth curriculum for high school students aged 16-18. The program lasts two years. The purpose of the A-level is to prepare students for university studies. Students choose 3 or 4 subjects from the list of disciplines provided by the school. Each subject is studied 5 hours a week.
Items:
Art & Design, Business, Ancient Civilizations, Drama & Theatre, English Literature, Advanced Mathematics, German, History, Mathematics, Physical Education, Psychology, Spanish, Biology, Chemistry, Design & Technology, Economics, French, Geography, Greek language, Latin, Music, Physics, Religious studies.
In addition to the three core subjects, students have the opportunity to develop through the Extended Project Qualification and the Pre-University Global Perspectives Qualification courses. Passing these courses is an additional advantage when entering the university.
Accommodation
Cost
Program
Autumn term
Spring trimester
Summer term
GCSE 14-16
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 76419 08613 527
35 3552 649 31042 92941 29257 25840 581
Foundation Program (Pre-A-Level) 15-16 years
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 76419 08613 527
35 3552 649 31042 92941 29257 25840 581
A-level 16-18 years old
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 76419 08613 527
11 785883 10414 31013 7641908613 527
35 3552 649 31042 92941 29257 25840 581
Included in the price
Training
Accommodation
Nutrition
Additional charge
Registration fee 100 GBP
Refundable deposit (refundable upon completion of training) 5,000 GBP
Music lessons 30 GBP/40 min
Individual lessons in mathematics and
English 52 GBP/hour
Additional lessons in mathematics and
English in a pair 27 GBP/hour
Group additional lessons in mathematics and
English 18 GBP/hour
School uniform
Stationery
Guardianship
Services of the company for enrollment and supervision
Visa costs
Bank charges
Medical insurance
Flight tickets
Leisure
A rich and varied extra-curricular life at school contributes to the comprehensive development of the child. Sport, along with art, is the most important element in the development of a child’s personality. All children go in for one sport or another, and about 60% participate in competitions and defend the honor of the school at various levels. Field hockey, fencing, rugby, tennis, cricket, netball, swimming. Complementing this list are sports that are not in the main program: rock climbing, pentathlon, table tennis, mountain biking – and this is an incomplete list of all the sports that are in the school.
Music permeates every area of school life, from singing the anthem and participating in the morning church choir to highly professional public performances. The music school invites the student to join 1 of the 25 ensembles at the school (symphony orchestra, church choir, various groups, individual music and singing lessons). Over 450 students study music at the Wellington School.
Schoolchildren are engaged in a theater studio, participate in Duke of Edinburgh events, attend interest clubs: visual arts, meetings of a philosophical circle, a historical society, a book club, a discussion club, a cartoonist or film club; classes in robotics, chess, manufacturing and painting of fabrics, media creativity. You can also take classes in English as a foreign language, or just spend time in the library reading books that are useful for studying. Also, students can enroll in the cadet corps at the school (CCF) in one of three sections: naval, land and aviation. Excursions, trips to the cinema, theater are organized on weekends.
School description
In 1837, the Wellington Academy for boys was opened in the town of Wellington (academies at that time were called educational institutions that were not subordinate to the Anglican Church), the founder and first director of which was Benjamin Frost.
In 1879, the school was renamed “West Somerset County School” (West Somerset County School), and in 1913, having left the jurisdiction of local authorities, it was renamed Wellington School. At the beginning of the 20th century, the school acquired a pronounced technical bias, and during the First World War, students, among other things, made shells in school workshops. At that time there were 250 boys in the school. From the 70s, the first girls began to be admitted here, and by the mid-80s, about 800 children were already studying at the Wellington School. In 2000, a preparatory school (Prep School) was opened at the Wellington School for children aged 3-11, combining kindergarten and primary education. To date, the school includes 3 divisions: Nursery (Nursery) 3-5 years and Primary School (Prep School) 5-10 years, Middle classes (Senior School) 7-15 years and Senior classes (Sixth Form) 16-18 years.
Notable alumni: Poirot’s most famous detective is David Suchet, David Oxley, best remembered for his role as Hugo Baskerville in the 1959 film The Hound of the Baskervilles, Carly Bowden, whose most striking role was Eliza Doolittle in My Fair Lady (2012), writer and songwriter Tristan McKay. As well as rugby player Herbert Gamlin, Tom Sing, founder of the New Look chain of stores, cartoonist Bob Moran, as well as well-known political and scientific figures.
The Wellington School teaches the classical English school program – GCSE (Certificate of Secondary Education) and A-level (Certificate of Complete General Secondary Education). Foreigners can also study under the special Foundation program, which allows them to complete a two-year GCSE course in one year and smoothly move to the A-Level program in the final grades (grades 12-13).
Especially strong areas of the school are mathematics, natural sciences (biology, chemistry and physics), as well as fine arts. For students planning to enter universities with an in-depth study of mathematics, technology, engineering and natural sciences, the school offers to join the STEM (Science, Technology, Engineering and Maths) program.
Google maps
Street view
Photo/Video
School Instagram
Princess Diana: history in photographs
Traditionally, it is believed that Diana Spencer got into the British royal family almost from the street, in other words, she was almost a commoner, without family or tribe, and that is why Kate Middleton, wife, is so often compared with her Prince William, which is connected with the aristocracy only by a “stamp in the passport. ” In fact, this is not so, unlike her daughter-in-law, Diana belonged to a noble family. Moreover, both of her parents were representatives of ancient British families. The Princess’s father, John Spencer, Viscount Althorp, was from the Spencer-Churchill family. Spencer’s ancestors received the earl title back in the 17th century, during the reign of Charles I. Frances Ruth Roche, mother of Diana, was also distinguished by her ancient and noble origin. Lady Fermoy, Diana’s grandmother, was a lady-in-waiting and close friend of the Queen Mother. What is the fact that the wedding of Diana’s future parents in Wesminster Abbey was attended by the entire royal family, including Elizabeth II. The Queen later even became godmother to Diana’s younger brother, Charles Spencer.
1963
1963
1964
The future Princess of Wales was born on July 1, 1961 in her father’s family estate, Sandrigham Castle, and childhood did not know the need for anything: she was surrounded by numerous governesses, maids and other servants. Which should be in any rich house. Yes, Diana really had everything that any little girl needs, except, perhaps, the very little – she lacked love. This lack of tenderness and need will haunt the Queen of Hearts throughout her life. Dee’s parents divorced when the girl was only eight years old. The future wife of Prince Charles, as well as her two sisters and brother, stayed with their father. Diana’s mother, Frances, moved to London, remarried and had little interest in the fate of her children.
1965
1970
1970
Despite the absence of her mother, Diana received an excellent education. Prior to entering college, Miss Spencer was under the constant supervision of a governess and part-time teacher Gertrude Allen, she was also once engaged in the education of Frances Ruth. In 1975, following the death of her grandfather, Diana’s father became the 8th Earl Spencer and she received the courtesy title of “lady” reserved for daughters of high peers. During this period, the family moved to the ancient ancestral castle of Althorp House in Northamptonshire.
1974
1974
Later, Diana continued her studies at Sealfield Private School, then at Riddlesworth Hall. The next stage was the elite school for girls in West Hill, in Kent. Diana was indifferent to education, however, she studied diligently, and besides, she easily won the favor of teachers and peers thanks to her charm and extremely peaceful character. By the way, in a closed boarding school where future ladies receive education, the schedule included not only basic subjects. Diana perfectly comprehended the culinary arts and all the necessary subtleties of housekeeping. She was destined for a successful marriage and a happy life. By the way, she never finished this school, as well as the next one, in Switzerland, where her father sent her.
1975
1975
The story of Diana and Charles began in 1977, when the Queen’s eldest son came to the estate of Earl Spencer to hunt. There, he was introduced to 16-year-old Diana, but did not pay any attention to the girl at all. The next time they meet is only in 1980.
After graduation, Diana moved to London, to an apartment that her father gave her as an adult. Then the girl got a job in a kindergarten. Despite the noble origin and more than a wealthy family, Diana never shunned hard work and life. The owner of an impeccable reputation, a beauty, a hereditary aristocrat – this is exactly the kind of wife that Prince Charles, or rather, his mother, needed.
1980
1980
1980
1980
offspring had a mistress, Camilla. It was absolutely impossible to marry her, unlike Diana, Camilla did not differ in puritanical customs, traveled from one man to another, and even did not hesitate to get married, having been refused in the royal palace. In short, in order to nip the brewing scandal in the bud, it was decided to marry Crown Prince Charles. On Diana.
Like any self-respecting gentleman, and besides, at that time completely spineless and involuntary, Charles, pleasing his mother, was courteous, courteous and even affectionate with his future wife, so that a naive girl could well mistake courtesy for love. In 1981, the grandiose Wedding of the Century took place, which, with bated breath, was followed, it seems, by the whole world.
1981
1981
1981
1981
1981
By the way, “Princess Diana” is an unofficial title. So the wife of Prince Charles was christened by journalists, and after them – by the whole people. If you follow the exact wording, then you should say “Diana, Princess of Wales”, and more precisely – “Diana, Princess Charles of Wales.” But, let’s agree, just “Princess Diana” and “Lady Dee” are much more harmonious.
Diana moved to the royal residence. At first, everything seemed to go smoothly, a year later the couple had their first child, William, and two more, in 1984, the youngest son, Harry. It was then that the first rumors about problems in the royal family spread. Firstly, it quickly became clear that Charles did not even think of breaking off relations with Camilla, and secondly, Diana herself was accused of adultery, allegedly she gave birth to her second child not from her husband, but from her own security guard. The rumors have not been confirmed, but not denied either.
1983
1985
1985
1986
1990
By the end of the 80s, the life of the princess finally turned into hell. Everywhere she was surrounded by annoying paparazzi who tried to find out what was going on in the soul not just of an abandoned woman, but of an abandoned princess. The marriage remained purely formal. Diana was saved by work. She is actively involved in charity work. During her lifetime, she was the patroness of more than a hundred charitable organizations, helped foundations to combat AIDS, took part in the campaign to ban the use of anti-personnel mines, traveled all over Africa, tried to help everyone in need personally.
1989
1991
1991
Perhaps few people remember now, but Diana even managed to visit Moscow. Her brief visit to the capital of the newly minted Russian state took place in mid-June 1995. The Princess of Wales spent only two days in Moscow, during which she visited several hospitals and elementary school No. 751 on a charitable mission, where she solemnly opened a branch of the English Foundation for Helping Disabled Children. In two short days, Diana managed to see the Kremlin and even visit the Bolshoi Theater.
Diana’s visit to Moscow, June 15, 1995
Diana’s visit to the Bolshoi Theatre, Moscow, June 15, 1995
Diana with the Bolshoi Ballerinas, Moscow, June 15, 1995
Diana’s visit to Moscow, June 16, 1995
Diana’s visit to Moscow, June 16, 1995
Diana’s visit to Moscow, June 16, 1995
Diana oversaw several organizations that helped homeless teenagers, patronized children’s hospitals with seriously ill children. And this is only a small part of the good deeds. Diana drowned out her inner pain by trying to help others. Today, she is listed as one of the 100 Greatest Britons in History.
And yet, the closer Diana came together with the people, the more she moved away from the royal house. In the early 90s, the princess stopped hiding her estrangement from her husband, thanks to which she found an implacable enemy in the person of the queen. She, although she did not approve of Charles’ romance with Camilla, was also afraid of the divorce process with Diana, like fire. Just think: what a shadow will fall on the reputation of the royal house!
The official divorce took place only in 1996, before that Diana and Charles continued to live side by side, but each with his own life. Diana, in retaliation for her husband, had an affair with a riding instructor. The royal family surrendered, Elizabeth gave permission for a divorce.
After the divorce, Diana was allowed to stay in the palace, raise her children and even retain her title. The British people simply would not have forgiven the Queen for any other decision. But Diana, breaking free from the royal cage, seems to have decided to repeat the fate of her mother: not knowing love, deceived more than once, she plunged headlong into her personal life – in search of someone who would really love her. The children have faded into the background. Caution, previously inherent in her, too.
1996
1996
1996
After several short love affairs, in June 1997 the princess met Dodi al-Fayed, the son of an Egyptian billionaire. In mid-July, the ubiquitous paparazzi took a whole series of photographs in which the happy Diana is resting with Dodi in Saint-Tropez. And soon there were rumors about the engagement of the princess with a representative of a powerful family in the Muslim world. True, this information was never confirmed by Diana’s relatives. In their memoirs, Dodi was listed only as a close friend of the former princess. The official version – Dodi invited Lady Dee to unwind after a difficult year that followed an equally difficult divorce from Charles. The piquancy of the situation was given by the fact that, along with Diana, her children were on the Cote d’Azur. The heirs to the British Crown are in company with the heir of an Egyptian Muslim billionaire. Elizabeth II, and the special services, indeed, had something to worry about …
Diana on the yacht Dodi al Fayed with her sons, July 1997
Diana on the yacht Dodi al Fayed with her sons, July 1997
Diana on the yacht Dodi al Fayed with her sons, July 19034
Maybe it was just a friendship. On the other hand, these two were free and a romance between them was quite possible. Not right then, but a little later – most likely it would have happened. However, on August 31, 1997, Diana’s life was tragically cut short in a tunnel near Paris. According to the official version, the driver of the car in which Diana was with her fiancé tried to get away from the paparazzi chasing Diana and crashed into a concrete barrier at high speed, according to the unofficial version, Diana was eliminated by the British special services: supposedly, the royal family did not want to see a Muslim as a stepfather of the future king of Great Britain. Father Dodi also insists on this version. The investigation has been going on for more than twenty years. After the collision, Dodi died on the spot, while Diana lived for several more hours.
The Salary Research Guide to Getting Paid What You’re Worth
– +
Learn
by Mac Prichard
Whether you’re gearing up to negotiate for salary at a new job, or you’re about to ask for a raise, you need to bring a well-researched salary goal to the table. To do that, you need to know how much you’re worth and you need to be able to explain why. That’s where your salary research comes in.
You can use salary research to understand salary trends in your industry, learn more about your earning capacity, and prepare yourself for a salary negotiation. But to use this technique properly, you need to follow two rules. First, customize. Your salary research should tie as closely as possible to your current situation. Second, use real data. When you negotiate, you should be able to cite a source for your salary number that’s backed by facts, and real salaries from real people.
Let’s dive into these two rules in detail, and you’ll be ready to conduct great salary research.
Customize your salary research: industry, experience, location
To have leverage to increase your salary, your research needs to be tailored to your current role or the role you’re seeking. Don’t come in with a too-high salary because you didn’t narrow your research down to your city or your level of experience. You’ve got to get granular to get a realistic sense of what you should ask for.
So assess where you are in your career, and get the salary data that reflects it. You must consider the following factors that help determine a reasonable salary for your work:
Industry: Salary ranges vary widely, but there are general industry norms you need to know.
Role & Responsibilities: Your responsibilities and title play into your salary.
Experience: The years of experience you have are crucial to your target salary. Know exactly how much time you’ve worked in your role, so you can filter data to fit.
Expertise & Education: If you’re in a high-demand field or have a highly specialized degree, you can probably ask for more money.
Location: Where the job is located may have the biggest effect on your realistic salary range. Cost of living is huge, and the exact same role will have very different salaries in Seattle and St. Louis.
Use established salary research tools and real data
Next, use online tools that base their salary data on real people. Use tools backed by solid, respected data. It’s great to start with general searches to get a basic understanding of your range, but if you’re prepping for salary negotiation, get final salary ranges from the government and other respected institutions that base their data on real salaries.
Here’s a list of reliable sources to get started on your salary research:
Bureau of Labor Statistics – While it can be a difficult site to navigate, the Bureau of Labor Statistics has the most robust collection of wage and benefit data available publicly.
PayScale – PayScale uses crowdsourced data and machine learning to provide salary ranges for many industries and roles. While some of their services cost money, you can search through much of their data for free.
Salary.com – Salary.com collects worldwide, HR-reported compensation data and makes it easy to add filters to customize your salary search. They also provide the methodology for producing their salary numbers in a clean report.
Other tools to check include Glassdoor, where people anonymously report their salaries, and Comparably, which shares salary ranges and culture reviews for job seekers, though it’s tailored to the tech industry.
Sperling’s Best Places – this site can help you determine cost of living.
How to prepare for a salary negotiation
Remember, your salary number is important, but it’s not the only thing. Benefits, bonuses, and holiday pay are all part of your total compensation package. If you’re already employed, review your current benefits and consider negotiating around a benefit you care about, like asking for more paid time off. If you’re looking for work, find out what the benefits are for the position you’re after. Here’s a resource to find out more about salary and benefits during a job interview.
You also need to have some hard data that reflects your value at the company. Business is a constant cost/benefit analysis, so make sure your value within the company (and the industry) is proven. If you’re looking for more ways to prove your worth, try to find out what your manager needs and take care of it.Take a look at a significant obstacle in your company’s path and solve it.
Finally practice your ask. If you’ve done your research right, you’ll have a clear number, or a tight range, that reflects the salary you deserve. Let your boss know you’ve done your research, and reference your sources. When you’ve got data on your side, you’ll have a strong position to negotiate your salary.
Researcher Salary (January 2023) – Zippia
Updated December 12, 2022
$67,145yearly
To create our salary estimates, Zippia starts with data published in publicly available sources such as the U. S. Bureau of Labor Statistics (BLS), Foreign Labor Certification Data Center (FLC) Show More
$32.28 hourly
Entry level Salary
$37,000
yearly
$37,000
10 %
$67,145
Median
$119,000
90 %
How much does a Researcher make?
Researchers make $67,145 per year on average, or $32.28 per hour, in the United States. Researchers on the lower end of that spectrum, the bottom 10% to be exact, make roughly $37,000 a year, while the top 10% makes $119,000.
Location impacts how much a researcher can expect to make. Researchers make the most in Connecticut, New Jersey, New Hampshire, Rhode Island, and Massachusetts.
Highest Paying State
Connecticut
Highest Paying City
Newark, NJ
Highest Paying Company
Renaissance Learning
What Am I Worth?
Highest Paying State
Connecticut
Highest Paying City
Newark, NJ
Highest Paying Company
Renaissance Learning
What Am I Worth?
Highest Paying States For Researchers
The darker areas on the map show where researchers earn the highest salaries across all 50 states.
State View
County View
Average Salary:
Researcher average salary by State
Rank
State
Avg. Salary
Hourly Rate
Job Count
1
New Jersey
$98,688
$47.45
727
2
Massachusetts
$84,820
$40.78
2,052
3
Connecticut
$101,894
$48.99
168
4
Rhode Island
$86,267
$41.47
63
5
California
$84,744
$40.74
2,765
6
New York
$76,045
$36.56
1,615
7
Oregon
$71,913
$34.57
414
8
New Hampshire
$93,502
$44.95
53
9
Delaware
$74,962
$36.04
63
10
Maine
$74,868
$35. 99
54
11
Maryland
$71,886
$34.56
574
12
Vermont
$69,680
$33.50
43
13
Washington
$67,105
$32.26
1,147
14
Pennsylvania
$65,976
$31.72
777
15
Indiana
$82,021
$39.43
146
16
Michigan
$65,970
$31.72
420
17
Idaho
$69,784
$33.55
64
18
Arizona
$72,481
$34.85
135
19
District of Columbia
$63,373
$30.47
203
20
Virginia
$58,920
$28.33
516
21
Nevada
$68,697
$33.03
39
22
Illinois
$60,055
$28.87
487
23
Ohio
$57,287
$27. 54
378
24
Hawaii
$75,092
$36.10
19
25
Tennessee
$56,328
$27.08
220
26
Alaska
$51,746
$24.88
43
27
Montana
$49,577
$23.84
60
28
Arkansas
$57,518
$27.65
50
29
New Mexico
$49,537
$23.82
88
30
North Carolina
$48,939
$23.53
436
31
Colorado
$48,581
$23.36
385
32
Minnesota
$49,662
$23.88
340
33
Oklahoma
$55,691
$26.77
64
34
Wisconsin
$49,460
$23.78
185
35
West Virginia
$45,075
$21.67
71
36
Georgia
$48,643
$23. 39
361
37
Wyoming
$45,681
$21.96
21
38
Texas
$45,518
$21.88
732
39
Missouri
$40,424
$19.43
300
40
Florida
$45,782
$22.01
426
41
Kansas
$44,113
$21.21
85
42
Utah
$37,744
$18.15
134
43
Nebraska
$35,913
$17.27
111
44
Kentucky
$42,091
$20.24
75
45
Louisiana
$37,933
$18.24
117
46
South Dakota
$38,981
$18.74
28
47
Iowa
$33,977
$16.34
135
48
Alabama
$38,724
$18.62
67
49
North Dakota
$33,004
$15. 87
23
50
Mississippi
$35,166
$16.91
53
51
South Carolina
$36,723
$17.66
75
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Top Researcher Jobs Near You
Highest Paying Cities For Researchers
Rank
City
Avg. Salary
Hourly Rate
1
Newark, NJ
$100,676
$48.40
2
San Francisco, CA
$92,322
$44.39
3
Boston, MA
$85,095
$40.91
4
New York, NY
$76,074
$36.57
5
Newark, DE
$75,158
$36.13
6
Urban Honolulu, HI
$75,140
$36.13
7
Baltimore, MD
$72,502
$34.86
8
Seattle, WA
$68,689
$33.02
9
Philadelphia, PA
$66,934
$32.18
10
Warren, MI
$66,850
$32.14
11
Washington, DC
$63,274
$30.42
12
Arlington, VA
$62,589
$30.09
13
Chicago, IL
$60,556
$29.11
14
Columbus, OH
$55,652
$26. 76
15
Saint Paul, MN
$49,855
$23.97
Here Are The Five Most In Demand Cities Right Now:
Newark, NJ
San Francisco, CA
Boston, MA
New York, NY
Newark, DE
Researchers Salary Details
Average Researcher Salary Graph, Trends, and Summary
What is a Researcher’s Salary?
Percentile
Annual Salary
Monthly Salary
Hourly Rate
90th Percentile
$119,000
$9,917
$57
75th Percentile
$90,000
$7,500
$43
Average
$67,145
$5,595
$32
25th Percentile
$49,000
$4,083
$24
10th Percentile
$37,000
$3,083
$18
Highest Paying Types of Researchers
Job Title
Annual Salary
Monthly Salary
Hourly Rate
Job Openings
Doctoral Fellow
$53,366
$4,447
$25. 66
22,661
Fellow
$66,364
$5,530
$31.91
7,459
Postdoctoral Scholar
$57,587
$4,799
$27.69
18,983
Laboratory Internship
$35,305
$2,942
$16.97
90,970
Research Laboratory Technician
$38,308
$3,192
$18.42
86,476
Graduate Research Student
$34,658
$2,888
$16.66
58,921
Here are the five companies hiring the most now:
Microsoft Jobs (698)
eBay Jobs (77)
General Motors Jobs (137)
California Institute of Technology Jobs (998)
Rutgers University Jobs (113)
Which Companies Pay Researchers The Most?
According to our most recent salary estimates, Renaissance Learning and The Citadel are the highest paying companies for researchers.
Researcher Pay Trends
Average Researcher Salary Over Time
Compare salaries for individual cities or states with the national average.
Recently Added Researcher Salaries
Researcher Salaries FAQs
What State Pays Researchers The Most?
Connecticut pays Researchers the most in the United States, with an average salary of $101,894 per year, or $48.99 per hour.
How Do I Know If I’m Being Paid Fairly As A Researcher?
You know if you are being paid fairly as a Researcher if your pay is close to the average pay for the state you live in. For example, if you live in New Jersey you should be paid close to $98,688 per year.
What Type Of Researcher Gets Paid The Most?
Research Scientist gets paid the most. Research Scientist made a median salary of $89,998. The best-paid 10 percent make $112,000, while the lowest-paid 10 percent make $71,000.
What Is A Good Starting Salary For A Researcher?
A good starting salary for a researcher is $34,000 in the United States. That puts you in the 10th percentile of annual income for a researcher in the U. S., which is about what you would expect if you were new to the field. The average salary for researchers is $64,563, but that normally requires some level of experience to achieve. Furthermore, a good starting salary for a researcher can vary by state.
Do Researchers Make Good Money?
Yes, researchers make good money. The average researcher makes around $70,000 a year. However, this amount can range from $44,000 to $240,000 a year. Factors such as the type of researcher, the company, and location, impact how much a researcher can earn.
How Much Does A Ph.d. Researcher Make?
A Ph.D. researcher makes around $54,000 a year. However, this amount can vary from $34,000 to $120,000 a year. The significant variation and how much a Ph.D. researcher can make reflect whether or not they remain in academia or decide to get an industry job.
How Much Money Does A Researcher Make?
A researcher makes an average of $64,000 a year. However, this amount can vary from $34,000 to $200,000 a year. A significant factor determining how much a researcher can make has to do with the type of researcher they are and the company for which they work.
Have more questions? See all answers to common life, physical, and social science questions.
Search For Researcher Jobs
Updated December 12, 2022
Research work on the topic “Labor and wages” – Informio
Wages are the main source of income for workers, with its help control over the measure of labor and the measure of consumption. It should stimulate the worker to work, improve his quality and productivity.
In the context of the transition to a market economy system, in accordance with changes in the economic and social development of the country, the policy in the field of wages, social support and protection of workers is also changing significantly. Many functions of the state for the implementation of this policy have been transferred directly to enterprises that independently establish the forms, systems and amount of remuneration, material incentives for its results. nine0003
Labor income of each employee is determined by personal contributions, taking into account the final results of the enterprise, are regulated by taxes and are not limited to maximum amounts. The minimum wage for employees of an enterprise of all organizational and legal forms is established by law. The statutory legal form of regulation of labor relations, including in the field of remuneration of employees, is the collective agreement of the enterprise, which fixes all the conditions of remuneration that are within the competence of the enterprise. nine0003
Accounting for labor and wages rightfully occupies one of the central places in the entire accounting system at the enterprise. In the new economic conditions, its most important tasks are: to make settlements with the personnel of the enterprise on remuneration in a timely manner (calculation of wages and other payments, amounts to be withheld and handed over), to timely and correctly include in the cost of products (works, services) the amount of accrued wages and contributions to social insurance authorities, to collect and group indicators on labor and wages for the purposes of operational management and preparation of the necessary reporting, as well as settlements with social insurance authorities, pension fund and employment fund. Accounting for labor and wages should ensure operational control over the quantity and quality of labor, over the use of funds included in the wage fund and social payments. nine0003
The personnel working at the enterprise is the main value of production. Therefore, a comprehensive analysis of labor is the key to identifying hidden production resources. It is advisable to analyze labor in several areas, the most important of which are: analysis of the composition of workers; analysis of the dynamics of the numerical composition; analysis of the use of working time; analysis of the level of education of employees, analysis of labor productivity; analysis of labor intensity and analysis of wages. nine0003
Analysis of the use of labor resources in the enterprise, the level of labor productivity must be considered in close connection with wages. With the growth of labor productivity, real prerequisites are being created for raising the level of its payment. At the same time, funds for wages must be used in such a way that the growth rate of labor productivity outstrips the growth rate of wages. Only under such conditions are opportunities created for increasing the rate of expanded reproduction. In this regard, the analysis of the use of funds for wages at each enterprise is of great importance. In the process, it is necessary to carry out systematic monitoring of the use of the wage fund (wages), to identify opportunities for saving money by increasing labor productivity and reducing the labor intensity of products. The importance of the organization of labor and its remuneration is determined by the fact that production success directly depends on workers (on their knowledge, competence, qualifications, discipline, motivation, ability to solve problems and make decisions, susceptibility to learning). Material investments in qualified specialists provide the entrepreneur with lower production costs and higher profits. nine0003
Currently, a variety of forms of ownership, as well as current legislation, give enterprises and organizations the right to independently choose and establish wage systems that are most appropriate in specific working conditions.
All this proves the relevance of the chosen research topic.
The object of observation in the thesis is the Limited Liability Company “Razdolie”.
The subject of research in the work is the accounting and analysis of labor costs. nine0003
In accordance with the purpose of the work, the main tasks are:
– to consider the main regulatory documents governing wages;
– to study the essence of wages as an economic category, as well as forms and systems of wages;
– consider the peculiarities of accounting for payroll calculations, accrual and deduction of wages of employees at a particular enterprise;
– conduct an audit of labor costs at the enterprise under study; nine0003
– submit proposals for improving the applied systems of remuneration at this enterprise.
When performing this work, legal acts were used: the Labor Code of the Russian Federation, the law of the Russian Federation “On Accounting”, the Regulation on Accounting “Accounting for Costs”, textbooks on accounting and economic analysis, and others.
Original work: Research work on the topic “Labor and wages”
Research work “Statistical analysis of the level of remuneration by enterprises of various types of economic activity in the Russian Federation”
»
Author: Kryuchkova Anastasia Dmitrievna
Place of work/study (affiliation): State University of Management, Moscow, Student
Supervisor: Pershina Tatyana Alekseevna
In this paper, wage levels were considered for 18 types of economic activity (FEA).
The problem of this study is a fairly high differentiation of wages for various types of activities.
The relevance of research is explained by the fact that wages have an impact on the competitiveness of the country’s economy and contribute to economic development. For most people, wages are the main source of income, without which they will be deprived of their livelihood .
The purpose of this study is to identify the differentiation of wages for various types of economic activity, to prove the impact of education on the level of wages by type of economic activity, to identify promising types of activities in terms of growth in average monthly wages.
Hypotheses:
Differentiation of wages by types of economic activity remains relevant
One of the most important factors affecting the level of wages by type of economic activity is the education and qualifications of employees
Methods and methodology. The methodology of this study is based on economic and statistical analysis. To conduct an extended analysis, many methods were used: tabular-graphical, grouping method, index method of analysis, analysis of time series, structure, calculation of generalizing indicators (absolute, relative and average values). nine0003
Conclusions. During the study, it was revealed that a high level of remuneration is due to the need for sufficient qualifications. Also, highly paid activities contribute to the development of the country’s economy.
According to the analysis of the dynamics, it was revealed that the most promising type of activity in terms of growth in the level of average monthly wages is “Activities in the field of health and social services.”
Based on the positive dynamics of nominal wages for each type of economic activity and taking into account the growth of real wages, we can conclude that the standard of living in the Russian Federation has improved. nine0003
Thus, the highest and lowest paid types of activities, their differentiation were considered, changes in wages by types of economic activity were considered, an index analysis of the dynamics of the average monthly nominal wage for 2018-2019 was carried out. throughout the Russian economy as a whole, including due to changes in the average monthly wage for various types of economic activity and due to a change in the distribution of the number of employees by type of economic activity, a combined grouping of types of activity was built according to the level of wages and the share of employees with higher education. nine0003
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Medical disciplines, Social science disciplines
Research work “Attitude towards health among students with Internet addiction”
Full-text version of the work is available for viewing
Relevance of the study. In the modern world, due to the active development of information technology, the number of Internet users is growing year by year. Involving an increasing number of the population, the global network covers almost all areas…
View work
Social science disciplines
Research work “Deprivation and restriction of parental rights”
This topic is relevant in the modern world, because. protection of the rights of the child is an important aspect in the life of society. Concern about this problem is manifested at the international level as well.
For all clever 3rd graders with the spelling bee in their future, this collection of more than 300 difficult words can aid in sharpening your abilities and are likely to be featured on your spelling bee!
YourInfoMaster.Com is an internet-based, student-driven learning system widely used as a homeschooling third-grade spelling words and as an after-school tutorial and training during summer vacation.
Here’s a print-friendly listing of 3rd grade spelling words. This third grade spelling list is a general-purpose list comprised of a mixture of long vowel words, short vowel words, third grade sight words, and many more, all contained in a 300-word list.
ALSO READ: Awesome Sounding Words Meanings | Cool Speaking Words
3rd Grade Spelling Curriculum Sequence
Students in the third grade of spelling are required to arrange their words according to alphabetical order. In the year, they will be taught contractions like ISN’T, DON’T, and CAN’T. They will also be taught compound words like Birthday, SOMEWHERE, and YOU.
Spelling words in third grade comprise blends, such as AGREE, CHOOSE and the HALF. In addition, words beginning with the letters QU are introduced, like Quent and QUEEN. Third-grade spelling words comprise consonant doubling as in BERRY, BUTTER, and PRETTY. Students in the third grade will also be taught homophones common to the language, such as PAIL or PALE. They also learn that words that end in Y are plural when they have the -IES ending. This is the case as the plural form of CHERRY, which is the word CHERRIES.
Very young children learn through activities for spelling, including inventive ways to make the third-grade spelling program enjoyable for the children. However, be aware that each child learns at their own pace, so what is effective for one student might not be the right strategy that your child needs. That’s why many parents are enthused by YourInfoMaster.Com self-paced, modularized learning plans. You can choose to skip lessons on concepts that your child is already proficient in and re-learn those that isn’t. It’s up to you.
The Foundational Spelling Skills
Spelling abilities must be developed as part of a comprehensive phonemic awareness in language arts and vocabulary, reading comprehension and reading fluency, and grammar, reading and writing programs. The children should (with assistance from their parents) build their basic spelling skills by pursuing a fascination with words, writing regularly and reading a review of spelling rules and play of spelling games.
YourInfoMaster.Com offers a complete third-grade spelling program using engaging activities that help create a strong foundation for spelling. In addition, your child can be successful in third grade spelling.
3rd Grade Spelling Words List
What words for spelling should your third grade kids be familiar with? Here’s a list with 300+ words suitable for spelling games, tests, or preparing for the forthcoming spelling bee.
ALSO READ: Awesome Sounding Words Meanings | Cool Speaking Words
Here is the big collection of 3rd Grade Spelling Words that can be introduced to primary school students of grade three.
abstract
abundance
acoustic
adapt
adverse
afford
agile
anonymous
aptitude
assuage
auspicious
avenger
babble
bonanza
baffled
beneath
belittle
bard
bizarre
burrito
bohemian
benign
brochure
brittle
captive
charisma
cassette
cue
ceremony
conservation
comatose
cuddle
conversation
converge
crude
caviar
dampen
deduce
defame
delicate
dejected
dismal
devour
dire
discord
decode
dismantle
disintegrate
ebb
endure
enamor
enchanted
endear
emigrate
epidemic
effusion
eulogy
extort
extract
enigma
factual
feline
fathom
flaccid
felon
fuddle
feud
fumble
forfeit
fortnight
franchise
fanfare
gall
girth
galvanize
gibberish
gambit
gross
gibe
gangrene
government
gloss
grill
gloat
haggle
homely
headstrong
hoodwink
holocaust
holster
horde
harbor
huddle
hindsight
humble
hue
idiom
impaired
implement
impromptu
inception
incognito
incompetent
inevitable
infamous
insatiable
intact
interim
Jargon
Jumble
Jeer
kneel
Jest
Jockey
Junk
Jock
Justice
Jibe
kindle
kernel
knack
knit
knight
knot
lagoon
lumber
laminate
lampoon
latent
lunatic
latitude
longitude
leash
lurk
lethargic
lilliputian
machinery
majestic
magnificent
manifold
material
maternal
matrix
mayhem
melee
melodrama
menace
mercenary
Narrative
Native
National
Nectar
Neglect
Negotiation
Neutral
Nimble
Nocturnal
Nostalgia
Notorious
Nuclear
Oatmeal
oblique
obsolete
obstruct
occupation
offensive
opaque
opposition
optional
ordinance
orientation
orthopedics
peripatetic
pomposity
personality
plagiarize
phalanx
proliferate
premeditate
precocious
preponderance
plumage
pterodactyl
posthumous
Qualitative
quantum
quarrel
quench
quest
query
queue
quietude
quip
quiver
quitoxic
quotation
rabid
reckon
rake
reek
ravine
repercussion
refute
remonstrate
remission
rancid
rift
restitution
sardine
scion
secretary
sentiment
soiree
specter
spur
slovenly
starch
spree
subjective
subtle
tarantula
tenacity
tarnish
tombstone
theoretical
taunt
torso
transgression
trident
tightwad
truncate
thrift
uncanny
unstable
unconditional
universal
undermine
unilateral
unfounded
unconventional
unjust
unresponsive
unorthodox
unravel
valiant
vernacular
vegetation
viscera
verification
vendetta
veteran
villain
vicarious
vignette
vulnerable
variable
warranty
watershed
wharf
wheezing
Table 1: 3rd Grade Spelling Words List
How to teach Third Grade Spelling Words?
A typical school year lasts 36 weeks. The spelling words for grade 2 are broken down into 32 weeks.
The first four weeks
Before attempting to learn to spell, children have to establish an understanding of phonics. The first four weeks should be spent working on:
The alphabet
The sounds the letters make
Learning to write letters
Starting to read
In the next 32 weeks
Download the master spelling list for the second grade at the bottom of the page. You can download it for free and then print it.
Conclusion
Activities for learning in the third grade spelling has never been so enjoyable! No pencil and paper are required to use these easy ways to pronounce the words and practice spell-checking in the house or school. Learn the words from the third grade spelling list in many different ways!
Which of these incredibly 3rd Grade Spelling Words that are most helpful in your daily life? Have you found some new 3rd Grade Spelling Words that are more appealing to you? Spread these Spelling Words by sending a text with these words for someone you love and adore.
If you enjoyed 3rd Grade Spelling Words List, I’d be very thankful if you’d help it spread by emailing it to your friends or sharing it on Twitter, Instagram, or Facebook. Thank you!
Did you read these Third Grade Spelling Words List on the way? Which one do you read? Let us know if you have any question. We will gladly explain!
Recap of we just learned
3rd Grade Spelling Curriculum Sequence
The Foundational Spelling Skills
3rd Grade Spelling Words List
How to teach Third Grade Spelling Words?
The first four weeks
In the next 32 weeks
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Tier 2 Word Lists and Vocabulary Lessons – English Language Learning
He states: Tier 2 words are high-frequency words used by mature content users over a variety of content domains. More simply, they are words that are frequent enough that most native speakers would know what they mean, but usually require explicit instruction (having to look them up in a dictionary, or apply context referencing, etc.) They lack redundancy in the language, but are not so specialized as to be jargon or unique to specific contexts. They are often spelled in ways that don’t phonetically follow the simple rules of English grammar and may be challenging for emerging vocabulary learners who know how to say the word, but have difficult trying to read them due to irregular or alternative phonetic grammar rules. Tier 2 words are words such as obvious, complex, reasoned, national, or informed.
In contrast, Tier 1 words are extremely common, almost ubiquitous-frequency words that require little or no explicit instruction. They are usually root words themselves and are not typically modified with prefixes and suffixes. They are usually phonetically very easy to read and pronounce from reading. Words like baby, clock, or run are tier 1 words.
Tier 3 words are extremely specialized, require explicit instruction, are relatively low-frequency, and are usually limited to a content domain, like medical or engineering terminology. They frequently are composed of foreign language roots modified with suffixes and prefixes. These are words such as misappropriated, atrioventricular tachycardia, or antidisestablishmentarianism.
The reason for the shift away from the idea of “grade-level” vocabulary towards this tiered structure with specific criteria is because many readers do not advance at the same pace. Making this learning explicit to students also helps them understand why certain words are more challenging to them, and helps them focus on certain words they need to develop as a base for more challenging vocabulary. They may need to develop different reading strategies for different tiers of words. Tier 1 words are typically “sight words,” while tier 3 words are typically “even the teacher had to look that up!”
Here is a list of Tier 2 vocabulary words by grade: Tier 2 vocab-K-12
Here is a list of Academic Vocabulary Cards that help visualize Tier 2 words: Academic Vocabulary Cards
Home language translations of these cards created by Coquitlam students and teachers:
Arabic Vocabulary
Chinese Simplified Vocabulary
Chinese Traditional Vocabulary
Farsi Vocabulary
Kurdish Vocabulary
Portuguese Vocabulary
Spanish Vocabulary
Tigrigna Vocabulary
Academic Language Toolkit: Academic Language Function Toolkit
Here are Tier 2 Vocabulary lessons using picture books and the Text Talk Strategy from Beck, McKeown & Kucan (Bringing Words to Life). TextTalkLessons
Check out this guide to learn more about ways to teach academic vocabulary.
This document also contains academic vocabulary lists for each grade. http://blogs.sd41.bc.ca/ell/files/2020/01/BUSD_Academic_Vocabulary.pdf
Vocabulary words Grade 3 – SСHOOLSTARS
We tell you what dictionary words are. Here is a list of vocabulary words, the spelling of which you need to remember, for grade 3.
one
What are vocabulary words (Grade 3)?
2
List of vocabulary words Grade 3
What are dictionary words (Grade 3)?
Dictionary words are words whose spelling cannot be checked by any rule of the Russian language. nine0018 power plant escalator Yu youth I apple berry tongue January lizard
Game cards with vocabulary words Russian language Grade 3 (program “School of Russia”)
Explanatory note:
Author: Gorbacheva M. Yu.
Subject: Russian language
Audience: students 3 class
– enrichment and activation of students’ vocabulary;
– development of attention and spelling vigilance;
– fostering interest in the native language .
Universal learning activities:
Cognitive U.W.D.
Communicative W.W.D.
– to formulate one’s own opinion and position;
– offer help and cooperation;
– determine the overall goal and ways to achieve it;
– work individually, in pairs and in a group;
– exercise self-control, mutual control.
Regulatory U.U.D.:
–
– draw up a plan and sequence of actions;
– adequately perceive the proposals of the teacher, comrades, to correct the mistakes made.
Expected results:
– students will develop the skill of competent spelling of dictionary words;
– vocabulary is activated and enriched;
– work with vocabulary words is systematized.
Materials of 11 vocabulary games are presented in the work. The tasks include vocabulary words studied in the Russian language course in the 3rd grade under the program “School of Russia”.
About the use of cards:
It is recommended to use these games when repeating what you have learned (better in class outside the lesson). For the lesson, the words on the card should be less. The material is useful in preparing for the V.P.R. and for use in the first lessons of the Russian language (or extracurricular activities in the subject) for teachers working in grades 4 and 5. For greater coverage of words, the work presents two options for cards for each game task. nine0533
Instruction to the teacher:
Words need to be cut and used in individual lessons to improve the literacy of students.
Rules of the game “Couples”. The words are flipped and shuffled. Players take turns opening any 2 cards and showing them to the opponent. If identical cards are opened, the player who opens them takes the cards for himself. The one with the most words wins. nine0533
Card 1 PDF / 67.9 KB
Card 2 couples-2 PDF / 67.77 KB
2. Great assignment “Three columns”
on the sheet for the game 54 words. Words are randomly distributed into three columns. You don’t have to cut the card. The student receives the entire sheet.
The student’s goal is to memorize as many triplets of words as possible. To begin with, give 5-7 minutes for memorization, after such work, this time should be gradually reduced. After the allotted time, students close one or two columns and try to remember the contents of the cells from the remaining words. nine0714 In addition to improving literacy, there is another plus: the so-called “clerk’s memory” is trained, which allows you to quickly memorize and compare large amounts of data. (Time may increase. It all depends on the level of children and the number of words)
Card 3 “Three columns-1” PDF / 80.95 Kb
Card 4 “Three columns-2” PDF / 80.77 Kb 3 3 . Game task “Lotto”
One bingo card is created for every 8 words. You cut off your 8 words. They will serve as barrels in the game. The cards are not cut, but dealt to the players.
Instead of empty cells, 4 random words have been added to each card. Everyone knows the rules of the game in “Lotto”. Nothing new here .
Card 5 “Lotto-1” PDF / 130.5 Kb
Card 6 “Lotto-2” PDF / 126.37 Kb
4. Game task “Hide and seek”
Suggested vocabulary words are mixed with random words 1 to 4. Students must find and highlight the given words in the array with a marker. The exercise is useful for correcting dysgraphia.
Card 7 “Southern Seek-1” PDF / 114.71 KB
Card 8 “Hide and Humanitarianism1” (2) PDF / 114.57 KB
5. 9053 2″
Suggested vocabulary words are separated by random characters. Students must recognize the given words in the array of characters without spaces. Words should be circled or highlighted with a marker. A great exercise for correcting dyslexia. nine0533
Card 9 “Southern Summarks 2” (1) PDF / 112.49 KB
Card 10 (“Hide and Humanings2” (2)) PDF / 114.02 KB
6. 9055 3″
Training of selective attention and visual memorization of words. The student should circle the words found. The card gets 9 or 10 words (depending on the length), empty cells are filled with randomly selected letters. If your words are not enough, the program will add random words. If you set a long list, many cards will be formed in one file from all these words. nine0533
Card 11 “Hide and seek3” (1) PDF / 165.7 KB
Card 12 “Seek 3” (2) PDF / 140.03 KB
7. Game assignment “Remember the pair” 9053 9053 9053 9053 9053 9053 9053 9053 9053 9053 9053 9053 9053
The number of words in the task must be a multiple of 20. For every 20 words, the program makes a card with 10 pairs.
Students must memorize pairs of words for a minute.After the sheet is folded and on the second half, students write the words they remember. Having unfolded the sheet, everyone quickly checks the correctness of the answers.(Time can be changed by the teacher)
Card 13 “Remember the couple” (1) PDF / 83.4 KB
Card 14 “Remember the couple” (2) PDF / 81.45 KB 9000 task “Order”
Each card has 8 words. If you want the program to use only your words, their number must be a multiple of 8. Students remember the word order, after which the sheet is folded and the words must be written in the order they were. Having unfolded the sheet, everyone quickly checks the correctness of the answers. Memory time – 30 seconds . (time can be changed by the teacher)
Card 15 “Order” (1) PDF / 81.92 KB
Card 16 “Order” (2) PDF / 84.25 KB
9. Game task “Hash 1”
In a game card. letters except the first and last are jumbled. The task of the student is to read the words. Useful for improving reading technique and correcting dyslexia. Then (when using a card for individual work) the task is completed in writing .
Card17 “Meshaina-1” (1) PDF / 112.33 KB
Card 18 “Meshain-1” (2) PDF / 112.22 KB
10. Game mission “Sea Battle”
Play the same way as regular Sea Battle, but in case of a hit, the person must name the letter.
Description: Spruce Run Preschool is a nonsectarian preschool sponsored by Spruce Run Lutheran Church.
Our teachers have over 50 years cumulative experience in early childhood education and provide a nurturing environment where children are encouraged to grow both academically and socially.
The school offers a 9 month program from September through May , and a Summer Camp program available the first two weeks of June. We follow the Lebanon Township, Clinton Township and High Bridge Borough School Districts Calendars and Snow Closings.
Program and Licensing Details
License Number:
10SPR0001
Capacity:
21
Age Range:
2 1/2 – 6 years
Enrolled in Subsidized Child Care Program:
No
District Office:
New Jersey Dept of Children and Families – Office of Licensing
District Office Phone:
1-877-667-9845 (Note: This is not the facility phone number. )
Location Map
Inspection/Report History
Kiddie Academy of Oviedo – Oviedo F…
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Kiddie Academy of Oviedo – Oviedo FL Child Care Facility
Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.
Date Cited
Date Abated
Regulation Number
Summary
2019-06-07
2019-05-30
3A:52-3.4(a)
Comprehensive general liability insurance
The sponsor or sponsor representative shall secure comprehensive general liability insurance coverage for the center and shall maintain on file a copy of the insurance policy or documentation of current insurance coverage.
2019-05-17
2019-06-14
3A:52-2.1(b)
Application for a license
A person applying for an initial license or renewal license to operate a center or relocation of a center shall submit a completed application to the Office of Licensing at least 45 days prior to the anticipated opening of the center or to the expiration of its existing regular license.
2019-05-17
2019-05-29
3A:52-4.11(a)(1)
Criminal History Record Information background check procedures
As a condition of securing a license or Certificate of Life/Safety Approval, the sponsor or sponsor representative shall ensure that a Criminal History Record Information (CHRI) fingerprint background check is completed for himself or herself, and for all staff members at least 18 years of age who are or will be working at the center on a regularly- scheduled basis, to determine whether any such person has been convicted of a crime, as specified in P. L. 2000, c. 77 (N.J.S.A. 30:5B-6.10 to 6.17). The sponsor or sponsor representative and each staff member shall complete the electronic fingerprinting process through the vendor authorized by the State to conduct CHRI background checks through the Division of State Police in the Department of Law and Public Safety and the Federal Bureau of Investigation.
Violation Observed: Ensure that Criminal History Record Information (CHRI) checks are completed as required for the sponsor/sponsor representative and 1 regularly scheduled named staff.
2019-05-17
2019-05-30
3A:52-7.9(a)(1)(vi)(4)
Illness log for early childhood programs
For early childhood programs, the following shall apply: the center shall maintain on file a log of the initial illnesses, symptoms of illness, or diseases that are exhibited by each child while in the center’s care, as specified in N.J.A.C. 3A:52-7.1(c) and (d). This illness log shall include the date, if applicable, that the child returned to the center symptom-free.
Violation Observed: Maintain illness log to include the date child returned to the center.
2019-05-17
2019-05-30
3A:52-7.6(a)(2)
Injury to a child while in the center’s care
The center shall take immediate necessary action to protect the child from further harm and shall immediately notify the child’s parent(s) when a child sustains a head or facial injury, including when a child bumps his or her head.
Violation Observed: The center shall notify the parents immediately when a child sustains a head or facial injury.
2019-05-17
2019-10-29
3A:52-5.3(n)(1)
Physical plant requirements for all centers
Fire prevention requirements are as follows: the center shall conduct fire drills at least once a month, as specified in the NJUFC. The center shall ensure that fire drills are conducted during each session provided at the center and that one fire drill per year is conducted during nap time, if applicable.
2019-05-17
2020-03-02
3A:52-5.3(i)(5)(iii)
Physical plant requirements for all centers
Environmental condition precautions are as follows: at the time of the initial application, any renewal application, relocation of an existing licensed center and, in the discretion of the Office of Licensing, any other time, the applicant or facility operator shall certify in writing that the center provides a potable water supply provided by a public community water system. If the facility or site is not provided a potable water supply by a public community water system, the applicant shall provide potable water sampling results demonstrating compliance with maximum contaminant levels for all contaminants required to be tested pursuant to N. J.A.C. 7:10-5 for public non-transient, non-community (NTNC) water systems, including radiological contaminants, regardless of whether they meet the definition of NTNC systems as defined at N.J.A.C. 7:10-1.3. This sampling shall have been conducted within three years of the date of application submission, except nitrates and coliform, for which the sampling shall have been conducted within 90 days of submitting the application.
Violation Observed: Submit current documentation from DEP, Bureau of Safe Drinking Waster (BSDW).
2018-12-04
2019-05-16
3A:52-4.8(b)
Orientation training
Orientation training as specified in N.J.A.C. 3A:52-4.8(a) may be included for six of the required hours of staff development specified in N.J.A.C. 3A:52-4.8(c) and (d).
2018-12-04
2019-05-16
3A:52-4.8(c)
Orientation training
The center shall ensure that all staff members who work at the center complete 12 hours of continuing staff development each year.
2018-12-04
2019-05-16
3A:52-4.8(d)(1)
Orientation training
In lieu of the child care staff development specified in N.J.A.C. 3A:52-4.8(b), the director, head teacher(s), group teacher(s), and program supervisor(s) shall each complete 20 hours of staff development each year. Recommended topics of training for these staff include educational and physical activity.
2018-12-04
2019-05-16
3A:52-5.3(b)(7)
Physical plant requirements for all centers
Outdoor maintenance and sanitation requirements are as follows: the center shall comply with the Playground Safety Subcode of the New Jersey Uniform Construction Code, as specified in N.J.A.C. 5:23-11.
Violation Observed: Provide and maintain resilient surfacing (ASTM F-1292) and use zones under all play equipment that subjects children to fall as specified by the CPSC.
If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.
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Spruce Run Pre-School – Care.com Glen Gardner, NJ Child Care Center
Spruce Run Pre-School – Care.com Glen Gardner, NJ Child Care Center
Costimate™
$207
per week
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Costimate™
$207/week
Ratings
Availability
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Spruce Run Pre-School is a Christian-based preschool, designed to provide an environment for the child to grow and develop into what God has intended. Their goal is to nurture children’s enthusiasm about learning and assist them in reaching their full potential; ultimately leading to successful entry into kindergarten.
In business since: 2005
Total Employees: 1
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Monday :
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Wednesday :
9:00AM – 1:30PM
Thursday :
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Friday :
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Type
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Program Capacity:
21
Costimate™
$207/week
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Child Care / Preschools / Preschools in Glen Gardner, NJ / Spruce Run Pre-School
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Reply to: Laura E. Crumpler Education Section Tel: (919) 716-6920 Fax: (919) 716-6764
September 16, 2003
T. Brooks Skinner, Jr. General Counsel North Carolina Department of Administration 116 West Jones Street Raleigh, North Carolina 27603
RE: Advisory Opinion: Age Requirements For Entry Into Public School; N.C.G.S. §§ 115C-288 and 364 (2001)
Dear Brooks:
You have written on behalf of the Division of Non-Public Education to request the opinion of this office regarding the statutory requirements for entering public schools. In particular you seek an interpretation of the statutes governing the age requirements for initial entry into kindergarten as well as the effect of such age requirements upon subsequent initial enrollment by a student. This office last addressed these issues in 1972. Since that time, the General Assembly has added kindergarten education to the public school system and has accordingly amended the statutes pertaining to initial enrollment. In light of those changes, we do not believe the opinions expressed in 1972 are consistent with current statutes.
N.C.G.S.
§ 115C-364 (2001) governs the right to initial entry to the public schools. That statute provides, in pertinent part, as follows:
(a)
A child who is presented for enrollment at any time during the first 120 days of a school year is entitled to initial entry into the public schools if:
in accordance with the laws or rules of that state before the child moved to and became a resident of North Carolina.
(b)
A local board may allow a child who is presented for enrollment at any time after the first 120 days of a school year to be eligible for initial entry into the public schools if:
T.
Brooks Skinner, Jr. September 16, 2003 Page 2
(1)
The child reached the age of 5 on or before October 16 of that school year; or
(2)
The child did not reach the age of 5 on or before October 16 of that school year, but has been attending school during that school year in another state in accordance with the laws or rules of that state before the child moved to and became a resident of North Carolina.
(c) The initial point of entry into the public school system shall be at the kindergarten level. If the principal of a school finds as fact subsequent to initial entry that a child, by reason of maturity can be more appropriately served in the first grade rather than in kindergarten, the principal may act under G.S. 115C-288 to implement this educational decision without regard to chronological age. The principal of any public school may require the parent or guardian of any child presented for admission for the first time to that school to furnish a certified copy of the child’s birth certificate, which shall be furnished by the register of deeds of the county having on file the record of the birth of the child, or other satisfactory evidence of date of birth.
(Emphasis added)
It is clear under this statute that in order to be entitled to “initial entry” into public school, a child must be five years old by October 16 “of that school year. ” Since “initial point of entry” is defined unequivocally to be “at the kindergarten level,” it follows that in order to be admitted to public school, a child must have reached age 5 on or before October 16 of the kindergarten year. The statute contains two exceptions to this admission cut-off date: (a) a child who has transferred in from another state who entered public schools in that state pursuant to that state’s age requirements; and (b) a child who does not meet the October birth date requirement but is determined by the principal to be gifted and mature in accordance with subsection (d) of
N.C.G.S.
§ 115C-364. A child who comes within one of these two exceptions is entitled to enroll in public kindergarten despite the fact that he or she was not five years old by October 16 of that school year.
N.C.G.S.
§ 115C-364 addresses only the age requirement for the “initial point of entry” into public schools, i.e., kindergarten, and does not address the enrollment of a child in North Carolina public schools in subsequent years. N.C.G.S. § 115C-288 (a)(2001), however, provides that the “principal shall have the authority to grade and classify pupils.” It is our opinion that this statute gives the principal of the school the authority to decide the appropriate grade placement for any student, provided the student meets the age requirement for initial entry into public school. This opinion is consistent with N.C.G.S. § 115C-364(c) which specifically states that, “If the principal of a school finds as fact subsequent to initial entry that a child, by reason of maturity can be more appropriately served in the first grade rather than in kindergarten, the principal may
T.
Brooks Skinner, Jr. September 16, 2003 Page 3
act under N.C.G.S. § 115C-288 to implement this educational decision without regard to chronological age.”
In sum, unless a child qualifies for one of the two exceptions set out in N.C.G.S. § 115C364, a principal has no discretion with regard to the age at which a child may initially enroll in public school — by statute a child must have reached age 5 on or before October 16 of the kindergarten year. Once a child is old enough to enroll in public school, however, his or her grade placement in the initial year or any subsequent years is governed by N.C.G.S. §§ 115C288(a) which gives the principal the discretion to place a child in any appropriate grade.
We hope this response adequately addresses your inquiry.
Sincerely,
Grayson Kelley Senior Deputy Attorney General
Thomas J. Ziko Special Deputy Attorney General
Laura E. Crumpler Assistant Attorney General
LEC/nak
What is the ‘right’ age to start school?
Few if any of us can remember our first day at school. For me, it was the only day in my school career that I wasn’t behind in my homework!
Depending on the jurisdiction, one may have first attended school at the age of five, six or seven. Educationalists have been debating over the last decade the pros and cons of delaying the start of formal schooling until the age of seven.
The trend in the UK primary school curriculum over recent years has been towards an earlier start to formal instruction. Many, such as the Liberal Democrats claim this has resulted in an erosion of learning through play and so they advocate a “truly play-based” education with the age of formal schooling to be raised to seven in Scotland..
Children in England are admitted into reception classes in primary schools at the age of four. For those whose birthdays are in the summer months, they would have only just turned four.
In N Ireland the school starting age is four, the youngest in Europe. Children normally begin school in the September of the school year after their fourth birthday. If their birthday falls between 2 July and August 31, they do not begin school until the following September.
This stands in contrast to the vast majority of other European countries, many of which currently enjoy higher levels of educational achievement. In Europe, the most common school starting age is six, and even seven in some cases such as Finland.
Some researchers hold that the younger a child commences school, the higher the risk of them developing behavioural issues or speech and language difficulties. With the current inflexible system, it may mean that every year some children begin their school life at a time that might not be the best for them.
A good starting point in this discussion is to ask the question – When are children “ready” for school?
It is a question that is not often asked. We all develop at different rates on the different stages along the road to maturity but when ‘starting out’ there are many considerations that need to be taken into account.
In focusing on ‘developmental readiness,’ one of the first considerations is to see how the child/children can cope being apart from those who make up their world as they know it. The already established emotional connections and dependencies by the age of five can be very strong and while we all have to handle ‘separation’ at some time, not all circumstances are the same.
In developing their ‘separateness,’ children must also come to discover new things about themselves through their interacting with other children. As in any group, there will be those who are assertive and those who are shy or even afraid. Physical development can impact on this too as infants experience a sense of shared space.
All the evidence from international comparisons and psychological research of young children’s development points to the advantages of a later start to formal instruction, particularly in relation to literacy.
Dr Carmel Brennan, director of practice with Early Childhood Ireland, believes the first five years of children’s lives are crucial for them to explore their own interests.
“They are in the process of finding out who they are and we don’t want to start disciplining their minds too early. They are also ‘bodily active human beings,’ Their bodies are as important as their minds for learning, so we should not be rushing them into a classroom where they may be sitting for much of the day.”
Play-based pre-school activities allow children to learn in the safe environment of the home that they are familiar with and the key question is when should the transition between these surroundings and the start of “normal” schooling begin?
Independent schools have many varied starting ages. We read about the success of countries that are hailed for their approach with children beginning their school-life at the age of seven where the focus is on playful, creative learning in pre-school (Finland, Sweden and Denmark). It raises more questions about what is best.
The issue of ‘readiness’ is not easy to define. We can all come up with certain types of knowledge, specific skills or abilities that we think would be important when children start school. Basic social and emotional skills are also required to be able to participate in group learning sessions or whole class activities, as well as when working at a shared desk or playing games.
Within a formal setting of the structured classroom, demands will often be made of children that they would never have experienced before. These include having to concentrate for a length of time, listening and taking instruction from the classroom teacher and assistants and copying verbal and hand signal cues as a way of learning.
The typical day is built around formality and focus, something that is far from the spontaneous play and expression that young children have been used to before their arrival at school.
Making new friends and learning from peers is another aspect of school life that brings new aspects of creativity and challenges, all taking place in their new surroundings.
Actual age has in a sense nothing to do with the “right” age to start school for any child. Social, cultural, religious and other factors particular to one’s family and the school attended can be every bit as important as the needs of individual children at any given time.
The longitudinal study, Growing Up in Ireland, found that deferring the start of school seems to be more common among more advantaged families. While just over half of children born to low-income families in June 2008 started school in September 2012, then aged four years and four months, fewer than one in four children born the same month in families with the highest income levels did so.
This is significant because research links school readiness to future academic achievement, employment and behaviour.
In Ireland, children can be enrolled at primary school from the age of four years – and must start formal education by the age of six. The age profile of junior infants has been slowing rising since the beginning of the century.
In the millennium year, almost half of junior infants were still aged four by January 1st, according to Department of Education statistics. In 2016, just under a third (32%) of junior infant pupils had not yet turned five at the same stage.
All this points to possible changes going forward as we continue to re-evaluate the essentials of children’s early years development and how best to approach formal schooling.
Maximum age at school entry
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Please help me. I can not find the law for the MoD on the maximum age for admission to school. More precisely, we need an answer to the question – What are the consequences for the school if it accepts a 9-year-old child in grade 1?
at 9? no…
So they tell me that the maximum age for adopting a child is 8,type is no longer possible, only a correction. I can’t find anything like this anywhere in the law.
I don’t remember, but I read somewhere that before 6.5 years and after 8, on September 1, you need permission from the commission to drag
I wish there was such a thing in the law!
6. All children who have reached the age of at least 6 years 6 months by September 1 of the current year in the absence of contraindications for health reasons, but no later than they reach the age of 8 years, are admitted to the first class.
Appendix to the order of the Moscow Department of Education dated 03/16/2010 No. 681
Rules for admission of children to the first grade state educational institutions of the system of the Moscow Department of Education, implementing basic general education programs
found on the school website
Admission of children for education at an earlier age is carried out with the permission of the Department of Education of the city of Moscow or the district administration and the conditions in the educational institution for the education of children of this category in accordance with the resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 28, 2002 No. 44 “On introduction of sanitary and epidemiological rules and regulations SanPiN 2.4.2.1178-02”.
nothing is written about older than 8
So I can’t find anything over 8 years old…
http://www.educom.ru/ru/Appeals/ write there! Department of Education also has hotlines
How did it happen that a child didn’t go to school until he was 9 years old? And what will it be like in the classroom among the small fry?
you are asking the wrong question. Probably, not on a simple whim, a child by the age of 9 is not at school.
Law of the Russian Federation “On Education” dated 10.07.1992 N 3266-1, Article 19. General education, item 2. “Education of children in educational institutions that implement programs of primary general education begins when they reach the age of six years and six months in the absence of contraindications for health reasons, but not later than when they reach the age of eight years. At the request of the parents (legal representatives), the founder of the educational institution has the right to allow admission of children to educational institutions for education at an earlier age. I don’t know what the consequences for the school are, but the order for admission to the first grade of the child 9years is invalid by definition, because contrary to the law.
But what about children who, according to medical testimony, simply could not go to school at the age of 8? Why won’t they learn at all? The law says NOTHING about what happens to such children…
There are reasons for this, and very serious ones.
Lena, why are you looking for an answer to such a serious question here. Well, call the department and write a letter so that they give you an official answer! Well, honestly, sit here, listen to other people’s conjectures and only get upset!
Letter written, no reply yet.
Lena, well, my heart is already aching because of you. do not seek advice here, go to the Moscow department for advice. I applied once, all the questions were answered, and ask for an official answer! 1. http://www. educom.ru/ru/Appeals/ write there! 2. The department of education also has hotlines, call too 3. and finally, when you enter point 1, there will be a legal or legal consultation on the right by education, sign off there too. Toka ask for a letter of response both to the mail (so that there is a piece of paper) and to soap (so faster). Study while there is time. Letter in Word and send everywhere! + call there! Phones
Telephone for inquiries through the electronic reception of the Department of Education of the City of Moscow
(495) 366-66-80
Monday – Thursday from 8.00 to 17.00 Friday from 8.00 to 15.45 lunch from 12.00 to 12014 from organizations to the mail of the Department of Education of the city of Moscow (499) 369-31-42
Monday – Thursday from 8.00 to 17.00 Friday from 8.00 to 15.45 Lunch from 13.00 to 13.45
Telephone for written requests from citizens to the Moscow Department of Education (491-36) 36 48
Monday – Thursday from 8. 00 to 17.00 Friday from 8.00 to 15.45 Lunch from 13.00 to 13.45
Telephone for certificates (495) 366-70-94
Monday – Thursday from 8.00 to 17.00 Friday from 8.00 to 8 pm to 8 pm to 8.00 to 15.45 lunch from 12.00 to 12.45
I don’t know who tells you such garbage about the correction, but they can’t refuse you admission … but then there may be sanctions – to you as parents why you violated federal law and did not send your child to school until 8 years old and sending child at the PMPK to clarify the possibility of passing the mass program.
We are going to PMC right now. They were there when they asked for a garden with a speech therapist and defectologist at the age of 5.
it’s clear that it’s not just like that, that’s why I’m interested
If the reasons are serious, then maybe it is worth immediately considering the issue of a correctional school or a home external study? Why would a child who already has problems add more?
don’t worry about it – the mass school will say – take it easy and go
You are just like an elephant in a china shop. I will give only 2 examples why at the age of 9 you can not come to grade 1 and not need a special school: 1. The child undergoes treatment for cancer from 6 to 9years. The intellect is completely destroyed, the child could not study, purely physically could not. Thank God he recovered and is ready to learn and, most likely, will be no worse, and maybe better than the rest. Why does he need a correction? For 2-3 years he was deprived of any kind of communication with his peers, why did he need a house. training, etc. 2. A serious accident, indeed any serious PHYSICAL illness that has been overcome. Why should a child go to a correctional school or somewhere else, and not to a regular school?
Lena, in the presence of serious “acquittal” documents and a referral from the dep. education and commission, you have no right to refuse. Without this, yes, the school will be fined.
Don’t be so nervous Thanks for the explanations, I didn’t think of such reasons. They could just answer right away without trying to spit at me
I didn’t seem to write anything terrible about the Author. A wonderful woman, I wish her only the best.
And for the future, remember: this is a public forum, where curiosity is not a vice or disgusting. It won’t hurt anyone if I find out what I didn’t know before.. everyone will only benefit
as I see fit. And this question (about a school later than usual) is very painful for people who have it, and asking them a question in the vein: “Why don’t you think about a correctional school?” no more tactful than the expression “Elephant in a china shop”, which you considered a spit in your direction. Your emoticons do not soften your words at all, by the way.
hmm.. you see, you have one experience in life, I have another. With the possibilities of my life experience, I imagined a situation in which I felt sorry for the child, and imagined how I would act. It turned out that there are “nuances” that did not occur to me.
And I actually don’t care what you soften and what not, my emoticons. I’m just used to typing like this
Let’s consider me not tactful, but satisfied with the answer? This option will suit me
ZY. our dispute will not help the author
I heard, I can’t give a link to anything, that if a child is sent to school after 8, then the school takes a certificate (or some other document) from guardianship, where the parent explains why he did not send the child on time.
Isn’t it more logical for such cases to go through the 1st grade program at home for the time remaining until September 1 and send the child to the second? Previously, there was a practice when teachers went to the homes of long-ill children. Maybe now there is something similar for special cases. These questions should also be asked to the Department.
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What is the best age to apply for an MBA? When is it appropriate to do this, and when is it not worth it? Do the chances of candidates decrease over time? These questions concern many potential listeners of the programs.
When to apply
Of course, there are average statistics that reflect the opinion about the most suitable age for studying for an MBA. This is considered the range of 28-37 years. It is believed that at this age a person has the necessary enthusiasm, wants to change his life, has relevant professional and life experience, and is maximally motivated for effective learning. However, it should be noted that the age requirements for students in business schools around the world are different. There are also institutions in which there are no age restrictions.
Therefore, it is impossible to unambiguously answer the question at what age is it better to enter the MBA. This is determined either by the business school, setting age limits and work experience requirements for candidates, or by the person himself, based on personal motivation, training and possession of certain skills and characteristics.
Career development and work experience
Getting an MBA education gives you the opportunity to make a dizzying career growth. All students of the program are convinced of this. That’s why they come here to study.
Many leading business schools set strict requirements not only for the age of students. The candidate must also have such work experience that will allow him to effectively learn, participate in discussions, analyze cases. The principles of studying for an MBA are fundamentally different from the generally accepted system of higher education. Therefore, it is unlikely that any business school will accept yesterday’s student for training. Some of them are also closed to yesterday’s university graduates who have no work experience.
Foreign experience
Let us turn to the experience of Western countries, where business education has been around for more than a century. Formally, there are no age restrictions in Western business schools. Nevertheless, the business world of the West has long formed a tradition of not only education, but also admission to the MBA. The average age of a business school student in Europe is 29–30 years. In America, these figures are 27-29 years.
More attention is paid to seniority and work experience, especially in European schools. In them, the chances of a candidate for enrolling in an MBA increase in proportion to his seniority. But American business schools are more loyal to candidates who do not have professional experience.
IBDA experience RANEPA
Institute of Business and Business Administration RANEPA is one of the leading Russian business schools. Therefore, the statistics of this institution are quite interesting and revealing. The average age of an MBA student is 33, EMBA is 37.6.
There are also work experience requirements. For an MBA candidate, the minimum work experience is 3 years; for admission to the EMBA, the minimum managerial experience is 5–7 years.
Nevertheless, there are exceptions to the rule both in Russia and in the West. Whatever the age of the candidate, if he justifies his desire to study, the need for an MBA diploma and shows a high level of motivation for learning, he can be enrolled in a business school.
Dog Daycare, Boarding, Spa Frisco – Preston | Dogtopia of Frisco
Dogtopia is the leading destination for dog daycare, boarding and spa services. Our mission is to make sure your four-legged family members are kept safe and have a fun time when they are at our modern, open-play facility.
We understand that your dog is a member of the family. You want to provide your dog with safe socialization so that they meet and play with like-minded friends, exercise to keep them healthy and extend their lives and education to help ensure they are well-behaved both at home and when you take them out in public. Dogtopia’s daycare is designed with these needs in mind. Your dog’s safety is our top priority; that’s why our team’s training is certified by two nationally recognized associations in canine behavior. Our play rooms are supervised by these certified Canine Coaches, and your dog will be in a playroom where he or she is surrounded by dogs of similar size, temperament and play style as well as those who are fully vaccinated and have passed our Dogtopia evaluation. Your dog will be in very capable hands during their time with us!
Location Hours
Mon
7:00 AM – 7:00 PM
Tues
7:00 AM – 7:00 PM
Wed
7:00 AM – 7:00 PM
Thurs
7:00 AM – 7:00 PM
Fri
7:00 AM – 7:00 PM
Sat
10:00 AM – 5:00 PM
Sun
10:00 AM – 5:00 PM
Christmas Eve: 10am – 5pm
Christmas Day: Closed
TOP DOG
FACILITY
Our goal is to raise the bar for the entire industry and set the standard for what it takes to run a safe and clean doggie daycare. We’re proud to be to a Top Dog facility.
Learn More
Play
Safe
We chase the absolute highest standards of safety in everything we do! Our goal is to make sure all pups in our care are happy, safe and comfortable.
dogtopia’s dogma
Watch Your Pup
Play All Day!
Our webcams let you check in on your pup from any desktop or mobile device. Have peace of mind their safe and comfortable while you’re away.
watch now
Resource Guide
FAQs
We realize that your dog is a furry member of your family and they deserve the highest level of care. That’s why we offer expert advice and tips on a wide range of topics related to dog behavior, health, safety and more!
read our faq
Name:
Max Age: 1 Year 11 Months Breed: Labradoodle Favorite Activities: Max loves to start howling sessions in romper, eat bubbles, play with balls, and loves to play chase games with his sister Peach. Friends: Ellie L, Peach, Snow, Hank, and all the Canine Coaches!! Most Lovable Qualities: Max is truly loved by all, due to his love for all. He is all about self care and loves his me time with Diego. Max is a new addition to the Wilcox family and they absolutely LOVE him!
DOG DAYCARE SERVICES AND MORE in Frisco – Preston
Dogs thrive in a structured environment where they can socialize with others, learn new things, stay active and have fun. Our daycare provides pet parents with more than just a place to leave their dog for the day. They will learn valuable skills, including how to behave around humans and other dogs.
Our facility comes with spacious, supervised playrooms in which dogs are placed according to their size, temperament and play style to ensure a safe and comfortable environment for your beloved pet.
We offer an off-leash, open-play environment, allowing your pup total freedom. We provide dog parents with half-day or full-day daycare. If your pup needs a spa day, we also offer spa services as a part of our daycare and boarding packages. When you pick up your dog at the end of the day, you’ll pick up a perfectly happy and played out pup.
Our services include:
Dog daycare
Overnight and long-term boarding
Spa services
Webcam access
STATE-OF-THE-ART FACILITY
We’ve taken every precaution when it comes to the design of our facility. All of our spacious indoor playrooms use climate-controlled HVAC systems to keep your pup the perfect temperature during play time and nap time, and to help keep the air fresh and clean.
We deep clean and sanitize the playrooms multiple times a day with a biologically safe, pet-friendly cleaner. The compressed rubber flooring is specially designed to aid in the long-term joint a paw health of your furry child.
So you never feel separated from your dog, we have webcams in every playroom so you check in on them throughout the day (excluding naptime and overnight). All you need is a device that is connected to the Internet.
Your dog’s safety is our number one priority, which is why our Canine Coaches must complete a rigorous training, designed by a canine behaviorist, on dog body language and behavior. Our team knows how to recognize even the most subtle dog body language, and handle dogs of all sizes, breeds and temperaments.
Dogtopia of Frisco-Preston has earned certification status as a Heroes for Healthy PetsTM facility. The Heroes for Healthy PetsTM Certification Program in Infectious Disease Management provides training for preventative care, including strategic vaccination, and cleaning and disinfection protocols to help maintain disease-free facilities and keep pets healthy.
The program is co-sponsored by the International Boarding and Pet Services Association, National Association of Veterinary Technicians in America, Pet Sitters International, VETgirl, and Barkleigh Productions.
CONTACT US
At Dogtopia of Frisco – Preston, we recognize that each dog is unique. That is why we take the time find the daycare, boarding and spa package that will best meet your dog’s needs, as well as your own. Please feel free to fill out our contact form if you have any questions about any of our services. Our friendly and knowledgeable team will be more than happy to answer any questions you may have and determine if we are a right fit for your pup.
Welcome Wall
Pet Parent Drop Off
Brag Wall
Reception/Lobby
Private Preschool Frisco TX | The Blue Elephant Learning Center
Private Preschool Frisco TX | The Blue Elephant Learning Center
Care From 6 Weeks to 12 Years of Age
Where Every Child is Nurtured, Supported and Celebrated
Care From 6 Weeks to 12 Years of Age
Where Every Child is Nurtured, Supported and Celebrated
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Where Every Child is Nurtured, Supported and Celebrated
Care From 6 Weeks to 12 Years of Age
Our mission is to make every day your child’s BEST day. We’ll get to know your child personally, catering their education towards their individual needs, skills, and talents.
We only employ NURTURING, well-trained early childhood education professionals. We view our educational community as a family, and we only hire people who share that philosophy.
We SUPPORT multifaceted growth for our students using an age-appropriate curriculum, engaging classroom activities, and three spacious playgrounds to accommodate all age groups.
We believe in the power of positive reinforcement, and we take time each day to CELEBRATE every child’s uniqueness and accomplishments through regular praise and encouragement.
Private Preschool & Learning Center in Frisco, TX
Welcome to the website of The Blue Elephant! We are a premier private preschool & early childhood education center in Frisco, TX. Our mission is to help each child in our learning community develop into a well-rounded person and avid lifelong learner, and we do everything we can to help them grow and expand on the foundation you’ve set for them as a parent. Through a research-based curriculum, a nurturing approach to education, and a dedicated team of professional early childhood educators, we work to help every child be the best they can be!
We offer:
Large, colorful, fun classrooms
An enriching after-school program
Monitoring cameras
Low student-to-teacher ratios
An educator-created & research-based curriculum
LEARN MORE
We work hard to help all of our little learners feel cared for and grow, but don’t just take our word for it – hear what other parents have to say!
Meredith Mitchell
Jonette Lingenfelder
Tiffany Evans
Join The Blue Elephant Family
We know how important your child’s education is to you, and we’ve worked hard to create a world-class early childhood learning center for the Frisco & McKinney, TX communities. If you’re interested in connecting your child with an affordable, high-quality, progressive private preschool and learning center, we would love to speak with you – or better yet, to see you for a tour! Feel free to call us at (469) 287-0332 or reach out to us at our contact page today with any questions or to schedule a tour of our Frisco, TX learning center. Or, if you’re ready to get started and join the family, feel free to visit our Enrollment page to start the process. We can’t wait to hear from you, and we look forward to welcoming your child into our TBE family!
TOUR NOW!
Best 10 Frisco USA Hotels (from €134)
Stars
5 stars
4 stars
3 stars
2 stars
1 star
Review score
Excellent: 9+
Very good: 8+
Good: 7+
Fairly good: 6+
Our recommendations
Lowest price at the beginning
Number of stars and price
Rating + number of reviews
Hotel Frisco
3 stars
Hotel in Frisco
Rooms feature free Wi-Fi. Breckenridge is less than 20 minutes’ drive away. A flat-screen cable TV is available in all rooms at the Hotel Frisco. Free toiletries are also provided.
The room was clean and very pleasant to stay. The staff is polite and responsible. Very nice in the lobby and on the street in front of the main entrance.
6 to 9caught happy hours, we were treated to drinks and snacks 😍
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7.5
Good
503 reviews
Price from
€ 462
per night
Check Availability
New Summit Inn
2 stars
Hotel in Frisco
Located less than one mile from Lake Dillon, this Frisco, Colorado inn features a hot tub and is 10 minutes’ drive from Copper Mountain Ski Resort.
The hotel was nice and the room was very clean. We liked the hot tub after a long day of ski
nine0006
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8
Very good
1,017 reviews
Price from
€166
per night
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Ramada by Wyndham Frisco
3 stars
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Hotel in Frisco
Ramada Frisco is located in Frisco, a 20-minute drive from Keyston Ski Resort.
very clean, good decor choices
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7.1
Good
288 reviews
Price from
€ 205
per night
Check Availability
The Grand Hotel, Ascend Hotel Collection
3 stars
Hotel in Frisco
This Frisco hotel overlooks Lake Dillon and the Rocky Mountains. It features an indoor pool, sports bar and rooms with a 32-inch flat-screen TV.
clean staff was friendly quiet great location view from the room was great
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5.6
Review score
150 reviews
Price from
€181
per night
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Village Square Room #633
org/PostalAddress”>
Hotel in Frisco
Located in Frisco, this apartment features mountain views, 10 km from Frisco Historic Park and 16 km from Hiking Trail. A kitchen, TV and DVD player are included.
Only plus is LOCATION. 5 minute walk to lifts and restaurants.
nine0006
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5
Review score
5 reviews
Price from
€387
per night
Check Availability
Copper Springs 426
Hotel in Frisco
Featuring mountain views and free WiFi, Copper Springs 426 is a holiday home located in Frisco, 9 km from Frisco Historic Park and 10 km from 16 km walking trail.
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9
Excellent
4 reviews
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Tarn Landing B7
Hotel in Frisco
Offering free WiFi and mountain views, Tarn Landing B7 is located in Frisco, just 1. 6 km from the 16 km walking trail.
Perfect location, clean and Beautiful 5 starts ⭐️⭐️⭐️⭐️⭐️
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8.3
Very good
7 reviews
Price from
€ 372
per night
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Copper Springs 434
Hotel in Frisco
Set in Frisco, 10 km from Frisco Historic Park and 16 km from Hiking Trail, Copper Springs 434 provides mountain views and free WiFi.
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8.7
Fantastic
3 reviews
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Frisco Apartments
Hotel in Frisco
Offering free WiFi and mountain views, Frisco Adventure Apartment is located in Frisco, just 200 meters from Frisco Historic Park.
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9
Excellent
3 reviews
Price from
€368
per night
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Ore House 8
org/PostalAddress”>
Hotel in Frisco
nine0006
Located in Frisco, Ore House 8 is just 700 meters from Frisco Historic Park. It offers rooms with mountain views, free Wi-Fi and free private parking.
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9.3
Excellent
3 reviews
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See all 93 hotels in Frisco
Hotels Frisco – booking of hotels, prices for hotels, hotels Frisco
Very well
7.8
from5 005 rubles
Per room per night
Holiday Inn Summit County-Frisco Hotel
1129 N. SUMMIT BLVD.,P.O. BOX 4310, P.O. BOX 4310, FRISCO, 80443
, Downtown Frisco ~1095.2 km
Hotel on the map
based on 470 reviews
Fine
8. 8
from5 320 rubles
nine0006
Per room per night
Hampton Inn & Suites Legacy Park-Frisco Hotel
3199 PARKWOOD BOULEVARD, FRISCO, 75034
, Center Frisco ~5 km
What could be more convenient than attending class while knowing your child is in a safe and fun environment? Our childcare services are low on cost but not quality and available at nearly every campus. Some offerings include traditional curriculum-based, drop-in daycare and YMCA partnerships. You can feel confident that our degreed and highly-qualified staff is committed to providing the best experience possible to every child. Our programs are recognized on a state and national level and exceed accreditation standards.
We guarantee it will be a rewarding experience for the entire family!
Available scholarships: United Ways Child Care Scholarship, click here to apply.
Contact Information
Didn’t find what you were looking for? Contact us for more information.
LSC-CyFair
LSC-CyFair does not have child care at this time.
LSC-Houston North
LSC-Houston North is thrilled to announce the Houston North Cub Club, our Childcare Assistance Pilot Program beginning in Spring 2022.
Through a partnership with the Fallbrook Academy, our spring 22 pilot program will provide childcare for children ages 18 months to 4 years old for a group of our students who:
Enrolls in 6 credit hours at LSC-Houston North
Agrees to work with a mentor/success coach
Completes all requirements related to the Fallbrook Academy registration
Apply now! bit.ly/hnchildcare
LSC-Kingwood
LSC-Kingwood does not have child care at this time.
LSC-Montgomery
Brighton Academy Brighton Academy will occupy space in Building A Commons from 7:00 a.m. until 5:00 p.m., Monday through Friday, during the fall and spring semesters. Full-time and hourly schedules are available for children ages 18 months to Pre-Kindergarten. Rates for students are $10 for one hour or $9 per hour with a two-hour minimum; full-time rate is $225 per week. For more information about on-campus childcare, rates for employees and the community-at-large, and to make a reservation, call 281-465-4111 or visit brightonacademykids.com.
Contact: Brighton Academy Kids brightonacademykids.com 281.465.4111
Learn More
LSC-North Harris
LSC-North Harris does not have child care at this time.
LSC-Tomball
LSC-Tomball does not have child care at this time.
LSC-University Park
YMCA Children’s Academy Our Learn and Play program is part of a partnership that we have with the students and faculty of Lone Star College. During the hours that we are open, children will use a hands on, nature based approach to learning that inspires children to be innovative and use their creative thinking skills.
Our Learn and Play program is available for children age 18 months to 5 years. We utilized a play based curriculum called the Creative Curriculum, where we use provocations to entice fun learning opportunities. The Learn and Play program is available Monday-Friday from 6:30 a.m. – 6:30 p.m.
Billing is made monthly on the 1st of the month. No refunds or credit will be issued for unused hours.
Registration Fee: $35 / semester Hourly Rate: $3.50 / hour Minimum hours available are 4 hours a week with a maximum of 20 hours per week. **Full Time option available for Full Time students (12 hours of school minimum)
Learn More
CARE for Completion: Child Care/Student Parents |
CARE for Completion: Child Care/Student Parents |
At Lone Star College, we don’t want anything to throw you off course to achieving your educational goals. We understand that if you have concerns about meeting some of life’s basic needs, you can be distracted from your path to success. Click on a service below to connect to the services at each campus as well as some that are provided by local agencies. If you can’t find the information you need here, please reach out to a counselor on your campus.
Available scholarships: United Ways Child Care Scholarship, click here to apply.
LSC-CyFair
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
LSC-Houston North
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
LSC-Kingwood
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
LSC-Montgomery
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
Brighton Academy Outside child care agency with a location on the LSC-Montgomery campus.
LSC-North Harris
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
LSC-Tomball
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
LSC-University Park
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
YMCA Children’s Academy Located on the University Park campus across from the Science and Innovation Building. 6 weeks and up. Day Care, Preschool, before and after school programs. 11144 Compaq Center West Dr. Houston, TX 77077 281-257-6600 6:30 am – 6:30 pm
LSC-Online (Off-Campus Resources)
Communities In Schools of Houston Students who want to connect with CIS support resources should contact their campus representative found on the Communities in Schools link. An on-campus service that connects students to Emergency needs (food, shelter, clothing) as well as counseling services and crisis intervention. The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
Collaborative for Children, Houston, TX Parenting resources and links to subsidized child care
Family Houston Parenting resources and services
Online Benefits assessment from Benefits.gov Official Benefits website of the US Government. Designed to increase access to benefit information.
Texas Head Start and Early Head Start Texas Head Start is a Federal program that promotes the school readiness of children from birth to age five from low-income families. Many Head Start programs also provide Early Head Start serves infants, toddlers, and pregnant women and their families who have incomes below the Federal poverty level.
Workforce Solutions Employment support and financial support for child care
YMCA of Greater Houston Infant and Toddler care programs as well as before and after school programs
Related
How the lone star of the TV series “Engagement Ring” Yulia Pozhidaeva lives now: Biography of actress Yulia Pozhidaeva
Read time:
2 minutes
Publication date:
November 18, 2022
In contact with
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The actress tries not to talk about her personal life
Yulia Pozhidaeva became a star thanks to the series “Ondine” and “Wedding Ring” , in which she played the main roles. Then there were works in melodramas and crime series. The actress is actively filming, but in her personal life, not everything is going smoothly.
Yulia Pozhidaeva in the TV series Doomed to Become a Star. Photo: frame from the film
Yulia Pozhidaeva was born on September 22, 1982 in Moscow. The parents of the future actress divorced when she was just a baby. The father left his wife with a newborn child in his arms. “I have been living without a dad since childhood. Mom has nothing to do with art. She is an engineer. An ordinary family consisting of me and my mother, ”the actress spoke about her childhood. At some point, she became uninterested in studying at school, she began to dream of entering a theater school. “My mother and I found an ad, according to which it was possible to pass school exams as an external student. I mastered the program in six months and passed all the exams “,” said the artist. In 1998, at the age of 15, she entered the Shchukin School.
Creativity
Yulia Pozhidaeva in the film “The Secret Sign”. Photo: frame from the film
Yulia Pozhidaeva made her film debut, starring in the serial television film “The Secret Sign” .
Yulia Pozhidaeva in the series “Wedding Ring”. Photo: frame from the film
Became known throughout the country, starring in the series “Ondine”, “Ondine-2. On the crest of a wave”, “Engagement ring” and “Doomed to become a star”.
Yulia Pozhidaeva in the series “Alexander Garden”. Photo: frame from movie
Filmed in the films: “The Thief 2. Happiness for Rent”, “Alexander Garden”, “Women’s Stories”, “Bet on Life”, “Vorotyli”, “Paradise Apples. Life Goes On”, “Poor Relatives”, “Lyudmila”, “Forester”, “Dolly the Sheep Was Evil and Died Early”, “The Last Cop”, “Forgiveness Cannot Be Parted”, “Dangerous Temptation”, “Snoop 6”, “Alien a family”.
Personal life
Yulia Pozhidaeva hides her personal life from the public. Photo: Kudryavov Boris
Yulia Pozhidaeva is not married. The actress has no children. He does not expose his personal life. She dreams of a big family and her own house. “I really want a family and children… It’s just that I didn’t get the feeling that I’m ready for this. But everything can change at any moment “, – said the actress.
Yulia Pozhidaeva now
Yulia Pozhidaeva is still actively acting in films. Photo: social networks of actress
Yulia Pozhidaeva is still as fragile and beautiful as during the filming of the TV series “Wedding Ring”. “I need to be in shape, this is an important part of my profession. A slender figure was passed on to me with genes from my mother, I have it like a statuette. I don’t go to bed until I drink and moisturize my face well. I periodically go to the gym to keep my muscles in good shape.0020, she shared her beauty secret.
Main PHOTO: still from the TV series “Wedding Ring”
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Movie Lone Star (USA, 1996) – Movie Poster
Movie Lone Star (USA, 1996) – Movie Poster
Film
Lone Star, USA, 1996
Provided by the user: Alexander Fadeev
1/3
About the film Cast Similar
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We believe children should be active in their own learning and not just passively observe. We take the Reggio Emilia approach to guide children as they interact with their surroundings and encourage them to express themselves. We believe that children are collaborators and learn through interaction with their community. We create a healthy environment that is eco-friendly, aesthetically pleasing, and serves as a “third teacher.” Children are well-nourished, with daily-prepared fresh, organic, and locally sourced food. No need for parents to provide snacks or any supplies, we would rather keep you focused as an active participant with our Whole-Child approach to development. 
” – Diyana
This is especially true in our time, when the words “citizen”, “fatherland” have become so little for people. To become a full-fledged citizen of your country, you need to know the laws of your country, the rights and responsibilities.It is also necessary to remember that in the process of studying rights, children need to apply approaches based on the ideas of peacefulness, tolerance.After all, only such methods will help children: 
Children of the theater studio of our kindergarten will take part in this quiz, they will show mini-sketch “I have the right”. 
“Seven me is my whole family!” 
A. Barto and others 
Examination of the painting by V. Perov “Troy-ka”. Reading an excerpt from A.P. Chekhov “Vanka”. 
Children list: the right to a name, citizenship, family, food, housing. 
What do you think, is this work beneficial or harmful? What benefit or harm (harm to health). 
41 of the municipality urban district of the resort city of Sochi and the Krasnodar Territory 
There is a hot lunch program option.
We provide a warm and welcoming environment that is filled with engaging hands-on activities that challenge each child to learn and grow. Our preschool is blessed to be able to provide a faith-filled and academic program that embraces each child.
You will find our kids hard at work and proud to share! Enjoy!
Technology is integrated into each room with computers, iPads, and Newline
org
” Her son, when he grew up, began to meet with a girl who soon bore him a child. At the same time, young people were not even going to marry. Further – no better: the son fell into a heretical sect and began to actively preach its false doctrine. So, are you ready to read on? Then it is necessary to clarify that we are talking about Saint Monica – the mother of one of the most famous teachers of the Church – Blessed Augustine. 
But between these two events – the wedding and the baptism of the husband – lay long years of marriage, the birth of three children, countless betrayals of the husband and the same countless prayers of the wife for him. 
In fact, a significant part of the years allotted to her (and she lived for 56 years) are stressful situations and mental trauma. It’s not just that the husband cheated. Most likely, he repeatedly raised his voice to his wife. He had someone to take an example from. In other families with whom Monica and Patricius maintained relations, husbands even beat their wives, and no one considered this a particular tragedy. At least Augustine remembers that his mother’s girlfriends were bruised. But the Patrician did not raise his hand to Monica, although, as his son recalls, he was a very quick-tempered person. Now they would say that the saint had emotional competence – she knew the feelings of her loved ones, her own, and knew how to apply this knowledge to the benefit of the whole family. 
“My mother told each friend what contributed to the reconciliation of both.” 
One of the priests answered her: “The son of such tears cannot perish.” In other words: you cry so much for him that he will definitely become a Christian. “In conversations with me, she often recalled that she received these words as if they sounded to her from heaven,” Augustine writes. 
In it, among other things, there are such words: “Yes, if I am Your worthy son, Lord, this is because You gave me Your faithful servant as a mother.” 
He received an excellent education, was famous as a skilled orator and teacher of rhetoric, founded his own school, and finally, from the provinces, he was invited to teach in the capital of the empire – Rome. And, nevertheless, his mother did not stop crying for him and praying to God for him, because for her – Christians, the most important thing was not success in life, not material well-being, not respect for people and not the scientific reputation of her son, the main thing, about which she asked for his conversion – a pledge of eternal salvation. Today, the son of this woman is known throughout the world as St. Augustine of Hippo, Bishop and Doctor of the Church, the theologian whose works form the basis of modern Christian theology. Grateful to his mother for her prayers and tears, thanks to which he found the truth, Saint Augustine described her life in the ninth chapter of his “Confession”. 
Contrary to the customs of those times, she received an education, knew how to read and knew the Holy Scriptures well, over which she thought a lot from her youth. The most serious influence on her was not her parents, but an elderly maid who, thanks to her wisdom and experience, was entrusted with the upbringing of children in the family. This woman, who once nursed Monica’s father, instilled in her children the habit of modesty, prudence and moderation, especially trying to warn against the habit of wine. Despite this, young Monica almost turned into a drunkard, and not at all because she liked wine, on the contrary, its taste was unpleasant to her, but rather because of the teenage desire to contradict, the desire to prove to herself that she has her own desires and one’s own will, “from excess, seething forces, seeking an outlet in fleeting pranks.” When her parents instructed her to bring wine from the cellar for dinner, each time, overcoming disgust, she drank a sip, then more and more, until she began to drink undiluted wine in whole goblets.
And so it was until one of the maids called her a drunkard, not out of a desire to help her improve, but in order to prick more painfully and “bring her out of herself.” If Monica were an ordinary stubborn teenager, she most likely would not have paid any attention to these words, but she was characterized by the ability to listen to others and a critical attitude towards herself – she looked back at herself, decided that the maid was right and immediately refused, it would seem , an ingrained habit. Throughout her subsequent life, even when, as was customary in Africa, while visiting the graves of saints, she walked around the graves with a goblet of wine, making a commemoration, she limited herself to one small goblet, in which there was more water than wine. 
He “loved her, respected her and was surprised by her” and never once in his whole life did not quarrel with her. She managed to establish good relations with her mother-in-law, who at first disliked her daughter-in-law. Another gift, according to Augustine, was possessed by his mother. 
About the daughter, whose name history has not preserved, it is known that, having become a widow, she became the abbess of the convent in Hippo. The patrician was baptized a year before his death, in 370, when Monica was thirty-eight years old. At thirty-nine she became a widow. 
Even while studying in Carthage, he joined the Manichean sect. In addition, he had a passionate nature, and carnal pleasures attracted him with extreme force. He became involved with a woman whom he could not marry due to the fact that she was unequal to him in position, and from this connection a child was born. When he found the strength to break with this woman, he almost immediately got together with another. The mother, worrying about his soul, tried to sow good intentions in him, warning against the seductions of the world, but to her son, despite the respect he had for her, her words seemed like “female persuasions.” Ten years later, despite the protests of his mother, he left for Rome, deceiving Monica, who was going to go with him. Monika was left to mourn him “more than mothers of dead children mourn.” And at this difficult time for her, when her heart was breaking from pain and anxiety for her son, God sent her a dream of consolation in which she saw that she was standing on a wooden board and saw a beautiful young man approaching her, who asked her about the reason for her sadness and, having learned that she laments about her son, affectionately convinces her not to grieve and be sure that her son will be in the same place where she is.
And at that very moment she saw her son standing next to her on the blackboard. From that moment on, Monica firmly believed that God had heard her prayers, and her son would be saved. 
.. this world seemed insignificant behind this conversation, with all its pleasures,” Monica told her son: “In this life, everything is no longer sweet for me. I don’t know what else to do here and why I should be here; my worldly hopes are over here. There was only one reason why I wanted to stay longer in this life: before I die, to see you as an Orthodox Christian. The Lord bestowed upon me more fully: He made me see you as His servant, who despised earthly happiness. What am I to do here? A few days after this conversation, Monica fell ill with a fever, and nine days later, on August 27, 387, “in the fifty-sixth year of her life … this pious soul was resolved from the body.” The grief that, despite the firm conviction that in death she had found eternal bliss, St. Augustine experienced, surprised him himself. “I lost a great comforter in her,” he wrote, “my soul was wounded, and as if my life was torn apart … and I wanted to cry “before Your face” about her and for her, about myself and for myself.
We offer a wide variety of fine motor skill activities for your infant, from simply shaking a rattle, to scooping up finger foods, to raking his hands through a container of cornmeal.
The curriculum will help your child develop their cognitive, communication, emotional, fine motor, and gross motor and social skills.
Your child will be encouraged to wave goodbye and take turns stacking blocks. These simple activities are the stepping stones for the later preschool years, when children are developmentally ready to share.
Children will be encouraged to dance and participate in noncompetitive races. Fine motor skills, which include finger and hand movements, are vital to your child’s future writing skills. Four-year-olds will strengthen fine motor skills by playing in a sand-filled Discovery Table, by stacking small blocks, and by writing their names with finger paint/shaving cream.
The Apple Tree Center staff are only allowed to dispense prescription medication or over the counter medication with written authorization from the parent AND the licensed health practitioner. A new Medication Authorization Form is required at the beginning of each 12 month period, for each individual medication, and anytime the dosage changes.
The successes of South Korean giants such as LG, Hyundai, Samsung and a number of other high-tech brands give an understanding that the approach to the educational process here is special – deep, fundamental and progressive. It is quite logical that therefore the population of South Korea has 542 points on the results of tests of reading literacy, knowledge of science and mathematics – such an assessment of reality is carried out annually by the OECD organization. For comparison, on average in the countries of the European Union, this indicator fluctuates within the boundaries of 489-511 points. 
It is logical that applicants around the world are thinking about getting real professional skills in this country. But the first step should be just a secondary school in Korea – it is here that the efforts of teachers are focused on preparing graduates for successful entry into the country’s universities. nine0005 
6% -99.8% of successful admission to universities of the total number of students. 
ms.kr/) – has a special place in the education system of South Korea. Recognized as one of the best secondary educational institutions in the world with a focus on aesthetic education and the disclosure of the creative potential of students. nine6.4% of graduates continued to delve into creative specialties in higher education institutions of an advising orientation. It is believed that this place became the prototype of the Kirin school in Korea – the school from the Korean youth series “Dream High”, which produces pop stars, the best dancers and artists. 
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If you expect that a student goes to Seoul or other cities on their own, then it is necessary to build on this, and not on the direction and reputation of the school, which significantly narrows the circle. An alternative option is rented housing, which in total costs is similar to paying for a boarding house. But in this case, the child officially needs an adult guardian, or permanent residence from his parents, who also has a visa for the required period. nine0016 
This makes it a powerful tool of “soft power” abroad. However, for this “soft power” to work, it is not enough just to provide financial and licensing support to private Russian schools abroad. nine0104 
The charms of this social stratum were revealed to us in all their filthy nakedness. 
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” Fortunately, the daughter, who was born and raised in Australia, spoke Russian well. In addition, in Korea, she attended classes at the home of a Russian teacher who taught the Russian elementary school program to a small group of children. We were surprised that our daughter, studying at a school of the most slovenly type, with pleasure did all the homework of this group, without the slightest pressure on our part, writing out old-fashioned sticks and memorizing poems. She met the offer to move to a Russian school on a permanent basis with undisguised joy. nine0005 
During the years of my child’s stay in the Korean-American environment, I have already become accustomed to the fact that children walk around shaggy, in wrinkled uniforms and do not greet at all, even if they were visiting your house the day before. And suddenly it turned out that it was not my husband and I – backward people who do not understand modern realities: normal children exist and even speak our native language. nine0005 
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Good specialists work at the school, they clearly know their job and carry it out conscientiously. nine0005 
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She easily integrated into this new world for her and accepted its rules. nine0005 
Two horrendous incidents in recent years—with a half-Korean-half-Russian child being thrown off the 15th floor by Korean classmates for being “non-Korean” and an Uzbek boy who was hospitalized after being beaten by classmates—show that a Korean school is dangerous for foreigners simply because that they are foreigners. nine0005 
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In South Korea, such schools exist and are not very popular: with all the enthusiasm and diligence, individual entrepreneurs abroad simply cannot create educational institutions of the proper level, such that parents can entrust them with the future of their child. nine0005 
But – alas! – Instead, she went to study at the French cultural center. nine0005 
Opened in Busan in 2017. The mission of the school is to promote Russian educational traditions in the Republic of Korea, preserve the ethno-cultural identity of the Russian-speaking population of Busan, and form a single socio-cultural space that meets the aesthetic, educational and cultural needs of Russian-speaking citizens. nine0167 Contacts: 0 51 466 3135 , [email protected] , rc-busan.ru 
The mission of the school is to care for the future of the Russian-speaking diaspora, including Russian Koreans. Love for children and a serious curriculum are adopted as the main principles, which allow educating a new, modern generation that overcomes the borders of Korea, Russia and the CIS. nine0167 Contacts: 010 8181 4479 , [email protected] , noane.org 
Classes in all disciplines are carried out in accordance with the program of the Russian school with in-depth study of the English language. The AppleTree School takes an active part in the social life of the Russian-speaking diaspora in Korea. Contact: 031 613 2416 , [email protected] , appletreeschool.net 
library, Arzamas city, Pushkin street, 138/1, MBOU “Lyceum”, uses the NGO website, phone: 7-40-50 
A. – Deputy. Director of the Department of Education – (83147) 7-57-51 
gov.ru/ 
kreml.nnov.ru 
75 Baths
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E. 256th Street, Kent, WA 98030
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A learning center was also opened, containing six new classrooms, a gallery and an examination room. In the same year, the famous Wellington School graduate, actor David Suchet (David Suchet), permanent Hercule Poirot, opened the Southside Theatre, consisting of a large hall with the latest lighting and sound equipment and a small stage for small productions and performing arts classes. In 2010, a new music school was opened, which includes rooms for individual and group training, 12 Steinway brand pianos and other equipment. And in 2011 – a language center equipped with modern interactive resources. 
0 – for students of the Foundation Program (Pre-A-Level) 15-16 years old 
Also, students cannot study Latin and ancient civilizations at the same time, as this will lead to an undesirable narrow specialization. 
Each subject is studied 5 hours a week. 
Sport, along with art, is the most important element in the development of a child’s personality. All children go in for one sport or another, and about 60% participate in competitions and defend the honor of the school at various levels. Field hockey, fencing, rugby, tennis, cricket, netball, swimming. Complementing this list are sports that are not in the main program: rock climbing, pentathlon, table tennis, mountain biking – and this is an incomplete list of all the sports that are in the school. 
You can also take classes in English as a foreign language, or just spend time in the library reading books that are useful for studying. Also, students can enroll in the cadet corps at the school (CCF) in one of three sections: naval, land and aviation. Excursions, trips to the cinema, theater are organized on weekends. 
At that time there were 250 boys in the school. From the 70s, the first girls began to be admitted here, and by the mid-80s, about 800 children were already studying at the Wellington School. In 2000, a preparatory school (Prep School) was opened at the Wellington School for children aged 3-11, combining kindergarten and primary education. To date, the school includes 3 divisions: Nursery (Nursery) 3-5 years and Primary School (Prep School) 5-10 years, Middle classes (Senior School) 7-15 years and Senior classes (Sixth Form) 16-18 years. 
” In fact, this is not so, unlike her daughter-in-law, Diana belonged to a noble family. Moreover, both of her parents were representatives of ancient British families. The Princess’s father, John Spencer, Viscount Althorp, was from the Spencer-Churchill family. Spencer’s ancestors received the earl title back in the 17th century, during the reign of Charles I. Frances Ruth Roche, mother of Diana, was also distinguished by her ancient and noble origin. Lady Fermoy, Diana’s grandmother, was a lady-in-waiting and close friend of the Queen Mother. What is the fact that the wedding of Diana’s future parents in Wesminster Abbey was attended by the entire royal family, including Elizabeth II. The Queen later even became godmother to Diana’s younger brother, Charles Spencer. 
Which should be in any rich house. Yes, Diana really had everything that any little girl needs, except, perhaps, the very little – she lacked love. This lack of tenderness and need will haunt the Queen of Hearts throughout her life. Dee’s parents divorced when the girl was only eight years old. The future wife of Prince Charles, as well as her two sisters and brother, stayed with their father. Diana’s mother, Frances, moved to London, remarried and had little interest in the fate of her children. 
The next time they meet is only in 1980. 
In 1981, the grandiose Wedding of the Century took place, which, with bated breath, was followed, it seems, by the whole world. 
The rumors have not been confirmed, but not denied either. 
751 on a charitable mission, where she solemnly opened a branch of the English Foundation for Helping Disabled Children. In two short days, Diana managed to see the Kremlin and even visit the Bolshoi Theater. 
She, although she did not approve of Charles’ romance with Camilla, was also afraid of the divorce process with Diana, like fire. Just think: what a shadow will fall on the reputation of the royal house! 
If you’re looking for work, find out what the benefits are for the position you’re after. Here’s a resource to find out more about salary and benefits during a job interview.
S. Bureau of Labor Statistics (BLS), Foreign Labor Certification Data Center (FLC) Show More
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S., which is about what you would expect if you were new to the field. The average salary for researchers is $64,563, but that normally requires some level of experience to achieve. Furthermore, a good starting salary for a researcher can vary by state.
A significant factor determining how much a researcher can make has to do with the type of researcher they are and the company for which they work.
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Accounting for labor and wages should ensure operational control over the quantity and quality of labor, over the use of funds included in the wage fund and social payments. nine0003 
Only under such conditions are opportunities created for increasing the rate of expanded reproduction. In this regard, the analysis of the use of funds for wages at each enterprise is of great importance. In the process, it is necessary to carry out systematic monitoring of the use of the wage fund (wages), to identify opportunities for saving money by increasing labor productivity and reducing the labor intensity of products. The importance of the organization of labor and its remuneration is determined by the fact that production success directly depends on workers (on their knowledge, competence, qualifications, discipline, motivation, ability to solve problems and make decisions, susceptibility to learning). Material investments in qualified specialists provide the entrepreneur with lower production costs and higher profits. nine0003 
Also, highly paid activities contribute to the development of the country’s economy. 
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You can choose to skip lessons on concepts that your child is already proficient in and re-learn those that isn’t. It’s up to you.
In addition, your child can be successful in third grade spelling.
The spelling words for grade 2 are broken down into 32 weeks.
They are usually root words themselves and are not typically modified with prefixes and suffixes. They are usually phonetically very easy to read and pronounce from reading. Words like baby, clock, or run are tier 1 words.
They may need to develop different reading strategies for different tiers of words. Tier 1 words are typically “sight words,” while tier 3 words are typically “even the teacher had to look that up!”
This document also contains academic vocabulary lists for each grade. http://blogs.sd41.bc.ca/ell/files/2020/01/BUSD_Academic_Vocabulary.pdf
Yu. 
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nine0714 In addition to improving literacy, there is another plus: the so-called “clerk’s memory” is trained, which allows you to quickly memorize and compare large amounts of data. (Time may increase. It all depends on the level of children and the number of words) 
Students must find and highlight the given words in the array with a marker. The exercise is useful for correcting dysgraphia. 
If your words are not enough, the program will add random words. If you set a long list, many cards will be formed in one file from all these words. nine0533 
If you want the program to use only your words, their number must be a multiple of 8. Students remember the word order, after which the sheet is folded and the words must be written in the order they were. Having unfolded the sheet, everyone quickly checks the correctness of the answers. Memory time – 30 seconds . (time can be changed by the teacher) 
L. 2000, c. 77 (N.J.S.A. 30:5B-6.10 to 6.17). The sponsor or sponsor representative and each staff member shall complete the electronic fingerprinting process through the vendor authorized by the State to conduct CHRI background checks through the Division of State Police in the Department of Law and Public Safety and the Federal Bureau of Investigation.
This illness log shall include the date, if applicable, that the child returned to the center symptom-free.
The center shall ensure that fire drills are conducted during each session provided at the center and that one fire drill per year is conducted during nap time, if applicable.
J.A.C. 7:10-5 for public non-transient, non-community (NTNC) water systems, including radiological contaminants, regardless of whether they meet the definition of NTNC systems as defined at N.J.A.C. 7:10-1.3. This sampling shall have been conducted within three years of the date of application submission, except nitrates and coliform, for which the sampling shall have been conducted within 90 days of submitting the application.
Reviews reflect
4 miles away
2 miles away
Their goal is to nurture children’s enthusiasm about learning and assist them in reaching their full potential; ultimately leading to successful entry into kindergarten.
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” Since “initial point of entry” is defined unequivocally to be “at the kindergarten level,” it follows that in order to be admitted to public school, a child must have reached age 5 on or before October 16 of the kindergarten year. The statute contains two exceptions to this admission cut-off date: (a) a child who has transferred in from another state who entered public schools in that state pursuant to that state’s age requirements; and (b) a child who does not meet the October birth date requirement but is determined by the principal to be gifted and mature in accordance with subsection (d) of 
N.C.G.S. § 115C-288 (a)(2001), however, provides that the “principal shall have the authority to grade and classify pupils.” It is our opinion that this statute gives the principal of the school the authority to decide the appropriate grade placement for any student, provided the student meets the age requirement for initial entry into public school. This opinion is consistent with N.C.G.S. § 115C-364(c) which specifically states that, “If the principal of a school finds as fact subsequent to initial entry that a child, by reason of maturity can be more appropriately served in the first grade rather than in kindergarten, the principal may 
Once a child is old enough to enroll in public school, however, his or her grade placement in the initial year or any subsequent years is governed by N.C.G.S. §§ 115C288(a) which gives the principal the discretion to place a child in any appropriate grade. 
Many, such as the Liberal Democrats claim this has resulted in an erosion of learning through play and so they advocate a “truly play-based” education with the age of formal schooling to be raised to seven in Scotland.. 
With the current inflexible system, it may mean that every year some children begin their school life at a time that might not be the best for them. 
As in any group, there will be those who are assertive and those who are shy or even afraid. Physical development can impact on this too as infants experience a sense of shared space. 
We read about the success of countries that are hailed for their approach with children beginning their school-life at the age of seven where the focus is on playful, creative learning in pre-school (Finland, Sweden and Denmark). It raises more questions about what is best. 
More precisely, we need an answer to the question – What are the consequences for the school if it accepts a 9-year-old child in grade 1? 
44 “On introduction of sanitary and epidemiological rules and regulations SanPiN 2.4.2.1178-02”. 
educom.ru/ru/Appeals/ write there! 
00 to 17.00 
I will give only 2 examples why at the age of 9 you can not come to grade 1 and not need a special school: 
They could just answer right away without trying to spit at me 
All students of the program are convinced of this. That’s why they come here to study.
In America, these figures are 27-29 years.
He is all about self care and loves his me time with Diego. Max is a new addition to the Wilcox family and they absolutely LOVE him! 
Our team knows how to recognize even the most subtle dog body language, and handle dogs of all sizes, breeds and temperaments.
Please feel free to fill out our contact form if you have any questions about any of our services. Our friendly and knowledgeable team will be more than happy to answer any questions you may have and determine if we are a right fit for your pup.
We’ll get to know your child personally, catering their education towards their individual needs, skills, and talents.
Through a research-based curriculum, a nurturing approach to education, and a dedicated team of professional early childhood educators, we work to help every child be the best they can be!
Or, if you’re ready to get started and join the family, feel free to visit our Enrollment page to start the process. We can’t wait to hear from you, and we look forward to welcoming your child into our TBE family!
The staff is polite and responsible. Very nice in the lobby and on the street in front of the main entrance.
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6 km from the 16 km walking trail.
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Full-time and hourly schedules are available for children ages 18 months to Pre-Kindergarten. Rates for students are $10 for one hour or $9 per hour with a two-hour minimum; full-time rate is $225 per week. For more information about on-campus childcare, rates for employees and the community-at-large, and to make a reservation, call 281-465-4111 or visit brightonacademykids.com.
During the hours that we are open, children will use a hands on, nature based approach to learning that inspires children to be innovative and use their creative thinking skills. 
We understand that if you have concerns about meeting some of life’s basic needs, you can be distracted from your path to success. Click on a service below to connect to the services at each campus as well as some that are provided by local agencies. If you can’t find the information you need here, please reach out to a counselor on your campus.
The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
The goal of this program is to surround students with a community of support, empowering them to stay in school and achieve in life.
Then there were works in melodramas and crime series. The actress is actively filming, but in her personal life, not everything is going smoothly. 
Photo: frame from the film 
He does not expose his personal life. She dreams of a big family and her own house. “I really want a family and children… It’s just that I didn’t get the feeling that I’m ready for this. But everything can change at any moment “, – said the actress. 