School Readiness Tax Credits – Louisiana Department of Revenue
In 2007, the Louisiana Legislature passed Act 394, which enacted
Revised Statutes 47:6101-6109
to provide a package of tax credits known
as the School Readiness Tax Credits. These credits allow tax breaks to families,
child care providers, child care directors and staff, and businesses that support
child care in an effort to encourage child care facilities to voluntarily participate
in the quality rating program administered by the Louisiana Department Education (LDE)
under the name of Quality Start Child Care Rating System. The Quality Start web site also
includes a search
feature that can be used to determine the quality rating for child care centers
located in parishes throughout the state.
The School Readiness Tax Credits, which are effective for income tax years beginning
on or after January 1, 2008, and franchise tax years beginning on or after January
1, 2009, are as follows:
Child Care Expense Tax Credit – —
(R. S. 47:6104)
Child Care Provider Tax Credit —
(R.S. 47:6105)
Credit for Child Care Directors and Staff —
(R.S. 47:6106)
Tax Credit for Business-supported Child Care —
(R.S. 47:6107)
Tax credit for Donations to Resource and Referral Agencies —
(R.S. 47:6107)
To provide additional guidance for the School Readiness Tax Credits, the Louisiana
Department of Revenue (LDR) and Louisiana Department of Children and Family Services (DCFS)
adopted
LAC 61:I. 1903
.
1. Child Care Expense Tax Credit —
R.S. 47:6104
A school readiness child care expense tax credit is allowed for taxpayers who have
a qualified dependent under the age of six who, during the year, attended a child
care facility that participates in the quality rating program and has earned at
least two stars.
The school readiness child care expense credit is based on the quality rating of
the child care facility and is a percentage of the existing Louisiana child care
expense credit provided for by
R.S. 47:297.4
. The school readiness child care expense tax credit is in
addition to the regular child care expense credit.
The percentage of the regular child care expense credit allowed for the school readiness
tax credit is based on the child care facility’s quality rating as follows:
Quality Rating of Child Care Facility
Percent of Louisiana Child Care Tax Credit
Five Star
200%
Four Star
150%
Three Star
100%
Two Star
50%
One Star or not participating in Quality Start
0%
Parents with multiple qualifying children are allowed a credit for each child with
the credits separately calculated. Also, if a child receives services from more
than one child care facility during the year, the credit is calculated based on
the facility with the highest quality rating.
Refundable credit — The school readiness child care expense tax
credit is refundable for taxpayers whose federal adjusted gross income is $25,000
or less. The refundable credit is claimed by resident taxpayers on Line 15 of the
2018 Louisiana individual income tax return, Form IT-540, and Line 16 of the 2018 Form IT-540B
for nonresidents.
Nonrefundable credit — Taxpayers whose federal adjusted gross income
is greater than $25,000 may apply the credit to their tax liability and if the credit
is more than the taxpayer’s liability, the remaining credit can be carried forward
and applied to later tax years. Excess credits can be carried forward for up to
five years. The nonrefundable credit for 2018 is claimed by taxpayers on Schedule J
of the Louisiana individual income tax return, Form IT-540, or Form IT-540B for
nonresidents.
Proof of Credit
Taxpayers who claim the school readiness child care expense credit must obtain a
Louisiana School Readiness Tax Credit, Child Care Expense Credit Certificate, Form
R-10614 from their child care facility. The facility must complete the top portion
of the form including the facility’s name, license number, the Louisiana Revenue
Account Number, the facility’s quality rating, and the date of the rating award.
Child care providers must provide completed forms to parents or guardians for each
qualifying child who attended the facility.
The school readiness child care tax credit is calculated as follows:
Example 1
Family’s federal adjusted gross income
$20,000
Refundable or nonrefundable tax credit
Refundable
State child care credit amount
$50
Qualified dependent under age six that attended a quality rated child care facility
1
Quality rating of the child care facility
3*
Percentage of state child care credit allowed
100%
School readiness child care expense tax credit ($50 x 100%)
$50
The $50 school readiness child care expense credit can be claimed in addition to
the $50 regular child care credit and, if the credit exceeds the taxpayer’s tax
liability, the excess amount will be refunded.
Example 2
Family’s federal adjusted gross income
$30,000
Refundable or nonrefundable tax credit
Nonrefundable
State child care credit amount
$50
Qualified dependents under age six that attended a quality rated child care facility
2
Quality rating of the child care facility for first child
4*
Percentage of state child care credit allowed for first child
150%
School readiness child care expense tax credit for first child ($50 x 150%)
$75
Quality rating of the child care facility for second child
3*
Percentage of state child care credit allowed for second child
100%
School readiness child care expense tax credit for second child ($50 x 100%)
$50
Total school readiness child care expense tax credit ($75 + $50)
$125
The $125 school readiness child care expense credit can be claimed in addition to
the $50 regular child care credit and can be applied against the taxpayer’s liability
with any excess credit carried forward for up to five years.
2. Child Care Provider Tax Credit—
R.S.
47:6105
Child care providers who own and operate a facility where care is given to foster
children in the custody of the DCFS or to children who participate in the
Child Care Assistance Program
administered by the LDE are eligible for
the refundable School Readiness Child Care Provider tax credit.
The tax credit is based on the average monthly number of children who attend the
facility multiplied by the applicable credit amount based on the quality rating of the
child care facility.
Quality Rating of Child Care Facility
Tax Credit Per Eligible Child
Five Star
$1,500
Four Star
$1,250
Three Star
$1,000
Two Star
$750
One Star or not participating in Quality Start
0
The LDE will provide certification by March 1 to qualifying child care providers
regarding the average number of children participating in the program. The certificates
must be retained in the Child Care Provider’s records and be available to LDR on
request.
The credit can be taken against individual income tax, corporation income tax, or
corporation franchise tax depending on the child care facility’s entity type as
follows:
Individual income tax credit — If the child care facility is owned
by a sole proprietor, or a flow-through entity such as a Limited Liability Company
(LLC), Partnership, or Subchapter S corporation, the credit will be claimed on the
Resident Individual Income Tax return, Form IT-540, Schedule F, or the Nonresident
and Part-Year Resident Individual Income Tax Return, Form IT-540B, Schedule F-NR.
Partners and shareholders should apportion the credit based on each partner’s
or shareholder’s percentage of ownership.
Corporation income or franchise tax credits — If the child care
facility is owned by a corporation, the credit will be claimed on the Corporation
Income and Franchise Tax Return, Form CIFT-620, Schedule RC.
Nonprofit Organizations — If the child care facility is owned by
a nonprofit organization, the tax credit will be taken on the Corporation Income
and Franchise Tax Return, Form CIFT-620, Schedule RC. Nonprofit organizations
that are not registered with LDR because they are exempt from tax must register
with LDR for corporation income tax and obtain a Louisiana revenue account number
to be able to claim the credit.
3. School Readiness Directors and Staff Tax Credit—
R.S.
47:6106
Child care directors and eligible staff are eligible for a refundable tax credit
if they work at least six months for a licensed child care facility that participate
in the quality rating system and are enrolled in the
Louisiana Pathways Child Care Career Development System
.
The refundable tax credit is based on the educational level attained through Louisiana
Pathways Child Care Career Development System. The credit is adjusted annually by
the percentage increase in the Consumer Price Index United States city average for
all urban consumers (CPI-U), as prepared by the United States Department of Labor,
Bureau of Labor Statistics, as determined by the secretary of the Department of
Revenue on December first of the preceding calendar year. The credit amount is as follows:
School Readiness Tax Credit Levels
Amount of 2022
Refundable School Readiness Tax Credit for:
Director I
$1,894
Director II
$2,525
Director III
$3,157
Director IV
$3,787
Child Care Teacher I
$1,894
Child Care Teacher II
$2,525
Child Care Teacher III
$3,157
Child Care Teacher IV
$3,787
The tax credit is claimed on the Resident Individual Income Tax return, Form IT-540,
Schedule F, or the Nonresident and Part-Year Resident Individual Income Tax Return,
Form IT-540B, Schedule F-NR.
LDE will provide certification to child care directors and staff indicating the
educational level achieved by January 31. The Louisiana School Readiness Tax Credit,
for Child Care Director and Staff, Form R-10615 must be completed by the child care
provider and given to the directors and staff. The LDE will also furnish the certification
information to LDR as verification of the directors and staff’s eligibility for
the tax credit.
Directors and staff must enter the facility license number from Form R-10615 on Line 5A of Schedule F and
attach a copy of Form R-10615 to their return. Failure to do so will result in processing delays.
4. Tax Credit For Business-Supported Child Care—
R.S.
47:6107
Businesses that support quality child care are eligible for a refundable tax credit
based on the quality rating of the center. Eligible support includes:
Expenses to construct, renovate, expand, or repair an eligible child care center,
purchase equipment for a center, maintain or operate a center, not to exceed $50,000
in expenses per tax year;
Payments made to an eligible child care facility for child care services to support
employees, not to exceed $5,000 per child per tax year; and/or
The purchase of child care slots at eligible child care facilities actually provided
or reserved for children of employees, not to exceed $50,000 per tax year
The credit is for a percentage of the eligible expenses based on the quality rating
of the child care facility to which the expenses are related or the rating of the
child care facility that the child attends as follows:
Quality Rating of Child Care Facility
Percentage of Eligible Expenses
Five Star
20%
Four Star
15%
Three Star
10%
Two Star
5%
One Star or not participating in Quality Start
0%
The refundable credit can be taken against individual income tax, corporation income
tax, or corporation franchise tax depending on the business’s entity type as follows:
Individual income tax credit — If the business providing the
support is owned by a sole proprietor or a flow-through entity such as a Limited
Liability Company (LLC), Partnership, or Subchapter S corporation, the credit
will be claimed on the Resident Individual Income Tax return, Form IT-540, Schedule
F, or the Nonresident and Part-Year Resident Individual Income Tax Return, Form IT-540B,
Schedule F-NR. Partners and shareholders should apportion the credit based on each
partner’s or shareholder’s percentage of ownership.
Corporation income or franchise tax credits — If the business providing
the support is a corporation, the credit will be claimed on the Corporation Income
and Franchise Tax Return, Form CIFT-620, Schedule RC.
Nonprofit Organizations — If the business providing the support is a nonprofit
organization, the tax credit must be taken on the Corporation Income and Franchise Tax Return,
Form CIFT-620, Schedule RC. Nonprofit organizations that are not registered with LDR because
they are exempt from tax must register with LDR for corporation income tax and obtain a Louisiana
revenue account number to be able to claim the credit.
5. Tax Credit For Donations To Resource And Referral Agencies—
R.S. 47:6107
Businesses may also receive a tax credit for donations made to Child Care Resource
and Referral Agencies. These are private agencies that contract with the Department
of Education to provide information and services to parents and child care
providers. The credit is equal to the amount donated but cannot exceed $5,000 per
tax year.
Taxpayers must attach a copy of the receipt from the child care resource or referral agency and if applicable,
a copy of the Schedule K-1 from the entity that made the donation to substantiate any credit earned from a pass-through entity.
The refundable credit can be taken against individual income tax, corporation income
tax, or corporation franchise tax depending on the business’s entity type as follows:
Individual income tax credit — If the business making the donation
is owned by a sole proprietor or a flow-through entity such as a Limited Liability
Company (LLC), Partnership, or Subchapter S corporation, the credit will be claimed
on the Resident Individual Income Tax return, Form IT-540, Schedule F, or the Nonresident
and Part-Year Resident Individual Income Tax Return, Form IT-540B, Schedule F-NR. Partners
and shareholders should apportion the credit based on the each partner or shareholder’s
percentage of ownership.
Corporation income or franchise tax credits — If the business making the donation
is a corporation, the credit will be claimed on the Corporation Income and Franchise Tax Return,
Form CIFT-620, Schedule RC.
Nonprofit Organizations — If the business making the donation is a nonprofit
organization, the tax credit must be taken on the Corporation Income and Franchise Tax Return,
Form CIFT-620, Schedule RC. Nonprofit organizations that are not registered with LDR because
they are exempt from tax must register with LDR for corporation income tax and obtain a Louisiana
revenue account number to be able to claim the credit.
What It Is, Who Can File, and How To Fill it Out
What Is Form 2441: Child and Dependent Care Expenses?
Form 2441, Child and Dependent Care Expenses, is an Internal Revenue Service (IRS) form used to report child and dependent care expenses on your tax return in order to claim a tax credit for those expenses. If you paid someone, whether it be an individual or a care facility, to look after a child or another qualifying dependent so you could work or look for work, you may be eligible to use it to claim a tax credit.
Key Takeaways
IRS Form 2441 is completed by the taxpayer to report child and dependent care expenses paid for the year.
This form must be filed if you’re planning to claim a credit for child and dependent care expenses.
Completing Form 2441 doesn’t guarantee that you’re eligible for the child and dependent care tax credit as there are income limitations and qualifying person rules.
The American Rescue Plan increased the tax credit to $4,000 for one qualifying individual and $8,000 for two or more qualifying individuals for 2021.
Temporarily legislative changes are expected to rollback in future years, including the credit returning to its smaller amount and the credit potentially not being refundable.
Who Can File Form 2441?
The IRS spells out specific guidelines on who is eligible to claim the child and dependent care tax credit and what the credit is worth. Qualified care expenses, which include household services, were paid if you paid someone to care for a dependent in your home. Care expenses paid to a child or dependent care center also qualify. The following must be true.
The amounts paid for care were paid so you could work or look for work. (The same applies to your spouse if you’re married and file a joint return.)
The expenses were paid for an eligible dependent, which includes a qualifying child under 13, a disabled spouse, or another disabled individual whom you are able to claim as a dependent and for whom you paid care expenses.
Tax Credit vs. Tax Deduction
A tax credit decreases the amount of taxes owed to the IRS dollar for dollar. For example, if a taxpayer owed $3,000 in taxes and received a $2,000 tax credit, the tax liability would be $1,000 for that tax year. Conversely, a tax deduction reduces a person’s income, meaning there’s a lower amount of taxable income for that year. When the IRS applies the marginal tax rate (based on the person’s income tax bracket) a percentage of that income would be owed in taxes.
If the tax credit is refundable, it means any credit that exceeds the taxes owed is paid to the taxpayer as a refund. So, if the tax credit was $4,000 and the person owed $3,000 in taxes, the IRS would pay a refund of $1,000 to the taxpayer. If the tax credit is non-refundable, it means the person wouldn’t get a refund even if the tax credit exceeds the amount of taxes owed for that year. In other words, the best-case scenario with a non-refundable credit is that it reduces the tax liability to zero.
Child and Dependant Care Tax Credit
The American Rescue Plan, signed by President Biden on March 11, 2021, changed the Child and Dependent Credit for 2021. The Child and Dependent Credit is capped at 50% of eligible expenses up to $4,000 for one qualifying individual and $8,000 for two or more dependents for 2021 only.
The IRS calculates the tax credit amount based on the taxpayer’s total amount of work-related expenses reported to them. The maximum amount of work-related expenses that can be applied for one qualifying person is $8,000 and $16,000 for two or more qualifying persons.
In other words, the tax credit cap of $4,000 represents 50% of the $8,000 maximum in work-related expenses for one qualifying person. Similarly, the tax credit cap of $8,000 represents 50% of the $16,000 maximum in work-related expenses for two or more qualifying persons.
The tax credit phases out and can be eliminated, depending on the income earned for the year. For 2021, the 50% tax credit begins to phase out if the taxpayer’s adjusted gross income is higher than $125,000 and completely phases out if it’s more than $438,000.
Also, the Child and Dependent Credit is refundable for 2021. In other words, even if the credit exceeds the amount of Federal income taxes owed, the person can claim the full credit amount, and the credit amount that exceeds the tax liability would be refunded to the taxpayer.
Special rules and qualification requirements exist for married filing separate taxpayers.
What Is Form 2441 Used for?
Form 2441 is used to figure the amount of child and dependent care expenses for which you may able to claim a tax credit. Filling out this form doesn’t guarantee that you’ll be eligible for the credit. Instead, it’s used to help you calculate what the credit may be worth to you if you qualify. You complete this form and attach it to Form 1040 when filing your taxes.
How to Fill Out and Read Form 2441: Child and Dependent Care Expenses
Form 2441 is a two-page document that requires you to include specific information about your dependents and child care expenses. It is broken into three parts.
Part I – Persons or Organizations Who Provided the Care
This section is where you enter information about the care provider, including the provider’s name, address, tax identification number (TIN), and the amount you paid for care. The IRS explicitly states that “if you don’t give correct or complete information, your credit (and exclusion, if applicable) may be disallowed”.
If you have more than three care providers to list, check the box above Line and attach the additional information to your return. The three highest paid care providers should be listed directly on the form, with any additional care providers listed on a separate statement.
A lot has changed over the years, as the 1960 version of Form 2441 was comprised to a single page with just 10 lines for a taxpayer to fill out.
Part II – Credit for Child and Dependent Care Expenses
Here you include the name(s) of any qualified person for whom you paid expenses, his or her tax ID number, and the amount of expenses paid. Similar to above, list the three qualifying people with the highest qualifying expenses on the form and supplement your return with a separate statement that includes information on additional people.
Line 8 references the phaseout of the tax credit based on an individual’s adjusted gross income. For a full table of the phaseout schedule including the decimal amount to enter on Line base on the input from Line 7, see the instructions to Form 2441. Certain taxpayers may receive a refundable portion of the tax credit. Taxpayers receiving a nonrefundable portion may need to complete the Credit Limit Worksheet on page 7 of the Form 2441 instructions.
Part III – Dependent Care Benefits
This is where you enter details about any dependent care benefits you receive for any of the qualifying persons you listed in Part II. The IRS provides a worksheet on page 10 of the Form 2441 instructions to calculate the credit you may claim for prior-year expenses paid in subsequent years. Line 27 through Line 31 is also required if you are claiming the credit for the child and dependent care expenses in Part II of the form.
IRS Form 2441, Page 1
IRS Form 2441, Page 1: Revised 2021.
Investopedia
IRS Form 2441, Page 2
IRS Form 2441, Page 2: Revised 2021.
Investopedia
All pages of Form 2441 are available on the IRS website. You can complete Form 2441 by hand, but it may be easier to use online tax filing software. For example, Box 10 of your W-2 will report the total amount of dependent care benefits that your employer paid on your behalf. By entering your W-2 into certain tax software programs, the program will automatically extract this information and transfer it to Form 2441.
Does IRS Verify Childcare Expenses?
The IRS may ask for verification of childcare expenses. Though every taxpayer will not be audited, filers must be prepared to show proof of expenses and that accurate underlying information (i. e. who care costs were paid to) were reported correctly.
What Are Qualified Expenses for IRS Form 2441?
Qualified expenses include amounts paid for household services and care of the qualifying person while you’re working or looking for work. Household services include a babysitter, housekeeper, or cleaning service if used to care for the qualifying person.
Where Can I Get Form 2441?
It’s important to remember that your child and dependent care providers won’t send this form to you. You’re responsible for completing it and filing it with your taxes. Again, if you’re using a tax software program to do that, you may have the option to fill it out electronically. If you need a paper copy, you can find Form 2441 on the IRS website.
Can Form 2441 Be E-Filed?
If you’re filing your tax return electronically, you can file Form 2441 along with your Form 1040. When selecting an e-filing tax program, check to make sure whether it asks questions about child and dependent care expenses.
Where Do I Mail Form 2441?
If you’re planning to file a paper return, you can fill out Form 2441 by hand and mail it with your return. The mailing address will depend on where you live. You can find a complete listing of mailing addresses for tax returns on the IRS website.
The Bottom Line
IRS Form 2441 is used to report child and dependent care expenses as part of your Federal income tax return. By reporting these expenses, you may be entitled to a tax credit up to $4,000 for one qualifying person or $8,000 for two or more qualifying people. The credit does not extend to individuals with an AGI over $438,000.
Documents
Details
Association of development and support of socio-educational initiatives and programs “Kindergarten and Family”
OGRN 1093500000747
9000 9000 9000 PPP
Settlement account 40703810412000001450
BIC 041909644
Bank VOLOGDA BRANCH N8638 PJSC SBERBANK
Corr. account 30101.810.9.00000000644
Address: 162627 Cherepovets, st. Montclair, 9, office 203
8(8202) 59-57-32
t. +79212543618
website: http://np-detsad.ru/
Executive Director Peskisheva Tatyana Alekseevna
Download the Charter
Annually, the Association forms a report for the Ministry of Justice, all reports of the NCO are published on the official website of the Ministry of
Reports
Public report for 2021.
Explanatory note to the report for 2021.
Accounting report
Explanatory note to the purpose of the targeted use of funds for 2020
Balance sheet and report on the intended use of funds for 2020
Report of the Kindergarten and Family Association on the continuation of activities
Tax return for 2019year
Report NP “Kindergarten and Family” for 2018 (presentation)
Archive
Report of NP “Kindergarten and Family” for the period from May 1, 2017 to January 1, 2018
Report NP “Kindergarten and Family” for the period from January 01 to September 01, 2017
9000 NP “Children “On property and founders for 2017
Report of NP “Kindergarten and Family” on the continuation of activities in 2017 9006
report NP Kindergarten and Family “On Property and Ridowers for 2016.
Reporting” Children’s Garden and Family “for the period from May from May from May from May. To November 2016,
Report of NP Kindergarten and Family “On the continuation of activities in 2016
Report NP” Kindergarten and Family “for the period since September 2014 to May 2015
Donation agreements
2012
Registration act
Equipment registration certificate
Transfer and acceptance act
Donation agreement
2013
Equipment registration certificate
Transfer and acceptance act
Donation agreement
2014
Equipment registration certificate
Transfer and acceptance act
Donation agreement
How to return money from TURCH TALLS or kindergarten – Instruction – Ukrainian News / NV
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November 3, 2021, 13:00
Not everyone knows that part of the taxes paid can be returned if you fill out and submit a tax return on property and income and apply for a tax rebate. How to do it?
From all incomes of citizens, the state levies personal income tax (PIT) at rates of 18, 9, 5 and 0%. In addition, we all pay a 1.5% military tax on income. Payroll tax is monthly transferred to the budget by the employer or tax agent. For example, if your salary is UAH 40 thousand per month, the employer will transfer to the budget for you: UAH 7,200 personal income tax and UAH 600 military tax. “Clean” in your hands you will receive 32200 UAH. For a year, a tidy sum of 86,400 UAH of income tax is accumulated.
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However, part of the taxes paid can be returned if you fill out and submit a tax return on property status and income and apply for a tax rebate. This article will be devoted to this topic.
As practice shows, few citizens use this benefit, because they either do not know about this possibility or consider that it is too complicated a procedure. However, I will say from my own experience that the time spent on this procedure pays off in full.
First, let’s look at what this benefit is and who can apply for it. In simple words, a tax credit is the amount of expenses by which the annual salary can be reduced (Article 14.1.170 of the TCU). However, has certain conditions that must be met at the same time. I will focus your attention on them further. Firstly, you need to be a resident of Ukraine (clause 14.1.213 of the TCU), have a tax registration number (or permission to use passport details for tax purposes) and receive an official salary. If you are in business and receive entrepreneurial income, you will not be able to recover part of the taxes paid through a tax credit.
Secondly, the goods or services, the cost of which you want to include in the tax rebate, must be purchased from domestic enterprises, and the expenses must be confirmed by the relevant payment documents (receipts, checks, contracts, etc.; clause 166.2.1 of the TCU ).
The state allows you to reduce gross wages, if you spent the funds to pay: percent on a mortgage loan, charitable contributions, training, reproductive technologies, pension contributions, installation of gas equipment, construction of affordable housing, housing rent (for migrants from temporarily occupied territories) and assistance to hospitals to prevent the spread of coronavirus disease on the territory of Ukraine (only for 2020; p. 166.3, p. 11 of the Transitional Provisions of the TCU, p. 1 of the Final Provisions of the TCU). Each of these types of expenses has its own nuances, but in this article I will share my experience of obtaining a tax rebate specifically for education.
Expenses for which types of education are allowed to be included in the tax credit? At present, to pay for the services of kindergartens, schools, institutions of higher education, vocational institutions, extracurricular education (circles, sports schools, etc.; clauses 166.3.3 of the TCU). It is currently impossible to return part of the funds from the cost of training on courses and trainings. It is important that you can attribute to the discount the cost of paying for both your own education and your relatives (relatives of the first degree of kinship; clause 14.1.263 of the TCU), if they do not yet receive a salary. If your children are already employed, you need to plan your finances so that they themselves (or with your help) apply for and receive such a discount.
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One of the key nuances is that the main activity of the educational institution ) should be exactly educational activity (you can check this in a special state register).
When receiving a tax rebate, it is important to correctly complete the documents, namely: your data must be indicated in the contract for receiving educational services and receipts.
As already noted, the key to obtaining a tax rebate is filling out and submitting a declaration of property and income. There are different ways to do this, but in this article I will tell you how to submit it through the taxpayer’s electronic account. In order to use this option, you must have an electronic digital signature – now there are a lot of services for obtaining it.
First you need to submit a request for information about your income, which is located in the “Application, requests for information” tab, and you will find the answer in the “incoming / outgoing documents” section. While you wait, you can prepare scanned copies of documents confirming your expenses: contract and receipts, as well as documents confirming the degree of relationship (birth certificate of a child and / or marriage certificate). By the way, life hack, all documents need to be combined into one pdf file.
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Next, in the “EC for citizens” tab, you need to find the declaration of property and income, and then click the “Create” button and check the correct data pre-filled about you. If information about wages and taxes paid from it is not in the declaration, you need to fill it out manually. In section VII, it is imperative to enter data on the details of your bank account, to which funds will be credited, if the procedure is performed correctly. To receive a tax rebate, the declaration must be supplemented with Appendix F3 and copies of payment and settlement documents. This must be checked in a special box at the end of the declaration and click the add button in the “Applications” tab.
Louis E. Stocklmeir Elementary School in Sunnyvale, CA
Report Card
Academics
grade A
Diversity
grade B
Teachers
grade A
editorial
Louis E. Stocklmeir Elementary School is a highly rated, public school located in SUNNYVALE, CA. It has 1,028 students in grades K-5 with a student-teacher ratio of 24 to 1. According to state test scores, 85% of students are at least proficient in math and 85% in reading.
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(408) 732-3363
592 DUNHOLME WAY SUNNYVALE, CA 94087
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Academics
Percent Proficient – Reading
This is the percentage of students that scored at or above proficiency levels on their state reading/language arts assessment test. Because states implement these tests differently, use caution when comparing this data to data from another state.
85%
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Percent Proficient – Math
This is the percentage of students that scored at or above proficiency levels on their state math assessment test. Because states implement these tests differently, use caution when comparing this data to data from another state.
85%
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Cost of Living
grade D+
Good for Families
grade A
Housing
grade C
Median Household Income
$150,464
National
$64,994
Median Rent
$2,699
National
$1,096
Median Home Value
$1,397,200
National
$229,800
Students
Diversity
grade B
Based on racial and economic diversity and survey responses on school culture and diversity from students and parents.
Students
1,028
Free or Reduced Lunch
4%
Teachers
Student-Teacher Ratio
Student-Teacher Ratio may not be indicative of class size. It is calculated using the reported number of students and full-time equivalent teachers.
24:1
National
17:1
Average Teacher Salary
Average salary for all teachers within the district.
$97,163
Teachers in First/Second Year
18.8%
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Louis E. Stocklmeir Elementary School (2022-23 Ranking)
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Top Rankings
Louis E. Stocklmeir Elementary School ranks among the top 20% of public schools in California for:
Category
Attribute
Overall Rank
Highest overall rank (Top 5%)
Math Proficiency
Highest math proficiency (Top 5%)
Reading/Language Arts Proficiency
Highest reading/language arts proficiency (Top 5%)
School Overview
Louis E. Stocklmeir Elementary School’s student population of 1,028 students has declined by 12% over five school years.
The teacher population of 42 teachers has declined by 14% over five school years.
School Rankings
Louis E. Stocklmeir Elementary School is ranked within the top 5% of all 9,659 schools in California (based off of combined math and reading proficiency testing data) for the 2018-19 school year.
The diversity score of Louis E. Stocklmeir Elementary School is 0.44, which is less than the diversity score at state average of 0.63. The school’s diversity has stayed relatively flat over five school years.
Source: 2020-2021 (latest school year available) National Center for Education Statistics (NCES), CA Dept. of Education
Frequently Asked Questions
What is Louis E. Stocklmeir Elementary School’s ranking?
Louis E. Stocklmeir Elementary School ranks among the top 20% of public schools in California for: Highest overall rank (Top 5%), Highest math proficiency (Top 5%) and Highest reading/language arts proficiency (Top 5%).
What percent of students have achieved state testing proficiency in math and reading?
85% of students have achieved math proficiency (compared to the 40% CA state average), while 85% of students have achieved reading proficiency (compared to the 51% CA state average).
How many students attend Louis E. Stocklmeir Elementary School?
1,028 students attend Louis E. Stocklmeir Elementary School.
What is the ethnic breakdown of the student body?
73% of Louis E. Stocklmeir Elementary School students are Asian, 18% of students are White, 4% of students are Hispanic, 4% of students are Two or more races, and 1% of students are American Indian.
What is the student:teacher ratio of Louis E. Stocklmeir Elementary School?
Louis E. Stocklmeir Elementary School has a student ration of 24:1, which is higher than the California state average of 22:1.
What grades does Louis E. Stocklmeir Elementary School offer ?
Louis E. Stocklmeir Elementary School offers enrollment in grades Kindergarten-5
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Welcome to the KinderCare – Summerlin located on the West Side of
the Las Vegas Valley in the heart of the charming Willows
Community. Our programs are based on a child’s social, intellectual
and physical developmental needs. We believe that children are
happy and secure when they have opportunity to succeed; and success
breeds self-confidence. We believe that parents are the most
significant adults in a child’s life and we provide opportunity to
ensure parent involvement in our programs. We provide a safe,
secure and stimulating environment. We support talented educators
that are passionate in what they do. We look forward to meeting and
working with the families of Summerlin.
At KinderCare, your child’s safety is one of our top priorities.
Our school promotes a safe and secure environment. We have a
security keypad entry, background checks on all staff and an ID
checkpoint for visitors. All staff members are CPR and pediatric
first aid certified. Monthly Fire/Disaster drills are conducted as
well as lock down, earthquake and shelter in place drills. An
Emergency Plan is in force and is available for parents to review.
Hours Of Operation: 6:00 AM to 6:30 PM, M-F
Languages Spoken: Arabic, French, Spanish
EOB, NACCRRA,10% sibling discount
Source: National Center for Education Statistics (NCES)
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How To Find The School You Want
Finding the right school for your child is a major project. However, if you tackle it methodically, you will get good results. Here’s a roadmap to finding the school you want.
Private School Supplies
Your child will need lots of supplies when she goes off to private school. These lists will help get you organized.
A Baker’s Dozen of ‘Must Have’ Sites
Here are my picks for ‘must have’ web sites when it comes to finding out about private K-12 schools.
The average private school tuition in Las Vegas, NV is $9,625 for elementary schools and $8,871 for high schools (read more about average private school tuition across the country).
The average acceptance rate in Las Vegas, NV is 93% (read more about average acceptance rates across the country).
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Jobs in Private Schools Why Private School COVID-19 High School Issues Paying For It
parents spend an average of $8,355 annually per kid
Thomas Barwick | DigitalVision | Getty Images
Families across the U.S. spend an average of $8,355 a year on child care for each kid, which can hamper parents’ employment opportunities and impact household budgets.
Parents, on average, spend a little over $750 per child per month during the school year and an average of $834 for summer child care, according to a May survey conducted by YouGov on behalf of Bankrate among nearly 3,500 adults, including roughly 700 parents with children under age 18.
In 2019, prior to the pandemic, families spent an average of $9,200 to $9,600 per child on child care, according to Child Care Aware. The nonprofit calculates that families headed by married couples spend about 10% of household income on child care while single parents spend about 34% of their income.
Child-care expenses can vary dramatically by location and quality, which can drive up the average cost. Bankrate’s survey found the median cost that families spend each year on child care is far less, just $2,859.
Yet there’s no denying child-care costs are a burden for many families. Nearly half, 46%, of the parents surveyed plan to enroll their children in some type of child care, camp or program this summer and of those, about half say they’re planning to rack up credit card debt to pay for the expense.
“Monthly child-care costs can feel like an extra mortgage payment, especially if you live in an expensive area or have more than one kid,” says Ted Rossman, Bankrate’s senior industry analyst.
Other parents are planning on altering their work schedules to care for their children this summer.
That’s already the case for many families. About 45% of parents with children under 18 say they took those steps throughout the pandemic, and about 17% of parents say they or their spouse stopped working altogether during the pandemic to care for their children.
But many families will get a bit of a reprieve this year. The IRS is set to start distributing the enhanced $3,000 child tax credit as advanced payments on July 15. The agency said on Monday that about 39 million households are slated to receive monthly payments between July and December.
Families can receive up to $300 per month for each child under age 6 and up to $250 per month for each child ages 6 to 17. The new enhanced benefits are income-based and start to phase out for individuals earning more than $75,000 a year or $150,000 for couples married filing jointly.
Currently, the enhanced tax credit is only for 2021, although Democrats would like to see that extended.
There are 189 child development centers in Chattanooga, Tennessee. If you need more child care services you can also use find daycare centers near me.
21st Century Child Development And Learning
3315 12th Avenue, Chattanooga, TN 37407
Center
A Child’s World Learning Center
1725 Mccallie Avenue, Chattanooga, TN 37404
Center
A Mother’s Love
1223 Sanford Ave, Chattanooga, TN 37411
Center
Aleph Bet Children’s Center
5461 North Terrace Road, Chattanooga, TN 37411
Preschool
Alpine Crest Elementary SACC Program
4700 Stagg Road, Chattanooga, TN 37415
Center
Alton Park Child Development Center
3735 Alton Park Blvd. , Chattanooga, TN 37410
Center
Amy’s Angels Learning Center
604 Brown’s Ferry Road, Chattanooga, TN 37419
Center
Angel Care Learning Center II
3701 Hixson Pike, Chattanooga, TN 37415
Center
Anneda’s House Of Huggs
2008 E. 27th Street, Chattanooga, TN 37407
Center
Avondale Head Start
2302 Ocoee St, Chattanooga, TN 37406
Preschool
Battle Academy Pre-kindergarten
1601 Market Street, Chattanooga, TN 37402
Preschool
Battle Academy SACC Program
1601 Market Street, Chattanooga, TN 37402
Center
Belvoir Christian Academy Preschool
800 Belvoir Ave., Chattanooga, TN 37412
Preschool
Bess T. Shepherd Elementary SACC Program
7126 Tyner Rd, Chattanooga, TN 37421
Center
Best Beginnings
2029 Hickory Valley Road, Chattanooga, TN 37421
Preschool
Blooming Pot Childcare & Learning Center
1315 Dodds Avenue, Chattanooga, TN 37404
Center
Boyd Buchanan Pre-kindergarten
4626 Bonnieway Drive, Chattanooga, TN 37411
Preschool
Boyd Buchanan School After Care
4626 Bonnieway Drive, Chattanooga, TN 37411
Center
Boys & Girls Club Of Chattanooga, Highla
2312 Duncan Avenue, Chattanooga, TN 37404
Center
Boys & Girls Clubs Of Chattanooga, East
2125 East 25th Street Place, Chattanooga, TN 37407
Center
Brainerd Baptist Pre-k & After School
300 Brookfield Avenue, Chattanooga, TN 37411
Preschool
Brenda beal
405 Forest Glenn Drive, Chattanooga, TN 37415
Center
Bright Preschool & Extended Day Program
1950 Hixson Pike, Chattanooga, TN 37405
Preschool
Brown Academy SACC Program
718 East 8th Street, Chattanooga, TN 37403
Center
Bundles Of Joy Academy
925 Talley Road, Chattanooga, TN 37411
Center
Busy Bee Learning Center
7728 Hancock Road, Chattanooga, TN 37416
Center
Calvary Christian School
4601 North Terrace, Chattanooga, TN 37411
Preschool
Calvin Donaldson Pre-kindergarten
937 W. 37th Street, Chattanooga, TN 37410
Preschool
Candy World Day Care & Learning Center
1605 East 12th Street, Chattanooga, TN 37404
Center
Candyland Academy
400 North Seminole Dr., Chattanooga, TN 37411
Center
Carol Davis Day Care
2311 David Cr., Chattanooga, TN 37421
Center
Cedar Hill Head Start
4701 Divine Avenue, Chattanooga, TN 37407
Preschool
Chattanooga Christian School
3354 Charger Drive, Chattanooga, TN 37409
Center
Chattanooga Human Services
501 W 12th Street, Chattanooga, TN 37402
Center
Chattanooga School For Arts & Sciences SAC
865 East 3rd Street, Chattanooga, TN 37403
Center
Chattanooga School For The Liberal Arts
6579 East Brainerd Road, Chattanooga, TN 37421
Center
Chattanooga State Child Development Center
4501 Amnicola Hwy, Chattanooga, TN 37406
Preschool
Chatter Box Child Care
2004 Dodson Ave, Chattanooga, TN 37406
Center
Cheryl’s Day Care
131 Rolling Ridge Dr. , Chattanooga, TN 37421
Center
Childcare – Volkswagen Drive
7372 Volkswagen Drive, Chattanooga, TN 37416
Center
Childcare Network #108
1380 Gunbarrel Road, Chattanooga, TN 37421
Preschool
Childcare Network #124
1043 Grays Drive, Chattanooga, TN 37421
Preschool
Childcare Network #152
4108 Bennett Road, Chattanooga, TN 37412
Preschool
Childcare Network #168
1510 East 3rd Street, Chattanooga, TN 37404
Preschool
Childcare Network #34
4650 Redlands Drive, Chattanooga, TN 37416
Preschool
Children’s Home – East Ridge Elementary
1014 John Ross Road, Chattanooga, TN 37412
Preschool
Children’s Home Extended Early Childhood
315 Gillespie Road, Chattanooga, TN 37411
Preschool
Childrens Home – Normal Park
1219 W. Mississippi Avenue, Chattanooga, TN 37405
Center
Childrens Home – Red Bank Elementary
1100 Mountain Creek Road, Chattanooga, TN 37405
Center
Christ Academy Preschool
8645 E. Brainerd Rd., Chattanooga, TN 37421
Preschool
Christ’s Angels Day Care
7615 Bishop Drive, Chattanooga, TN 37416
Center
Copelands Childcare Center
2001 Raulston Avenue, Chattanooga, TN 37406
Center
Cradle To Crayons II
21oo Foust Street, Chattanooga, TN 37407
Center
Creative Learning Academy
2808 4th Avenue, Chattanooga, TN 37407
Center
Cute And Cuddley Day Care
4318 Grand Avenue, Chattanooga, TN 37410
Center
Dreamland Child Care Center
618 North Moore Rd. , Chattanooga, TN 37411
Center
Dreamland Child Care II
620 North Moore Rd., Chattanooga, TN 37411
Center
Dupont Elementary – SACC
4134 Hixson Pike, Chattanooga, TN 37415
Center
E-kids Learniing Center
1043 Blackford St., Chattanooga, TN 37403
Preschool
E. Brainerd Church Pre-school
7745 E. Brainerd Rd., Chattanooga, TN 37421
Center
East Brainerd Elementary SACC Program
7453 East Brainerd Rd, Chattanooga, TN 37421
Center
East Lake Elementary Pre-kindergarten
3600 13th Avenue, Chattanooga, TN 37407
Preschool
East Ridge Elementary Pre-kindergarten
1014 John Ross Rd., Chattanooga, TN 37412
Preschool
East Ridge Elementary SACC Program
1014 John Ross Road, Chattanooga, TN 37412
Center
East Side Elementary – preschool title I
2200 East Main Street, Chattanooga, TN 37404
Preschool
Faith Learning Academy
2822 3rd Avenue, Chattanooga, TN 37407
Center
First Centenary Childrens Enrichment
419 Mccallie Avenue, Chattanooga, TN 37403
Preschool
First Cumberland Presbyterian Child Development Center
1505 N. Moore Rd., Chattanooga, TN 37411
Preschool
First Little Friends
2281 Edgmon Forest Lane, Chattanooga, TN 37421
Center
First Step Christian Day Care
2633 Glass Street, Chattanooga, TN 37406
Center
First Step Christian Day Care # 2
3908 Jaundale Trail, Chattanooga, TN 37406
Center
Grace Academy Pre-kindergarten And Extended Care
7815 Shallowford Road, Chattanooga, TN 37421
Preschool
Grace Children’s Center
7815 Shallowford Road, Chattanooga, TN 37421
Center
Granny’s Baby Child Care
2100 Wilson Street, Chattanooga, TN 37406
Center
Hamilton County Charter School Association
5600 Brainerd Road, Chattanooga, TN 37411
Center
Hardy Elementary Title I Pre-kindergarten
2100 Glass Street, Chattanooga, TN 37406
Preschool
Harmony Childcare Development Center
2507 Bailey Avenue, Chattanooga, TN 37404
Center
Heavenly Creations Child Development Center
2008 Dodson Avenue, Chattanooga, TN 37406
Center
Heritage Montessori School
3304 Dayton Blvd. , Chattanooga, TN 37415
Center
Hickory Valley Christian Pre-kindergarten And Extended School Program
6605 Shallowford Road, Chattanooga, TN 37421
Preschool
Hillcrest Elementary Title I Pre-kindergarten
4302 Bonny Oaks Drive, Chattanooga, TN 37416
Preschool
Home Away From Home
118 Passons Road, Chattanooga, TN 37415
Center
Jackson’s Day Care
1409 E. 28th Street, Chattanooga, TN 37404
Center
Jones Memorial Child Development Center
4131 Ringgold Road, Chattanooga, TN 37412
Center
Just 4 Kids
3608 Parkway Drive, Chattanooga, TN 37406
Center
Kandy Kastle 2nd Generation
7 N. Tuxedo Ave, Chattanooga, TN 37411
Center
Kandy Kastle 2nd Generation Child Daycare
1119 Gilespie Road, Chattanooga, TN 37411
Center
Kiddie Cottage Day Care
1912 East 5th Street, Chattanooga, TN 37404
Center
Kiddie Kare For Intense Learning
510 Tunnel Blvd, Chattanooga, TN 37411
Center
Kidds First Child Development Center
4343 Bonny Oaks Drive, Chattanooga, TN 37416
Center
Kidds World Day Care
1905 Tunnel Blvd. , Chattanooga, TN 37406
Center
Kids Kingdom Child Care
301 Crestway Drive, Chattanooga, TN 37411
Center
Kids Korner Learning And Development Center
701 Dodds Avenue, Chattanooga, TN 37404
Center
Kids Park
2020 Gunbarrel Road, Chattanooga, TN 37421
Preschool
Kids Stop Day Care
3922 Webb Rd, Chattanooga, TN 37416
Center
Lakeside Academy Of Math, Science & Technology
4850 Jersey Pike, Chattanooga, TN 37416
Preschool
Lakeside Academy SACC Program
4850 Jersey Pike, Chattanooga, TN 37416
Center
Laverne’s Kiddie Care
514 Biltmore Dr., Chattanooga, TN 37411
Center
Libby’s Lane Child Care
601 W 46 Street, Chattanooga, TN 37410
Center
Lil T Day Care
3700 Taylor Street, Chattanooga, TN 37406
Center
Signal Centers
Adult Day Services
Adult Services is a social and recreation-based program established in 1978. Individuals with disabilities are encouraged to be independent in a safe yet lively setting. Adults age 55 and older with physical or cognitive concerns are also supported to be active and engaged.
20200318121924
Assistive Technology Services
The focus of AT Services is to promote the incorporation of technology in the lives of people with disabilities. AT Services offers assessments, equipment demonstrations, device loans, a toy lending library, and a reutilization/refurbishment program.
20200319140447
CCR&R
The Tennessee Child Care Resource & Referral Network provides free resources for parents, child care educators, employers and the communities who support quality care and development for our children.
20200319140230
Childrens Services
Our goal at Signal Centers is to prepare children for Kindergarten and lifelong learning. The school includes both center-based and home-based programs for children six weeks to five years of age. Center-based programming includes fully accessible facilities and integrated classrooms.
20200319140304
Family Forward
Family Forward provides intensive Case Management, Mentoring, Coaching and Support to expectant mothers and families in low-income communities in Chattanooga. Services are free and voluntary.
20200319140406
Hart Gallery
For many who need healing, hope, and family, the H*Art Gallery is a creative home. Our artists come from varied underserved backgrounds and circumstances: those experiencing homelessness, living with mental and physical disabilities, disabled veterans, women fleeing abusive situations, political refugees, and others. Our community programs are designed to serve our wide range of populations.
20211112140352
The Imagination Library
The Dolly Parton Imagination Library is pleased to announce that it is partnering with Signal Centers to provide one book a month to Hamilton County children from birth to age 5-years-old.
The 5 Best Adult Day Care Services in Chicago, IL for 2023
There are
6 Adult Day Care Services
in the
Chicago
area, with
4
in
Chicago
and
2
nearby.
To help you with your search, browse the 8 reviews
below for
adult day care services
in Chicago.
On average, consumers rate adult day care in Chicago 3.8
out of 5 stars.
Better rated regions include
La Grange
with an average rating of 5.0
out of 5 stars.
Caring.com has helped thousands of families find high-quality senior care. To speak with one of our Family Advisors about
adult day care options and costs in
Chicago,
call
(855) 863-8283.
Location
Casa Central
Provides: Adult Day Care
1343, N. California Ave., Chicago, IL 60622
“My mom came to live with me after she suffered a stroke and was not able to take care of herself. I work full time and don’t have family that can help watch my mom while I’m at work. A social…” More
“My mom came to live with me after she suffered a stroke and was not able to take care of herself. I work full time and don’t have family that can help watch my mom while I’m at work. A social…” More
Renaissance Adult Day Care
Provides: Adult Day Care
7920 S Greenwood Ave, Chicago, IL 60619
“Great staff and service to seniors.
” More
“Great staff and service to seniors.
” More
Alden Lincoln Park-adult day care
Provides: Adult Day Care
504 West Wellington Avenue, Chicago, IL 60657
“Alden Lincoln Park in Chicago, Il. offers adult day care. Overall, I thought Alden Lakeland Rehabilitation Center was a very nice facility that I would highly recommend. The clients who come for…” More
“Alden Lincoln Park in Chicago, Il. offers adult day care. Overall, I thought Alden Lakeland Rehabilitation Center was a very nice facility that I would highly recommend. The clients who come for…” More
Oldies But Goodies
Provides: Adult Day Care
71 E 43rd St, Chicago, IL 60653
Caring Star 2016
Oak Park Arms
Provides: Adult Day Care
408 S. Oak Park Avenue, Oak Park, IL 60302
“This is a great place for your loved ones to stay, if you need a safe place for them while you are working, or if you want them to socialize or do activities. …” More
“This is a great place for your loved ones to stay, if you need a safe place for them while you are working, or if you want them to socialize or do activities. …” More
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Accolade Adult Day Care
Provides: Adult Day Care
112 South Humphrey, Oak Park, IL 60302
“Dad goes to Accolade, which is a great facility. They were very engaging with the people, and they were very active. The first day I went there, they had them doing chair exercises, listening to…” More
“Dad goes to Accolade, which is a great facility. They were very engaging with the people, and they were very active. The first day I went there, they had them doing chair exercises, listening to…” More
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Top Chicago, IL Adult Day Care Centers
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Chicago Adult Day Care Facilities
Adult Day Care near Chicago, IL
9249 S Avalon
★★★★★ (5)
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7920 S. Greenwood Avenue
★★★★★ (5)
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6717 S. Elizabeth St.
★★★★★ (5)
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7541 N Western
★★★★★ (5)
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1542 W. Devon
★★★★★ (5)
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11722 S Western Ave.
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5320 N Kedzie Ave
★★★★★ (3)
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4427 N Clark
★★★★★ (5)
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4950 W. Thomas
★★★★★ (5)
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1343 N. California Avenue
★★★★★ (5)
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2141 S. Tan Court
★★★★★ (5)
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7313 N. Western Ave.
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1724 E. 71st St.
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6141 North Cicero
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1908 W Montrose
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1258 W. 51st Street
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7850 S Chappel
★★★★★ (1)
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1355 W Foster
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6141 N. Cicero
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721 N Lasalle
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6020 S. Halsted
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233 S. Wacker Dr., Suite 2400
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7440 S. Vernon
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721 N Lasalle
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5120 N Broadway
★★★★★ (5)
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8058 S Francisco Av
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Other Senior Care Providers in Chicago
Assisted Living Facilities in Chicago, IL
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Cities Near Chicago, IL
Evanston, IL
(2)
Homewood, IL
(2)
Kenosha, WI
(2)
NAPERVILLE, IL
(5)
Oak Park, IL
(2)
Palatine, IL
(2)
Plainfield, IL
(2)
Valparaiso, IN
(2)
Chicago adult day care centers offer seniors and their families potential respite and supervision for a short duration. Adult day care agencies give Chicago residents a temporary solution for caregiver relief.
Seniors in the Chicago, IL area have 26 various adult day care facilities to consider when seeking respite care.
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Chicago Gardens Chicago View Gardens (5)
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7. Columbia College Garden
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Lincoln Park Conservatory
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LCD Chicago Novosibirsk: apartments, prices, photos | Okna.io
Characteristics of the complex
Moskovskaya, str. 77
Price of the apartment
₽
Serving term
IV quarter 2023
Material Materials
Monolith-Kirpich
number of floors
29
Metro station
October
004 District
Oktyabrsky
Benefits
Benefits
About residential complex Chicago
LCD “Chicago” from SZ “VKD-Razvitie” is the highest residential complex in Novosibirsk. From a height of 100 meters (29 residential floors) offers a magnificent panoramic view, and thanks to the location in the city center, no event will pass you by.
A large team of specialists was involved in the design of the unique “Chicago” complex. Every square meter is thought out not only in the local area, but also in apartments. The emphasis is on maximum comfort for permanent living. nine0005
The architecture of the complex succinctly emphasizes the emerging image of the city thanks to facade solutions made of brick, concrete, steel and glass. The configuration of the first floors, set aside for retail and office space, helped bring the idea of an enclosed courtyard to life. A measured life is separated from the business and energetic center of the city: the first ground level of the courtyard is reserved for sports grounds, a zone for active games and events, and the second, in the form of a terrace, for a relaxing holiday, outdoor work and a workout zone. nine0005
For residents of the building who own cars, underground parking for 370 places is provided, which significantly exceeds the number of residences. This allows you to safely store a car for each family member. And all the necessary things from overall bikes and snowboards to rarely used tools can be left in an individual pantry.
In the extensive gallery of layouts there is an apartment for both one person and a large family. Spacious penthouses with a ceiling height of up to 4 meters and the ability to realize any design solution are designed on the top floors of the sections. nine0005
The convenient location of the complex is an additional advantage: the Oktyabrskaya metro station is within a 5-minute walk, as well as 2 ground transport stops, access to the city highway. Families with children have access to the nearest lyceums, kindergartens and schools. The best trading platforms, academic and modern theaters, the largest library in Russia beyond the Urals, central events and the embankment – all this is now for you in the Chicago residential complex.
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Mortgage selection – free of charge! nine0005
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Free trade-in
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Security
Parking lots
Yard without cars
Lack of cars in the yard will increase the area for children’s and sports grounds, and your children will be safe!
Child playgrounds
Modern playgrounds with a safe surface are provided inside the Chicago residential complex. We care about a happy childhood!
Illumination of the surrounding area
The territory of the residential complex is fully illuminated, even at night your path will be lit up like during the day!
Lawn
The abundance of lawns gives the landscaping a nobler look.
Sports grounds
Modern sports grounds are planned to be located inside the Chicago residential complex. Do sports right in the yard! nine0005
Architectural forms
Landscaping of the local area is ennobled with small architectural forms, which adds individuality to the overall concept of improvement!
Fenced area
Closed area – first of all, safety! Secondly, the courtyard of your house will not be used as free parking by employees of neighboring offices!
Private security
Private round-the-clock security on the territory of the complex will ensure the safety of you and your family! nine0005
Surveillance systems
Video surveillance with storage of camera records on the server increases the level of security. After all, in case of a disputable situation, you can always view the records!
Concierge at the entrance
The concierge is responsible not only for access control, restricting access to the entrance of unauthorized persons, but can, for example, receive correspondence for residents.
Ground parking
A large ground parking area will always allow you to find a free space for your car. nine0005
Underground parking lot
Always a free parking space, the car is protected from weather factors, in winter there is no need to clear the snow and warm up the car!
The Charlotte Schmidlapp Laboratory School at Mount St. Joseph University
A model school for supporting young children’s early learning and literacy.
“A Lifetime of Learning Starts Here”
Highly Qualified, Knowledgeable, and Caring Educators
Driven by our core values of relationship-based education and kindness
Nurturing, secure campus where every child feels accepted and successful.
Developmentally appropriate educational programs that follow the science of early learning and literacy instruction for children from infancy through age five.
Five Star Step Up to Quality Rating
Part of the leading and nationally recognized Reading Science program
The program is brought to you by The School of Education at Mount St. Joseph University.
Proudly offering daycare in Cincinnati, The Charlotte Schmidlapp Laboratory School serves as a model for excellence in how to best support young children’s pre-literacy skills. This full-time and part-time daycare is a part of the renowned and nationally-recognized Reading Science program within the School of Education at Mount St. Joseph University. Young children from infancy through age 5 are served in our developmentally-appropriate programs for infants, toddlers, and pre-k age children.
What is a Laboratory School?
A Place where Student Teachers Learn Alongside Professionals.
Our Laboratory School is an integral Part of the School of Education and our mission is to prepare teachers, as well as advance the practices of our veteran teachers. The Charlotte Schmidlapp Laboratory School has an outstanding teaching and administrative staff that attracts families who are interested in quality education for their children. We operate within the School of Education’s design and its unique commitment to a teacher-preparation model exemplified by:
Depth and integration of a comprehensive research-based early learning curriculum is with a focus on language development, content knowledge, and early literacy skills.
A mutually engaged learning community of children, families, teachers, administrators, student teachers, and department faculty
Head Teachers
The Lab School has a permanent staff of highly-qualified teachers, all of whom have graduate degrees or commensurate years in the classroom. These head teachers work collaboratively with the college faculty to provide model early childhood learning environments.
Mount St. Joseph University Support & Resources
We interact with members of the School of Education for advice, resources, support, and encouragement. Mount St. Joseph University provides our buildings and grounds, upkeep, technology support, public safety, and access to an array of resources, and expertise in many varied areas.
University faculty members consult with the staff on curriculum development, issues of public and educational policy, and engage in research in the school.
Infant Daycare in Cincinnati
Discover our Infant Daycare Close to Home.
Children enrolled range from 2 to 18 months old.
6 students with a 1:3 teacher:child ratio that exceeds childcare licensing requirements
Highly-qualified head teachers and dedicated student workers
Beautiful, developmentally-appropriate classroom and outdoor play space
Implementation of a primary caregiving model, where each teacher focuses their care and attention on two to three children. These primary caregivers support the parent-child transition to and from school, track the child’s needs throughout the day, help the child with most of their diapering, sleeping, and eating needs, and serve as a secure base from which to explore.
The daily schedule is based on reading children’s cues and meeting their individual needs. The essential caregiving curriculum of napping, eating, diapering, and playing happen as needed for different children at different times throughout the day. The rest of the learning curriculum evolves as teachers carefully observe the development and needs of the children and implement new activities, themes, and materials to help them explore their curiosity further, adding new challenges to their ways of thinking and processing the world. We value the diversity of our school and work in partnership with families to support their children’s positive identity, academic success, and social and emotional development.
Toddler Daycare in Cincinnati
Our Toddler Daycare Caters to Your Child’s Development.
Children enrolled range from 18 to 36 months old.
10 students with a 1:5 teacher:child ratio that exceeds childcare licensing requirements
Highly-qualified head teachers and dedicated student workers
Beautiful, developmentally-appropriate classroom and outdoor play space
Implementation of a primary caregiving model, where each teacher focuses their care and attention on two to three children. These primary caregivers support the parent-child transition to and from school, track the child’s needs throughout the day, help the child with most of their diapering, sleeping, and eating needs, and serve as a secure base from which to explore.
The daily schedule is based on reading children’s cues and meeting their individual needs. The essential caregiving curriculum of napping, eating, diapering, and playing happen as needed for different children at different times throughout the day. The rest of the learning curriculum evolves as teachers carefully observe the development and needs of the children and implement new activities, themes, and materials to help them explore their curiosity further, adding new challenges to their ways of thinking and processing the world. Our research based pre-literacy strategies help young children grow and learn to their highest potential. We value the diversity of our school and work in partnership with families to support their children’s positive identity, academic success, and social and emotional development.
Preschool in Cincinnati
A Preschool with a Cutting-Edge Reading Science curriculum.
Children range from 3 to 5 years of age
Target size of 18 students with a 1:9 teacher:child ratio that exceeds childcare licensing requirements
Highly-qualified head teachers and dedicated student teachers
Social Emotional practices supporting a sense of belonging and emotional safety for all children.
Beautiful, developmentally-appropriate classroom and outdoor play space
Project Ready! is a comprehensive preschool early learning curriculum. The project consists of 4 parts: A core preschool curriculum, (Joyful Discoveries), Playful Interventions, Family Education, and Teacher Professional Learning. The main curriculum, Joyful Discoveries, consists of 12 Units plus the Alphabetics Small Group.
The curriculum infuses early academic content throughout the day and includes experiences with language and literacy, math, science, and the arts. We are committed to improving early childhood teaching practices in order to meet the needs of all learners and utilize highly impactful strategies that support young children’s growth and development. Our comprehensive, creative preschool early learning curriculum is research-based with a focus on language development, content knowledge, and early literacy skills. It was designed to follow the science of early learning and literacy instruction and serves as a model for those in our community who want to learn more about improving young children’s pre-literacy skills.
We believe that learning to work and play together is an essential skill for young children, so we emphasize community building within and beyond our classroom. By collaborating with other classrooms throughout the school, our children get to be leaders and collaborators with younger children at The Lab School and even with university students. As children learn more about themselves, their communities, and their social interactions with others, they develop a stronger sense of their own self identity and sense of agency in the context of the large group.
Our Mission
In keeping with the mission of the University to embrace the integration of life and learning, The Charlotte Schmidlapp Lab School at Mount St. Joseph University provides quality child care to families connected to MSJ as well as those from our surrounding community. The Lab School is designed to meet the developmental needs of each child in a safe, healthy environment. Activities and materials are carefully selected to correspond with each child’s level of development, and to provide challenge without frustration.
Through its programming, the The Charlotte Schmidlapp Laboratory School strives to meet each child’s emotional, social, cognitive, creative, and physical needs. Guidance in the Center is gentle and non-invasive. Positive approaches are used to help the children behave constructively. The staff will help each child take steps toward responsible self-direction. Fundamental to the process is the child’s feelings about himself or herself. Every child should feel accepted and successful.
Our Credentials
The Lab School is approved and licensed by the State of Ohio Department of Job and Family Services. Through the Step Up to Quality program, we are proud to have earned a five-star rating, which is the highest possible recognition. This is a voluntary quality rating system for childcare programs, which aims to promote school readiness by improving the quality of early care and education for all children.
In terms of teacher preparation, the School of Education recently earned an A+ rating from the National Council on Teacher Quality. The Mount was one of only 18 schools in America to earn this distinction. It is our personal mission to strive to become one of the best daycares in Cincinnati.
Our Values
To provide high-quality, developmentally appropriate educational programs that follow the science of early learning and literacy instruction for children from infancy through age five.
To provide a clinical setting in which students preparing for careers in Early Childhood can participate in the application of research into practice.
To facilitate educational research opportunities that engage participants in the process of investigation, reflection, and documentation
Our Curriculum
With social justice at the core, children learn about the world around them and how they can make a difference.
Units of study integrate science, social studies, language arts, mathematics, the arts, health and physical education within a kindness to all framework.
Because we nurture children’s social-emotional development, they learn to appreciate their own increasing sense of autonomy, belonging, and competence while simultaneously developing a strong sense of community.
Location
The Lab School at Mount St. Joseph University is located on campus in the Harrington Center and can be reached through the west parking lot, next to the Recreation and Fitness Center. A drop-off area is available in the front of the building for convenience during arrival and departure.
Mount St. Joseph University 5701 Delhi Road Cincinnati, Ohio 45233-1670
Hours & Annual Calendar
The Lab School is open from 7:30 a.m.-5 p.m. Monday through Friday, with a number of full and part-time program options available. The Lab School operates 35 weeks per year, including spring and holiday closures. The summer program is currently in the works, please reach out if you have any questions.
Faculty & Staff
All staff are professionally trained and hold current certificates in CPR, First Aid, Prevention of Communicable Diseases, and Recognition of Child Abuse and Neglect. In addition, all the teachers maintain the 10 hours of specialized early childhood training as required by Step Up to Quality. The center also utilizes work-study students from the University for extra help in the classrooms and to support teacher breaks and planning time.
Daycare Prices
Options and Tuition Schedule 2023-2024
Admission Process
The journey begins with the form below, but here are all of the details.
As the laboratory school for the School of Education at Mount St. Joseph University, we strive to create balanced classroom populations that represent the greater community. We value diversity and ask, in our applications, for you to provide information that reflects the unique nature of your child and family. The Lab School does not discriminate on the basis of race, religion, creed, color, sexual orientation, gender identity, national origin or physical challenge.
In our admissions process, we give priority consideration to the children of Mount St. Joseph University students, and then to faculty and staff of the university. We appreciate the opportunity to give you information about our philosophy, curriculum, and mission. We recognize that the decisions you make for your child’s education can have important consequences for your entire family and we hope you will find this process both informative and helpful.
Admission Process:
The best way to learn about our Early Childhood programs is to join us for an information session. Please contact us to set up an appointment!
Complete an application.
Our non-refundable application fee is $50.
Priority Application Deadline: April 15, 2022. Decision letters will be emailed on Friday, April 22, 2022. Signed acceptance of the offer of enrollment must be received with a non-refundable $200 deposit by Monday, May 2, 2022.
Following our priority admissions season, we continue with rolling admissions, accepting applications all year round.
Questions? Please contact the MCCS Admissions Team: Melina Braun, Head of School at [email protected]
All fields with (*) Asterisk are required.
Parent/Guardian Information
First Name *
Last Name *
Email Address *
Mobile Phone Number *
Relationship to the University (Must be licensed in OH) * Alumna/usNearby residentEmployeeStudent – GraduateStudent – Undergraduate
Child(ren) Information
How many children are you looking to enroll? * 12345
First Name *
Last Name *
Birthdate *
Possible Starting Date * August 2022January 2023Other
GELC | geat-cincinnati
We strive to provide a safe, nurturing environment where children will be educated through cognitive learning, artistic expression and imaginative play. Our focus is to provide the necessary tools to promote self- confidence, self-awareness and foster a love of learning.
Providing a safe, warm, friendly and developmentally-appropriate environment for children ages 6 weeks to 12 years of age is an expected standard for Greater Expectations Learning Center. If this is a personal requirement that meets your family’s needs, enrolling and/or reserving a future space for your child is simple. Contact us to schedule a time for you and your child to visit us in our home at (513) 448-0882 or check out our website and we will be happy to answer any questions you may have.
Our Staff
The staff recognizes the importance of balanced growth so they provide opportunities for mental, physical and emotional growth through a variety of creative experiences. Our goal is to encourage children to learn as individuals by exploring, experimenting, self-expression, as well as by example.
We require on-going training for our staff through state classes, orientation videos, in-house training, and other certified professionals in the education field. All of our staff members are trained in both First Aid and CPR.
We will be happy to answer any questions that you may have. We would love the opportunity to meet you and share more about what we have to offer. This is important to us and helps ensure that all parties are comfortable with their surroundings and expectations.
Our Environment
At Greater Expectations Learning Center, we strive to provide a clean, safe and educational environment for young children and their families. Within our care, children develop skills that promote physical, emotional, social and intellectual growth.
We believe in being supportive of our parents, and we welcome their positive involvement and presence at Greater Expectations Learning Center at all times.
We further believe that within our environment, children can thrive and have the opportunity to blossom into responsible and contributing members of our society.
Our Curriculm
In selecting our curriculum, we have identified one that would meet our goals and expectations for the GELC program. HighScope® is the curriculum that meets our goals and offers an opportunity for our staff to provide a balanced opportunity for mental, physical, and emotional growth through a variety of creative experiences.
The HighScope® curriculum is utilized and aligned with Ohio’s Early Learning and Development Standards (ELDS). The key developmental indicators in HighScope® address: Sense of Self (initiative), Social Relations, Creative Representation, Movement and music, Language and Literacy, and Mathematics and Science.
It offers the opportunity to encourage children to learn as individuals by exploring, experimenting, self-expression, as well as by examples.
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MDOU – D / S No. 7 “FIREFLY” IM. P.S. Gaponenko – OGRN 1025405425352
Municipal preschool educational institution – Kindergarten No. 7 “Svetlyachok” named after Peter Spiridonovich Gaponenko
11111
Registration
July 14, 2000
PSRN
1025405425352
TIN
5440103278
Region
Novosibirsk region
Activity
Pre-school education
Form of ownership
Municipal property
OPF
Municipal state institutions
Status
Actual
PSRN
1025405425352
TIN
5440103278
CPR
544001001
OKPO
49739455
SPZ code
03513001974
ICU
35440103278544001001
Date of assignment of ICU
January 1, 2015
ADMINISTRATION OF THE CHEREPANOVSK DISTRICT OF THE NOVOSIBIRSK REGION
ADMINISTRATION OF THE CHEREPANOVSK DISTRICT OF THE NOVOSIBIRSK REGION
• Cherepanovsky district of the Novosibirsk region (51030399)
• Customer July 4, 2016
Novosibirsk social commercial bank “Levoberezhny” (JSC) 630054, Novosibirsk, st. Plakhotny, d 25/1 BIC 045004850 Settlement account 40302810
0000001 Personal account 828050602
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION – KINDERGARTEN №7 “FIREFLIGHT” NAMED AFTER PETER SPIRIDONOVICHA GAPONENKO or MDOU – D/S №7 “FIREFLIGHT” IM. P.S. GAPONENKO. The organization is located at the address: Russian Federation, 633521, Novosibirsk region, Cherepanovsky district, Cherepanovo city, ZAVODSKAYA STR., 12/—————, ——– —-, Tel: 7-38345-45011, Fax: 7-38345-22098, Kovalenko Tatyana Evgenievna. Registered on July 14, 2000 with the assignment of OGRN 1025405425352. The main activity is “Preschool education”. It is a member of the procurement system. On January 1, 2015, the organization was assigned ICU (Customer Identification Code) 35440103278544001001. The form of ownership is municipal property. The organizational and legal form is municipal state institutions.
Complete database of purchases / tenders / contracts under federal law No. 94-FZ of July 21, 2005 “On placing orders for the supply of goods, performance of work, provision of services for state or municipal needs”
User agreement
Website of kindergarten No. 450 “Ryabinka”
Main
INFORMATION ABOUT EDUCATIONAL ORGANIZATION
Basic information
Structure and governing bodies of an educational organization
DOCUMENTS
Education
Educational standards
Manual. Pedagogical (scientific and pedagogical) staff
Logistics and equipment of the educational process
Paid educational services
Financial and business activities
Vacancies for reception, translation
ACCESSIBLE ENVIRONMENT
International cooperation
Catering for children in Institution
SAFETY PAGE
Child Road Safety Leaflet
Attention to parents!!!Safety on railways
CHILD CAR SEAT
WATER SAFETY
light up
407th ONLINE
Videos Attention to the road!
Road safety audio clips
“SAFE BIKE FOR SUMMER HOLIDAY” INTERNET CAMPAIGN
PEDESTRIAN TO CROSSING CAMPAIGN
Summer is a small life
Prevention of accidents using personal mobility aids
BUCK IN
BUCK IN
Railway safety
ROAD SAFETY DATA SHEET 2021
“WILL NOT WORK WITHOUT YOU” INTERNET CAMPAIGN: PREVENTION OF ACCIDENTS INVOLVING CHILD PASSENGERS
INFORMATION MES
NEWS
HEALTHY LIFESTYLES
Constitution Day
light up
Participation in the interregional workshop
Open views
FLU! ARE YOU READY FOR IT?
ATTENTION!!! THIN ICE!
INFORMATION ON THE PREVENTION OF FLU, SARS AND CORONAVIRUS INFECTION
Memory Book
ATTENTION! SAFETY ON THE ROADS!
FLU AND CORONAVIRUS PREVENTION INFORMATION
ANTI-CORRUPTION
ABOUT PSYCHOLOGICAL CARE HOTLINES
Attention! Flood!
OPERATION ATTENTION PEDESTRIAN!
“Russia is a great power!”: public presentation of the subjects of the Russian Federation
75 – VICTORY ANNIVERSARY. BOOK OF MEMORY.
EXPLAINING .RF
BUCK IN
Participation in the regional musical and pedagogical Internet marathon “I’m talking about war”
NOVIGATOR 52
World TB Day
“Formation of a comfortable urban environment” in 2023.
Preventive measure “My friend is a bicycle”
United Immunization Week
REVIEW on the rights of families with children with autism
On the responsibility of parents for traffic accidents with minors
Day of Solidarity against Terrorism
CONSULTATION CENTER
Order on the organization of the work of the Consultation Center
Regulatory support for the operation of the Consulting Center
ADMISSION OF CITIZENS FOR TRAINING IN DOO
REMOTE KINDERGARTEN
JUNIOR GROUP FIRST 2-3 YEARS
SECOND JUNIOR GROUP 3 TO 4 YEARS
MEDIUM GROUP 4 TO 5 YEARS
SENIOR GROUP 5 TO 6 YEARS
PREPARER 6 TO 7 YEARS
PLAYING WITH A PSYCHOLOGIST TEACHER
PLAY WITH THE MUSIC MANAGER
FAMILY READING
PLAYING WITH THE INSTRUCTOR FOR PHYSICAL EDUCATION
USEFUL SITES FOR PARENTS, CHILDREN AND EDUCATORS
GUIDELINES
REMOTE KINDERGARTEN PROJECTS
TOYS
Summer playground “Young meteorologists”
ANTI-CORRUPTION
Leaflet on corruption
Regulations on the Anti-Corruption Commission
Anti-Corruption Action Plan for 2019
Letter from the Ministry of Defense of the Nizhny Novgorod Region dated September 23. 2019 No. 316-01-99-4733/1600 “On illegal collection of funds in educational organizations”
About establishing child care fees
TEACHER-PSYCHOLOGIST’S PAGE
Distance learning
Fairy tale pedagogy
Is the parent ready for school?
When the computer is useful. Useful sites for children and parents
Parent universities
Zoos waiting for you
About nature for children
How I learned to eat
How to prepare me for school
Causes of child road traffic injuries
Teaching children to observe on the street
First call for parents
What determines the safe behavior of a child on the water?
Water safety basics for children
Tips for parents
Connoisseurs of the Nizhny Novgorod Kremlin
Getting to know our city
If you are unsure about your child’s abilities
If you want to raise a successful child
Travel around the city
Divorce and remarriage
Psychologist advises
Social pedagogue advises
Prevention of enterovirus infections
How to spend the New Year holidays safely
We develop ingenuity and speech (teachers of group No. 10 – Nazarova Olga Valerievna and Deryuzhinskaya Natalya Albertovna advise)
How to introduce children to the rules of the road
Prevention of enterovirus infections
City car babysitting services
Bless you
Internet reception
Anna Ivanovna
Svetlana
Galina
Natalia
Anastasia Kotlova
Irina
Nargiza
Independent assessment of the quality of education
Reviews
Galina
Filippov family
Parents 4 groups
Oksana Belousova
Hovpoon Family
Kharlamova Galina
Hovpoon Family
Parents of the 1st group
Shakarov family
Parents of the 6th group.
parents of Kondrashkin Yaroslav 6 group
Parents of the 5th group
parents of group No. 5
Parents group №5
Parents group №5
mother of a daughter
Parents of group 11
Maxim
Kindergarten Administration
Anyuta’s mother
Anastasia
Kindergarten team
Tatiana
mother of a pupil of group 6
Oksana
Vera Luzgina
Parents group №8
Natalia
Palkin family
Parents group No. 9
mother Olya
Olga
Meshkov family
Nazarov family
Krovyakova, Palkina, Riahi.
Meshkov family
Baranov family
Alexandra’s mother
Tatiana
Educators of the 8th group
A. Savelyeva with her mother
Kudryashova S. and mother
Parents group №5
Parents of the 11th group
Danilova M.V., 6gr.
Parents group №8
Nadezhda Petrovna
Anna
Grandmother Zoya, gr. №8
Parent)))
Galina Aleksandrovna
mom Anya
Nikita’s mother
Tatiana
Natalia
teaching staff of the kindergarten Ryabinka
Ekaterina
Ludmila
Mom Oksana
Oksana
Elena
Yuri
Ekaterina
Mom Anya
Krovyakova, Palkina, Riahi.
Parents of the 11th group
group 11 . Alexey
Oksana Belousova
Alexandra Saveliev’s family
Elena Khovpun
Anna
Vera Luzgina
Parents of group 3
Parents of group 3
Smirnov family
Parents group No. 5
Andrew
Olga
Palkin family
Fomichev family
Yelin family
Vera Luzgina
Natalia Bukhina
Oksana
Elena Dolinina
Olga Vitkovskaya
Natalia Smolina
Family Kirilkin
Filatova Olga
Sergey
Filatov family
Olga Vitkovskaya
Anna
Elena Khovpun
Olga
Olga
Ludmila
Natalia
Natalia Bukhina
Elena
Elena
Marina Nekorkina
Marina Nekorkina
Natalia
Marina Nekorkina
Parents of the 8th group
Julia
Ludmila
Smolina Natalia
Ludmila
Irina
Larisa
Group 4 parents
Elena
Oksana
Elena
Larisa
Ekaterina
Alla
Ekaterina
Tatiana
Oksana
Olga
Elena Vladimirovna
Olga Danilova
Ekaterina Kuleshina
Hope
Korotkova Maria
Bobykina Oksana
Ekaterina
Anna
Mommy
mom Sveta group 6
Laryushin family gr. 11
Tatyana Alexandrovna
mother Tatyana
Luzgins
Anya Udalova/group 11/ and her Parents
Oksana Zvarych
Kirill’s mother
Samotokhins
Hovpoon Family
moms
Parents 4 groups
Andreychuk family 4 gr.
Konovalova Anna
Our vernissage
Literary flash mob
DEDICATED TO THE 70TH ANNIVERSARY OF VICTORY
Creative workshop of fairy tales
Winter Vernissage 2018
Site friends
www.moi-detsad.ru
www.maam.ru/users/iyehrb
www.maam.ru
nsportal.ru
For teachers
Getting ready for certification
Informative and interesting
Pages of our teachers
Physical education instructor’s page
Page of the Deputy Head of educational methodological work
Page of musical director Nadezhda Petrovna Monogarova
Teacher’s page
Video
Book of Memory. Issue No. 1. Dedicated to the 70th anniversary of the Victory…
Book of Memory. Issue No. 2. Dedicated to the 75th anniversary of the Victory…
“Good stories” – children’s drawings based on the stories of the children’s writer Svetlana Goreva. The author of the video film is Elena Grigorievna Khovpun – teacher of group No. 8
Links to useful sites
Ministry of Education of the Nizhny Novgorod Region
NIRO
Department of Education of the city of Nizhny Novgorod
Public Services Portal
Participation in competitions, competitions, olympiads
INDEPENDENT ASSESSMENT OF THE QUALITY OF EDUCATIONAL ACTIVITIES
Page of a labor protection specialist
Order on the formation of a commission on labor protection of the MADOU “Kindergarten No. 450″
Order on the establishment of a commission to conduct a special assessment of working conditions
Work plan of the OHS commission for 2017
Action plan to improve working conditions
Summary sheets
LIGHT IT BLUE
Tales of Kindness
MUSIC MANAGER PAGE
NAVIGATOR 52
COVID-19
News
24-01-2023 FORMATION OF A HEALTHY LIFESTYLE
08-12-2022 Constitution Day
12-10-2022 SHINE
02-09-2022 Day of Solidarity in the fight against terrorism
04-08-2022 On the responsibility of parents for traffic accidents with minors
Hello dear parents and guests of our site.
Welcome to Municipal Autonomous Preschool Educational Institution
“MADOU Kindergarten No. 450 “Ryabinka”
Sormovsky district of the city of Nizhny Novgorod.
On the pages of our website you will find the main regulatory documents on the basis of which the educational institution operates, and you can also find up-to-date and informative information about preschool education.
Location of the educational organization –
Legal address
603158 Nizhny Novgorod, Sormovsky district, pr. Korablestroiteley 32 A
Our phones
manager -(831)271-41-70
medical office – (831)271-41-71
email
ryabinka-m@yandex. ru
website address
www.ryabinka-450.ru
group in the social network “VKontakte” https://vk.com/club196255940
we are on the map
Working hours of the Organization – five-day working week; Saturday, Sunday, public holidays – days off
Working hours of the Organization
from 7.00 to 19.00
Representative offices and branches of MADOU “Kindergarten No. 450” – does not have
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Time4Learning understands how important the choice of a second grade math curriculum is for families. Not only is second grade a time to review the foundational skills learned in first grade math, but it is a launchpad for multiplication and for understanding how numbers are used in everyday life.
The major math strands for second grade curriculum are number sense and operations, algebra, geometry and spatial sense, measurement, and data analysis and probability. Time4Learning teaches a comprehensive second grade math curriculum using fun, activities to build a solid math foundation.
What Math Should a Second Grader Know?
By the time they have finished first grade, students have begun to understand the relationships between numbers and have started to recognize mathematical patterns. Second graders become adept at one and two-digit addition and subtraction and have learned a variety of methods for solving mathematical problems.
Some of the key math concepts a second grader should know include:
Read and write numerals to 100 and to count objects to 100 or more
Addition and subtraction of two-digit numbers without regrouping, up to 100, using models and algorithms
Explore number patterns on a hundred chart and with a calculator
Combine shapes to form others shapes and find geometric shapes in real-life situations
Learn and compare money values including the quarter (25 cents), half-dollar (50 cents), and dollar (100 cents)
The ideal math curriculum for second grade will continue to build on these skills and expand on to new ones while making learning fun and motivating them to continue to learn.
Second Grade Math Objectives
In second grade, students continue with more sophisticated approaches to addition and subtraction and begin understanding the patterns leading to multiplication. Simple fractions are also introduced this year. Geometric learning extends a student’s understanding of shapes and their parts.
Some of the key goals for second grade math include:
Understanding the meaning, uses, and representations for numbers
Computing addition and subtraction facts accurately
Analyzing and interpreting data
Using appropriate techniques, tools, units, and formulas in making measurements
Investigating the properties and characteristics of two and three dimensional geometric shapes
Time4Learning’s Second Grade Math Scope & Sequence
Chapter 1: “Number Sense”
Lesson 1: Hundreds, Tens, & Ones –
3 Activities
Count and group objects into hundreds, tens, and ones. Identify a given number in expanded form. Identify the value of a given digit within a number up to the hundredths place.
Lesson 2: Write Numbers –
2 Activities
Read and write number words up to ninety-nine and match them to numerals.
Lesson 3: Compare Numbers –
7 Activities
Compare and order numbers using symbols such as <, =, and >. When given any number up to 1,000, identify one more than, one less than, 10 more than, 10 less than, 100 more than, and 100 less than.
Lesson 4: Ordinal Numbers –
2 Activities
Read and understand ordinal numbers 1st – 100th. Identify ordinal number words first – tenth by name.
Lesson 5: Equivalent Forms of Numbers –
2 Activities
Using diagrams, pictorial representations, and numerical expressions, represent equivalent forms of various numbers up to 1000.
Lesson 6: Skip Counting –
2 Activities
Count up to 1000 by fives, tens, twenty-fives, fifties, and hundreds using mental math and pictorial representations.
Lesson 7: Zero as a Placeholder –
2 Activities
Use zero as a placeholder and identify 10 tens as 100, 10 hundreds as 1000.
Lesson 8: Number Line and Rounding –
3 Activities
Locate numbers up to 1000 on a number line. Use a number line to round numbers to the nearest 10.
Lesson 9: Odd and Even Numbers –
4 Activities
Identify odd and even numbers.
Lesson 10: Sums and Differences: Even or Odd? –
2 Activities
Locate numbers up to 1000 on a number line. Use a number line to round numbers to the nearest 10.
Chapter Test: Number Sense
Chapter 2: “Fractions”
Lesson 1: Equal Parts of a Whole –
2 Activities
Identify, model, and record fractions that represent more than one equal part of a whole.
Lesson 2: Equal Parts of a Group –
2 Activities
Identify, model, and record equal parts of groups.
Lesson 3: More About Fractions –
3 Activities
Identify words for fractional parts such as halves, thirds, quarters, and eighths and fractions representing 1 whole.
Chapter Test: Fractions
Chapter 3: “Operations”
Lesson 1: Fact Families –
2 Activities
Solve addition and subtraction facts up to 18 by using inverse operations. Describe the related facts that make up a fact family.
Lesson 2: Grouping Property –
2 Activities
Use the Associative Property of Addition to solve addition problems involving three addends.
Lesson 3: Two-digit Addition –
2 Activities
Solve addition problems involving two-digit numbers with regrouping.
Lesson 4: Adding Whole Numbers –
5 Activities
Add single- and two-digit whole numbers.
Lesson 5: Two-digit Subtraction –
2 Activities
Solve subtraction problems involving two-digit numbers with regrouping.
Lesson 6: Subtracting Whole Numbers –
6 Activities
Subtract single-digit numbers from single and two-digit numbers and two-digit numbers from two-digit numbers.
Lesson 7: Multiplication –
6 Activities
Identify multiplication as repeated addition. Multiply two one-digit numbers by 2, 3, and 5 using an array.
Lesson 8: Division –
2 Activities
Explain division as equal parts of a set. Divide a number up to 30 by 2, 3, or 5 using pictorial representations.
Lesson 9: Estimate Sums & Differences –
2 Activities
Estimate reasonable answers to addition and subtraction problems with sums to 100.
Chapter Test: Operations
Chapter 4: “Money”
Lesson 1: Identify Money –
3 Activities
Identify pennies, nickels, dimes, quarters, and half-dollars and their values. Count pennies, nickels, dimes, and quarters up to 50¢.
Lesson 2: Count Mixed Coins –
3 Activities
Count mixed collection of coins.
Lesson 3: Model Money Amounts –
3 Activities
Model the same amount in more than one way. Model an amount using the fewest coins.
Lesson 4: Add and Subtract Money –
3 Activities
Solve addition and subtraction problems involving money, with and without regrouping.
Chapter Test: Money
Chapter 5: “Patterns”
Lesson 1: Sort Objects –
3 Activities
Sort objects by attributes of shape, size, or color. Recognize and explain how patterns are made (e.g. repetition, transformation, or other changes to attribute).
Lesson 2: Venn Diagrams –
2 Activities
Sort objects using Venn diagram with one intersection.
Lesson 3: Pattern Rules –
2 Activities
Describe a given pattern and explain the pattern rule.
Lesson 4: Build Patterns –
2 Activities
Predict, extend, and create patterns that are pictorial or symbolic. Transfer patterns from one medium to another (e.g., change red, red, blue, green, red to 1,1,2,3,1).
Lesson 5: Compare Patterns –
2 Activities
Compare repeating and growing patterns and analyze how they are generated.
Lesson 6: Real World Patterns –
2 Activities
Identify patterns in the real world such as repeating, tessellating, and patchwork.
Lesson 7: Patterns on a Hundreds Chart –
2 Activities
Identify number patterns on a hundred chart.
Lesson 8: Number Patterns –
3 Activities
Predict and extend a linear pattern.
Chapter Test: Patterns
Chapter 6: “Algebra”
Lesson 1: Order Property –
2 Activities
Use the Commutative Property of Addition to solve problems. Check the sum by changing the addends. Solve two-digit equations with one unknown.
Lesson 2: Equalities and Inequalities –
2 Activities
Use pictorial representations and numbers to explore equalities and inequalities.
Lesson 3: Greater Than and Less Than –
2 Activities
Solve number sentences with equalities and inequalities using the symbols <, =, >.
Lesson 4: Two-digit Problems –
2 Activities
Using models, pictures, and algorithms, solve problems involving the addition and subtraction of two-digit numbers with and without regrouping.
Lesson 5: Real World Equations –
2 Activities
Solve real-world addition and subtraction equations with one unknown.
Lesson 6: Balance Equations –
2 Activities
Create models that explore the concept of an equation being balanced.
Chapter Test: Algebra
Chapter 7: “Geometry”
Lesson 1: Plane Shapes –
4 Activities
Describe and create plane shapes such as squares, rectangles, triangles, hexagons, trapezoid, and parallelograms.
Lesson 2: Solid Shapes –
4 Activities
Describe and create solids shapes such as cubes, rectangular prisms, spheres, cylinders, cones, and pyramids.
Lesson 3: Classify Shapes –
2 Activities
Describe, classify, and sort two- and three-dimensional shapes according to their attributes (sides, corners, faces, curves). Explain which attribute is being used for classification.
Lesson 4: Faces of Solids –
2 Activities
Identify plane shapes as faces of solid shapes.
Lesson 5: Similar and Congruent –
2 Activities
Identify similar and congruent two-dimensional objects.
Lesson 6: Parallel and Perpendicular –
2 Activities
Identify lines as parallel or perpendicular.
Lesson 7: Horizontal and Vertical Lines –
2 Activities
Identify lines as horizontal or vertical.
Chapter Test: Geometry
Chapter 8: “Positions”
Lesson 1: Position Words –
2 Activities
Identify, locate, and move objects according to positional words such as to the left, above, and behind.
Lesson 2: Directional Words –
2 Activities
Identify the location of objects according to two directions such as upper-right, upper-left, lower-right, and lower-left.
Lesson 3: Using a Map –
2 Activities
Locate objects on the first quadrant of a coordinate grid.
Lesson 4: Plot Numbers on Number Line –
2 Activities
Locate, plot, and identify known and unknown numbers on a number line from 0 to 50 by twos and from 1 to 100 by fives.
Chapter Test: Positions
Chapter 9: “Using Shapes”
Lesson 1: Slides, Flips, and Turns –
2 Activities
Identify and demonstrate slides, flips, and turns using pictures.
Lesson 2: Congruent Figures –
2 Activities
Recognize congruent figures under slides, flips, or turns.
Lesson 3: Reflections –
2 Activities
Match, predict, and identify the reflection of a two-dimensional shape.
Lesson 4: Line Symmetry –
2 Activities
Identify and create figures with line symmetry.
Lesson 5: Types of Line Symmetry –
2 Activities
Identify and create vertical and horizontal lines of symmetry.
Chapter Test: Using Shapes
Chapter 10: “Spatial Sense”
Lesson 1: Make Plane Shapes –
2 Activities
Separate or combine plane shapes to create new plane shapes.
Lesson 2: Perimeter and Area –
2 Activities
Explore perimeter and area of two-dimensional shapes.
Lesson 3: Find the Area –
6 Activities
Identify area as the number of squares it takes to cover a plane object.
Chapter Test: Spatial Sense
Chapter 11: “Time”
Lesson 1: Time to the Hour and Half-hour –
3 Activities
Tell time to the hour and half hour on analog and digital clocks.
Lesson 2: Time to Nearest Quarter-hour –
2 Activities
Tell time to the nearest quarter hour using digital and analog clocks by counting time in five-minute intervals.
Lesson 3: AM, PM, and Elapsed Time –
3 Activities
Describe time as A.M. or P.M., identify noon and midnight, and solve simple problems of elapsed time.
Lesson 4: Units of Time –
2 Activities
Identify relationships of time, such as seconds in a minute, minutes in an hour, days in a week, and months in a year.
Lesson 5: Months and Measuring Time –
3 Activities
Identify names of the months in order and their lengths and identify appropriate tools for measuring time.
Chapter Test: Time
Chapter 12: “Length”
Lesson 1: Measure with Non-standard Unit –
2 Activities
Measure and compare lengths using nonstandard units and describe lengths in terms of shorter and longer.
Lesson 2: Measure with Customary Units –
5 Activities
Recognize the need for a standard unit of measure and measure and estimate length to the nearest inch, foot, and yard.
Lesson 3: Tools and Units –
2 Activities
Estimate, compare, and measure distance in feet or miles and choose appropriate unit of measurement for various distances.
Lesson 4: Perimeter –
2 Activities
Explore perimeter of squares and rectangles by adding lengths of sides.
Lesson 5: Measure with Metric Units –
5 Activities
Recognize that the metric system is another system of measurement and measure length to the nearest centimeter or meter.
Chapter Test: Length
Chapter 13: “Weight”
Lesson 1: Sort by Weight –
2 Activities
Sort and classify objects according to their weight and describe objects in term of lighter, heavier, less than, and more than.
Lesson 2: Measure with Non-standard Unit –
2 Activities
Measure and compare weights using nonstandard units and recognize the need for a standard unit of measurement.
Lesson 3: Measure with Customary Units –
2 Activities
Estimate and measure weights in ounces, pounds, and tons and choose the most reasonable measurement of a specific item.
Lesson 4: Measure with Metric Units –
2 Activities
Recognize that the metric system is another system of measurement and measure weights to the nearest gram or kilogram.
Chapter Test: Weight
Chapter 14: “Capacity”
Lesson 1: Sort & Classify by Capacity –
2 Activities
Sort and classify containers according to their capacity. Describe capacity in terms of emptier, fuller, less than, and more than.
Lesson 2: Measure with Customary Units –
2 Activities
Measure and estimate capacity to the nearest cup, pint, quart, and gallon.
Lesson 3: Tools and Units –
2 Activities
Choose appropriate tool for measuring capacity.
Lesson 4: Measure with Metric Units –
2 Activities
Recognize that the metric system is another system of measurement. Measure capacity to using liters and milliliters.
Chapter Test: Capacity
Chapter 15: “Temperature
Lesson 1: Seasons and Temperatures –
2 Activities
Describe temperature of the seasons in terms of cool, cold, warm, and hot.
Lesson 2: Compare Fahrenheit & Celsius –
2 Activities
Compare Fahrenheit and Celsius thermometers.
Lesson 3: Measure Temperatures –
2 Activities
Read a Fahrenheit and Celsius thermometers to tell temperature to the nearest two degrees. Relate reasonable temperatures to the seasons.
Chapter Test: Temperature
Chapter 16: “Graphing”
Lesson 1: Tally Tables –
2 Activities
Create and interpret tally tables.
Lesson 2: Organize Data into Groups –
2 Activities
Collect, organize, and record data into 3 or more categories.
Lesson 3: Organize Data into Graphs –
2 Activities
Organizes data into simple graphs such as pictographs and bar graphs.
Lesson 4: Transfer Data to Graphs –
2 Activities
Transfer data from a chart of two or three categories to a bar or picture graph.
Chapter Test: Graphing
Chapter 17: “Using Data”
Lesson 1: Compare Data –
2 Activities
Identify and interpret information such as range, mode, and median from a graph or chart.
Lesson 2: Make Predictions –
2 Activities
Interpret data to make predictions about events or situations.
Chapter Test: Using Data
Chapter 18: “Probability”
Lesson 1: Certain and Impossible –
2 Activities
Identify whether an event is certain, possible, or impossible.
Lesson 2: Most Likely and Least Likely –
2 Activities
Identify the likelihood of a mathematical event as less likely, likely, or more likely to occur.
Lesson 3: Predictions Based on Data –
2 Activities
Make predictions based on data from activities of chance such as coin flips and spinners.
Chapter Test: Probability
Why Choose Time4Learning Second Grade Math Homeschool Curriculum
Time4Learning’s award-winning program is flexible and easy to use as a second grade core homeschool curriculum or for supplemental enrichment. Our program offers families an affordable and engaging way to help students gain the core mathematics skills they need in second grade, and prepare them for third grade math.
Math Skills for 2nd Grade, What Your Child Will Learn
Math Tips
Education
2nd
In second grade math, children begin to work with larger numbers and develop a stronger understanding of place value. Students also learn everyday skills like telling time, working with money, and measuring.
We parents can help our children succeed in second grade math by finding out more about what they’re going to learn. Over the year, your child will learn how to:
1. Count within 1,000
Second graders learn to read and write numbers to 1,000. They practice skip counting by 5s, 10s, and 100s as they notice patterns among numbers.
At home: Create opportunities for reading and writing three-digit numbers. For example, have your child read the numbers on nutritional labels. You can also ask your child to verbally skip count by 10s or 100s. Begin by starting at 10 or 100, then challenge your second grader to skip count on from other numbers, such as 60 or 204.
2. Understand place value in three-digit numbers
As kids learn to count within 1,000, they’ll be looking at three-digit numbers more closely. By looking at patterns in numbers, kids start to understand place value.
At home: Help your child by asking how many ones, tens and hundreds are in three-digit numbers.
3. Compare three-digit numbers
After learning about place value and counting within 1,000, second graders will be able to compare three-digit numbers. They will be able to use their knowledge of place value to look at two numbers and tell which one is more or less than the other. Kids will learn how to use the symbols <,>, and = to compare three-digit numbers.
At home: Help your child practice comparison skills by asking questions like “Which is bigger: 943 or 783?” Push your child’s thinking by asking why one number is bigger than another.
4. Add and subtract within 1,000
In second grade, kids get used to adding and subtracting numbers within 100. They solve one-step and two-step word problems, such as “Timmy had 39 toy cars. He got 12 more, then gave 18 away. How many cars does Timmy have left?”
After working to add and subtract within 100, kids will use their knowledge of three-digit numbers to practice adding and subtracting within 1,000.
At home: make up some word problems like the one above, using your child’s favorite toys or foods.
5. Measurement
Second graders develop their understanding of measurement by estimating lengths and measuring using different units. They compare lengths, similar to the comparison work they do with numbers, and use addition and subtraction to find out how much longer or shorter objects are.
At home: Give your child a ruler and ask them to measure three different objects in the house. Then have your child put the objects in order from shortest to longest and explain how much longer or shorter each object is than the other ones.
6. Telling time to the nearest five minutes
In first grade, students were introduced to telling time. Now second graders are able to extend their understanding to tell time to the nearest five minutes. Kids will also be able to tell the difference between AM and PM.
At home, have your child practice telling time to the nearest five minutes – remind them to use AM and PM!
7. Word problems involving money
Second graders will solve lots of word problems involving addition and subtraction, including money problems.
At home: Give your child a pile of coins and the job to count the total value. Or play “store” and have your child practice buying objects for different amounts of money, then figuring out how many cents are left.
8. Picture and bar graphs
In second grade, your child will learn to use picture and bar graphs with up to four categories.
Challenge your child to take surveys at home and represent the data that is collected on a graph.
Have a wonderful time digging into second grade math!
Found this useful? Check out our grade by grade math guides from Kindergarten to 5th grade
Written by Lily Jones, Lily Jones loves all things learning. She has been a kindergarten & first grade teacher, instructional coach, curriculum developer, and teacher trainer. She loves to look at the world with curiosity and inspire people of all ages to love learning. She lives in California with her husband, two kids, and a little dog.
About Komodo – Komodo is a fun and effective way to boost K-5 math skills. Designed for 5 to 11-year-olds to use in the home, Komodo uses a little and often approach to learning math (15 minutes, three to five times per week) that fits into the busy family routine. Komodo helps users develop fluency and confidence in math – without keeping them at the screen for long.
Find out more about Komodo and how it helps thousands of children each year do better at maths – you can even try Komodo for free.
Back to School – 5 Tips to Help you Ease Back into the Routine
Here are some steps you can take to ease children back from full vacation mode so that the first week of school doesn’t knock you sideways.
Mindset – The Path to Mastery
People who have a growth mindset believe that they always have the potential to learn and improve. They are more motivated to persevere with difficult tasks, to take risks and to learn from failure.
Mathematics Grade 2 – what topics should a child learn?
After the child goes to school, parents have many new experiences: was he well prepared for learning, will he be able to find a common language with teachers and classmates, will he succeed in school? In particular, mom and dad really want the kid to study well and be able to master the entire school curriculum by the end of the year. If the first grade is essentially a consolidation of the skills of the preparatory class, then the second year of school is new topics and subjects, therefore, more efforts need to be made both in writing, reading, and in mathematics.
The main task of a second-grader is to master the multiplication table by the end of the year or be fully prepared for its study. To do this, the student must master addition and subtraction, be able to count with the transition through a dozen within a hundred. Indeed, before moving on to a new level – multiplication, it is necessary to learn the commutative, associative and distributive laws of mathematics. Many schools allow children to gradually and independently study them during the summer holidays, when they move from second grade to third.
Mathematics second grade – main topics
What topics are covered in mathematics in the second grade? Basically, the guys study geometric shapes and their properties, solve simple problems, study units of measurement, get acquainted with the basic laws of mathematics, learn to add and subtract units and tens, try to apply mental counting techniques in life.
Of course, the final stage of the second class is the multiplication table. To be ready for its study, the child needs to consolidate the material already covered well. If the multiplication table was set for the summer, then there is an opportunity to go through all the topics again during the holidays in free mode.
Well-prepared students who have successfully completed the first grade are easier to bear the burden of the second grade, because they already have a certain base. Therefore, do not neglect the preparation of your son or daughter for school even before he went to study.
Multiplication and division
A well-learned multiplication table is a very important skill that is necessary in order to successfully master mathematics, and later algebra and geometry. After all, the program of middle and high school is based, among other things, on the ability to multiply and divide. If you do not learn multiplication in the second grade, then the backlog like a snowball will only increase. It is very important to explain to the child that the key to understanding mathematics is to consistently and efficiently master all the topics that flow one into another.
Parents should help their child learn the multiplication table and bring the process of tabular multiplication and division to automaticity. It will be useful to learn about some tricks of this process. There are four stages, each of which must be completed successfully to consolidate this skill:
The child must understand the principle and sequence of actions. There is a memorization of terms and concepts.
The student memorizes the algorithm of actions in order to try to independently perform calculations.
Gaining experience in using a skill. This is an important stage during which you should not rush.
The final stage, during which the multiplication table is gradually brought to automatism with increasing speed.
Mathematics simulator Grade 2 – learning in the game
Despite the fact that the second grader is no longer a small child, but a schoolboy, he is also attracted by interesting activities in the form of games. It is important to make learning, including memorizing the multiplication table, exciting and unusual. The AMAKids Intelligence Development Academy offers students to use the convenient Amamatika platform, where they will find 12 games for tabular multiplication and division, as well as 10 useful games for extra-table. Thanks to these activities, children will be able to easily master this topic. Over time, the skill of tabular multiplication will be brought to automaticity, and the child will accurately understand his actions during calculations. Also, the counting speed will be very high.
Mathematics simulator for the second grade will help not only to learn and consolidate the skill of tabular multiplication, but will also allow developing attention, perseverance, logic and other important abilities of students. In addition, the platform offers other mathematical directions.
Selecting a 2nd grade math program
After finishing the second grade, it is very important to consolidate the acquired skills. A great assistant in this will be a mathematical simulator. Amamatika will allow you to repeat the material covered, as well as increase the level of knowledge.
The platform offers a separate multiplication table program where students can bring multiplication and division to automatism. You can work out each topic separately, using interdisciplinary connections. After fixing the multiplication table, you should move on to solving problems and examples using an already developed skill. Studying on the Amamatika course will allow children to study with pleasure and interest.
How to captivate a child with mathematics. Advises Ludmila Peterson
Mathematics “according to Peterson” is widely known not only in Russia. In December 2018, Lyudmila Georgievna’s textbook for elementary and basic schools successfully passed all the necessary examinations and, at the numerous requests of teachers and parents, returned to the federal list again. At the beginning of the school year, we asked her to tell us how to help a child with mathematics, how to get adults interested in it, and why it is important for children to feel their success.
How to get a child interested in mathematics if teaching at school is mediocre?
First, let’s make a reservation that “mediocre teaching” is a very conditional term. All parents and teachers have a different idea of what it should be. But in general, I understand what you mean: let’s say a child comes from school with dull eyes, and at the very word “mathematics” he develops a persistent disgust.
Let’s try to understand why children cannot be torn away, for example, from computers, in contrast to the study of mathematics. What attracts them so much in computer games? It seems to me that several factors are at work:
they are not forced to play;
do not scold in case of failure;
children understand the goal (to score a goal, overcome an obstacle), it is significant for them, and they achieve it themselves;
they are interested in content, design;
achievements are necessarily recorded (points, levels), which feeds the feeling of victory;
the results of the game are significant for peers, and thus the child’s need for recognition is satisfied.
This set of factors sufficiently provides the mechanism of motivation “necessary” – “want” – “can”. To interest a child in mathematics, you can act by analogy.
Ludmila Peterson
1. The main thing is not to force, but to inspire
The desire to engage in any business arises only in an atmosphere of mutual respect, trust and goodwill. Without close relationships with children, parents can do little to help them other than buying food, clothes, and stationery.
It is very important to understand what exactly makes a child unwilling to study. This requires a calm, nonjudgmental conversation. The child must be sure that you are asking him not to evaluate or give instruction, but to help him cope with what is not working yet.
Give him a chance to talk. Think together about the reasons why math has become an unloved subject. It is always easier to attribute everything to “mediocre teaching” or to something else external that does not require work on oneself. But this will not help solve the problem, rather the opposite. To inspire a child to work on himself, you need to sincerely believe in him and not get tired of repeating that he will succeed.
2. Do not scold your child for mistakes and poor grades
This does not mean remaining indifferent to its results. On the contrary, an adequate reaction of parents to failure is empathy and complicity: “Let’s figure out what has not worked out so far.” It is not notation that helps to move forward, but awareness of one’s problems.
Each child develops at an individual pace, so it is not the result that matters, but the dynamics relative to oneself.
Any effort is already a small victory. A job well done is one more step. It turned out that it didn’t work before – the next
It is very important to notice and fix any forward movement, even the smallest one. Then the child will feel that he is not accused, his parents are on the same side with him, they are his friends and support.
3. Help to achieve the goal
The child’s awareness of what is not yet achieved will help lead him to a new goal. In studies, it is always to find out what he “does not know” yet, to learn what he “does not know” yet. That is why it is so important to understand what specifically causes difficulties. Let me give you an example of an introductory dialogue. Suppose he says that he understands nothing about mathematics.
— Nothing at all? Let’s look through the textbook, notebook.
— Are you able to do such tasks? What about those?
When examining a textbook together with a child, you need to show the simplest tasks first, then the more difficult ones. And so on until the really incomprehensible comes across. Next, we need to think together how to carry out such tasks.
— Excellent! You figured out what you need to learn (goal). Now let’s think about how this can be done?
It is important to let the child speak out, to listen to his options, to suggest the possibilities that he did not name. There may be many of them. For example, approach a teacher, ask a friend or older sister, figure it out from a textbook on your own or with you.
The main thing is to outline an action plan and bring it to a successful result. Let the child believe in himself, be sure to pay attention to what happened: “That’s cool, but you said you don’t know how!”
4. Maintain interest
Of course, it is useful to involve a child of any age and any level of training in solving game and non-standard tasks. It’s always better to start small. Throw up a problem that he will definitely cope with, and then another one, more difficult.
Now on the Internet you can find a huge number of interesting tasks of any complexity, not limited, of course, only to our textbook. For example, the wonderful books by Y. Perelman “Entertaining Mathematics”, “Funny Problems”, “Quick Counting”, “Live Mathematics”; B. Kordemsky “Mathematical ingenuity”; A. Kalinina, E. Katz, A. Tilipman “Mathematics is in your hands”, cartoon problems from TED and many others.
Don’t rush, don’t chuckle if he gives a wrong answer. Admire his achievements: “Wow, but I didn’t guess! Great!”
If a child’s eyes light up when he talks about a problem that he could solve, then he is ready to set higher goals – first participation, and then victory in various mathematical Olympiads. Now, in addition to the All-Russian Olympiad for schoolchildren, there are many, full-time and online. The main thing is to make sure that interest does not disappear, and that the level and pace are feasible for him.
5. Notice and fix the situation of success
A child will always strive only for what he succeeds. We all, like water for life, need a situation of success. The teacher Vasily Sukhomlinsky wrote: “The child draws moral strength to overcome his weaknesses in his successes.”
At the same time, success is not directly related to grades. For example, you can get an A for writing off work. There is nothing to rejoice. And you can, with effort, reach the top three – this is a real victory! Her formula: “difficulty – effort in overcoming it – success. ” The greater the effort, the happier the victory.
Adults often praise a child only for grades. It seems to me that it is much more important to observe his efforts, dynamics, achievement of goals and share the joy of victories with him.
6. Make victories meaningful family events
The need for recognition and respect from others is one of the basic needs of any person. Recognition gives rise to self-confidence, the desire to achieve a result that is significant for others.
That is why the family’s attention to success is so important. Tell your grandparents about your child’s victories. Remember and rejoice during a family dinner or on a walk. By doing this, you will not only support the desire to do mathematics, but also help your child develop self-respect.
These simple rules are just some model that does no harm to follow. Of course, it is important that mathematics be interesting to the parent himself: the more useful it will be, the more he is passionate about it. After all, you can hardly be carried away by something that you yourself are not interested in.
What should adults do who did not like mathematics at school, but now they understand that they missed something important? Where to begin?
Now there are more and more such adults. Recently, I came across a book by Nelly Litvak, professor of mathematics at the University of Twente in Holland, in collaboration with Alla Kechedzhan, “Mathematics for Hopeless Humanities”, which was born as a response to this request from adults. The authors, having learned how many readers the book has, created a Facebook group for them called “Mathematics – Great and Terrible”. Now it has tens of thousands of members and is constantly growing.
Nelly Litvak and Alla Kechedzhan’s book “Mathematics for Hopeless Humanities” was published by AST in 2019
This is just one example, but many other excellent books can be recommended. For example, “The Great Novel about Mathematics. The history of the world through the prism of mathematics” Mikael Lone. This book is part of the “Pleasure of Science” series and helps to understand how interesting and exciting mathematics is. The author tells about the history of this science from antiquity to the present day and about what it will become in tens, hundreds of years.
Mikael Lone’s book “The Great Romance of Mathematics. The history of the world through the prism of mathematics” was published by the publishing house “Bombora” in 2017
There are also many fascinating videos and films of various genres that inspire the study of mathematics. For example, the videos “We and Math”, “Nature in Numbers”, the films “The Great Secret of Mathematics”, “Proof”, “Good Will Hunting”, “Sensual Math”, “X + Y”, “Professor’s Favorite Equation”, ” The Man Who Knew Infinity”, “Secret Sign”, “Sofya Kovalevskaya”, “Twenty One”, “The Big Short Game”, “Stephen Hawking’s Universe”, “Infinity”, “Agora”, “Pi”, “Math and the Devil ”,“ I.Q. ”,“ Mind Games ”.
There are many lectures and comprehensive math courses for adults on the Internet, including free ones. In a couple of hours, everyone can build their own trajectory of mathematical development. The best scenario is to study it together with children, discover new mathematical concepts and formulas with them, solve interesting problems, joke and enjoy success. And the main thing is to communicate with them and do a common thing, for which parents often do not have enough time today and what children need so much.
In 2019year, your benefits returned to the federal list of textbooks. What has changed for you since that moment and what are your plans for the new academic year?
The return of the textbooks to the FPU, no doubt, removed the gigantic problem that prevented the work of thousands of schools and kindergartens. Not only because teachers can use textbooks again without any problems. The main thing is that justice has been restored in relation to brilliant teachers who have prepared more than one generation of successful and talented children over the years.
As always, we have a lot of plans. For all teachers working on our continuous mathematics course “Learning to Learn”, there will be free monthly online consultations for all classes.
Methodological webinar by Lyudmila Peterson
In September, we are planning to launch the Smart Solver project. This is an online educational platform where children and parents can not only find ready-made solutions to the tasks of our course, but also independently understand the causes of difficulties associated with solving certain problems.
We continue the work of the Federal Innovation Platform and the All-Russian Research Project, which today brings together more than four thousand leaders in their regions. This year, the All-Russian project became international. Within these platforms, we develop and test new directions for solving problems that concern everyone today: how to systematically and effectively form the ability to learn, how to measure and evaluate meta-subject results of education, how to transfer schools with so-called low learning outcomes for children, the system of Olympiad training in mathematics from 1st to 9thth class. We are looking for answers to these and other questions: we create educational programs and technologies, test them in schools and kindergartens.
Lyudmila Peterson with participants at the IMS Quality Mark “Learning to Learn” award ceremony in 2018 th class, one of our young projects. We help each child find their own answer to the question “Why should I learn math?”.
Each student in our “Children’s Academy” undergoes a comprehensive monitoring of aptitudes, according to the results of which our specialists, together with the child himself and his parents, draw up an individual route of his education. Classes at the “Children’s Academy” are more like exciting quests, where everyone can move at their own pace along the chosen route.
Children work in groups of different ages – they play, experiment, build mathematical models, solve design problems in teams. For each group, the lesson is assembled with the help of a special “constructor” that takes into account the age, interests, and characteristics of the children of this group. Thus, we implement the ideas of personalized learning (including within the framework of online education).
Lyudmila Peterson with participants at the IMC Quality Mark “Learning to Learn” award ceremony in 2018
Last time you said that education should result not only in knowledge, but also in the development of certain qualities in children. Can we say that modern education is moving in this direction?
Yes, this is the key question. From his decision, in my opinion, the competitiveness of the school in the future will depend. More and more parents are waiting for their children to be interested in learning, so that their faith in their own strengths grows, experience of personal and collective victories accumulates, so that they are ready for self-development and consciously choose their path – along with the acquisition of new knowledge. All this is achieved by the meta-subject results of education, the skills of the 21st century.
This requires new teaching methods. However, in practice, educators often prefer to simply explain topics to children. The reason is clear. Any structure, achieving efficiency, focuses on the result for which it reports. In our case, these are mainly administrative tests, the average score of the VPR, the OGE and the Unified State Examination. These results are achieved to some extent by habitual training.
Why should teachers change something? After all, explaining the material to children is much easier than leading them to discover it on their own
A real transition to a new school requires new measures of educational outcomes. Now many people are engaged in this area, including us, both in theoretical research and applied development within the framework of the over-subject course “The World of Activity”.
Already today there are different options for criteria and monitoring of meta-subject skills, but so far they are all in the testing stage. There is still a lot of work ahead to refine and improve them.
How significant is the USE in this sense? Or is it just about knowledge?
The exam, like any exam, of course, is not only about knowledge, but also about diligence, responsibility, the ability to build a strategy for one’s preparation, cope with excitement, focus and much more. However, the final result of the USE, from my point of view, does not provide sufficient information about the quality of education.
What was the initial level of the child and what is the dynamics of his growth? What can he do on his own – without tutors and mentors? Does he know how to work in a team? What are his interests and hobbies? How stress-resistant is he if something goes wrong? What are his goals and plans and how does he set and describe them?
The answers to these and many other questions, it seems to me, are no less important for evaluating the results than the score received on the USE. Moreover, it is these questions that will primarily be of interest to future employers of our graduates.
Therefore, it is obvious to me that the USE will change and be supplemented over time in order to meet the requirements of our life.
You have been doing mathematics for many years, and you don’t seem to get bored at all. Tell us why it might be of interest to everyone?
The most precise definition of mathematics was given, in my opinion, by the great Henri Poincaré: “Mathematics is the art of calling different things by the same name.” This definition combines the essence of the mathematical language – a generalized description of the patterns of the surrounding world – and the magic and beauty that mathematical laws carry. Albert Einstein was always surprised and admired by how easily and clearly mathematics describes the Universe.
Let’s take a simple series of numbers: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55… In it, each number, starting from the third, is equal to the sum of the previous two. This sequence was built by Leonardo Fibonacci over seven centuries ago. And it turned out that it is these numbers that, as a rule, express the number of petals on flowers. How can it be?
But that’s not all. The sequence of Fibonacci numbers can be visually depicted using a spiral. We will unexpectedly find this form in nature on completely unrelated objects: snail spirals, Galaxy spirals, spirals on a cut of a head of cabbage, in a sunflower inflorescence, whirlwinds and cyclones have the same form.
Fibonacci sequence
Why is that? Why is the ratio of numbers in the golden ratio, which simultaneously describes the proportions of the human body, and the arrangement of leaves on the stem of a flower, and the rules of harmony in painting, architecture, design, which are already more than 4000 years old, all this is directly related to the ratio of neighboring numbers of the Fibonacci series? Is it really possible not to be surprised?
For me, the beauty of mathematics is associated primarily with the depth and universality of its laws
If, for example, we randomly select 1000 people and plot their distribution by height, then we get a Gaussian curve, where the top point of the graph will correspond to the average height in the group. The more people in the sample, the more aesthetically perfect the line will be. The famous English scientist Francis Galton said: “If the ancient Greeks knew the Gaussian law of normal distribution, they would have deified it.”
Mathematics is a living, developing science. Today, of course, it does not describe all the phenomena of the world, and this means that amazing mathematical discoveries await us ahead. We want children to master this science as part of culture, so the main task is to help them see mathematics in its development, to feel the beauty and depth of its laws.
To do this, it is important to create an environment in which children can make discoveries for themselves – face the unknown, experience inspiration, put forward their ideas, experience victories and failures, be surprised and admire the logic of mathematics and the beauty of mathematical laws. We see our task in creating pedagogical tools for this – technologies, methods, new content of mathematical education.
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Kids R Kids-Norcross Oakbrook Pkwy
Kids R Kids-Norcross Oakbrook Pkwy – Care.com Norcross, GA Child Care Center
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Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.
Kids R Kids is locally owned and operated by Rashid and Azra Khan. The center is approximately 12,000 square feet with 8 classroom suites, a cafeteria, a large activity gym for before and after school students, Internet viewing in each room and 3 large play areas separated for age groups. They are open on weekdays from 6:00 am to 6:30 pm.
In business since: 1991
Total Employees: 11-50
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Surname Norcross, History, Meaning, Essence, Translation into English, Declension by cases
In this article we will reveal to you the meaning of the surname Norcross. The history of the origin of the surname Norcross, its numerology, as well as the correct spelling, both in Russian and in English.
The history of the origin of the name Norcross, what nationality does this surname belong to? How to properly decline the surname Norcross.
Here you will find detailed information about the name Norcross and you can read it online for free and without registration below. nine0003
Contents of the article
Origin of the surname Norcross
There are many possible origins of the surname Norcross. Traditionally, Russian surnames were formed from the patronymic of a certain ancestor, or from his nickname.
Usually, it was an ancestor who was remembered by the local population for his character traits, deeds or origin.
But, most often, the surname could be the name of the activity that the whole family is engaged in.
Usually, the knowledge and skills of such crafts were passed from father to son, from grandfather to grandson. At the same time, the surname was also transmitted – as a memory of the main activity of the whole family,
who they were. A characteristic sign that the surname refers to Russians is the suffix -ev / -ov. It was he who was the forming factor
surnames in Russian lands. nine0003
In Western culture, surnames very often reflect a person’s occupation, for example, Baker is a baker, Taylor is a tailor. Blacksmith is a blacksmith, Driver is a driver.
These surnames are very common, but there are many other very interesting and unusual surnames, the meaning of which you will learn from our articles.
According to tradition, children inherit their father’s surname. The reason for this was that ancient times, when a woman left her father’s house, she completely passed
under the authority of her husband’s family and accordingly took his surname. Children born in this marriage inherited the father’s surname. But many centuries have passed, and traditions have become less severe
and the surname Norcross could pass not only from the male side. Nowadays, children can also have the mother’s surname, especially if they are born out of wedlock.
And women no longer have to take their husband’s surname. They leave theirs, or they make a double one, combining the maiden with the marriage.
Whatever way the name Norcross came to the modern world, but it comes from the nickname or name of a distant ancestor,
occupation of the family or habitat of the family. nine0003
History of the surname Norcross
The surname Norcross does not have a specific time frame of origin. Even surnames that originated from the same source, and their carriers became namesakes,
could have arisen in completely different historical epochs. But we can definitely say that the surname Norcross arose no later than the middle of the 18th century.
After all, it was then, in the annals of the clergy, that the first mention of the name Norcross was discovered. In most cases, this means that the ancestor was a priest.
After graduating from the seminary, all graduates who did not have a last name were given new ones. Thus, they were strongly associated with the church.
Often, then the rank and parish were already passed from father to son. An interesting fact, such surnames were distributed according to the merits of the graduate:
excellent students were given decent and consonant surnames, and those who were at the very bottom of the list were punished with funny, or even humiliating, surnames. nine0003
The surname Norcross consists of 8 letters. These are people who are not meant to create a family. They are much more interested in science, travel or a career. They are fickle in their affections. Often change their place of residence or partners. Despite this, they are very charming. Their charm can conquer absolutely any person. After analyzing the meaning of each letter in the surname Norcross, it becomes possible to discover its hidden meaning and find out the true essence
Meaning of the surname Norcross
The surname Norcross perfectly characterizes the general features of the representatives of this surname, their habits or even hobbies.
The surname carries encrypted information about the person who wears it. After decoding, you yourself will be surprised how accurately and perfectly your last name suits you.
After all, it is your surname that greatly influences your destiny. Numerology, in turn, will only show the meaning hidden behind the letters.
Formula for calculating the number of the surname: Norcross
Norcross. H + O + R + K + R + O + C + C
6 + 7 + 9 + 3 + 9 + 7 + 1 + 1
Sum – 43 Next 4 + 3 = 7 health. They are very diligent in their work, they do not like work that they do not like, they are endowed with a categorical rejection of routine and a critical mind. They do not know how to relax in the company, they are constantly tense and in doubt.
About – people with this letter can experience strong feelings, strive for self-knowledge. They want to understand their true purpose. They want to improve themselves and the world around them. They have high intuition, financial literacy, strive for excellence. But they can be prone to mood swings from despondency to delight. nine0027
Р – individuals who are prone to self-confidence, courage, passion and resistance to pressure. These are adventurous natures, prone to unjustified risk for the sake of personal goals, have the potential and desire to become a leader.
K are often hardy and principled individuals who quickly take on any business and gain new skills. People with the letter K know how to keep secrets, and adhere to the idea of \u200b\u200b”all or nothing”. They have firmness of mind and endurance, lack of halftones and excessive specifics. nine0027
Р – individuals who are prone to self-confidence, courage, passion and resistance to pressure. These are adventurous natures, prone to unjustified risk for the sake of personal goals, have the potential and desire to become a leader.
About – people with this letter can experience strong feelings, strive for self-knowledge. They want to understand their true purpose. They want to improve themselves and the world around them. They have high intuition, financial literacy, strive for excellence. But they can be prone to mood swings from despondency to delight. nine0027
From – they want to achieve material well-being, are endowed with common sense, power-hungry, sometimes capricious and irritable. People with this letter always bring what they started to the end, they know how to come to the truth. They can also adapt to any circumstance.
From – they want to achieve material well-being, are endowed with common sense, power-hungry, sometimes capricious and irritable. People with this letter always bring what they started to the end, they know how to come to the truth. They can also adapt to any circumstance. nine0027
According to numerology, the surname Norcross received the number – 7 .
The meaning of the surname Norcross in numerology will give you the opportunity to learn more deeply the hidden meaning of the surname and its influence on a person’s life.
Thanks to numerology, we can find out what fate awaits us, what success we can achieve in our careers and personal lives, some signs eloquently predict the future of a person.
People with this surname absorb any information like a sponge. They are always on the lookout for information that will satisfy their thirst for knowledge. They are very smart and educated. Their favorite pastime is solving puzzles, solving complex problems and putting puzzles together into a single picture. It perfectly trains their brain and develops memory. At the same time, they are very strong empaths. People with this surname easily feel the mood of a loved one, and their advice and words of support help to best cope with failures. nine0003
These people rightfully deserve their status as eternal loners. But they don’t suffer from it. On the contrary, personal space, inner values, silence, peace and the possibility of self-realization are what they value most. Those around them consider them eccentrics, and sometimes crazy. The reason for this lies in the fact that the bearers of the surname are able to immerse themselves in their own inner world, completely ignoring those around them. They communicate very little. And there is no question of establishing contacts with a complete stranger. They let really close people close to them who share their views and have established themselves as reliable friends. They will either immediately find a common language, or become just casual acquaintances. nine0003
These people are not particularly eager to create a family nest and have children. Despite the fact that they marry for love, they still approach the choice of a partner very consciously. Sometimes the bearers of the surname find a suitable person already at a fairly mature age. The fact is that the prospective partner must share views on life, appreciate each other’s personal space and love the other half. But this approach has several advantages: they enter into marriage consciously, the factor of betrayal is excluded, and they really become two halves of one whole. The perfect couple. nine0003
The bearers of the surname are born scientists. Their main specialization is the humanities. They make excellent historians, literary critics, philosophers, linguists and other similar specialists. They like to think and write down their reasoning, as theories are born, which then still need to be proven in practice. It could take a lifetime. But they will never regret it, because their interest must be satisfied.
They are very stubborn. But this stubbornness quickly dries up when they realize that they are going the wrong way. They are very hardworking and diligent. They can spend hours concentrating on important things. Very smart and calm. Their innate curiosity haunts them. nine0003
In Russian, the correct spelling of this surname would be Norcross. In the English version, the surname Norcross has this type of correct spelling – norkross-2.
With this surname, most often, people are obtained who have a very subtle sense of fashion. You are one of those few people who believe that they may not follow fashion, regardless of their age and status in society. After all, that’s the way it is. You are very kind to your body, take care of it, which helps to change your style depending on your mood. Thanks to this, you constantly look fresh and young, others, noticing this, inherit you and thus you influence their taste. nine0003
Your freedom is important to you. All the frames that limit you, shackle your soul like shackles. You are the one who needs space. If you are faced with the choice of stable well-being or to dispose of yourself undividedly, you will always choose the second option. When fate tries to diversify your life, you very easily decide to abandon the stable, in favor of the new and the unknown. Being passive is not for you. It is easy for you to go through life, to adapt to any circumstances. The process of movement is exactly what your soul requires. Just remember that “one hundred friends” will not be able to replace you, one, but a good friend. Due to your unwillingness to stability, also in relationships, it can lead to complete loneliness, which will be hard to come to terms with. Do not miss the moment when free will not be so attractive to you. nine0003
You like to plan everything, go according to plan and expect high results. But there are a number of problems with this: due to dimensional planning, if something goes against the plan, it throws you off balance. which contributes to conflict. People around you will have to get used to your peculiarities and reach the goal in their own way, conducting long negotiations. Otherwise, the result will not be achieved. You are ready for any work, but only if you consider it timely and extremely necessary. But in no case can you order it, resistance will come from this and even anger is possible. Aggression can cause if you are told. If your opinion was not taken into account and the decision was made for you, you do not like such actions. You need to be in control of all your actions. It is important for you to be reliable in marriage, reliable business, to be yourself under any circumstances. To this you will give all your strength, energy, your talent and the most important time. nine0003
Marriage for you has the character of a partnership. You are characterized by affection and exalt your love, but in no case will you tolerate encroachments on your freedom, in any of its manifestations. An imbalance in your family life can be brought in if this union becomes burdensome for you. In order for this marriage to last as long as possible and be stronger, your partner should not focus on marital duties; this will lead to a happy relationship.
Case
Case question
Surname
Nominative
Who?
Norcross
Genitive
No Who?
Norcross
Dative
Glad To whom?
Norcross
Accusative
See Whom?
Norcross
Creative
Happy with whom?
Norcross
Prepositional
Who am I thinking about?
Norcross
This article provided information regarding the origin history, correct spelling and characteristics of the Norcross surname.
Do you agree with these statements? Or you, as a bearer of the Norcross surname, or as someone who is intimately familiar with the bearer, can
refute or supplement the stated information? We will be very happy to hear your story and get your personal opinion in the comments. nine0153 If you have any questions, we will be happy to answer them in the comments under the article!
Share your opinion and knowledge about the surname Norcross, if you have details about the surname that are not listed in the article – we will be happy to read them in the comments below, let’s complete the story of this wonderful surname together!
Kunstkammer. December 2017 #12 | Science and Life
● According to legend, every Christmas Santa Claus enters houses with children through the chimney and puts gifts for them under the tree (for children who behaved badly during the reporting period, he leaves pieces of coal). The American lawyer Peter Liss wondered: is it permissible to sneak into someone else’s house like this, even with the best of intentions? And I came to the conclusion that by installing a Christmas tree in your house, and even more so by sending letters to the North Pole with applications for gifts, you and your children are actually inviting Santa Claus to your house. It’s another matter if not the New Year’s grandfather himself, but someone depicting him, enters your home without an invitation through the chimney or just through the door, this will be considered a crime. Pictured: a greeting card from the late 19th century. nine0003
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● Electric Christmas tree garlands that are now commonly used were invented in 1882 by Edison’s employee, engineer Edward Johnson. At the end of December of that year, he put up a Christmas tree with 80 multi-colored electric bulbs in the window of his house in New York (Edison had patented the electric bulb two years earlier). Since the electricity grid did not yet exist, the garland was powered by a generator installed in the basement of the house. Passers-by crowds gathered in the evenings to look at this spectacle. But the first electric garlands appeared on sale only in 1900, they consisted of only 16 light bulbs. Now, on New Year’s Eve, energy consumption in the United States is growing due to Christmas tree lights by 6%.
● Christopher Boyle, an English psychologist at the University of Exeter, declared war on Santa Claus. In the respected scientific journal Lancet Psychiatry, he urged parents not to lie to their children about a cheerful bearded fat man in a red coat bringing presents at Christmas. After all, sooner or later the child discovers that this is a lie, an invention, and involuntarily he gets the impression that other stories of adults, including school teachers, are far from the truth. In addition, parents tell their children that good Christmas gifts are given to those who have been good all year. When a child sees someone in an expensive luxury car, he thinks: this must be a good person! But very often this is not the case. It should be noted that Boyle himself has no children. nine0003
● The Italian parliament passed a law requiring the phasing out of circus acts involving trained wild animals. About fifty countries around the world have already banned such numbers, considering them painful for animals. Back in 2015, the European Veterinary Federation demanded such a ban worldwide.
● The first to celebrate the onset of the New Year are the inhabitants of the island of Kiritimati in the Pacific Ocean, approximately halfway between New Guinea and Panama (aka Christmas Island). The last to uncork champagne would be the inhabitants of Baker Island (2000 km to the east), if someone lived there. This Pacific atoll was used in 1940s as an American air base; since then, it has been left with a grassy airstrip and a dilapidated lighthouse tower (see photo). Between these two patches of land passes the date line.
● The first Christmas radio program was broadcast in 1908. She, according to many historians of technology, was also the first sound radio program in which voice and music replaced dots and dashes for the first time. It was carried out by the Canadian inventor Reginald Fessenden. First, he read passages from the Gospel of Luke, and then played a traditional Christmas tune on the violin. But the audience that could hear this transmission was very small: then almost only ship radio operators had receivers. nine0003
● It turns out that simply watching a football match on TV in a warm company of friends can be dangerous for the health of people of respectable age. Statistics show that in the United States, after the American Football Super Bowl, there is an 18% increase in influenza deaths among fans over 65 years of age. This sporting event just falls on the flu season. Fans across the country gather in bars, watch TV reports, which inevitably contributes to the spread of the virus. Doctors recommend watching football at home, not in a bar. But attending a match in person does not lead to infection, since the Super Bowl is usually held in the south of the country, where warm weather does not contribute to the flu epidemic.
Early Childhood Education | University of the District of Columbia
The Bachelor of Arts Degree Program in Early Childhood Education focuses on comprehensive care and education of children from PreK to 3rd grade and professional interaction with their families. This education forms the academic framework, which guides developmentally appropriate practices in early childhood settings. Emphasis is placed on responding to the developmental and cultural uniqueness of each child as students in the program learn to design, implement, and evaluate curricular activities and learning environments. Each student is required to complete student teaching experience in Pre-primary and primary settings. The program also offers a rigorous advising and mentoring system to ensure that all students gain professional experience and establish connections useful for their postgraduate goals. For more information, please contact Prof. Ayanna C. Kelley, Program Coordinator, at 202. 274.7245 or ayanna.[email protected].
Accreditation:
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Accreditation Status
CAEP Annual Reporting Measures
Objectives for Early Childhood Education Undergraduate Programs
Students will be able to:
Demonstrate knowledge of subject matter and pedagogy.
Communicate effectively.
Utilize effective classroom and behavior management techniques.
Design, implement and assess developmentally appropriate teaching/learning activities.
Understand and demonstrate respect for individual needs and diversity.
Integrate instructional and assistive technology to enhance learning for all students.
Commit to continuous growth through reflection and professional development.
Advocate change to improve education for students, school system, and self; display leadership qualities.
Effectively collaborate with students, parents, colleagues, schools, and communities.
Related:
College of Arts and Sciences
Learn more about applying for admission to the Early Childhood Education program
Find out about scholarship opportunities for Early Childhood Education students
Curriculum and Requirements in the UDC Early Childhood Education Program
Students in the bachelor’s program in Early Childhood Education at UDC complete a 126 credit hour plan of study to earn the degree. Students take courses in language, creative arts, emergent literacy, practicums, methods and materials in math and science arranged by a wide variety of developmentally appropriate practices in field service and student teaching in diverse learning environments in the District of Columbia.
Recent elective courses have included:
Technology for Teachers
Assessment of Exceptional Children
Techniques/Procedures for Corrective and Remedial Reading
Core course topic areas include:
Principles of Child Development
Classroom Management
History & Philosophy of ECE: Teaching in Urban Schools
Observation and Student Teaching
Program of Study
Student Organizations and Activities
Students are encouraged to pursue campus and department-sponsored service-learning and community-based research opportunities with community organizations, nonprofits, schools, and other groups in the local area. Opportunities include:
Education Club: The student-led club volunteers, tutors, and hosts fundraisers for children in the District of Columbia.
NAEYC: The National Association for the Education of Young Children is the largest national early childhood organization and our faculty encourages students to join.
Faculty Spotlight
Dr. Delia Robinson Richards, Program Coordinator, presents diverse early childhood topics at national and international conferences. She is a Fulbright Scholar who has developed and implemented early childhood programs in the United States and in the Caribbean. Her research projects include the implementation of the multiple intelligence theory into the early childhood curriculum and Black fathers’ involvement in their children’s academic achievement.
Faculty in the Division of Education,Health and Social Work
Find Faculty in the University Directory
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New Educational Requirements
Center Directors are required to have a bachelor’s degree (BA) in early childhood education (including early childhood development, early childhood education, elementary education, or early special education) or a bachelor’s degree in any subject area with at least 15 semester credit hours in early childhood education by December 2022.
See the bottom of this page for a planning guide template to help plan your pathway. More information on the regulations that outline the new educational requirement for center directors can be found here.
Programs
The following is a list of programs and resources available in the DC metropolitan area. This list is neither exhaustive nor an indication of endorsement by OSSE.
University
Information on BA in EC
Program Point of Contact
Catholic University
Bachelor Degree in Early Childhood (pre-K through grade 3)
Dr. Kathryn Bojczyk [email protected]
Carole Brown, EdD, Coordinator [email protected]
University of District of Columbia (UDC)
Bachelor of Arts in Early Childhood (pre-K through grade 3)
Dr. Delia Robinson-Richards
Program Coordinator (202) 274-5875 [email protected]
Gallaudet University
Bachelor of Arts in Education with Specialization in Early Childhood Education
Thangi Appanah, Department of Education Undergraduate
Program Director [email protected]
Trinity University
Bachelor of Arts in Early Childhood (pre-K through grade 3)
Dr. Karen Santos Rogers, Associate Dean of Education (202) 884-9388 [email protected]
Resources Available
Program
Program Information
Program Point of Contact
Higher Education Incentive Fund
Students that have applied to the University of DC or Trinity University can receive a full scholarship towards their degree by contacting the university directly.
Trinity: Dr. Marie Celeste [email protected] (202) 884-9285
DC Tuition Assistance Grant (DCTAG)
DCTAG provides up to $2,500 per academic year toward tuition at private colleges in the Washington, DC Metropolitan area.
osse.dc.gov/dctag
(202) 727-2824
DC Mayor’s Scholars Undergraduate Program
Mayor’s Scholars provides need-based funding for eligible DC residents earning their first associate’s or bachelor’s degree.
Janae Eason [email protected] (202) 481-3481
Planning Guides
The following resource guides can help you create a plan for meeting the new educational requirements for child development staff.
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Physical education in preschool educational institutions for children with visual impairments
Theory and methods of physical education, sports training, health and adaptive physical culture | World of Pedagogy and Psychology No. 9 (38) September 2019
Annotation: The article is devoted to the study of the expediency and specificity of physical culture classes for preschool children with visual impairments in a preschool educational institution. The author considered the issue of the influence of physical exercises on the development of children with visual impairments, indicated the need for effective organization of preventive and recreational activities, made recommendations regarding the conduct of remedial-oriented physical education classes for children with visual impairments in a preschool educational institution. Keywords: children with visual impairments, preschool educational institution, physical education, correction, exercises Russian Federation, Krasnodar region, Tikhoretsk
Abstract: The article is concerned with the research of the feasibility and specifics of conducting physical education classes for preschool children with visual impairment in a pre-school educational institution. The author considered the issue of the influence of physical exercises on the development of children with visual impairments, pointed out the necessity for the effective organization of preventive and recreational activities, give recommendations on the conduct of corrective-oriented physical education classes for children with visual impairments in a preschool educational institution. Keywords: children with visual impairments, preschool educational institution, physical education, correction, exercises
. In the course of a long evolution, vision has developed as a complex multi-stage process, including obtaining an image in the eye, extracting the most important information from it, transmitting this information to the brain, interpreting the image, highlighting important areas of an object, bringing the eye to these areas with the help of motor systems and obtaining a clear image. their images, a combination of images of two eyes into a single visual image, image recognition through its comparison with previously accumulated visual information, localization of an object and its details in space. In the process of acquiring experience by a person, visual information is accumulated, which is constantly becoming more complex, improved, differentiated, harmoniously linked with the functions of memory, imagination, language and thinking.
The relevance of the topic is due to a significant increase in the number of children with visual impairments. An increase in eye strain as a result of working with displays, deterioration of environmental conditions and nutrition, a decrease in physical activity – this is not a complete list of the reasons for this phenomenon. Vision diseases also affect the reduction in the number of children with manifestations of accelerated development, the growth of disability, and a decrease in the quality of life. In the case of visual pathology in children, a whole range of motor disorders appear due to a decrease in visual acuity, a violation of binocularity, motor functions of the eye, visual field, etc. Timely correction of the visual functions of children in a preschool educational institution (hereinafter – DOE) can also contribute to the correction of motor disorders.
The problem of the health of children with visual impairments was studied by many scientists, among which in the framework of this article it is worth highlighting such as: Deniskina V.Z., Fokina N.A., Melentyeva N.N., Runova O.S., Salova M. .N., Abramova T.F., Semenova L.M., Porov S.N., Ermakov V.P., Yakunin G.A. The purpose of the article is to analyze the possibilities for the effective organization of health-improving and preventive physical education classes for children with visual impairments in preschool educational institutions. To achieve this goal, the following methods were used: a literary review, a method of systematization, generalization and analogy, an axiomatic method, and critical analysis.
In the prevention of visual impairment and its restoration, an important role is played by physiotherapy exercises (exercise therapy), therapeutic and corrective exercises, massage, physiotherapy, which require an adequate methodology for their use not only in medical institutions, but also in preschool, secondary and higher educational institutions in physical education classes for pupils and students. At the same time, it is important to develop special adapted physical exercises for the correction of impaired vision, as well as understanding the medical aspects of the problem by a teacher of physical education [3].
Eye diseases that lead to visual impairment can be congenital or acquired. Negative effects on the fetus during pregnancy can lead to congenital pathology of the organ of vision, for example, chronic diseases, viral infections, alcohol abuse, hormonal and hypnotic drugs, Rh incompatibility between mother and fetus, hypovitaminosis, ionizing radiation, etc.
Physical development of children with visual impairment changes unevenly with age. Periods of its active formation alternate with minor recessions and subsequent stabilization [2]. Both in the norm and in pathology, mental functions are formed in stages. With visual impairment, the same patterns of development persist as in children without visual pathology [1]. But in connection with visual derivation, the stages of the formation of mental processes can be extended in time, due to the slowness of the deployment of perception, analysis and the complexity of orientation in space. Researchers note that in children with visual impairments, there is a lag in physical development due to limited motor activity. The development of a child’s motor skills has always attracted the attention of researchers, because the development of movements is necessary for the implementation of any activity. For the development of motor skills, the degree of maturation of the neuromuscular apparatus is of great importance, as well as the level of development of physical qualities: strength, speed, endurance, flexibility, dexterity [4]. The development of visual perception and the motor sphere of the child are closely related from the moment of his birth. Studies by many scientists have shown that even in the first months of life, the movements of the arms and legs of the child allow him to learn to see objects, to fix attention on a moving object. Then, at 5-6 months of age, the ratio of the motor and visual spheres changes. Vision begins to play a leading role in the formation of movements, correction of their accuracy and correctness [6]. Consequently, the motor sphere of children with visual impairments develops differently, lags behind the norm in the development of coordination of movements, their accuracy, because impaired vision does not provide the child with the necessary control over movements. At the same time, some specific features of the development of the motor sphere are observed in children with visual impairments. They are more likely than children with normal vision, there is a lack of self-control and self-regulation of movements. And this, of course, cannot but affect the coordination and consistency of the movements of the arms, legs, torso and eyes. Children with profound visual impairments are characterized by uncoordinated visual-motor functions, impaired micro-orientation, and weakness of various muscle groups. Another feature of visually impaired children is that the defective visual analyzer remains the leading one when orienting in space [7].
Knowledge of the peculiarities of the physical development of children with visual impairments provides an opportunity for a preschool teacher to individually approach each child when determining the hardening regimen, dosage of exercises, taking into account primary and secondary deviations in physical development and the formation of the motor sphere of children [5]. The formation of motor qualities and muscle feeling is directly dependent on the functional abilities of the visual analyzer.
Thus, the authors of this article proposed a method for organizing physical education classes for children with visual impairments in preschool educational institutions. The method consists in its implementation in the form of morning hygienic gymnastics, therapeutic exercises. Each of the procedures of therapeutic gymnastics should consist of three parts: introductory, main and final. Physical education should include general strengthening, special breathing, dance exercises, as well as exercises for the formation of spatial representations, special exercises for the eyes, exercises for strengthening the ciliary muscle, exercises for developing resistance to fatigue, outdoor games of a special direction. The frequency of classes is three times a week for 45 minutes. Classes in therapeutic gymnastics should be emotionally saturated. In addition, parents should be advised to self-study with children, which must be carried out daily for 15-20 minutes.
It is advisable in the course of classes with children in a preschool educational institution to use visual aids that take into account the peculiarity of the visual orientation of preschool children with visual impairments. The effectiveness of this orientation is due to the nature and level of the visual defect of preschoolers, the characteristics of their cognitive activity and capabilities. The main mistakes of these children are that they do not clearly represent the structural units of the movement. Since there is a significant lag in the speech development of children with visual impairments, it is difficult for them to retain the entire verbal instruction in memory and perform movements only in accordance with it. Therefore, after a verbal instruction, it is necessary to demonstrate movements with the introduction of additional explanations that clarify this movement. The combination of words, visualization and practical activity contributes to the correction of motor disorders in children (accuracy, dexterity and coordination of movements) due to the existing visual defect. Only such an interaction of the visual, verbal and practical teaching methods makes it possible to achieve the required quality of the movement performed from children with visual impairments. The visual aids themselves for preschool children with visual impairments must meet the following requirements:
reflect only those elements that are necessary to communicate important information and accurately understand its meaning;
express the main content of the drawing, with clear contours, colors, reveal the main features and properties inherent in this subject;
in three-dimensional images it is worth enhancing the details with the help of chiaroscuro, changes in angles and reduction of lines, highlighting the elements that characterize the volume of objects.
Swimming is also one of the most effective means of overcoming the shortcomings of physical development and motor skills in corrective work with children with visual impairments in preschool age. It has an extremely beneficial effect on the human body. Under the influence of swimming, the physical development of children improves, the functionality of the cardiovascular, respiratory and nervous systems expands, and the intensity of metabolic processes increases. Under the influence of swimming, the whole organism is restructured and improved, the volume and strength of the muscles increase, the ligaments strengthen, the vital capacity of the lungs increases, the general and mental performance increases, the sensitivity of the sense organs increases, the activity of the central nervous system improves, cognitive processes are activated. Thus, the applied value and correctional and health-improving orientation of swimming necessitates its wider use in correctional work with children with visual impairments.
Correction of visual impairments in children at preschool age should be carried out through active motor activity, and the formation of various ways of perceiving movements should be based on both visual and auditory and kinesthetic functions. The structure of classes, their content, methods of conducting depend on the nature of visual impairments, secondary deviations, the level of development of motor skills, skills and characteristics of the treatment and recovery process.
During a physical education lesson in a preschool educational institution, musical and didactic games should be used to enhance cognitive activity, develop musical memory, visual and auditory spatial orientation, dynamic and static coordination of preschool children with visual impairments. Teachers can also use rhythm in working with children with visual impairments, since music, rhythm, musical and rhythmic movements have a corrective effect on the development of the psychophysical sphere of children with visual impairments, in particular motor skills, memory, attention, emotional sphere.
Thus, it can be stated that dosed physical exercises in the form of special therapeutic exercises, outdoor games of a special orientation and the use of other forms of physical culture and means of physical rehabilitation contribute to an increase in the level of physical fitness and the state of the visual analyzer in preschool children. Therefore, there is an objective need to use physical culture methods for children with pathology of the visual analyzer in a preschool educational institution, because the skillful use of physical exercises in the process of corrective work can prevent motor deficiencies, normalize the course of physical development and largely overcome secondary disorders. In addition, physical education is a powerful means of preparing children with visual impairments for socially useful work and life in society. Today there is no doubt that in the conditions of growth in the volume and intensity of educational and cognitive activity, the harmonious development of the child’s body is impossible without the optimization of physical education, correctional and rehabilitation work.
References
1. Deniskina V.Z. Special educational needs due to visual impairments and their secondary consequences // Education in the Kirov region. 2016. No. 1 (37). pp. 20-27. 2. Ermakov V.P. Development, training and education of children with visual impairment / V. P. Ermakov, G.A. Yakunin. M.: VLADOS, 2000. 240 p. 3. Melentyeva N.N. The role and significance of exercise therapy in the formation of posture in children with deep visual pathology // Psychology and Pedagogy: Methods and Problems of Practical Application. 2009. No. 6-2. pp. 221-225. 4. Runova O.S., Salova M.N., Abramova T.F. Rehabilitation of children with speech impairment and vision pathology: an integrated approach // Deputy Chief Physician. 2016. No. 8. S. 30-37. 5. Semenova L.M. The influence of physical exercises on the correction of movements in older preschoolers with visual impairment // Actual problems of the humanities and natural sciences. 2015. No. 7-3. pp. 50-51. 6. Physical rehabilitation: textbook. for acad. and Institute of Physics. culture / ed. prof. S. N. Porova. Rostov n/a: Phoenix Publishing House, 1999. 608 p. 7. Fokina N.A. Adaptive physical culture and adaptive sport for children with visual impairment // Scientific search. 2014. No. 4.1. pp. 39-41.
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Welcome to KinderCare Red Banks 300360. We are a NAC accredited
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The average private school tuition in North Carolina is $9,061 for elementary schools and $10,042 for high schools (read more about average private school tuition across the country).
The average acceptance rate in North Carolina is 87% (read more about average acceptance rates across the country).
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★ Top 6 Things to Do in Brevard, NC ★
Go Gem Gem at Crystal Mountain (Nearby Hotels)
Hike to the Falls (Nearby Hotels)
Enjoy Beer at Brevard Brewery (Nearby Hotels) )
Find the Squirrel (Nearby Hotels)
Shop at the Old School Toy Store (Nearby Hotels)
Explore the History of the Area (Nearby Hotels)
Brevard is a small town full of charm nestled in the mountains of Western North Carolina. In addition to being conveniently located near Asheville and Hendersonville, it is also located at the entrance to the Pisgah National Forest. Because of its beautiful scenery, varied activities and temperate climate, it is a favorite among locals and tourists alike. From mining and waterfall trekking to beer making and unique shopping, there is something for everyone here, no matter what your interests are.
Go mining for gems in Crystal Mountain
Crystal Mine Gem Mine has a 52 foot long internal water channel.
Go gem mining at Crystal Mountain (nearby hotels)
No need to cross the mountains of North Carolina to find the hidden treasure – you can find it right in downtown Brevard at the Crystal Mountain Gem Mine. You and your family can experience an authentic mining experience on the 52 foot long inland water channel where you have the chance to find a variety of gems such as rubies, emeralds, amethysts, sapphires and more. And you can leave whatever you find! The hotel also has a stone and fossil shop where you can buy gifts, decor, jewelry and minerals from all over the world.
Falls Hike (Nearby Hotels)
If you’re looking for a beautiful hiking trail, look no further than the Graveyard Fields trail in Brevard. This beautiful walking trail on Blue Ridge Boulevard gets its unique name from the many stumps that used to be in what looked like grave markers. From the parking lot at mile marker 418.8, you can take the short hike to the Lower Falls or continue along the four-meter loop of graveyard fields to reach the second waterfall, the Upper Falls. During summer and autumn, the area can be busy on weekends. Especially at the Lower Falls, which is a popular swimming hole when the weather is warm.
Enjoy a beer at the Brevard Brewing Company (nearby hotels)
Brevard Brewing Company, a family business in the heart of Brevard, was the first brewery to open in Transylvania County. They specialize in handmade camp and are the only brewery in Western North Carolina to do so. Their goal is to offer beer that is both tasty and drinkable, no matter what your preference. So in addition to their lagers, they also offer ales, MPAs, pilsners and more. There is even a selection of wine and cider for gluten free people!
Find the Squirrel (Nearby Hotels)
One of Brevard, NC’s most unique features is their claim to fame – a population of white squirrels that are so rare that biologists don’t even recognize them as a species. These unique critters are not albinos (as they have dark eyes and sometimes streaks of gray fur), so the mystery of their origins continues. Although legend has it that they are descended from a carnival truck that overturned in the area in the 1940s. However, they have become so popular with the locals that they now have an annual festival in their honor, and the city council has passed an ordinance to protect them!
Old School Toy Store (nearby hotels)
Everyone buys their toys online these days and ships them home. But in the good old days, children enjoyed going to the toy store with mom and dad for treasure. and O.P. Taylor brings back those days. In fact, it was named one of the top ten toy stores in the world today by the USA. While there are now two more locations in Asheville and Greenville, downtown Brevard is home to a flagship store that features over 6,000 square feet of toys, games and entertainment. But all the toys scattered across the store’s eight rooms are powered by the imagination, which means you won’t find tablets or video games here.
Learn about the history of the area
The Transylvanian Heritage Museum includes a Kindergarten.
Explore the area’s history (nearby hotels)
Brevard and Transylvania County date back to 1861. This means that this region has a rich history. The Transylvanian Heritage Museum, located on Main Street in Brevard, celebrates this history with a variety of gallery and travel exhibits, as well as a kindergarten where children can come and learn about gardening.
Shooting in the USA: five people are killed. Details: Israel News
Five people, including a police officer, were killed in a shooting in a residential area in Raleigh, the capital of North Carolina, USA, on October 13th.
Raleigh Mayor Mary Ann Baldwin told reporters that the shooting took place around 5:00 pm local time.
State Gov. Roy Cooper tweeted shortly before 7 p.m., “Local and state police are on site and working to stop the shooter and keep people safe.” The Raleigh Police Department, in a Twitter statement, said it was “at the scene of active shooting” and advised residents in several areas to stay in their homes.
The shooter hid from the police for several hours before he was arrested in a house in the area. The suspect is only reported as a white underage male.
“Terror has reached our doorstep tonight. The nightmare of every community has come to Raleigh. This is a senseless, horrific and outrageous act of violence,” Gov. Roy Cooper said.
WakeMed Hospital spokeswoman Deb Logery said at least four people linked to the shooting were being treated at the hospital, but no further information was forthcoming.
The source of the firearms used in the Raleigh shooting is unclear. The state has stricter gun laws than other southern states such as Texas and Mississippi, where people can purchase and carry firearms without a permit. In North Carolina, potential buyers are required to pass due diligence before purchasing a firearm.
“We have to stop this mindless violence in America, we have to solve the problem of gun violence,” Mayor Mary Ann Baldwin said. “We have a lot to do, and today we have much to mourn.”
The shooting in Raleigh is only the most recent incident in a string of gun violence. There have been several such incidents across the United States this week alone. On Sunday, five people were killed in a shooting at a home in Inman, South Carolina. On Wednesday evening, two police officers were shot dead in Connecticut after appearing to be ambushed while responding to an emergency call about possible domestic violence.
1903
Also, if a child receives services from more
Excess credits can be carried forward for up to
Excess credits can be carried forward for up to
The certificates
The credit amount is as follows:
Eligible support includes:
Partners and shareholders should apportion the credit based on each
Partners
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For 2021, the 50% tax credit begins to phase out if the taxpayer’s adjusted gross income is higher than $125,000 and completely phases out if it’s more than $438,000.
It is broken into three parts.
Similar to above, list the three qualifying people with the highest qualifying expenses on the form and supplement your return with a separate statement that includes information on additional people.
Line 27 through Line 31 is also required if you are claiming the credit for the child and dependent care expenses in Part II of the form.
e. who care costs were paid to) were reported correctly.
account 30101.810.9.00000000644 
How to do it? 
166.3, p. 11 of the Transitional Provisions of the TCU, p. 1 of the Final Provisions of the TCU). Each of these types of expenses has its own nuances, but in this article I will share my experience of obtaining a tax rebate specifically for education. 
While you wait, you can prepare scanned copies of documents confirming your expenses: contract and receipts, as well as documents confirming the degree of relationship (birth certificate of a child and / or marriage certificate). By the way, life hack, all documents need to be combined into one pdf file. 
Shepherd Elementary SACC Program
37th Street, Chattanooga, TN 37410
, Chattanooga, TN 37421
Mississippi Avenue, Chattanooga, TN 37405
, Chattanooga, TN 37411
Moore Rd., Chattanooga, TN 37411
, Chattanooga, TN 37415
, Chattanooga, TN 37406
Individuals with disabilities are encouraged to be independent in a safe yet lively setting. Adults age 55 and older with physical or cognitive concerns are also supported to be active and engaged.
The school includes both center-based and home-based programs for children six weeks to five years of age. Center-based programming includes fully accessible facilities and
Oak Park Avenue, Oak Park, IL 60302
com Listing
Devon
Western Ave.
Halsted
Adult day care agencies give Chicago residents a temporary solution for caregiver relief.
From a height of 100 meters (29 residential floors) offers a magnificent panoramic view, and thanks to the location in the city center, no event will pass you by. 
We operate within the School of Education’s design and its unique commitment to a teacher-preparation model exemplified by:
Mount St. Joseph University provides our buildings and grounds, upkeep, technology support, public safety, and access to an array of resources, and expertise in many varied areas.
These primary caregivers support the parent-child transition to and from school, track the child’s needs throughout the day, help the child with most of their diapering, sleeping, and eating needs, and serve as a secure base from which to explore.
The rest of the learning curriculum evolves as teachers carefully observe the development and needs of the children and implement new activities, themes, and materials to help them explore their curiosity further, adding new challenges to their ways of thinking and processing the world. Our research based pre-literacy strategies help young children grow and learn to their highest potential. We value the diversity of our school and work in partnership with families to support their children’s positive identity, academic success, and social and emotional development. 
The Mount was one of only 18 schools in America to earn this distinction. It is our personal mission to strive to become one of the best daycares in Cincinnati.
The summer program is currently in the works, please reach out if you have any questions.
Joseph University, we strive to create balanced classroom populations that represent the greater community. We value diversity and ask, in our applications, for you to provide information that reflects the unique nature of your child and family. The Lab School does not discriminate on the basis of race, religion, creed, color, sexual orientation, gender identity, national origin or physical challenge.
Please contact us to set up an appointment!
Our focus is to provide the necessary tools to promote self- confidence, self-awareness and foster a love of learning. 
All of our staff members are trained in both First Aid and CPR. 
HighScope® is the curriculum that meets our goals and offers an opportunity for our staff to provide a balanced opportunity for mental, physical, and emotional growth through a variety of creative experiences. 
Plakhotny, d 25/1 
94-FZ of July 21, 2005 “On placing orders for the supply of goods, performance of work, provision of services for state or municipal needs”
BOOK OF MEMORY. 
2019 No. 316-01-99-4733/1600 “On illegal collection of funds in educational organizations” 
10 – Nazarova Olga Valerievna and Deryuzhinskaya Natalya Albertovna advise) 
9 
Alexey 
11 
Issue No. 1. Dedicated to the 70th anniversary of the Victory… 
450″ 
ru 
Geometric learning extends a student’s understanding of shapes and their parts.
Use a number line to round numbers to the nearest 10.
Describe the related facts that make up a fact family.
Divide a number up to 30 by 2, 3, or 5 using pictorial representations.
Recognize and explain how patterns are made (e.g. repetition, transformation, or other changes to attribute).
Students also learn everyday skills like telling time, working with money, and measuring. 
They solve one-step and two-step word problems, such as “Timmy had 39 toy cars. He got 12 more, then gave 18 away. How many cars does Timmy have left?”
To be ready for its study, the child needs to consolidate the material already covered well. If the multiplication table was set for the summer, then there is an opportunity to go through all the topics again during the holidays in free mode. 
It is important to make learning, including memorizing the multiplication table, exciting and unusual. The AMAKids Intelligence Development Academy offers students to use the convenient Amamatika platform, where they will find 12 games for tabular multiplication and division, as well as 10 useful games for extra-table. Thanks to these activities, children will be able to easily master this topic. Over time, the skill of tabular multiplication will be brought to automaticity, and the child will accurately understand his actions during calculations. Also, the counting speed will be very high. 
A great assistant in this will be a mathematical simulator. Amamatika will allow you to repeat the material covered, as well as increase the level of knowledge. 
But this will not help solve the problem, rather the opposite. To inspire a child to work on himself, you need to sincerely believe in him and not get tired of repeating that he will succeed. 
There may be many of them. For example, approach a teacher, ask a friend or older sister, figure it out from a textbook on your own or with you. 
” The greater the effort, the happier the victory. 
After all, you can hardly be carried away by something that you yourself are not interested in. 
This book is part of the “Pleasure of Science” series and helps to understand how interesting and exciting mathematics is. The author tells about the history of this science from antiquity to the present day and about what it will become in tens, hundreds of years. 
In a couple of hours, everyone can build their own trajectory of mathematical development. The best scenario is to study it together with children, discover new mathematical concepts and formulas with them, solve interesting problems, joke and enjoy success. And the main thing is to communicate with them and do a common thing, for which parents often do not have enough time today and what children need so much. 
For all teachers working on our continuous mathematics course “Learning to Learn”, there will be free monthly online consultations for all classes. 
We are looking for answers to these and other questions: we create educational programs and technologies, test them in schools and kindergartens. 
Thus, we implement the ideas of personalized learning (including within the framework of online education). 
However, in practice, educators often prefer to simply explain topics to children. The reason is clear. Any structure, achieving efficiency, focuses on the result for which it reports. In our case, these are mainly administrative tests, the average score of the VPR, the OGE and the Unified State Examination. These results are achieved to some extent by habitual training. 
And it turned out that it is these numbers that, as a rule, express the number of petals on flowers. How can it be? 
The more people in the sample, the more aesthetically perfect the line will be. The famous English scientist Francis Galton said: “If the ancient Greeks knew the Gaussian law of normal distribution, they would have deified it.” 
Opportunities include:
Delia Robinson-Richards
9 (38) September 2019 
The author considered the issue of the influence of physical exercises on the development of children with visual impairments, pointed out the necessity for the effective organization of preventive and recreational activities, give recommendations on the conduct of corrective-oriented physical education classes for children with visual impairments in a preschool educational institution. 
In the process of acquiring experience by a person, visual information is accumulated, which is constantly becoming more complex, improved, differentiated, harmoniously linked with the functions of memory, imagination, language and thinking. 
At the same time, it is important to develop special adapted physical exercises for the correction of impaired vision, as well as understanding the medical aspects of the problem by a teacher of physical education [3]. 
Researchers note that in children with visual impairments, there is a lag in physical development due to limited motor activity. The development of a child’s motor skills has always attracted the attention of researchers, because the development of movements is necessary for the implementation of any activity. For the development of motor skills, the degree of maturation of the neuromuscular apparatus is of great importance, as well as the level of development of physical qualities: strength, speed, endurance, flexibility, dexterity [4]. The development of visual perception and the motor sphere of the child are closely related from the moment of his birth. Studies by many scientists have shown that even in the first months of life, the movements of the arms and legs of the child allow him to learn to see objects, to fix attention on a moving object. Then, at 5-6 months of age, the ratio of the motor and visual spheres changes. Vision begins to play a leading role in the formation of movements, correction of their accuracy and correctness [6].
Consequently, the motor sphere of children with visual impairments develops differently, lags behind the norm in the development of coordination of movements, their accuracy, because impaired vision does not provide the child with the necessary control over movements. At the same time, some specific features of the development of the motor sphere are observed in children with visual impairments. They are more likely than children with normal vision, there is a lack of self-control and self-regulation of movements. And this, of course, cannot but affect the coordination and consistency of the movements of the arms, legs, torso and eyes. Children with profound visual impairments are characterized by uncoordinated visual-motor functions, impaired micro-orientation, and weakness of various muscle groups. Another feature of visually impaired children is that the defective visual analyzer remains the leading one when orienting in space [7]. 
The formation of motor qualities and muscle feeling is directly dependent on the functional abilities of the visual analyzer. 
Only such an interaction of the visual, verbal and practical teaching methods makes it possible to achieve the required quality of the movement performed from children with visual impairments. The visual aids themselves for preschool children with visual impairments must meet the following requirements: 
It has an extremely beneficial effect on the human body. Under the influence of swimming, the physical development of children improves, the functionality of the cardiovascular, respiratory and nervous systems expands, and the intensity of metabolic processes increases. Under the influence of swimming, the whole organism is restructured and improved, the volume and strength of the muscles increase, the ligaments strengthen, the vital capacity of the lungs increases, the general and mental performance increases, the sensitivity of the sense organs increases, the activity of the central nervous system improves, cognitive processes are activated. Thus, the applied value and correctional and health-improving orientation of swimming necessitates its wider use in correctional work with children with visual impairments. 
The structure of classes, their content, methods of conducting depend on the nature of visual impairments, secondary deviations, the level of development of motor skills, skills and characteristics of the treatment and recovery process. 
Therefore, there is an objective need to use physical culture methods for children with pathology of the visual analyzer in a preschool educational institution, because the skillful use of physical exercises in the process of corrective work can prevent motor deficiencies, normalize the course of physical development and largely overcome secondary disorders. In addition, physical education is a powerful means of preparing children with visual impairments for socially useful work and life in society. Today there is no doubt that in the conditions of growth in the volume and intensity of educational and cognitive activity, the harmonious development of the child’s body is impossible without the optimization of physical education, correctional and rehabilitation work. 
P. Ermakov, G.A. Yakunin. M.: VLADOS, 2000. 240 p. 
4.1. pp. 39-41. 
There you will also find a sample of the design of a scientific article. Thus, you will form a good scientific article. If you are writing a scientific article for the first time, we recommend visiting the section of the site “How to write a scientific article” where examples of writing annotations are clearly presented and the structure of a scientific article is shown. 
The staff are dedicated and committed to providing the
Here at
..
From mining and waterfall trekking to beer making and unique shopping, there is something for everyone here, no matter what your interests are. 
This beautiful walking trail on Blue Ridge Boulevard gets its unique name from the many stumps that used to be in what looked like grave markers. From the parking lot at mile marker 418.8, you can take the short hike to the Lower Falls or continue along the four-meter loop of graveyard fields to reach the second waterfall, the Upper Falls. During summer and autumn, the area can be busy on weekends. Especially at the Lower Falls, which is a popular swimming hole when the weather is warm. 
There is even a selection of wine and cider for gluten free people! 
and O.P. Taylor brings back those days. In fact, it was named one of the top ten toy stores in the world today by the USA. While there are now two more locations in Asheville and Greenville, downtown Brevard is home to a flagship store that features over 6,000 square feet of toys, games and entertainment. But all the toys scattered across the store’s eight rooms are powered by the imagination, which means you won’t find tablets or video games here. 
Roy Cooper said. 