USAgain (Dr Charles R. Drew Elementary School) – San Francisco – 50 Pomona Ave
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50 Pomona Ave, San Francisco, California 94124
usagain.com/find-treemachine
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M – Su: 24 hours a day
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Great things are happening at Dr. Charles Drew College Preparatory Academy
by Aharon Morris
Nestled atop Bayview and Pomona streets in San Francisco’s Bayview Hunters Point neighborhood is Dr. Charles Drew College Preparatory Academy. Dr. Charles Drew College Prep is an elementary school, designated for pre-kindergarten through third grade students. Yes – Dr. Charles Drew College Preparatory Academy is an elementary school.
As part of the San Francisco Unified School District’s “Dream School” initiative, a program intended to transform under-performing, inner-city schools into college prep academies to rival their private school counterparts, Dr. Charles Drew College Prep was targeted as one of the many schools slated for improvement. Leading the charge for improvement at Dr. Charles Drew College Preparatory Academy is Principal Tamitrice Rice-Mitchell. According to Rice-Mitchell, “Dr. Charles Drew College Preparatory Academy is taking college awareness to another level.”
Rice-Mitchell, having grown up on the hill, a local reference to Hunters Point, is well aware of the problems facing the Bayview Hunters Point neighborhood. Tackling such chronic issues as poverty, crime and underserved school communities is what drove Rice-Mitchell toward the field of education and, more importantly, to bring her acquired expertise back to the Bayview community.
Rice-Mitchell’s mantra is very much interwoven into Dr. Charles Drew College Preparatory Academy’s mission statement. Rice-Mitchell believes that student success ultimately depends on the shared responsibility of families, staff and student-scholars. All are stakeholders in the success of the students at Dr. Charles Drew College Preparatory Academy and in the success and reputation of the Bayview Hunters Point neighborhood as a whole.
In an area where schools do not often fare well, Dr. Charles Drew College Preparatory Academy has been removed from the district’s list of underperforming schools, according to the Academic Performance Index (API), after having at least two consecutive years of improvement. What then is Ms. Rice-Mitchell doing at Dr. Charles Drew College Preparatory Academy to bolster this degree of improvement?
In a move seemingly counterintuitive to usual tactics to stimulate community participation in neighborhood schools, Ms. Rice-Mitchell and the teachers and staff at Dr. Charles Drew College Preparatory Academy have asked the surrounding Bayview community not merely what the community can do to help improve the school, but what the school can do to help improve the community. In what is now being championed as a “community school,” Dr. Charles Drew College Preparatory Academy is rapidly becoming recognized as a hub for community service and engagement.
Need a haircut? Come to Drew. No, seriously, come to Drew. Recently, on Sept. 21, 2010, a few of the local barbers from the surrounding neighborhood graciously volunteered to cut around 20 of Drew’s student-scholars’ hair on their day off so they would be ready for the upcoming picture day – free of charge.
The event was such a success that these same barbers, Mr. LaRon Criswell from Shears Beauty and Barber Shop, Mr. JB, Mr. Terrance “T-Bone” Powell and Mr. Roderick Francois II (Buck) have offered to make this a recurring event, extending the offer to the surrounding community. If you or your boys are ever in need of a haircut, they can come to Drew as part of the “Drew’s Barbers” program.
This is only one small example of the types of services Principal Rice-Mitchell has extended to the Bayview community. Need parenting classes or advice? Come to Drew. Job-readiness training? Come to Drew. Need clean clothes? Come to Drew. How about, “I’m a 15-60-year-old African American male trying to raise a kid on my own and I just need to sit down and talk it out with some brothers that know the struggle?” Come to Drew. Dr. Charles Drew College Preparatory Academy has you covered.
As part of a vision Ms. Rice-Mitchell had to get more fathers involved in the lives of her schoolchildren, Dr. Charles Drew College Preparatory Academy partnered with the director of Men’s Services’ special Fatherhood Initiative, Jim Martin of the Bayview Hunters Point YMCA, to bring a twice-monthly men’s group to Drew every other Tuesday night. The men meet regularly in the school’s library to eat, laugh and talk about, well – being men.
The list of community services offered at Drew is growing steadily, and, as a result, the number of community members serving as volunteers at Drew is also growing. It is not uncommon to see a community member any day of the week at Drew. Bayview community members are serving at Drew as playground monitors, food servers, maintenance crew, tutors, mentors, book sorters – basically in any way they can.
This is precisely what Principal Rice-Mitchell had in mind when she took the reins as commander-in-chief at Drew. This is her vision: a school that serves its community – and a community that serves its school.
It should come as no surprise that when a community and its schools are so thoroughly interconnected, great things are going to happen. As a result of Ms. Rice-Mitchell’s leadership and her supporting teachers and staff at Drew, student scholars at Drew are beginning to not only catch up to their counterparts in other, more affluent neighborhood schools, but they are steadily on pace with them.
Resulting is the removing of Dr. Charles Drew College Preparatory Academy from the low-performing API list. Also resulting, and perhaps more importantly, is the amount of pride that has been instilled in student scholars, teachers and staff, and community members in and around Dr. Charles Drew College Preparatory Academy.
The word is out. Great things are happening at Dr. Charles Drew College Preparatory Academy.
Are you curious about how you can become a part of Ms. Rice-Mitchell’s vision for Bayview? Have ideas you would like to see implemented at Dr. Charles Drew College Preparatory Academy? Contact Aharon Morris of the San Francisco Education Fund at (415) 749-3700, ext. 3037, or [email protected].
Author Aharon Morris is an AmeriCorps VISTA volunteer for the San Francisco Education Fund, a nonprofit organization that believes strong public schools are critical to San Francisco’s viability and that the community must take action to ensure their success. By acting as a bridge between the community and the classroom, the SF Education Fund increases the availability and impact of resources for students and teachers throughout San Francisco public schools.
Welcome to Drew – Dr. Charles R. Drew
Welcome to Drew – Dr. Charles R. Drew
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RT @Gaither_Tracy: PBL showcase on Drew ES! https://t.co/1SdvlV3qI4
Posted February 16, 23 7:05
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RT @Gaither_Tracy: Drew ES PBL Showcase https://t.co/4VQNKhnlpZ
Posted February 16, 23 7:05 am
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RT @kirstintalkstek: I love the @APSDrew school library! They are super inclusive and welcoming! I went in to see the extensive Barbie collection.
Acton KinderCare | Daycare, Preschool & Early Education in Acton, MA
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Acton KinderCare
Welcome to Acton KinderCare
Welcome to Acton KinderCare, located off of Post Office Square in historic Middlesex County! Our Center is like “home away from home”, where we try to be an extension of your family. We plan several family events throughout the year, such as spaghetti dinners or summer cook-outs. We consistently strive to not only meet the needs of our families, but also exceed those needs. Everyone belongs in our circle—we love our families and meeting new friends!
Meet Meredith Buono, Our Center Director
Meet Mery Buono! She is the Center Director at Acton KinderCare in Massachusetts. Mery attended Middlesex Community College and Mount Wachusett. She has been with KinderCare since 2000 and has over 30 years of experience in early childhood education. Every day, Mery looks forward to meeting new families and helping children discover their true potential. “Anything is possible, if you believe.” Outside of work, Mery enjoys going to the beach.
Acton KinderCare Programs
Our Teachers
Family Stories
AMERICA’S MOST ACCREDITED
We’re so proud!
Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.
SCHOOL-READY
What Learning Looks Like
Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.
Acton KinderCare Programs
Infant Programs (6 weeks–1 year)
Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.
Toddler Programs (1–2 Years)
Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.
Preschool Programs (3–4 Years)
This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!
Prekindergarten Programs (4–5 Years)
When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.
Before- and After-School Programs (5–12 Years)
You can count on us to provide reliable care for your school-ager while you’re
at work, with safe transportation from our center to your child’s school and
back! Whether your child wants to start a drama club, build a volcano, or
create a comic book, they will have a place to follow their dreams. Your child
will start and end the day with a whole lot of fun!
School Break Programs (preschool, prekindergarten, and school-age)
Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.
Learning Adventures – Enrichment Program
Cooking Academy™ (3 – 12 Years)
In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food. They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!
Music Explorers™ (2 – 4 Years)
KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.
Phonics Adventures® (2 – 4 Years)
Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group. (Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)
STEM Innovators (3-8 Years)
You’ve probably heard a lot about how important STEM education is for your child, but
what does that really mean? Our STEM Innovators program takes kids’ natural ability to
make sense of the world and applies it to robotics, chemistry, coding, geology, and
more. While your child experiments, they’ll discover how to use technology to do
amazing things!
Frequently Asked Questions
What accreditations does KinderCare have?
We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure
everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our
centers aren’t just licensed—most are accredited, too! Find out more.
Do you offer part-time schedules at Acton KinderCare?
Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time
childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.
Are meals included in tuition? Can I choose to send my child with lunch?
We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing
bodies and minds. If your child has special dietary requirements and you would prefer to bring in
their lunch, please make arrangements with the center director.
Do you support alternative diets?
We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime,
take care to not serve common allergens and can adapt menus based on your child’s food
sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.
Does my child need to be potty-trained?
Every child begins toilet learning at a different age. Until your child shows an interest in toilet
learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest,
we’ll discuss how to work
together to encourage toilet learning.
How does naptime work at Acton KinderCare?
Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap.
In fact, they are pros at getting children of any age to nap. Visit our article on “10
Ways We Help Kids Get a Great Daycare Nap” to learn more.
Is tuition support offered for Massachusetts families at Acton KinderCare?
Child care is one of the biggest priorities—and expenses—for hardworking families like yours. We partner with state and local agencies in Massachusetts to provide tuition subsidies where we can, including the agency below:
Massachusetts Department of Early Education and Care Child Care Financial Assistance
There may be other available funding sources for families living in Acton, Massachusetts and we have subsidy coordinators standing by that can discuss potential solutions for your family. Even if you are not subsidy eligible there may be other options in Middlesex County to help with tuition.
Our Teachers
We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.
Meet just a few of our amazing KinderCare teachers!
A KINDERCARE TEACHER WITH
An Artist’s Heart
“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.
We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.
Family Stories
Don’t take our word for it. Hear what our families have to say about our amazing center!
“
The teachers at the facility at Post Office Square in Acton are wonderful. My son and I are very fond of all of the teachers he has had in the five years he has been there. He has grown and learned a lot with their support and guidance. I know the facility is clean and safe. The environment is very positive and fosters learning. I trust the staff. They make themselves available for questions and discussions. I am welcome to drop in during the day if I need to. I usually did not need to, but it was comforting that the option was available to me.
”
Comforted Parent – KinderCare Parent
“
The Teachers and Directors make you feel like they are an extension of your family and contributing to the concept of it takes a village to raise a child. I couldn’t be happier!
”
Happy Parent – KinderCare Parent
“
My child loves the KinderCare in Acton. He enjoys seeing his friends and teachers daily. Jean is a fantastic and very involved Director. She has a great staff that really cares about the kids there.
”
KinderCare Parent – KinderCare Parent
“
Jean, Mery and Julie are always smiling, positive and make each child and parent feel like they are #1. Thank you guys. I never worry about my child when they are in their care.
”
KinderCare Fan – KinderCare Parent
Share Your Story
If you have a story about your experience at KinderCare,
please share your story with us
.
Who Are KinderCare Families?
They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.
Hear from just a few of our amazing KinderCare families.
A Globe-Trotting Family Finds A
Home in Houston
Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.
Small-Scale Daycares & Preschools in Acton, MA
Your family is unique to you, but some of your questions might not be. 😉 Here’s what most parents want to know when starting out.
What is NeighborSchools?
Hey there, nice to meet you 👋 We’re a new-ish startup that helps new-ish parents find daycare.
We know how hard finding good child care can be – especially for first-time parents. But really good care is what gives you the peace of mind to go back to work and feel confident that your child is getting the stimulation, socialization, and support they need to learn and grow.
So we created NeighborSchools to make this piece of parenthood a whole lot easier. We say “easier” because, let’s be honest, it’s still a big thing to figure out, but working together we can help you find some good options, understand the whole process, and choose a program you’ll feel really good about.
How’s it work?
Most first-time parents don’t know exactly what they’re looking for, so we created a simple survey that will ask you questions about your lifestyle, your daily routines, and your preferences for child care. We’ll then share 3 personalized recommendations that we think might be a good fit. We’ll also give you a timeline that maps out when we would suggest you start touring programs, choose a daycare, and pay a deposit to secure a spot. Your timeline is based on when you want to start care – so you set the pace, and you decide when you’ve found the right match.
Is there a cost?
Nope. Our daycare recommendation service is free for parents. The other half of our business is helping these small-scale daycares with software and services that handle all their administrative tasks, like online contracting, payment processing, and licensing requirements. Before NeighborSchools, services like these were only designed for large corporate child care centers, and part of our mission is to level the playing field for small, independent child care programs. That’s why we picked the name NeighborSchools – we’re all about making child care more personal, more human, and more equitable for the incredible individuals who do this work and care for our children.
How do I know if I’m ready to take the survey?
Generally, if you’re here, you’re ready. The survey lets us give you 3 recommendations to consider, but it’ll also help you better understand what factors to consider, and what questions to be asking right now. It’s simple things like where you live, your child’s date of birth, when you want to start care, and if you have any preferences around program philosophy or language of instruction. If you’re planning 6+ months ahead, it’s a great way to get started, and if you’re hoping to start daycare in the next 2-4 months, it’s definitely time to get started. Click here to start the survey.
How do I know if a daycare has openings?
Each program has a limited number of spots for each age range, so we need to know your schedule and child’s age before we can share availability. The survey covers these basics, as well as factors like drop-off and pick-up times to make sure that recommended programs fit your daily routine. Once we know your child’s age and schedule we can share rates and costs as well.
More questions? Text or email – we’re here to help.
We’re online Monday – Friday from 8am to 6pm Eastern.
Contact Us
Kindergartens in Aktobe
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Kindergartens in Aktobe — 226 organizations found;
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Kindergartens of Kazakhstan
This section presents private and public kindergartens in Aktobe. On the pages of institutions you will find the address, contact numbers, and you can also leave your feedback. We ask you to write really useful and informative reviews that will help other parents make the right choice and send their child to a good kindergarten. nine0003
I offer a loving & caring home environment for children to learn and grow. I have taken care of children for 20 years now & have excellent references.
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Kids at Play
59 Beaverbrook Road, Lincoln Park, NJ 07035
Costimate: $286/wk
Description:
Since 1992, Kids At Play has been serving its customers with high quality day care programs such as an infant program and toddler program, along with providing a nurturing and constructive environment forchildren to grow and thrive. Kids At Play is a center-based day care located at the crossroads of Main St And Beaver Brook St in Lincoln Park, NJ. Kids At Play is dedicated to maintaining a positive and motivated staff of 12 under the program’s center director, Judy Theiller. If you would like to learn more about our services and our programs please contact us today!…
Description:
Come Grow with me is a home day care center located in Pequannock, NJ. They offer preschool curriculum for children ages 3 to 4. They provide readiness programs that will prepare your child for kindergarten. Itis open Monday to Friday from 7:45a.m. to 5:00p.m….
Description:
So Big Child Development Center in Pompton Plains, NJ provides care for kids from 6 weeks to 6 years old. They feature a large outdoor playground with safety fence and colorful classrooms that haveage-appropriate play areas, toys, water play, books, computers, etc. They meet the children’s milestones through a theme-based curriculum that allows the students to reach their highest potentials. …
Recent Review:
Not once, in the 6+ years my kids attended this amazing place, was I ever less than 1000% happy and confident with the care they were receiving. The teachers are amazing, and I could not have imagined that bothwould be entering the public school systems with so much knowledge! The staff genuinely loves and cares for all of the kids as if they were their own family. The facility is bright and happy, and I literally cried when I picked up my little one there, for the last time. So Big became part of MY family, and I would recommend this wonderful Center to anyone who might be looking for a more than capable and caring daycare/preschool, for their precious little ones. Thank you so big. You have exceeded my expectations!…
Reviewed by Joanna
ABC S of Learning
74 Jacksonville Rd, Towaco, NJ 07082
Costimate: $225/wk
Description:
The ABC’s of Learning in Towaco, New Jersey offers a safe and nurturing Montessori environment where children can thrive. It offers quality care and education, and it provides a balanced program to developconfident, creative, and well-rounded learners. The facility is open from 7:00 AM to 6:00 PM, Mondays through Fridays….
Recent Review:
I cannot say enough good things about ABCs of Learning. The owner, Mrs. Luke, is so involved in every aspect of the children’s development and really works as a partner with the teachers in each classroom tohelp new students acclimate to the transition. Every teacher at the school is caring and engaged. I feel confident every morning that I drop our son off that we picked the best preschool. He began when he was just over 2 years old, and within a couple weeks he moved from stringing a few words together to full-on sentences — surely from the interaction with his teachers and from the encouragement of his classmates. The facility is clean, safe, and very creative. We are so happy to be part of the ABCs family….
Reviewed by Nicole M
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
At 123kinderstar, we understand that each child learns differently. We incorporate theory into our curriculum planning. From socialization and character building to academic development, our program is designedto foster children’s individual growth….
Description:
Now Enrolling and Hiring!!
Description:
Gymboree Play & Music has been fostering creativity and confidence in children ages 0-5 for over 30 years. Today there are over 550 locations in 30 countries, making us the global leader in early childhooddevelopment programs. Designed by experts, our age-appropriate activities help develop the cognitive, physical and social skills of children as they play. Our programs are also recognized for their unique approach to parent involvement which encourages participation in and understanding of each child s development….
Description:
Early Learning Center is a state-certified school located in Fairfield, New Jersey. It strives to provide children with a safe and nurturing environment. It offers well-rounded programs that include social,physical, and cognitive activities. The Center aims to meet every child’s developmental needs. Additionally, it provides school readiness….
Kids Connect
2 Changebridge Rd, Montville, NJ 07045
Starting at $1035/mo
Description:
ur philosophy is based on “21st Century Learning”, encompassing newly expanding ideas that incorporates students connecting with one another as the teacher observes, asks questions to provoke critical thinking,and guides each student to comprehend the world around them – all while working within a small, intimate group of peers. Kids Connect also introduces technology through software on Apple iPads that provides developmental progression and will ultimately allow children to network with others of a wider global community!
Kids Connect finds it of utmost importance to provide a healthy environment through the use of movement and exercise. At different stages of a toddler and child’s growth, there will be a number of physical, mental, and emotional changes that Kids Connect will play a major role in developing. Physical activities build flexibility and strength, develop balance and coordination, and encourage agility, rhythm and overall fitness to launch a lifetime of healthy habits. Through physical activity, your child will establish a love for learning and begin to foster listening skills as well as prolonged concentration. As minute as these attributes may seem, they become the foundation of life long skills including sharing, group work, attentiveness, and leadership – composing the greatest well-rounded individual. …
Description:
Children’s Learning Place located in Chicago, IL is a center that provide a safe, clean, interactive, fun and exciting environment where your child can learn while having fun. The center has a comprehensiveprogram from Infant, Toddler, Preschool, Pre-K. They provide breakfast, lunch and snacks….
Description:
Rainbow Nursery School located at 395 Valley Road, Wayne, New Jersey, provides childcare and learning services. The school is open from eight-thirty AM to four PM, Mondays through Fridays. It offers programsfor infants, toddlers, early preschool and kindergarten prep. It offers before- and after- school programs, including summer camps and winter breaks….
Jockey Hollow
95 Newark Pompton Tpke, Riverdale, NJ 07457
Starting at $350/wk
Description:
Jockey Hollow located in Riverdale, NJ is a day and summer camp for girls that provides a safe, clean, interactive, fun and exciting environment where your child can learn while having fun. The centercurriculum aims to provide a variety of age appropriate activities such as sports, music, swimming, and special event….
Description:
Hello me and my friend are trying to start up an in home daycare! We both have 8 year experience with child care and both are CPR certified. From newborns to teenagers. We also have experience with childrenwith autism. We wanted to start up a daycare for many reason. One to help out families who cant afford a real day care. We want to help kids learn and grow while also being able to interact with other kids their ages. We named our daycare the busy bees because your child will never be bored they will always be up and playing doing activities and if the weather is nice outside playing. We will have activities lined up through out the day as well as meals and snacks provided by us. We will have nap time and circle time where we will read to the kids….
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Blue Skies Day Care LLC in Pine Brook, New Jersey seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Child Careprovider that can accommodate a certain number of children….
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We offer full time day care for infants and toddlers. We also offer an hourly drop off service. We are open Monday through Friday from 8:00am till 5:30pm. Additional hours are also available, if needed. Need ababysitter to come to your house? We offer that too.
We are an in-home day care that prides itself on the personal care and attention given to each child. Precious Moments provides a loving, warm and nurturing environment for children in a convenient location in Wayne, NJ.
Precious Moments is an excellent choice for parents who are in need of quality, affordable and reliable child care. You will get quality service from professionals who understand what parents hope to get from child care while meeting the highest expectations.
Here at Precious Moments, we encourage our children to express themselves freely, promoting individuality while teaching them the importance of social skills. We use the educational power of play to grow your child socially, physically, emotionally and intellectually.
*CPR & First Aid Certified.
*Daily sanitization and weekly deep cleaning.
*Daily communication with parents.
*A daily report is sent home with each child everyday.
*Last minute drop off available for mommy errands.
*We have babysitters available to come to your house for an hourly rate.
*Feel free to contact us with any questions….
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Dana’s Day Care LLC is a childcare facility established in 2010 to provide quality care and early learning for children living in Wayne, New Jersey and nearby communities. It provides a safe, healthy andstimulating environment suitable for children’s growth and development. It also provides educational activities that enhance the children’s physical, social, emotional and intellectual development….
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FAQs for finding daycares in Lincoln Park
In 2023 what type of daycare can I find near me in Lincoln Park, NJ?
There are a variety of daycares in Lincoln Park, NJ providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
How can I find a daycare near me in Lincoln Park, NJ?
If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 54 in Lincoln Park, NJ as of February 2023 and you can filter daycares by distance from Lincoln Park or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
What questions should I ask a daycare provider before signing up?
As you visit daycare facilities in Lincoln Park, NJ, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Lincoln Park, NJ.
KinderCare Learning Companies hiring Teachers at Lincoln Park KinderCare in Lincoln Park, New Jersey, United States
Our Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success.
When you join our team as a Teacher we will:
Invest in you and your career at KinderCare as you create a world-class experience in our classrooms
Reward your commitment to our children and families as your journey continues with us
When you join our team as a Teacher you will:
Implement KinderCare’s curriculum in a way that is consistent with the unique needs of each child
Create a safe, nurturing environment where children can play and learn
Partner and connect with parents, with a shared desire to provide the best care and education for their children
Support your center’s success; partner with center staff and leadership to achieve goals around enrollment, accreditation, and engagement
Cultivate positive relationships with families, teachers, state licensing authorities, community contacts and corporate partners
Qualifications: Required Skills and Experience:
Outstanding customer service skills, strong organizational skills, and the ability to multi-task and handle multiple situations effectively
CPR and First Aid Certification or willingness to obtain
Meet state specific qualifications for the role or willingness to obtain
Active Child Development Associate (CDA) Credential (or willing to obtain)
Physically able to use a computer with basic proficiency, lift a minimum of 40 pounds, and work indoors or outdoors
Able to assume postures in low levels to allow physical and visual contact with children, see and hear well enough to keep children safe, and engage in physical activity with children
Read, write, understand, and speak English to communicate with children and their parents in English
Our benefits meet you where you are. We’re here to help our employees navigate the integration of work and life:
Know your whole family is supported with discounted child care benefits.
Breathe easy with medical, dental, and vision benefits for your family (and pets, too!).
Feel supported in your mental health and personal growth with employee assistance programs.
Feel great and thrive with access to health and wellness programs, paid time off and discounts for work necessities, such as cell phones.
… and much more.
When you work at a KinderCare Learning Center, each new day is an adventure. You will have the opportunity to directly impact our students and families, encouraging them to become lifelong learners and experiencing all the happiness that comes with it. You will deliver our high-quality proprietary curriculum and apply our time-tested educational techniques, while exploring new, forward-thinking ideas.
As the first national early childcare education provider to achieve the WELL Health-Safety Rating from the International WELL Building Institute, we continue to follow the latest science-backed and evidence-based strategies for maintaining a safe and worry-free workplace.
Our highest priority has always been to keep our employees, children, families, and communities as safe and healthy as possible. KinderCare highly encourages its employees to be vaccinated against COVID-19 to protect themselves and their communities. We are proud to provide paid time off for employees to receive the COVID-19 vaccine. We are also subject to state law, local ordinances, and Health Department requirements for employees working in child care, school facilities, and corporate work spaces.
We truly believe that everyone belongs in our circle, and everyone deserves to be celebrated for who they are. By partnering with underrepresented groups and experts in DEI, we are identifying areas to improve and forging a path forward through accountability, compassion, accessibility, and inclusion.
KinderCare Learning Companies is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, national origin, age, sex, religion, disability, sexual orientation, marital status, military or veteran status, gender identity or expression, or any other basis protected by local, state, or federal law.
Primary Location : Lincoln Park, New Jersey, United States
Job : Teacher and Center Staff
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Education and Training
Education Management
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A lesson with weapons in a kindergarten in Korolev caused outrage on the Web
A patriotic lesson about the profession of a military man was held in the kindergarten in Korolev, where the children were shown equipment and weapons. The photos and videos from the event that went viral caused controversy on the Web and among the parents of kindergarten students. Some commentators were outraged by the pictures of preschoolers next to weapons, while others found the lesson useful.
In the kindergarten “Krepysh” in the town of Korolyov near Moscow, a lesson was held on the profession of a military man. According to the public of the Public Chamber of Korolev on VKontakte (the post has now been deleted), Pavel Firsov, a participant in hostilities and a member of the Combat Brotherhood organization, spoke to the children. He told them about the work of a scout, the qualities of a real defender of the fatherland and showed the preschoolers camouflage equipment, a first aid kit, a bulletproof vest, and a sniper scarf. The photo also shows Firsov demonstrating weapons.
Photo from Krepysh Kindergarten
In the video from the event, Firsov showed himself how to properly put on and use equipment.
Pictures from the kindergarten quickly spread across social networks and caused controversy among Runet users. Many commentators were indignant that small children were shown weapons and had military conversations with them.
Marketing is not enough for us, which imposes weapons on children from the cradle. Also this…
Screenshots of comments
Subscribers of the open telegram channel of the Krepysh kindergarten joined the discussion. Judging by the comments, the event may not have been agreed with the parents.
Most importantly, parents do not know at all. Everything is known after the fact.
Screenshots of comments. Source: subscribers of the telegram channel of the Krepysh kindergarten
Other participants in the dispute objected to the dissatisfied. In the comments in the Public Chamber group, they wrote that Firsov used mock-ups of weapons and ammunition.
Models were used in the lesson. This is not a weapon that can be fired.
Screenshot of a comment from the Korolev Civic Chamber group
Some netizens noticed that the children in the photo looked interested and thought that such lessons might be useful to them.
It is better that a combatant who wants well for children bring a machine gun and a flamethrower to the kindergarten than a terrorist.
Screenshot of a comment from the group of the Public Chamber Korolev
Also in the comments, they expressed the opinion that during the NWO, patriotic lessons with a demonstration of weapons seem inappropriate and cause concern.
Earlier, Medialeaks told how Kirill Stremousov read a poem about the boundless “Russian state” that engulfed China, Poland and the United States.
Linkin Park will give an online concert dedicated to the album “Hybrid Theory”
https://ria.ru/20200324/1569062189.html
Linkin Park will give an online concert dedicated to the album “Hybrid Theory”
Linkin Park will give an online concert dedicated to the album “Hybrid Theory” a post in which they said that today everyone will be able to watch them … RIA Novosti, 03/24/2020
quarantine, linkin park, culture news, music, coronavirus covid-19
Culture, Quarantine, Linkin Park, culture news, Music, Coronavirus COVID-19
MOSCOW, Mar 24 — RIA News. Musicians from the American rock band Linkin Park published a post on Instagram, in which they announced that everyone will be able to watch their online concert today.
View this post on Instagram
Posted by LINKIN PARK (@linkinpark)
on previously unreleased live footage taken in 2001,” the band said in a statement.
The broadcast will start at 21:00 Moscow time. The countdown link is posted on the Linkin Park YouTube channel. Despite the fact that there are still a few hours before the start of the concert, users are already sharing their emotions in the comments.
“Am I dreaming? Or is it real? Waiting,” said @Dimeroka.
“This is going to be spectacular for sure. Just what we need in these challenging times,” says @Alison Shepardson.
Sociodramatic play is where children act out imaginary situations and stories, become different characters, and pretend they are in different locations and times.
When imaginative/dramatic play is shared with others, this becomes sociodramatic play. It can involve the use of props, costumes, and scenery, but this isn’t a requirement. It is possible for sociodramatic play to make use of nothing but children’s imagination.
In this section, however, we explore how materials can be provided and scenarios set up, so that children can engage in emergent literacy experiences within sociodramatic play.
Children’s play is driven by their capacity to explore their interests by creating imaginary worlds. Photo:
Pixabay
Sociodramatic play is the most advanced form of play, and constantly changes (fluid and dynamic) according to the interests and ideas of children.
In this section, we explore sociodramatic play as a teaching practice for emergent literacy.
For an exploration of the use of this practice for developing children’s oral language, see
Sociodramatic Play – Interacting with Others.
Sociodramatic play allows children to explore and create new worlds. The possibilities of children’s sociodramatic play extend to exploring the power and utility of literacy for communicating meaning through multiple modes. Children take on roles/characters, act out various scenarios and stories, and solve problems using a variety of communication modes.
[Children’s] communication and self-expression take many forms including sharing stories and symbols from their own culture, re-enacting well-known stories and using creative arts, such as drawing, painting and sculpture, drama, dance, movement and music to communicate with others. They create and explore imaginary worlds through dramatic play and through artworks. – VEYLDF (2016)
Williams and Rask (2003) argue that play is not only a context for learning, but an engaging means of creating purposeful literacy experiences:
In literacy it allows them to develop understanding of the purposes and power of the written word through discovery, hypothesis raising and experimentation. They are unlikely to achieve this without the interventions of supportive and questioning adults. – Williams and Rask (2003,p. 529)
Sociodramatic play usually involves children:
developing roles
creating their own storylines
making up their own spoken lines (dialogue)
interacting with each other
directing each other in play.
(Dinham and Chalk, 2018)
Children use play to practice important language and social skills, including:
joining in
sharing and taking turns
ways of interacting through different relationships (parent/child, brother/sister, doctor/patient)
negotiating with each other about how the play will go.
(Dinham and Chalk, 2018)
How involved educators are will depend on what the learning intention of the experience is, and how children are interacting. Educators can take on many different roles during sociodramatic play.
Adapted from Enz (1995). Educators can be more less or more involved in sociodramatic play, depending on the learning intentions. Also see Jones and Reynolds (2011).
This continuum links to the VEYLDF (2016) Practice Principle: Integrated Teaching and Learning Approaches, which draws distinctions between:
child-directed play and learning (similar to Onlooker above)
guided play and learning (similar to stage manager and co-player roles)
adult-led learning (similar to play leader).
Educators move between these three approaches in an interweaving way, in order to advance children’s knowledge.
The educator’s role in sociodramatic play is dynamic and shifting according to the needs of children.
As children are engrossed in play, guided by their imaginations, the involvement of educators may become minimal.
Note: The use of drama for interacting with others is explored further in
Performing Arts – Interacting with Others.
Educators can create purposeful emergent reading and writing opportunities within any play area.
See Literacy-rich environment.
Dramatic play area[s] provide a good opportunity to include different texts for purposeful reading and writing by children… In this way children are able to reinforce their understanding of the communicative value of written texts and also to experiment with the writing of texts as part of their pretend play. – Fellowes and Oakley (2014, p. 387)
By providing access to a range of texts and materials, children can explore ways of using literacy in a functional and playful way. In this way, educators create opportunities for children to understand the multiple purposes of literacy, and children can play the role of reader and writer, by taking on roles in play (for example the waiter writing down orders) and engaging in reading and writing of texts for a particular purpose (Banerjee, Alsalman, & Alqafari, 2016; Saracho, 2001).
Examples of sociodramatic play area themes and potential literacy materials, include:
Doctor’s office/ Hospital
patient folder, pretend x-rays, clipboards for taking notes, visual schedule for booking appointments
Restaurant/ Café
menus, signs for restaurant/café name and foods/drinks, pretend eftpos machine, cash register, book for noting books, clipboard for taking orders
Grocery Store
notepads, pencil/pens and paper for shopping lists, paper for receipts, cardboard for making signs/labels for foods, and specials
Hardware store
price tags, labels, pencils/pens, paper for shopping lists, signs, measuring tape, notepads, visual instructions, allen key, brochures, catalogues, and booklets
Post office
envelopes, stamps, boxes for shipping presents, mailbox, mailbags, paper and stationery for writing and posting letters
Office
documents, play computers or keyboards, play phones, calendars, schedules, sticky notes
Aquarium/Zoo/Vet
signs for animals, diagrams of animals, notepads for vet or zookeepers, brochures
Camping
map, trail signs, compass, tent instructions, labels on pretend food, sticks for writing/drawing in the earth.
(Adapted from Fellowes and Oakley, 2014; Williams & Rask, 2003)
Campfire themed sociodramatic play area. Photo: L Stewart
Siraj-Blatchford (2009) describes a pedagogical sequence for developing children’s language and emergent literacy: modelling, scaffolding, extension. Educators can use this sequence to develop emergent literacy during sociodramatic play:
modelling the use of written texts as part of the play situations (as a co-player)
scaffolding children’s emergent reading or writing engagement by asking open-ended questions, providing feedback, and helping children to use materials within the context of play (as stage manager, co-player, or play leader)
extending children’s emergent literacy by engaging in sustained shared thinking, asking analytical questions, providing additional materials or play ideas to build upon children’s current literacy engagement.
General principles
When setting up play experiences, think of what emergent literacy concepts can be embedded
Demonstrate to children how props, costumes, spaces can be used in sociodramatic play
Encourage children to imagine what a particular prop or costume could symbolise (e. g. using a block as a phone)
Think about what role you will play in the experience, (onlooker, stage manager, co-player, or play leader).
When using play as a teaching practice for emergent literacy, there are a range of learning foci that educators can embed. See the experience plans for more information.
Some brief examples include:
Making meaning and expressing ideas
model and scaffold use of written texts for emergent reading (e.g. reading menus, responding to signs, following visual instructions)
model and scaffold use of written texts for emergent writing (e.g. making a shopping list, writing down orders, creating a map, sending a letter; note: writing will consist of a mix of marks, scribbles, drawings, and actual letter forms).
Exploring and creating texts
use the texts from reading and writing experiences as stimuli for sociodramatic play (including picture storybooks, non-fiction texts, functional texts like recipes and instructions)
consider ways of creating sociodramatic play areas that require:
personal (expressive) texts (e. g. drawing/writing letters, notes, recounts)
provide children with prompts, props, costumes and pictures to help stimulate re-enacting of stories from books or storytelling experiences
children can create functional and meaningful texts using mainly drawings/images, but may include some elements of print (with educator support)
these could include any of the texts relevant to play themes explored above (e.g. Doctor’s office, Café, Grocery Store, Aquarium).
Fine motor
consider the fine motor requirements of any writing implement or material you provide children
use writing and play experiences to model and scaffold children’s use of implements to create more complex and varied marks, scribbles, drawings, and shape/letter forms, developing their fine motor skills
support children to use writing implements for all kinds of writing experiences from mark making through to using print in a functional way during play.
Concepts of print
talk about print concepts in the context of play (highlight the features and meanings of environmental print as part of play, e.g. the red stop sign means “stop”, the recycling symbol signifies which kind of waste can go in that particular bin)
use the terminology to describe different kinds of texts/materials with children, e.g. letter, brochure, notepad, sticky note, menu, receipt, recipe etc.
Phonics
model phonics awareness during functional uses of print in children’s writing experiences (e.g. adding labels, signs etc.)
model how simple sound-letter (phonics) patterns can be used to spell short words
model sounding out and writing a letter (or letter pattern) for each sound in the word.
When we understand literacy from a multimodal perspective, we recognise that meaning is communicated through combinations of two or more semiotic (meaning) modes (Kalantzis et al., 2016). Wohlwend (2015) builds upon these broader understandings of literacy to argue that play is a form of literacy in itself. The authors see sociodramatic play as a way of “creating and coordinating a live-action text among multiple players” (Wohlwend, 2015, p. 2).
This ties in with the view that literacy is not just an assemblage of skills to be learned, but a social practice that children learn within and through (see Barton and Hamilton, 2016).
Children’s sociodramatic play experiences present unique opportunities for children to develop language and literacy skills, through the creation and exploration of imaginary worlds and the texts within them (Wohlwend, 2015; Smilansky, 1968).
From a Piagetian viewpoint, creating sociodramatic play opportunities allows children to independently consolidate cognitive skills like Concepts of Print, and explore the interactions between other individuals and the physical environment (Piaget, 1962; Yaden, Rowe and MacGillivray, 2000).
The importance of sociodramatic play for emergent literacy is also emphasised within a Vygotskian perspective, where literacy is viewed as a social, constructive process that begins in early life (Vygotsky, 1967). This view sees literacy as developing through everyday experiences with others, including pretend play (see Roskos and Christie, 2011; Teale & Sulzby, 1986).
In line with Vygotsky’s (1967) socio-cultural learning theory, play allows children to be supported by a more capable “player”. For sociodramatic play, this means that older peers and educators can model more advanced play using elements of drama teaching. This will then allow children to learn collaboratively, and eventually be able to engage in more advanced sociodramatic play by themselves.
An important point, regarding how these theories explain the relationships between play and literacy, is made by Pellegrini and Van Ryzin (2007), who argue that classic theorists do not directly explain the play-literacy interface. However, they do examine the ways that play activity influences literacy, including through pretend transformations, narrative thinking, and meta-play talk (i.e. talking about how to play).
Because play can take many forms as a teaching practice, it is difficult to measure its impact on literacy learning specifically. Some reviews of research indicate that play (in general) is associated with the development of language and literacy skills, but it is not always possible to say that play itself has caused these changes in development (Lillard et al., 2013).
In one study (Nicolopoulou, Cortina, Ilgaz, Cates, and de Sá, 2015), the researchers found that children who participated in a storytelling and sociodramatic play program had improved language, emergent literacy, play, and self-regulation abilities.
Also, in a review by Weisberg, Zosh and Hirsh-Pasek (2013) the following conclusions are made about the links between language and play:
play allows children to practice using symbols and understanding symbolic relationships (a key part of using language)
play encourages children to use more advanced language that is specific to certain scenarios or social roles
during play, there is a significant amount of language used by children, their peers, and adults, providing numerous opportunities to hear, practice, and learn language
play allows children to be in control and engaged in the interaction, and when adults follow this lead, children are likely to learn more language (compared to an adult-led experience).
Myck-Wayne’s (2010) study of dramatic play areas provided evidence that setting up these areas allows children to practise functional uses of language and literacy in context.
Victorian Early Years Learning and Development Framework
VEYLDF Illustrative maps
Outcome 1: identity
Children feel safe, secure and supported.
confidently explore and engage with social and physical environments through relationships and play
initiate and join in play
explore aspects of identity through role-play.
Children develop knowledgeable and confident self-identities.
explore different identities and points of view in dramatic play
learn to interact in relation to others with care, empathy and respect
engage in and contribute to shared play experiences.
Outcome 2: community
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active civic participation
cooperate with others and negotiate roles and relationships in play episodes and group experiences
build on their own social experiences to explore other ways of being
understand different ways of contributing through play and projects
are playful and respond positively to others, reaching out for company and friendship
Children become socially responsible and show respect for the environment
use play to investigate, project and explore new ideas
Outcome 4: learning
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
use play to investigate, imagine and explore ideas
initiate and contribute to play experiences emerging from their own ideas
Children transfer and adapt what they have learnt from one context to another
use the processes of play, reflection and investigation to problem-solve
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
explore ideas and theories using imagination, creativity and play
Outcome 5: communication
Children interact verbally and non-verbally with others for a range of purposes
use language and representations from play, music and art to share and project meaning
contribute their ideas and experiences in play and small and large group discussion
exchange ideas, feelings and understandings using language and representations in play
Children engage with a range of texts and get meaning from these texts
listen and respond to sounds and patterns in speech, stories and rhymes in context
view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
sing chant rhymes, jingles and songs
take on roles of literacy and numeracy users in their play
begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways that texts are structured
explore texts from a range of different perspectives and begin to analyse the meanings
actively use, engage with and share the enjoyment of language and texts in a range of ways
recognise and engage with written and oral culturally constructed texts.
Children express ideas and make meaning using a range of media
use language and engage in symbolic play to imagine and create roles, scripts and ideas
share the stories and symbols of their own cultures and re-enact well-known stories
use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning
experiment with ways of expressing ideas and meaning using a range of media
begin to use images and approximations of letters and words to convey meaning.
Children begin to understand how symbols and pattern systems work
use symbols in play to represent and make meaning
begin to make connections between, and see patterns in, their feelings, ideas, words and actions, and those of others
develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them
begin to be aware of the relationships between oral, written and visual representations
begin to recognise patterns and relationships and the connections between them
Children use information and communication technologies to access information, investigate ideas and represent their thinking
identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play
use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world
use information and communications technologies as tools for designing, drawing, editing, reflecting and composing
engage with technology for fun and to make meaning
Developing conversation and social skills
For age groups: early communicators (birth – 18 months) and early language users (12 – 36 months).
Posting with friends
Print in sociodramatic play
For age groups: language and emergent literacy learners (30 – 60 months).
Literacy-rich environment
Performing arts (interacting with others)
Sociodramatic play (interacting with others)
Banerjee, R., Alsalman, A., and Alqafari, S. (2016). Supporting sociodramatic play in preschools to promote language and literacy skills of English language learners. Early Childhood Education Journal, 44(4), 299–305.
Barton, D., and Hamilton, M. (2010). Literacy as a social practice. Langage et Société, (3), 45-62.
Dinham, J., and Chalk, B. (2018). It’s arts play: Young children belonging, being and becoming through the arts. Sydney, Australia: Oxford University Press.
Enz, B. J. (1995) Adult roles in supporting children’s literacy. Linking literacy and play, In C. A. Kempers and A. L. Trefsger Miles(Eds), Newark, DE: International Reading Association,pp. 18-22.
Fellowes, J., and Oakley, G. (2014). Language, literacy and early childhood education, 2nd Edition. Melbourne, Australia: Oxford University Press.
Jones, E., and Reynolds, G. (2011). The play’s the thing: Teachers’ roles in children’s play (2nd ed.). New York: Teachers College Press.
Kalantzis, M., Cope, B., Chan, E., and Dalley-Trim, L. (2016). Literacies. Port Melbourne, VIC, Australia: Cambridge University Press.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., and Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34.
Myck-Wayne, J. (2010). In defence of play: Beginning the dialogue about the power of play. Young Exceptional Children, 13(4), 14–23.
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., and de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162.
Pellegrini A. D., Van Ryzin M. (2007) ‘Commentary: cognition, play and early literacy’. In K. Roskos, J. Christie (Eds). Play and literacy in early childhood: Research from multiple perspectives. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates Publishers (pp. 65-80).
Piaget, J. (1962) Play, dreams, and imitation in childhood. Gattegno C, Hodgson FN, (trans). New York, NY: W.W. Norton & Company.
Roskos, K., & Christie, J. (2011). The play-literacy nexus and the importance of evidence-based techniques in the classroom. American Journal of Play, 4(2), 204–224.
Saracho, O. N. (2001). Exploring young children’s literacy development through play. Early Child Development and Care, 167(1), 103–114.
Siraj Blatchford,I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Education and Child Psychology, 26(2), 77-89.
Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. New York, NY, US: John Wiley and Sons.
Teale, W., Sulzby, E. (1986) Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
Victorian State Government Department of Education and Training (2016)
Victorian early years learning and development framework (VEYLDF). Retrieved 3 March 2018.
Victorian Curriculum and Assessment Authority (2016) Illustrative Maps from the VEYLDF to the Victorian Curriculum F–10. Retrieved 3 March 2018.
Vygotsky, Lev S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3): 6–18.
Weisberg, D. S., Zosh, J. M., and Hirsh-Pasek, K. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39–54.
Williams, M., and Rask, H. (2003). Literacy through play: How families with able children support their literacy development. Early Child Development and Care, 173(5), 527–533.
Wohlwend, K. E. (2015). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Yaden D, Rowe, D, MacGillivray, L. (2000) ‘Emergent literacy: a matter (polyphony) of perspectives’. In M. Kamil, P. Mosenthal P. D. Pearson, and R. Barr (Eds.). Handbook of Reading Research Volume 3. Mahwah, NJ: Erlbaum. pp. 425-454.
Cremin, T., Flewitt, R., Mardell, B., and Swann, J. (2016) Storytelling in early childhood: enriching language, literacy and classroom culture. London and New York: Routledge.
Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in
the early years.
Socio-Dramatic Play – Prioritizing Play
What it is?
One type of play that is very beneficial for young children in Socio-dramatic play. Socio-dramatic play involves the acting out of scripts, scenes, and roles that offer children a plethora of learning opportunities (Bodrova, 2008; Singer, Golinkoff, and Hirsh-Pasek, 2006) (p. 39).
How should you implement it?
The teacher acts as a secondary source and brings in the materials for the students to play with. The students become the teachers and take on the role of what adults would normally do. Teachers may need to scaffold students in order to build upon play skills and develop more complex ideas, roles and scenarios. Teachers can also support a variety of development skills including social/emotional, cognitive, physical and language skills by engaging in play with students and modeling specific skills.
Breaking the parallel play barrier!
Earlier stage:
Imitate and pretend with students
Use objects that stand for something else
Engage in parallel play with students
Middle Stage:
Engaging in pretend play!
Interact in character with children
Use figures similarly to children
Acknowledge students playing together
Later Stage:
Assigning role during play.
Extend time so that children can develop detailed pretend play
Provide materials for props
Allow children to assign roles to play
Sociodramatic play is the most effective when it is built into everyday activities. Children should have chances every day to engage in sociodramatic play. It is the teacher’s job to model sociodramatic play and allow for as many opportunities for this type of play as possible. Sociodramatic play can be independent, with peers, or as a class. Sociodramatic play is versatile and can be used to develop many skills and academic areas. The sociodramatic play represents students’ ideas of the real world, and their schema can be shaped and developed through sociodramatic play.
Establish a space in the room dedicated to sociodramatic play. Allow students to use this space when given free playtime.
Provide props, sets, and costumes to allow students to pretend and use their imagination.
Build sociodramatic play into the curriculum while possible. For example-during, a science experiment, bring lab coats and goggles for students to pretend to be real scientists!
Model different ways of how to pretend and use sociodramatic play to your students.
Build background knowledge to support sociodramatic play. Ex: What do you know about restaurants? Have students brainstorm their experiences in restaurants in order for them to transfer their knowledge in their play and build their schema through play.
Give students choice and allow them to explore this type of play if that is their interest whenever possible.
Standards:
The organization NAEYC discusses what is considered Developmentally Appropriate Practice for kindergarten aged children (3-6 years old). They describe that this is an age where children should be learning through play, community, and social interaction with peers. Sociodramatic play culminates these qualities in that many materials should reflect the community and that sociodramatic play calls for social interaction between children. Opportunities for social interaction is imperative for children this age because they are learning to regulate and communicate their wants, needs, and emotions.
The New York State standards for grades 1-8 have recently added standards to address play explicitly and allow aspects of literacy that could be intertwined with sociodramatic play. In the elementary age group, students are developing their ability to recognize and follow plot, characters, settings, and other important aspects of a story. Students can use this information to engage in sociodramatic play in a more sophisticated way. Students can practice developing key components of stories that they find in the books that they read as they engage in sociodramatic play. Starting around third grade, students begin learning about dramas, poems, and influences of speech. These components of literacy continue to be developed through middle school. Students even begin to explore scripts, and the setup of dialogue in plays. All of the information that students learn about dramatics can be used in sociodramatic play, and can also help them build upon their knowledge in the literary arts through play.
Resources:
https://childdevelopmentinfo.com/child-activities/encouraging-your-childs-socio-dramatic-play/#.XSPMgy2ZOqA– This website encourages parents/guardians, and teachers to engage their child/student in sociodramatic play. It was created by the Child Development Institute. They allow a section for questions to ask and signing up for a newsletter. This specific section of the website focuses on sociodramatic play. The other sections to click on include: the institute’s history, what they are about, working with a child with ADD/ADHD, parenting tips, expert articles, blog, The Well Balanced family, and contact information. In addition to these add ons they have room to click on more articles they have reviewed talking about sociodramatic play.
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=751 – This website is a resource for both teachers and parents as it provides hot topics of discussion, classroom ideas, teacher resources as well as professional resources. Specifically, the article chosen on the website talks about the importance of dramatic play and how it enhances learning experiences for children. It provides steps in how to create a dramatic play area, the skill sets that students will develop through dramatic play, and the four major areas including social/emotional, physical, cognitive, and language that is developed through dramatic play.
https://www.scholastic.com/teachers/search-results/?search=1&filters=&text=dramatic%20play – Scholastic is a great resource for teachers and parents to use to learn more about dramatic play. It provides activities/games, blogs, articles, lessons, and unit plans. Some focal points of the articles and blogs are about developing emergent literacy skills through dramatic play and developing skills such as motor skills.
https://www.brighthorizons.com/family-resources/importance-of-pretend-play-in-child-development – Bright Horizons is a leader in family and education solutions. The organization aims to support families in early education. They invest in your child’s future education. The specific article that was looked at through Bright Horizons aimed to inform parents and or educators about the importance of pretend play in child development. Likewise, it provided several ideas/activities that can be used to support pretend play. Bright Horizons offers a variety of educational services for children and families.
Links:
1. https://www.youtube.com/watch?v=xXqyum4YeEc
This video is about the value of sociodramatic play. Even more specifically, it is stated that “Children develop physically, cognitively, emotionally, and socially through sociodramatic play.” This video discusses each way that children develop, and it gives an example for each one. This video specifically shows preschool children playing in a pretend bakery in the classroom. This play center allows students to take on roles in a bakery by learning more about how it works, and how it is set up. Different props were brought in including cookie sheets, baker hats, cooking flour, and cookie jars and different cookie shape cutouts. Students were able to become familiar with each item while playing with their peers.
2. https://www.youtube.com/watch?v=G_OszGAXI9o
This video is a group of 5th graders who are acting in a play reading in Hebrew. Students are acting out the play High School Musical and playing specific roles in the play. They were also able to create their own props to emphasize their roles. I like seeing older students engage in sociodramatic play and be able to work together to put on a play for an audience. One of the most interesting parts of the video is that they were performing their roles in another language as they took on roles and engaged in play.
3. https://www.youtube.com/watch?v=pdOwvZwiYwk
The three girls in this video are engaging in sociodramatic play. The video begins with one girl assigning roles to the others. Although they do not use props, they use their imaginations to create their play space. Student collaboration is happening throughout and each child is engaged throughout the play session.
4. https://www.youtube.com/watch?v=gzsXSSL5OEg
In this video, the teacher discusses the process of learning through the sociodramatic play center. You can see how math is integrated with students assigning prices to services. In this video, the children also incorporate their personal experiences. This form of dramatic play has the teacher in more of a leadership/partnership role than a facilitator role.
5. https://www.youtube.com/watch?v=ciP8WBzJVmA
This video is about an ice cream dramatic play set up. This specific video is about how to create a dramatic play center with the theme of ice cream. Playdough is used for ice cream, and props are made using cardstock paper (cones), cardboard boxes (cone holder), an actual ice cream scoop, bowls, and glitter for ‘sprinkles’. This video is a great example of how easily dramatic play can be incorporated into the classroom, and at little to no cost at all.
This video shows how teachers can support students in play. The teacher provides background information and gets students thinking about the pretend play that they are doing. The teacher asks the students “what do you know about baking?” Then students think of their experiences, and then get to play bakery. This video is a great example of how teachers can be involved in play, and allow students to be thinking about their own experiences and building new information when they play.
7. https://www.youtube.com/watch?v=ssgbfVcaQFw
This is a short video that shows a great example of sociodramatic play. The classroom was set up to look like a restaurant. It had clothed tables, plates, and a kitchen area. There were even costumes and props to support the play; one girl wears a mustache to take on a new character. This is such a fun and effective way to incorporate sociodramatic play in the classroom that allows students to build off of their own experiences.
Search criteria: social; dramatic; play;
From birth to 6 years
It should be noted that the game not only influences development, but also reflects it. The existing typologies of games include the main types of activities characteristic of childhood. From them we can see how different types of games affect the development of the child. There are both simplified and complexly structured typologies of games. Hutt (1976) divides games into epistemological (cognitive), the main purpose of which is the acquisition of knowledge and skills, and entertaining, which are based on fantasy and imagination. Hughes (1999), in turn, offers a more detailed typology describing 16 types of games:
• violent and chaotic – games with physical interaction, including touching, tickling and relatively restrained use of force with a constant display of the playful nature of the activity;
• sociodramatic – acting out real or conditional situations from people’s lives;
• social – games with certain rules associated with involvement in a particular social situation;
• creative – games that provide for obtaining one or another result or a certain reaction;
• communication – games using words, hints, gestures;
• dramatic – games related to acting out situations in which the child is not a direct participant;
• symbolic – games in which one object replaces another;
• deep – games related to danger and experience;
• research – games that provide an opportunity to obtain factual information about objects and phenomena;
• fabulous – games in which a child changes the world with the power of his own imagination, moving away from reality;
• fantasy – games that do not take into account the laws of the real physical world;
• locomotor – movements in any direction, undertaken only for the sake of movement;
• related to the mastery of reality – games in which the child controls the physical and emotional influences from the outside world;
• object – games that use all sorts of interesting sequences of visual-motor manipulations and movements;
• role-playing – games related to the study of various life roles and situations, as a rule, not related to personally significant personal, social, family or interpersonal relationships;
• summarizing experience – games that allow the child to get to know their own origin, history, rituals, legends, poems.
Other play typologies focus primarily on the developmental process of the child, describing progress through certain types of play that change as the child learns more and more new skills. Here we focus on how a child’s ability to play develops.
Sheridan (1977) writes:
As the child develops, he masters different types of play in sequence as he learns to use an increasing number of skills, first sensory and motor, and then those related to communication and creativity. At the same time, each step forward will be effective only if the skills of the previous stage are successfully mastered.
1. Active play requires general motor skills – the ability to control one’s own head, trunk and limbs while sitting, crawling, standing, running, climbing, jumping, throwing, kicking, catching objects, and so on. It is directly related to progress in physical development and requires adequate free space for movement and natural obstacles that can be overcome, as well as simple and safe play equipment, both movable and fixed.
2. Investigative and manipulation play starts around 3 months of age with finger play. It requires age-appropriate development of gross and fine motor skills, as well as the ability to perceive. These components are necessary for the baby not only for visual-motor coordination, but also in order to learn to pay attention to the surrounding sounds and determine their source, to realize the immutability of objects and begin to master the properties of time and space. In order for these separate elements of physical and cognitive development to form into a single meaningful experience of knowledge, it is necessary that the child constantly has at his disposal a number of simple objects that can be manipulated. Among them can be both everyday items and toys – rattles, dolls, balls, designer parts, boxes and other things that can be picked up and moved, including those that can make sounds.
3. Imitation play is clearly observed from the age of 7–9 months. It requires the child to be able to control his own body, manipulate objects, synthesize and interpret information from various senses, and understand the simplest words – or, more precisely, the intonation of those who care for him. The simulation game reflects what the child sees and hears around him, it is like a living record of the process of perceptual learning. At first, the imitation is fragmentary and immediately follows the action that in one way or another attracted the attention of the infant. Later, the child begins to repeat whole blocks of similar actions for his own pleasure or praise. Imitation play is necessary for the child not only to learn how to perform imitated actions independently in the fastest and most efficient way, but also to understand the fact that adults around each perform their own role, with which quite specific duties are associated.
4. Constructive (productive) play begins at the age of 18-20 months with the construction of simple structures from parts. It requires not only mastery of the mentioned motor and sensory skills, but also a growing ability to turn on the intellectual processes associated with the recognition and extraction of previously learned information. In addition, it requires the ability to create preliminary schemes in the mind and put them into practice. This type of play stems directly from early exploration and manipulation games, but also combines earlier forms of “pure” imitation with the ability to purposefully achieve the intended result.
5. Fantasy (role-play) play begins a few months before the child reaches the age of two and continues for the next few years. It requires the mastery of all the types of games listed above, especially the simulation role-playing game. Having studied in practice what consequences and results the actions that he observed and imitated earlier lead to, the child begins to purposefully invent more and more complex imaginary situations in order to use the acquired knowledge and skills in practice with pleasure. In this way, he gains a greater understanding of the world around him and, most importantly, improves his social communication skills. This type of play is based on the baby’s ability to express his thoughts through language and, accordingly, perceive other people’s ideas. Accordingly, spontaneous involvement in a role-playing game for professionals working with children is an important diagnostic feature that allows assessing the level of health, well-being and education of the child.
6. Playing with the rules of requires excellent mastery of all the types of games listed above, as well as a complete understanding and acceptance of abstract concepts related to the definition of shares, order, observance of the rules and accurate recording of results. It usually starts around the age of 4, when a group of peers, led by an informal leader, invent their own rules for playing together. Team games that evoke a sense of competition in older children and adults, the more they go on, the more they require obedience to the rules established from the outside, and in order to win it is necessary to recognize and strictly observe all their points.
Sheridan observes how children’s spontaneous play changes over time. The types of play she describes fully support theories that play changes with a child’s development. Today, experts recognize that the age corresponding to a particular stage of development is always determined only approximately, the sequence of passing through certain stages is much more important. Behavior associated mainly with a certain stage of development may nevertheless manifest itself at other stages, because play behavior is rather cumulative, its various forms are not mutually exclusive. The inextricable link between play and development has been analyzed more than once from a cognitive, social and emotional point of view.
Piaget (1951) divides children’s games into three stages corresponding to certain stages of cognitive development:
• Practical games correspond to the sensorimotor period of development (approximately from birth to 2 years). At this stage, the child explores his own body and surrounding objects using sight, hearing, tactile sensations and taste. These games are often repetitive.
• Symbolic games correspond to the pre-operational stage of development (approximately 2 to 7 years). At this stage, the child develops the ability to replace one object with another, he is increasingly involved in fantasy and role-playing games.
• Games with the rules of occur both in the pre-operational stage and in the early stages of the concrete operations stage (approximately 7 to 11 years). Over time, these games are increasingly subject to predetermined rules.
Parten (1932) observed children aged 2 to 5 years in preschool institutions. In the course of long observations, she noticed that with age, children’s games become more and more social in nature. She describes six social stages of game development:
• non-playing behavior : not playing, only observing;
• solitary play : child plays alone, shows no interest in others;
• observation game : child observes how other children play, may engage in conversation with game participants, but is limited to conversation and does not engage in play;
• parallel play : child plays alongside other children, often imitating their actions, but does not interact with them;
• related game : children seem to be playing together, but their actions are not connected in any way;
• play together : children play together, their activities are more organized, they discuss their intentions and wishes regarding the course of the game.
Erickson (1963), who studied the positive emotional effects of play, suggested that play helps the child gain a sense of self-competence and self-esteem.
• Playing in one’s own universe : According to Erickson, during the first year of a child’s life, the most important thing for a child is to explore his own body and feelings. Body awareness is the most important factor in the development of self-esteem, since we will not be able to evaluate ourselves without first knowing the basic components of our “I”.
• Playing in the microcosm : in the second year of life, the child begins to play with objects. It is during this period that he begins to realize how his own actions affect the world around him.
• Play in the big world : Around the age of 3, when children start attending nursery or kindergarten, their play becomes more social. Toddlers master various types of joint activities, begin to realize that the environment and their sense of their own “I” depend not only on themselves, but also on those around them. They learn to maintain positive self-esteem in an expanding social environment.
Business games NRG
KAN company
Problem
KAN company sells water supply and heating systems.
A problem has come to light that would be dangerous to put off until later.
The market is growing and making new demands, it was necessary to change approaches in order to stay on the market and continue to grow. And regional managers did not want them to change the old approaches in sales methods.
The company’s leaders have set a task for us: to bring everyone to a common understanding of the image of the “regional manager” and to practice negotiation skills, because the market segment is tough.
It was also necessary to focus on the fact that employees would stop calling themselves regional representatives and switch exclusively to the term “regional managers. This would have affected their understanding of their role:
— I do not passively represent the interests of the company, but I take the position of a manager who makes decisions, and not only conveys information to the Client.
But at the same time, the directorate understood that there was no profile of the “regional manager” position on the market. And existing employees don’t feel the competition.
Solution
We proposed a complex solution to the problem from five stages:
1. Conducted interviews with top managers and understood their vision of the characteristics of a regional manager on the Hogan scales.
2. Conducted a Hogan assessment for the most successful managers and those who lag behind in performance. Based on the data obtained, a portrait of the position “regional manager.
3. Conducted the game “Games of Leaders” with elements of assessment of behavioral models of managers.
4. During the reflection, we identified the competence that sags more than the others, and developed methods for its development.
5. Participants who completed the Hogan questionnaire received feedback. They saw their strengths, identified development areas and created an individual plan for the nearest development.
We have prepared a comprehensive report and feedback for the client based on the summary results for all stages.
On the way to solving the problem, we met the resistance of the participants who did not want changes, because they considered it superfluous, they were satisfied with the existing situation. They continued to receive their salary while the business was losing money. Also, some participants were afraid that after such events they would simply be fired.
Result
The client received the position profile “regional manager. Participants received individual development plans based on the results of the Hogan assessment, game and post-game reflection. The game in this case was used by us deliberately to evaluate behavioral scenarios, on the one hand, in conditions that simulate a business context and, on the other hand, as safe as possible for evaluation.
The average salary for an architect in Michigan is around $76,190 per year.
Avg Salary
$50.7k Bottom 20%
$76.2k Median
$108.5k Top 20%
Architects earn an average yearly salary of $76,190. Wages typically start from $50,700 and go up to $108,530.
22% above national average ● Updated in 2021
In this article:
How much does an architect make in Michigan?
Architect salary description
How do architect salaries compare to similar careers
Architect earnings by seniority
Approximate values based on highest and lowest earning segments.
Architect salary by state
State Name
Average Salary
Massachusetts
$99,520
Alaska
$99,190
New Jersey
$98,680
California
$98,610
New York
$97,990
Arizona
$96,250
Connecticut
$89,340
Alabama
$83,420
Louisiana
$82,410
Washington
$81,540
Georgia
$80,460
Virginia
$80,450
North Carolina
$80,240
Illinois
$79,820
Wisconsin
$79,820
Hawaii
$79,570
Texas
$79,380
Maine
$79,300
Oregon
$79,230
Pennsylvania
$79,180
Minnesota
$79,140
Tennessee
$78,720
Nebraska
$78,710
Rhode Island
$78,520
Colorado
$78,240
New Hampshire
$78,240
Utah
$78,000
Ohio
$77,890
Iowa
$77,800
Montana
$77,800
South Carolina
$77,800
South Dakota
$77,800
Nevada
$77,790
North Dakota
$77,720
Mississippi
$77,480
Kansas
$77,470
Delaware
$77,450
Missouri
$77,450
Vermont
$77,440
Indiana
$77,030
Wyoming
$77,030
Oklahoma
$76,770
Florida
$76,600
Arkansas
$76,190
Kentucky
$76,190
Michigan
$76,190
Guam
$76,000
West Virginia
$75,700
Maryland
$75,640
New Mexico
$74,770
Idaho
$74,670
Puerto Rico
$48,100
District of Columbia
$100,490
How much does an Architect earn?
How do architect salaries compare to similar careers?
Architects earn 6% more than similar careers in Michigan.
On average, they make less than art directors but more than
surveyors.
Career
Median Salary
Art director salary
$81K
Industrial designer salary
$80K
Architect salary
$76K
Urban planner salary
$64K
Multimedia animator salary
$64K
Fashion designer salary
$63K
Surveyor salary
$61K
Source: CareerExplorer (Aggregated)
Up Next
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Architect salary in Oregon ‐ CareerExplorer
The average salary for an architect in Oregon is around $79,230 per year.
Avg Salary
$50.2k Bottom 20%
$79.2k Median
$119.6k Top 20%
Architects earn an average yearly salary of $79,230. Wages typically start from $50,220 and go up to $119,640.
22% above national average ● Updated in 2021
In this article:
How much does an architect make in Oregon?
Architect salary description
How do architect salaries compare to similar careers
Architect earnings by seniority
Approximate values based on highest and lowest earning segments.
Architect salary by state
State Name
Average Salary
Massachusetts
$99,520
Alaska
$99,190
New Jersey
$98,680
California
$98,610
New York
$97,990
Arizona
$96,250
Connecticut
$89,340
Alabama
$83,420
Louisiana
$82,410
Washington
$81,540
Georgia
$80,460
Virginia
$80,450
North Carolina
$80,240
Illinois
$79,820
Wisconsin
$79,820
Hawaii
$79,570
Texas
$79,380
Maine
$79,300
Oregon
$79,230
Pennsylvania
$79,180
Minnesota
$79,140
Tennessee
$78,720
Nebraska
$78,710
Rhode Island
$78,520
Colorado
$78,240
New Hampshire
$78,240
Utah
$78,000
Ohio
$77,890
Iowa
$77,800
Montana
$77,800
South Carolina
$77,800
South Dakota
$77,800
Nevada
$77,790
North Dakota
$77,720
Mississippi
$77,480
Kansas
$77,470
Delaware
$77,450
Missouri
$77,450
Vermont
$77,440
Indiana
$77,030
Wyoming
$77,030
Oklahoma
$76,770
Florida
$76,600
Arkansas
$76,190
Kentucky
$76,190
Michigan
$76,190
Guam
$76,000
West Virginia
$75,700
Maryland
$75,640
New Mexico
$74,770
Idaho
$74,670
Puerto Rico
$48,100
District of Columbia
$100,490
How much does an Architect earn?
How do architect salaries compare to similar careers?
Architects earn 6% less than similar careers in Oregon.
On average, they make less than art directors but more than
exhibit designers.
Career
Median Salary
Art director salary
$103K
Urban planner salary
$86K
Multimedia animator salary
$81K
Fashion designer salary
$81K
Industrial designer salary
$81K
Architect salary
$79K
Pipefitter salary
$79K
Plumber salary
$79K
Electrician salary
$80K
Exhibit designer salary
$80K
Source: CareerExplorer (Aggregated)
Up Next
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How much do architects earn per month: average salaries
An architect who combines technical knowledge in the field of design and artistic ability in his profession can work both independently and as part of a team in specialized companies.
A career in this field brings not only deep job satisfaction, but also a comfortable and prosperous life thanks to high incomes. As for income, it depends on the profile of the specialist, his work experience, the city and the capabilities of the company itself. 9Ol000 Belarus and Ukraine
4.1 Salaries based on specialties in Ukraine
5. Landscape architect: salaries in Russia and in the world
How much an architect earns
Mastering a specialty while studying at a university is just the very beginning of an architect’s career. Each new year of work in the specialty allows you to penetrate deeper into its basics and subtleties, gain relevant professional experience and a broad outlook.
Young professionals and assistants are trusted to work on simple small objects. Experienced professionals are engaged in large-scale projects.
Architects who design medical facilities and environmental projects are more likely to be employed.
Steps of the Salary of Architect
Qualification
Wage in rubles
Assistant
10000 – 30000
9004 years
40000 – 70000
Experienced
60000 – 100000
Chief Architect
Up to
0045
The average salary of the architect in the regions
Region
Salary in rubles
Moscow and Moscow Region, Novosibirsk, Yakutia
9004 60000
SAKTERINSTIONS AND VILETERINS, TARS Salekhard, Murmansk, Karelia, Magadan, Anadyr
Chechnya, Birobidzhan, Naryan-Mar, Pskov, Mari El, Samara, Vladimir, Belgorod, Novgorod, Kursk, Saratov, Udmurtia, Vladikavkaz
25000
Kabardino-Balkaria, Adygeya
20000
The main categories of architectural specialties are paid approximately the same. We are talking about designers and designers.
Design architect
In the profession of architect, technical knowledge, design and construction management are as important as the design itself. At the same time, design is the driving force of the entire project.
The architect participates in the development of requirements with the client. Throughout the planning, he directs the activities of the project team. The electrical and mechanical engineers hired on the project must ensure that their work is coordinated along with the creation of the design.
The design architect’s role is focused on the look and feel of a project while meeting all building codes and requirements.
The design architect is included in the overall design team and often works under the supervision of the chief architect. Creativity and artistic ability are important to them.
Based on the many job openings, customers prefer a design architect with the following knowledge and skills:
Reading and understanding technical diagrams and drawings.
Advanced skills in working with computer programs.
Knowledge of building codes and regulations.
Experience in design modeling.
The average salary of a specialist in Russian cities is as follows:
Moscow – 65,000 rubles.
St. Petersburg – 55000 rubles.
Novosibirsk – 45000 rubles.
Yekaterinburg – 40000 rubles.
Krasnodar – 38000 rubles.
Voronezh – 35000 rubles.
Rostov-on-Don, Omsk, Samara, Ufa — 30,000 rubles.
Architect’s salary in different countries
There are special trade magazines that publish surveys of architects’ salaries. The salary of an architect in Russia is significantly lower than in developed countries. However, when comparing, it is appropriate to keep in mind the living expenses and local taxes in each of the specific locations.
TOP-6 countries, with the highest salaries:
Switzerland-$ 7400,
Great Britain-$ 6150,
Australia-$ 4750, Canada-$ 4750,
Catar-$ 4670,
99999,0009 Ireland – $4650.
Professionals working in Canada and the US often earn more than their European counterparts.
32% of professional architects in Canada and the US earn more than $100,000 a year. In Western Europe, only 9 people have a similar income level.% of specialists.
There is a gender gap in the industry when it comes to the salaries of men and women. The percentage of male architects earning over $100,000 is higher than that of female architects. At the same time, on average, women can be better educated. (Bachelor’s degree has 54% of men and 58% of women). The gap is especially noticeable in the niche of professionals with an income of up to $50,000 per year.
Salaries in London are higher than the UK average. The gap averages 8%. The exception is Scotland, where salaries are commensurate with those in London.
How much they earn in Belarus and Ukraine
There is no such income in Eastern Europe. Most professionals, even the most qualified, earn less than $75,000. The salary in Kazakhstan ranges from 160 to 1500 US dollars per month, in Ukraine – $ 650, in Belarus – from $ 180.
Salaries based on specialties in Ukraine
Specialty
Salary in UAH
Interior designer, landscape design
Salary for landscape architects per year:
Canada – 85000 – 105000 C$.
US $79,000.
Australia – 86600 AU$.
UAE – 165000 AED.
Singapore – $79,000.
Switzerland – 62400 CHF.
UK – £36,000.
Germany – 34450 €.
China – 112000 – 330000 ¥.
How much does an architect earn in the USA?
Updated: 10/23/2020
Foreign sources used to provide the following data on the wages of architects in the United States are Careerexplorer.com, Money.usnews.com, India.com and the US Bureau of Labor Employment (BLS).
US Architect Salary by Career Level
US Architects monthly and hourly rates by skill level compiled and calculated based on job openings.
Level
per hour
per month – gross/net
$ 3,442 / $ 2,760
Experience is the most important factor influencing the amount of salary received, and this is due to the fact that a licensed architect of a higher level with a baggage of various principles, best practices and architectural principles, has a greater responsibility for the implementation plan and, in certain cases, may lead a small team of technical specialists.
What can be done to increase the salary?
The shortest way is to obtain a license, this step will remove many barriers and contribute to the overall development of your business. An excellent American resource that will help you with this https://ppi2pass.com/
National and state average salary for an architect
In 2016, according to the US Bureau of Labor Employment, the average salary for an architect was $6,310 (including tax) per month and $36. 99 per hour. At the moment, based on information received from major job portals, the average rate of architects in the United States has not changed much and is 6,384 USD (net 4,746 USD) per month, 35.46 USD per hour.
The fluctuations of the average salary by state are presented below on the US map and in tables with numbers.
Sixth graders are awesome and by sixth- grade kids are becoming fluent readers. It is important for sixth graders to practice correct spelling and language skills so they can become confident readers.
The following lists of sight words will help get you started on helping prepare your sixth grade for seventh-grade reading and writing. The lists are divided into two categories, Dolch Sight Words, and Fry Sight Words. There are also sentence examples and fun activities linked below.
6th Grade Dolch Sight Words
Dolch sight words are essential sight words in the English language. The list below identifies 50 Dolch sight words for sixth-graders. There are more sight words that you can find linked below or online. These are best practiced in sight word activities or by simply reading together.
6th Grade Fry Sight Words
The following list contains Fry Sight Words(#501-600) which are the set for 6th graders. These sight words were identified by Edward Fry, who was a Professor of Education.
As with the Dolch sight words, these are best practiced in learning activities and by reading together.
Examples of Sight Words Used in Sentences
1. Sara ate two eggs for breakfast.
2. I love to go to the beach for summer vacation.
3. We went to the park and saw a beautiful butterfly.
4. The kitchen table was in the shape of a square.
5. The blue sticker fell off of the page.
6. We got Derek a present for his birthday.
7. The fire hydrant is used by the firefighters.
8. Before you make a pizza you must knead the dough.
9. I love to read books before bed.
10. My brother is my best friend.
Sight Word Activities
These fun activities are great for extra practice! In addition to the sight words lists above, you can find some activities below. There are fun spelling exercises, sight word game ideas, and banks of sight words to reference as you plan your learning and lessons. You can also challenge kids to write a funny story using a set number of sight words.
Sight Words Flash Cards- Made By Teachers
Editable Sight Word Games- The Kinder Life
High-Frequency Sight Word Games- Kayse Morris
Free Spelling Activities- Mrs. Winter’s Bliss
Sixth Grade Spelling Words and Activities- Spelling-Words-Well
Sixth Grade Reading List- The Surly Housewife
Sixth Grade Writing Activity- Thrive in Grade Five
Related posts:
Category: Classroom Ideas
6th Grade Vocabulary Prep on the App Store
Description
The most advanced vocabulary learning tool in the App Store!
6th Grade Vocabulary Prep was designed to improve vocabulary skills in the classroom and at home: • Click to listen to a pronunciation of each word, its meaning, and a sample sentence • Study hundreds of vocabulary words at your own pace with guided step-by-step learning • Specifically appropriate content chosen at the 6th grade level • Students can read through words and definitions as many times as they need for review • Word and definition quizzes are used to reinforce learning, ensuring that students understand each word in a section before they continue • When they’re ready, students can take the test to move on to the next level (they’ll need to get at least 90% correct to advance)
“Love this app, the words are a little more advanced than the younger grade levels. “
“I’m learning English as second language and this is a great app. Gives word, definition, and part of speech. I really liked it. I learned pretty fast and it was easy to remember.”
Teachers: sets of vocabulary words from this app can be assigned as activities in Apple’s Schoolwork app
> No In-App Purchase required, all content is included!
Aligned with CCSS – Common Core State Standards for 6th Grade: • Acquire grade-appropriate conversational, general academic, and domain-specific words • Determine the meaning of words and phrases in a text relevant to a grade 6 topic or subject area • Use sentence-level context as a clue to the meaning of a word or phrase • Read with sufficient accuracy and fluency to support comprehension • Read on-level text with purpose and understanding
Audio feature: • Students can click each word, its meaning, and a sample sentence to listen to the audio as often as needed • Students will be able to listen to each of the available answers in tests and quizzes before selecting their choice • Students are congratulated on a job well done, or will hear the example sentence repeated as a reminder if they answer incorrectly
Additional features: • Enter as many student names as you need • Just like a set of flash cards, any word a student gets wrong on one of the practice quizzes is returned to the “back of the deck” and will be asked again to make sure the student can answer every word in that section correctly • Email a student’s specific test results or a recap of their full progress • Password protected administrator section allows you to review student scores and track student improvement
We love to hear from you! Please send any feedback or questions to support@peekaboo. mobi
Peekaboo Studios is a member of Moms with Apps, a collaborative group of family-friendly developers seeking to promote quality apps for kids and families. Recommended Ages: 8-10 Categories: Reading, Vocabulary
Version 3.0.2
Performance improvements for the latest devices. Leave us a review, and let us know how you feel about our apps! Thanks so much for all your support!
Ratings and Reviews
82 Ratings
Amaising
My child’s vocabulary is getting great! This will help her get ready for the SAT!
Good app but needs an update
I downloaded this app because it had good reviews. I liked that this app was challenging. I did not like that that there were only 4 modes, and if I could change something about the app it would be to add more modes. I would compare this app to the other app I downloaded because the other app had the same things as the app I downloaded. But I would choose this app over the other app because the other app only had one mode as of this app had 4 modes.
Plurals
I just downloaded this so I haven’t even started yet, but I noticed in your description that you have 100’s of words instead of 100s. 🤔 Apostrophes are not used to make plurals. (Just a note from a former teacher…sorry it’s just what I do.) I also make errors that go unnoticed as I’m sure the case is here.
Good catch! Thanks for letting us know. I also typically reach out to people to point out typos or errors when I find them. We will make a note about this fix for the next time we are able to update this app. Let us know your thoughts once you start using the app too!
The developer, Peekaboo Studios LLC, indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy.
Data Not Collected
The developer does not collect any data from this app.
Privacy practices may vary, for example, based on the features you use or your age. Learn More
60. Translated about th, but translated about LOOK
61. RASIC
62. It is and not
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63. PH A ZHUS
64. PR E Be (at work)
65. Come in the mountains
66. Pr Tolerate
69. PR E Form
70. PR E OLED
71. Strength
72. To complete the dream
73. PR and was
74. PR and was
75. and be
76. PR and to be (to work)
77. Add
78. BETTLE
79. PR and Prepare
80. Publish an orphan
81. Come
82. and Throw in the mind
83. Buy
84. Adapt
85. Bad
86. Pr language
90. missile
91. Scatter
92. Blurry
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102. SI N
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113. T A L A Night
114. TV E ryzhe
115. Telegraph mm a
116. Those pp ASA
117. Hurry
118. Three b tier
119. TRIST A
120. TRO LL Evibus
121. A living
122. UD and Viteli
123. Conveniently Its
124. deco and NSK
125. Consistent about
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127. C A A A . rodey
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129. E KZ E Mplar
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The very first English words on topics for children
Is it possible to teach a preschool child to speak a foreign language without resorting to specialized courses and lessons with a teacher? The experience of bilingual families, as well as enthusiastic parents who set themselves such a goal, shows that yes! Of course, with self-study, the level of language proficiency will directly depend on how much time and effort the parent devotes to this task. However, even a slight but regular attention to the topic of the English language will help introduce the baby to the first English words and immerse him in the world of a foreign language. nine0005
At the end of the article you can view and download cards of the first 60 English words on 5 topics (family, animals, colors, fruits, vegetables). And also, we will tell you how you can make self-study of a foreign language effective, exciting and natural.
Contents of the article:
At what age should a child start learning a foreign language
Learning English in a bilingual family
How to learn English with a child on your own? nine0476
How can a child learn foreign words?
60 first English words with transcription and translation
The best age for a child to start learning English
The question of at what age to start learning English is still a matter of thought for parents and teachers. Our practice shows that the most optimal age is 3-5 years. This is exactly the time when children quickly and easily absorb any new information presented in a fun way. That is why the main task of the teacher is to show that communicating in a foreign language is simple and natural. In this regard, teaching according to the communicative method, which is based on language practice, shows the best results when teaching preschool children. nine0005
Don’t forget to get free coloring book on African animals at the end of the article.
Parents can adopt the principles and rules of the communicative technique by independently organizing education with their child and forming the presence of English speech in their everyday life. For example, if you meet a dog on a walk on your way, call it in English “This is a dog. Dog is a dog in English. Use English vocabulary in the context of real circumstances and try to say words as part of whole phrases. It is this gradual and comfortable acquaintance of the child with the world of the English language that makes up the lion’s share of the process of independent study. nine0005
The effectiveness of independent language learning directly depends on the time and effort that a parent devotes to his child
Pupils of 3-4 years old learn to use new words very quickly, gradually building whole phrases and sentences out of them. But grammar rules, the alphabet and writing exercises are what are best left for school age. In early childhood, the baby learns all the features of the language through practice, as is the case with children developing in a bilingual environment. nine0005
Learning English with a child in a multicultural family
One often hears the opinion that in order to start learning it is necessary that the child already has an excellent command of his native language. Otherwise, English classes will not only be useless, but will also cause language confusion in the mind of the baby. However, the myth that a second language in the arsenal can harm a polyglot child successfully refutes the experience of thousands of bilingual families.
Active immersion in a multicultural environment makes the baby go all the way to mastering speech, as in the case of his native language. A lot of communicative practice and a living example before my eyes allow you to quickly navigate and intuitively understand the meaning of words without the need for mental translation. nine0005
Experts say that children’s bilingualism, with its ability to learn two languages at the same time in the native format, persists up to 7-8 years. In the course of how the child masters writing skills, it fades, but nevertheless, the opportunity to learn languages easier and faster than usual remains for life. An added bonus for children who learn multiple languages early is excellent memory and cognitive abilities, which later help in other subjects. Families speaking the same language, of course, cannot fully recreate all the conditions of a multicultural family, but they can adopt some of its elements. nine0005
Bilingual children after 7-8 years of age retain the ability to learn foreign languages easier and faster
How to learn English with a child on your own?
Self-study English is easier than many parents imagine. The main principle is that English surrounds us always and everywhere. Remember how your baby began to speak his native language? What were his first words? Of course, repeating after his parents, he learned to name things that surround him in everyday life: body parts, vegetables and fruits, favorite toys and animals … Starting to learn a foreign language, it is worth moving along the same path, because even lullabies in English in early childhood, will already contribute to the further development of the baby. nine0005
Many parents believe that it is necessary to start learning English with a child from letters and the alphabet. But this is not at all what you need to pay attention to when it comes to teaching preschoolers. First of all, focus on expanding your vocabulary, practicing speaking and listening skills. To do this, just try to include as many English words as possible in your life.
If you feel comfortable recreating a multicultural environment at home, then do it and try to communicate with your baby only in English at home. But even regular classes for 15-20 minutes a day will be no less effective, when you and your child study a colorful English book or cards, or maybe just communicate in English. It is important to show that English is a natural part of your life. Try to associate English with some daily routine, such as 5 o’clock tea, the drive home from kindergarten, or a joint breakfast where you communicate in a foreign language and learn words in a relaxed way. The benefit of this method is that learning new words in English becomes an interesting and effective activity. Your child does not memorize new words, but consciously memorizes them. nine0005
Learn 10 English words a day = regular foreign language lessons for 15-20 minutes
If mom or dad speaks English well at a conversational level, then they will be the best guide to the world of a new language. Emotional closeness and trust in the relationship will allow the child to avoid the possible stress of learning new information, and the desire to spend time with his parent for a fun activity will be the best motivation. But even a parent who speaks basic English can also be productive with their child. Remember that the most important thing at this stage is not so much the availability of special knowledge as your keen interest, i.e. you need to help your child learn English words every day. nine0005
How to learn English words with a child?
Modern children are surrounded by the English language, so you can pick up new vocabulary in the most ordinary life circumstances. For example, explaining why the favorite game is called “Angry Birds”, where the name Spiderman came from, and what “free potatoes” means. Translate texts on T-shirts, toy boxes together and pay attention to accidentally heard English words. Thus, you will not only quickly replenish your vocabulary, but also show your child how easily and naturally English is integrated into everyday life. The ability to look at a foreign language as something natural will save the child from the language barrier and build self-confidence during the conversation. nine0005
Children easily memorize the simplest words for objects and phenomena that surround them every day: colors, toys, body parts, fruits and vegetables, etc. This is due to the fact that the child’s imagination is well developed and he learns a foreign word visually, without the need to correlate it with the Russian translation.
Learn words from the objects and phenomena around your baby
Choose one or more comfortable ways for children to learn English words together:
1. Communication
The most relaxed and easiest way is live communication. Each new word can be approached with interest and play, while learning you do not need special conditions.
For example, at dinner, ask them to name the foods on the plate in English or name the objects that surround you yourself. In order to make the process more interesting, use a different voice tone, invent sounds and movements. Let the child repeat the word after you, getting involved in a fun game. Gradually show how the learned English words can be combined into phrases to describe the plots of the pictures: white cat, black cat. Then add all the new details – three white cats. nine0005
2. Flashcards
Learning English words with flashcards is one of the most popular methods. Bright cards with the image of various objects will help you learn the first English words. Depending on the age of the child, you can play different games with them. For example, for very young students, it will be enough to simply name the objects in the pictures. An older child can be asked to sort the pictures by color – “red”, “blue”, etc. Learn sentence constructions by asking questions about the objects in the pictures: “Where is the bus?”. If you feel strong in yourself, try to make up whole stories about characters from pictures with your child. nine0005
By the way! On this site you can print out English word cards for free and start learning the language with your child right now
. Choose an age-appropriate program and study together, trying to fill the process of learning words in English for children with positive and vivid emotions. nine0005
4. Cartoons in English
Watching cartoons in the original will help the child get used to English speech, catch intonation and pace. All this information is sure to be deposited in the mind and will ensure the correct pronunciation in the future.
5. Songs and dances
The more activities your lesson includes, the more stable the child’s interest in the language will remain. Be sure to use assignments during the lesson where the child must somehow prove himself – for example, dance to a funny English song sung together with you. nine0005
Remember that children are very curious by nature. In an effort to learn the world, the child will eagerly reach for any new knowledge.
Don’t worry if your child doesn’t seem to be learning at first. Your efforts will not be in vain – if the baby is interested in classes, then at this stage he is immersed, listening and remembering the words.
Family Child Care Home I Type Facility. Please call Andrea Taylor for more …
Kearney, NE (Childcare & Programs)
There are 45 Daycares in Kearney, Nebraska, serving a population of 33,082 people in an area of 14 square miles. There is 1 Daycare per 735 people, and 1 Daycare per square mile.
In Nebraska, Kearney is ranked 126th of 601 cities in Daycares per capita, and 43rd of 601 cities in Daycares per square mile.
List of Kearney Daycares
Find Kearney, Nebraska daycares and preschools.
Childrens Place Preschool
2803 I Avenue
Kearney,
NE
Community Action Partnership Of Mid Nebraska
1023 F Avenue
Kearney,
NE
Cradles To Crayons Day Care Center
506 East 26th Street
Kearney,
NE
Family Suite Learning Center Childcare &
515 East 56th Street
Kearney,
NE
First Baptist Ch Christian Preschl
1616 West 39th Street
Kearney,
NE
First Lutheran Ch Preschool
3315 G Avenue
Kearney,
NE
Gshs Community Day Care
3307 Avenue A
Kearney,
NE
Gshs Day Care Center-Meadowlark
1010 East 53rd Street
Kearney,
NE
Hand-N-Hand Preschool
4010 7th Avenue
Kearney,
NE
Holy Cross Preschool
3315 11th Avenue
Kearney,
NE
Kearney Community Learning Center – Bryant
Avenue C Place
Kearney,
NE
Kearney Community Learning Center – Bryant
1611 C Avenue
Kearney,
NE
Kearney Community Learning Center – Buffalo
6110 11th Avenue
Kearney,
NE
Kearney Community Learning Center – Central
1016 Q Avenue
Kearney,
NE
Kearney Community Learning Center – Central
300 West 24th Street
Kearney,
NE
Kearney Community Learning Center – Emerson
2705 E Avenue
Kearney,
NE
Kearney Community Learning Center – Emerson
Avenue East Place
Kearney,
NE
Kearney Community Learning Center – Kenwood
915 16th Avenue
Kearney,
NE
Kearney Community Learning Center – Meadowlark
1010 East 53rd Street
Kearney,
NE
Kearney Community Learning Center – Northeast
910 East 34th Street
Kearney,
NE
Kearney Community Learning Center – Park
3000 7th Avenue
Kearney,
NE
Kearney Community Learning Center – Sunrise
4611 Avenue North Place
Kearney,
NE
Kearney Community Learning Center – Windy
4211 20th Avenue
Kearney,
NE
Kearney Family Ymca
4500 6th Avenue
Kearney,
NE
Kearney Family Ymca
4511 6th Avenue
Kearney,
NE
Kearney Little Learners Daycare & Preschool
1110 17th Avenue
Kearney,
NE
Kidtopia Childcare Inc
712 East 28th Street
Kearney,
NE
Kps Bright Futures Toddler Preschool
1511 5th Avenue
Kearney,
NE
Lighthouse Academy Child Development Center
1930 West 40th Street
Kearney,
NE
Little Beginnings Preschool
1004 30th Avenue
Kearney,
NE
Little Fish Preschool
3801 Avenue A
Kearney,
NE
Little Lamb Preschool & Childcare Center
3311 I Avenue
Kearney,
NE
Little Monsters Child Care
1411 East 33rd Drive
Kearney,
NE
Little Shepherds Kidz Place
412 West 18th Street
Kearney,
NE
Luv Bugs
516 West 39th Street
Kearney,
NE
Mid Early Head Start
601 Central Avenue
Kearney,
NE
Pumpkin Patch Child Care Center
4500 Linden Drive
Kearney,
NE
Smiling Faces Academy – East
3307 A Avenue
Kearney,
NE
Smiling Faces Academy – North
6111 4th Avenue
Kearney,
NE
Smiling Faces Academy Inc – School Age
5710 19th Avenue
Kearney,
NE
Smiling Faces Academy South 2 Inc
3012 West 24th Street
Kearney,
NE
Sonshine World Daycare
2715 West 39th Street
Kearney,
NE
St Luke’s Child Dev Center
2209 East 32nd Street
Kearney,
NE
Sugar & Spice Ccc & Preschool
2310 4th Avenue
Kearney,
NE
Unk Child Development Center
2508 12th Avenue
Kearney,
NE
Daycares near Kearney
Use My Location
Gibbon
Amherst
Minden
Axtell
Pleasanton
Shelton
Kenesaw
Holdrege
Overton
Ravenna
Bertrand
Cairo
Lexington
Bladen
Hastings
Doniphan
Loup
Grand Island
Other Kearney Offices
Animal Hospitals
Animal Shelters
Charities & Non Profits
Daycares
Food Stamp Offices
Goodwill Stores
Housing Authorities
Salvation Army Stores
Veterans Affairs Departments
WIC Offices
KINDERGARTEN №53
In our kindergarten there is an atmosphere of hospitality and goodwill, love and high professionalism. Therefore, we are glad to all children and their parents who are ready to turn the childhood of their kids into a bright, unforgettable holiday!
We have achieved the continuity of pre-school and primary school education, which determines the successful passage of our pupils during the period of school adaptation while maintaining psycho-emotional stability and a set of acquired knowledge, skills and abilities. nine0003
Kindergarten graduates are his main pride and achievement. At the stage of entering school, children show a high level of readiness for learning, each of them is a harmonious, comprehensively developed personality. It is this foundation, laid by the teachers of the preschool educational institution, that allows them to successfully study in the schools of the city.
Kindergarten has sufficient methodological and material support for the educational process.
A well-organized developing environment of a preschool educational institution, an individual approach of teachers create optimal conditions for maximizing the inner potential of each child, and achieving high results in intellectual, physical, moral, patriotic, and creative development.
New Creation Station – Care.com Dover, PA Child Care Center
New Creation Station – Care.com Dover, PA Child Care Center
Starting at
$200
per week
Ratings
Availability
Starting at
$200
per week
Ratings
Availability
At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.
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.
Sibling Discount
Family Referral Discount
New Creations Station’s goal is to provide a safe and loving environment, in this environment teachers use a hands on approach to providing a wealth of opportunities for discoveries, new experiences, problem solving, and accomplishments for the children in our care. We believe that all areas of a young child’s development (social, emotional, physical, cognitive and spiritually) are integrated and that optimal development of these areas is derived from positive and supportive relationships with adults. Regardless of your religious creed, we believe that spiritual and moral development is also vital for well-developed children. We view each child as a unique and special person with his or her own pattern and timing of growth.
In business since: 2002
Total Employees: 11-50
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Monday :
6:30AM – 6:00PM
Tuesday :
6:30AM – 6:00PM
Wednesday :
6:30AM – 6:00PM
Thursday :
6:30AM – 6:00PM
Friday :
6:30AM – 6:00PM
Saturday :
Closed
Sunday :
Closed
Type
Child Care Center/Day Care Center
Additional Details
Summer care / camp
Philosophy
Developmental (Play-Based)
Faith-Based
Languages
English
Spanish
Sign Language (ASL)
Teacher/Student Ratio:
1:5
Program Capacity:
100
Class Type
Rate
Rate Type
Availability *
Infant
$
200
per week
4
*availability last updated on
03/14/2022
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Zwingli Christian School & Educational Daycare
403 West King Street
,
East Berlin,
PA
17316
KINDERCADEMY LTD
101 N Baltimore St
,
Dillsburg,
PA
17019
Heavenly Hands Daycare
450 Chestnut Grove Rd
,
Dillsburg,
PA
17019
Munchkin Meadow Preschool Llc
3555 LEWISBERRY RD
,
YORK HAVEN,
PA
17370
Kindercademy Ltd-Northern Elem School
657 S BALTIMORE ST
,
DILLSBURG,
PA
17019
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New Creation Station – Care.com DOVER, PA Child Care Center
New Creation Station – Care.com DOVER, PA Child Care Center
Starting at
$28
per day
Ratings
Availability
Starting at
$28
per day
Ratings
Availability
At Care. com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.
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.
New Creation Station is a daycare facility that seeks to establish a positive child care relationship that helps children develop their cognitive and social skills. Their child care center located at 3005 Emig Mill Rd, Dover, PA is dedicated to serving children living in the community and nearby areas.
Total Employees: 1
Care.com has not verified this business license.
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Monday :
6:00AM – 6:00PM
Tuesday :
6:00AM – 6:00PM
Wednesday :
6:00AM – 6:00PM
Thursday :
6:00AM – 6:00PM
Friday :
6:00AM – 6:00PM
Saturday :
Closed
Sunday :
Closed
Type
Child Care Center/Day Care Center
Preschool (or Nursery School or Pre-K)
Additional Details
Summer care / camp
Special needs care
Program Capacity:
92
Class Type
Rate
Rate Type
Availability *
Infant
$
34. 6
per day
—
Toddler
$
31
per day
—
Preschool
$
27.8
per day
—
*availability last updated on
06/30/2015
OFFERINGS
Full Time (5 days/wk)
Full-Day
Extended Care (Before School)
Extended Care (After School)
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17019
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,
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,
DILLSBURG,
PA
17019
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New “Mir”. Which orbital station does Russia need
Vitaly Egorov
journalist, blogger, popularizer of science and astronautics, author of the Green Cat blog
Can we build a new Mir, where it will fly and what tasks it could solve ?
35 years ago, the base unit of the multi-module long-term orbital station “Mir” was launched into near-Earth orbit. The station worked for more than 15 years, it was visited by 104 cosmonauts from 12 countries, who performed more than 23,000 experiments, but in 2001 its work was stopped. After it, Russia did not have its own national stations, and manned flights continued on the International Space Station (ISS). Now the question of the future of our cosmonauts is being raised again, and one of the possible scenarios is the creation of a new station. Can we build a new “Mir”, where it will fly and what tasks could it solve?
The program of long-term orbital stations was developed in the USSR as a response to the US success in the lunar program. This direction made it possible to accumulate valuable experience and technology for long-term flights, surpassing the successes of the Americans in the duration of expeditions. The apotheosis of this program was the Mir station, which made it possible to carry out the longest non-stop human flight in space – 437 days, which Valery Polyakov completed already in the 90s.
According to many cosmonauts and specialists, Russian participation on the ISS looks like a setback compared to Mir: flights have become semi-annual, with rare exceptions more, fewer experiments are performed, the closedness of the internal environment cycle has also decreased, and dependence on ground control has increased. On Mir, for example, water could be used several times, and fresh water is regularly brought to the ISS. It is more comfortable for astronauts, but there will be no such luxury on a long-range flight, so you need to prepare in advance.
On the other hand, the ISS provided the most valuable experience of international cooperation, when space powers, pursuing various interests, find opportunities for mutually beneficial cooperation in space. As a result, a fantastic goal was achieved – if not a city in orbit, then at least an apartment building was built. The ISS is the most complex and expensive human product. In fact, these are two docked stations: the American Freedom, created jointly with the Europeans, Canadians and Japanese, and the Soviet Mir-2. Of course, they were significantly improved for joint work and expanded with new modules, but the technological and ideological division between the Russian segment and the American one remained.
Today, the earthly interests of the former space workers, Russia and the US, diverge further and further, and they can no longer be ignored in orbit. Therefore, no matter how long the ISS flies, until 2024 or longer, most likely, after it there will be a final division of interests and Russia will find itself face to face with space. Perhaps it will find new partners, such as India and China. The creation of a new station is a long process, and if we want to be sure that our astronauts will have somewhere to fly after 2028, we need to take care of this now.
For a long time, Roskosmos hoped for an ambitious lunar program with the construction of a small long-term lunar station, landings on the surface and building a base there. But, apparently, the economic crisis and the consequences of the pandemic forced us to adjust our plans, and the moon is again pushed back until better times. The Russian Orbital Station (ROS) can become an alternative to the lunar program.
Project of the National Orbital Station of Russia from 2014, now obsolete. A decision has now been made to dock the Nodal Module, the Nauka Module, and the Science and Energy Module to the ISS, and to build our own national station from scratch based on NEM technologies.
The national space station was previously discussed in 2014, but since then its implementation has not progressed and the Russian cosmonautics continued to concentrate efforts on the work of the ISS. The ROS was talked about again at the end of 2020, when an air leak was discovered on the Zvezda service module of the Russian segment of the ISS. It was later determined that the air was escaping from the transition chamber aft of the module through several thin cracks. The cause of the leak has not yet been established, but the fact itself raises the question of the suitability for further work not only of the Russian module, but of all the others. The ISS has been operating for more than 20 years and has exceeded the warranty period by several times, so its resource is unknown to anyone and the risks are growing.
When thinking about the prospects and technical implementation of a future long-term space station, one should proceed from the goals for which it is created. There may be several of them:
political – the assertion of the state presence of Russia in near-Earth space and the development of international partnerships, regardless of the ISS program;
social – the preservation of jobs in enterprises that provide today’s pilot program;
technological – preservation and development of domestic manned flight technologies;
scientific — conducting applied and fundamental research in outer space;
economic – increasing the profitability of space activities and the entire Russian economy as a whole.
Organizational and technical implementation of the ROS program will be determined by the priorities of a particular goal. For example, the pursuit of political significance can lead to the decline of scientific and economic functions, since they require additional effort and time. If we turn to the domestic history of the development of manned stations, we can see the movement from the early military-political outposts, which were the first “Diamonds” and “Salyuts”, to a greater applied and scientific use of space for civilian purposes – to “Salyut-7″ and ” Peace.”
One of the modern projects of the Russian orbital station from RSC Energia. The image was published in the January issue of Russian Space magazine.
Taking into account the accumulated experience and the current development of astronautics towards greater commercialization, the new station should become a trading post in space, that is, a center of economic activity that brings practical benefits. This may be fundamental scientific activity, generating income from commercial contracts for experiments, placing equipment, launching satellites, or visiting tourists and international crews. For the most effective implementation of this work, it will be necessary to take into account the experience of all domestic and foreign manned stations in order to minimize costs and increase practical returns.
Such applied technical solutions that increase the practical usefulness of the station include: pressure, providing a vacuum;
modular panels outside the station for space experiments;
an airlock compartment that allows equipment and experiments to be brought outside with the help of robotic devices without people going into outer space;
space robot-manipulator capable of mounting modular equipment and experiments on the outer part of the station, launching satellites, assisting the crew during their spacewalk;
the science module for experiments in microgravity should be located as close as possible to the center of mass of the station so that disturbing effects from the station’s maneuvers do not interfere with the purity of the experiments;
dockable and detachable module capable of performing an independent unmanned orbital flight and returning to the station . ..
To simplify the complex procedures for registration and preparation of experiments for launching to the station, a special state organization will have to be created on Earth. Her job will be to ensure the best possible interaction between commercial or academic customers and technical services to ensure the safe and stable operation of the plant.
The scientific and applied orientation of the new station does not at all abolish political functions. Moreover, the more users – whether public or commercial – from different countries will have a new station, the higher will be its value as a world “showcase” of the space power that launched the station.
Specially for the Nauka channel.
Why the Mir station had to be flooded
ISS – 20 years. It was worth it?
The site may use materials from Facebook and Instagram Internet resources owned by Meta Platforms Inc., which is prohibited in the Russian Federation
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Roland – FA-06/FA-07/FA-08 | Workstation
A new concept for music workstations.
Roland’s FA Series redefines music workstations, now capable of delivering multiple real-time features, increased productivity in the music production process and boasting a high degree of versatility. All models in the series feature extensive tone libraries, studio-grade effects, and controls to enhance your performance in real time. Add to that another 16 pads that provide zero-latency access to sampled sounds. The built-in sequencer is easy to use and includes the ability to record your performance in a loop. In addition, if necessary, you can export tracks to an external DAW software application. The series includes a 61-key and 76-key versions (FA-06 and FA-07 respectively) with a velocity-sensitive synth keyboard, as well as an 88-key version of the FA-08 equipped with a weighted keyboard.
Concept Movie
Record and perform using the very best sounds from Roland’s extensive library.
The FA Series comes with over 2,000 sounds derived from Roland’s unrivaled INTEGRA-7 sound module, a comprehensive set of sounds to suit any musical style. The built-in sounds of the FA Series music workstations include the SuperNATURAL and XV-5080 PCM synth tones of the INTEGRA-7 sound module, as well as a collection of expressive SuperNATURAL sounds with pianos, organs, basses, strings, and other acoustic instrument sounds. And the Tone Remain function allows you to switch between timbres without cutting off the “tails” of the sound of the played notes or effects.
Single Tones Split/Layer Tones Tone Remain
Expand your sound collection with free downloads from Roland’s Axial Sound Library.
The
FA is fully compatible with the extensive collection of INTEGRA-7 synth patches, which can be downloaded free of charge from the sound library of Roland’s Axial website. You can even expand the built-in sound set with free wave sounds from the additional EXP collections, which are also featured on the Axial website. There are currently 11 of these excellent sets, including the recently released EXP-11 Analog/Digital Vintage Synth Collection.
Visit Axial Site
“Catch” ideas on the fly and create new pieces without being distracted by technical details.
The FA Series comes with an easy-to-use 16-track sequencer that lets you capture musical ideas as they are born. In the blink of an eye, you can add a rich arrangement of sounds and parts. And with the help of a looped recording – “understaff” it with 16 tracks. And all this “on the fly”, without interruption! In addition to the real-time recording mode, there is also a step-by-step recording mode that provides detailed editing and mixing functions for tracks. The created song can be saved as a stereo audio file to an SDHC card.
Watch the Movie
Enrich your sound with a variety of side-by-side effects.
The FA Series has everything you need to bring sounds and sequencer tracks to studio level. All 16 parts of a performance can be processed with independent MFX processors, and dramatically alter the output sound with unique TFX master effects such as the DJ FX Looper, Isolator and more. With dedicated knobs, you can control the effects in real time to make your performances and recordings more expressive.
Watch the Movie
Fast loading and convenient real-time management.
You will certainly appreciate the speed of loading the operating system of the new generation of tools that enter the operating mode literally immediately after turning on the power. Unlike most workstations, it only takes a few seconds to turn on the FA Series. The control panel structure is logical, and the large color LCD display provides an attractive graphical interface, making it easy to select sounds, operate the sequencer, and edit many other settings. And the function of selecting sounds using groups and forming a subset of favorites provides quick access to timbres.
Watch the Movie
Instant access to sampler functions.
The FA Series instrument sampler is simple and fast. It allows you to record and play sounds directly from SDHC cards. In addition, you can trigger playback of audio samples using the 16 pads located on the front panel, which allows you to diversify your performance with loops, accompaniment tracks, short samples, vocal phrases, sound effects and other elements. Because the samples are stored on an SDHC flash card, they load instantly without any delay.
Watch the Movie
Performances for equipment control.
The performance of the FA series instruments stores information about 16 timbres and related parameters such as volume, pan, effect settings, and others. The performance functionality has now been extended to master control, making it possible to use FA music workstations for master control of complex studio or stage equipment. MIDI messages such as bank select, program select, volume, and many more can be saved to a performance. This information is transmitted via MIDI when a performance is selected, allowing the FA and many external devices to be properly configured with just one command.
Easy integration into DAW software applications.
In addition to being self-contained instruments, the FA series music workstations integrate easily into your DAW software application environment. You can interact with your software application via the USB* port with just a press of the DAW Control button. Feature maps provided for the most popular DAW software provide quick set up to control the transport section and other parameters of recording software applications. In addition, the FA Music Workstation can be used as a USB audio interface to record various audio sources directly into the software via the stereo output and headphone jack. With the purchase of any of the FA Series instruments, you receive a free license to use Ableton Live Lite software to integrate your music workstation into a powerful audio recording software environment.
* For USB operation with FA series instruments, the appropriate driver must be installed on the computer.
Watch the Movie
FA-08 | 88 keys
The FA series consists of three tools, allowing you to choose the one that best suits your needs. Despite the fact that the three models are equipped with the same sounds, interface and controls, each of them has its own characteristic features.
See product
FA-07 | 76 keys
NEW
If you need to control keyboards with different settings for splitting the keyboard into ranges or overlapping keyboard ranges on each other, you should look at the 76-key version of the FA-07 with a semi-weighted velocity-sensitive keyboard.
See product
FA-06 | 61 keys
Is space in the studio a critical factor or do you often take the keys to various gigs and recording sessions? If so, take a look at the FA-06 with its 61-note velocity-sensitive keyboard.
See product
Highlights
Next generation workstation lets you turn your ideas into music
Lightweight, mobile body with 88-note new-generation Ivory Feel-G hammer action keyboard.
Over 2,000 sounds inherited from the top-of-the-line INTEGRA-7 sound engine, including SuperNATURAL synth, acoustic and drum sounds; add more sounds from built-in expansion cards.
SuperNATURAL sound engine is fully compatible with the vast collection of free tones from INTEGRA-7, available on the Axial 9 portal0012
16-channel sequencer with continuous recording makes song creation quick and easy; export your tracks to an SDHC card as a full stereo mix, or as multi-track audio and MIDI data for later use in your recording software
Built-in sampler based on SP-404SX with 16 pads, 4 banks and direct recording and playback from SDHC cards
Complete your sound with a host of studio-grade effects including 16 independent multi-effects, 6 COMP+EQ processors, unique TFX (summary effects), master EQ, chorus and reverb
Real-time control of sounds, effects and external MIDI devices via assignable “Sound Modify” knobs
Intuitive, advanced interface embodied in a color LCD screen
One-click to instantly use FA-08 with USB recording software
Infrared D-Beam sensor, rhythm patterns, arpeggiator and Chord Memory expand your creative toolset
Guitar/mic and line inputs for performances, sampling and audio recording in software editor; independent input reverb effect for studio and stage use.
The
USB port allows for downloading new sounds, updates, using the station as an AUDIO/MIDI interface, and MIDI connection to an iPad using the Apple iPad Camera Connection Kit.
Key features
Reimagined music workstation designed to maximize your creative flow
76-note semi-weighted keyboard with velocity sensitivity provides great feel and expanded range for complex live setups
Over 2000 sounds from the flagship INTEGRA-7 sound module, including SuperNATURAL synth and acoustic tones and drums; add even more tones via internal wave sound expansion slots
SuperNATURAL synth engine is fully compatible with the expansive collection of free INTEGRA-7 synth tones available from Roland’s Axial sound library site
16-track sequencer with non-stop loop recording makes it easy to build songs quickly; export your sequencer tracks to an SDHC card as a complete stereo mix, or as multitrack audio or MIDI data for use in your DAW
Onboard sampler based on the SP-404SX features 16 pads x 4 banks and direct recording/playback via SDHC cards
Polish your sounds with a multitude of studio-quality effects, including 16 independent MFX engines, six COMP+EQ processors for drums, unique TFX (total effects), and global EQ, chorus, and reverb
Tweak tones, effects, and external MIDI devices in real time with six user-assignable Sound Modify knobs
Intuitive, streamlined interface with large color LCD
Master control functionality added to studio sets, enabling full command of a large studio or live rig
Press one button to instantly configure the FA-07 for use with your DAW via USB
D-Beam, Rhythm Pattern, Arpeggiator, and Chord Memory functions to expand your creative palette
Guitar/Mic and Line input jacks for performing, sampling, and DAW audio recording; dedicated input reverb provides ambience for performing/recording
USB ports for sound expansion data, updates, and audio/MIDI interfacing with a computer; MIDI communication with the iPad is possible when using Apple’s iPad Camera Connection Kit
Highlights
Next-generation workstation lets you turn your ideas into music
Lightweight, mobile body with 61-note velocity-sensitive keyboard
Over 2,000 sounds inherited from the top-of-the-line INTEGRA-7 sound engine, including SuperNATURAL synth, acoustic and drum sounds; add more sounds from built-in expansion cards
SuperNATURAL sound engine is fully compatible with the vast collection of free tones from INTEGRA-7, available on the Axial portal
16-channel sequencer with continuous recording makes song creation quick and easy; export your tracks to an SDHC card as a full stereo mix, or as multi-track audio and MIDI data for later use in your recording software
Built-in sampler based on SP-404SX with 16 pads, 4 banks and direct recording and playback from SDHC cards
Complete your sound with a host of studio-grade effects, including 16 independent multi-effects, 6 COMP+EQ processors, unique TFX (cumulative effects), master EQ, chorus and reverb
Real-time control of sounds, effects and external MIDI devices via assignable “Sound Modify” knobs
Intuitive, advanced interface embodied in a color LCD screen
One-button instant use of FA-06/FA-08 with USB recording software
Infrared D-Beam sensor, rhythm patterns, arpeggiator and Chord Memory expand your creative toolset
Guitar/mic and line inputs for performances, sampling and audio recording in software editor; independent input reverb effect for studio and stage use
USB port provides download of new sounds, updates, use of the station as an AUDIO/MIDI interface, as well as MIDI connection to the iPad using the Apple iPad Camera Connection Kit
FA-06/FA-07/FA-08 Quick Start
Step-by-step instructions
These Quick Start Videos contain step-by-step instructions that will quickly introduce you to its major features.
Oxford University Professor Cathy Silva on the long-term developmental effects of early childhood education
Professor Cathy Silva. Photo by the Press Service of the Moscow State Pedagogical University.
In many families, the issue of the need to send a child to kindergarten is decided in advance. Mom needs to go to work, and there is no grandmother ready to sit with her grandson until school. But is the garden good for a child? And what should it be like in order for the child to be more successful in school and in life in the future? The head of the large-scale project “Effective pre-school, primary and secondary school education” in the UK, a well-known psychologist, professor at Oxford University, told about this to the correspondent of the “Social Navigator” project of MIA “Russia Today” Cathy Silva.
— Professor Silva, please tell us about your research on effective preschool, primary and secondary school education.
– This study was initiated by the UK government in the late 1990s. At that time, there was a very wide variation in the quality and volume of pre-school education that children in the country received. Some attended private kindergartens, others – public ones. Someone went to the garden for one year, someone for two years, someone was generally homeschooled.
The government is interested in the effectiveness of various forms of pre-school education. In order to solve this problem, over the course of 17 years, we studied three thousand children who, by the time the study began, were attending 141 kindergartens. These were a variety of kindergartens in different regions of the country.
— What are the main findings of the study?
— To our surprise, we found that all children benefit from pre-school education, which we start at the age of two. We questioned whether children from well-to-do families benefit from it – those who have large libraries at home, tablets, and so on.
But we have found that preschool affects all children – the rich, the poor, the rural, the urban, the better neighborhoods, the less successful, migrants, natives, native speakers and non-native speakers of English. It turns out that preschool education makes an important contribution to the development of children.
The second result: the quality of pre-school education is very important. If children attend a bad kindergarten, then this is absolutely ineffective, they get practically nothing from it. We found that in bad kindergartens, children can play with their peers and develop quite well socially, but the garden has absolutely no effect on their intellectual development and their subsequent academic success.
This news may have been a little disappointing for our government, but kindergartens must be of at least average or good quality in order to have an impact not only on social development, but also on the child’s cognitive development and further academic success.
— What tools for assessing the quality of preschool education did you use in your study?
– We used the well-known American methodology ECERS (“Scale for a comprehensive assessment of the quality of education in preschool educational organizations” – ed. ). This is a very good methodology, but each country has its own cultural identity and has its own preferences in preschool education. Therefore, for the UK, we have expanded this methodology by creating additional assessment scales in accordance with the values of British early childhood education.
My teacher Jerome Bruner (American psychologist and educator, a leading authority on the study of cognitive processes – ed. ) taught me, first of all, the approach to cognitive development of the eminent Swiss psychologist Piaget, but he was also a very big fan of the approach , which was developed in Russia by Lev Vygotsky and his followers.
My colleagues at the Moscow City Pedagogical University have a deep understanding of child development and the things that are essential to it. I think they should do a similar extension of the ECERS methodology for Russia. In general, I must say that coming to Russia for me in this sense is like a pilgrimage to Mecca for a Muslim.
— You said that a child’s success is influenced by his stay in a good kindergarten. What distinguishes a good kindergarten from a bad one?
— The first piece of advice is to watch the children play in the garden. An e-app has been created in the UK that hosts videos for parents showing how to play with a child. For example, there is a video about the “kitchen orchestra”, where a grandmother and her grandson set up various kitchen utensils – metal and wooden spoons, colanders, pots – and play them, imitating parts of different musical instruments.
Or, for example, there is a video where a mother and child are sitting under the table, the mother says: “We are watching wild animals in Africa.” Then mom looks through imaginary binoculars: “Look, the lion is coming out of the kitchen.” The child picks up the game and says: “And there is an elephant coming down the stairs.” Mom asks: “The elephant is so huge, how can he fit here?” The child thinks and answers: “So it’s a baby elephant. ”
In this example, we see how the mother puzzled the child with her question, and he figured out how to formulate an adequate answer in this situation. This game is a kind of intellectual gymnastics. It is important that there are games of this type in kindergartens as well.
— Can a parent successfully work with a child in a playful way at home, or is kindergarten a fundamentally important element of education?
— For the children of educated parents, the kindergarten and the family play an approximately equal role. For children who grow up in families with a low level of education, kindergarten is critical.
I will give an example of my own children. I think that my home is very rich from an educational point of view, but in kindergarten, the children received what I could not provide them. They participated in the preparation of puppet shows, invented the plot, made scenery, staged performances with music … All this I could not provide for them at home.
In addition, various difficult social situations arise in the garden. For example, my daughter thought that she was the best singer, but another girl was entrusted to sing at the concert. And the teacher was able to explain to my daughter that she is very important in some other function. The education of generosity and nobility is also a very important part of education. Ideally, the family and kindergarten should fit together, as the English saying goes, like a hand and a glove.
— You have conducted research among children from three years of age to 18 years of age. Was it possible to trace the impact of early childhood education on their success in later education, right up to the end of school?
— Indeed, children who attended a good kindergarten studied better, or rather, were better able to study.
— How did the results of the research influence the development of early childhood education in the UK?
— The government has tripled spending on pre-school education in the country within ten years.
— How do you assess the influence of Russian scientists on world science in the field of child development and preschool education?
— I think Russian psychology has influenced, first of all, European science, which, in my opinion, is deeper than American in theoretical terms. The works of Lev Vygotsky had a very great influence, translations of his works can be found everywhere. His powerful ideas about the zone of proximal development and the role of play for the child are in great demand in the West and have greatly influenced the development of child psychology.
Interview prepared during the 21st International ECERS Conference, which took place at the Moscow City Pedagogical University 27-29May.
www.sn.ria.ru
tags: Education and human development news of preschool education UNIIver MGPU
Experience of the best practices of preschool education
(EPPSE)
Katie Silva, Professor at the University of Oxford and Brenda Taggart, Professor at University College London (UCL), presented the results of a longitudinal study of 3,000 children.
What impact does quality early childhood education have on children’s development and future educational outcomes? Can preschool education compensate for the poverty of the home environment? Which gardens work best and why? It is these questions that formed the basis of the study, which staggers the imagination of researchers and practitioners around the world with its scope, thoughtful accuracy and stunning results.
Longitudinal EPPSE started in 1997. Cathy Silva, presenting the design of the study, emphasized: “The goal of quality education is the progress of children.” And it was on the progress of children that the main focus of researchers was directed. Over the course of 17 years, the assessment of the development of children was carried out at the age of 3 and 5 years (observation), 11 and 16 years (testing). It is important that the sample included both children who attended kindergarten and those who were homeschooled at the age of 3 to 5 years. At the same time, the authors noted the need to take into account the background of children (the socio-economic status of the family, the level of education of parents, health characteristics, etc.).
It turned out that quality pre-school education is directly related to higher educational outcomes (academic success, social skills, emotional well-being) of the child in the future! And this is fundamentally important for children from dysfunctional families or from families of low social status: in this case, preschool education works as a “development elevator” and compensates for the poor quality of the home environment. And this is not just about the fact that a child attends a kindergarten, but about the high quality of preschool education.
Cathy Silva emphasized, “We must fight for high quality because poor quality is a waste of money.”
Thus, the development of the quality of preschool education is a strategically important investment, the value of which is difficult to overestimate.
Analysis of the results made it possible to distinguish three groups of kindergartens: with low, good and high quality of education. It was fundamental for the researchers to abandon the comparison of “worst and best” in favor of a detailed study of good and best practices.
Brenda Taggart spoke about the distinctive features of such kindergartens: the interaction of the teacher with the children, creating conditions for sustainable joint thinking; knowledge and understanding of the educational program; understanding how young children learn; the ability of teachers to support children in conflict resolution; assistance to parents in creating conditions at home for the education of children.
“If teachers who work with children aged 3 to 5 do a good job, they will influence the child for 10 years! They help them make their dreams come true! That is why the teaching profession and quality preschool education are so important!” – just like that, with inspiration and enthusiasm, Cathy Silva and Brenda Taggart, summarizing the results of the study, turned to the community of teachers and researchers of early childhood education, for whom this seminar was a real event.
Kids 4 US WeeCare Home Preschool – County Club Hills, IL 60478
Daycare in County Club Hills, IL
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Kids 4 US WeeCare is a clean and nurturing environment where your child can learn and grow. At our home daycare, we focus on teaching children social, emotional, and behavioral skills to ensure your child’s development. We provide a strong educational base by teaching Developmental Play-based activities. We offer programs for a wide variety of ages from 1 months to 12 years. We look forward to hearing from you! Please contact us to schedule a tour for you and your family.
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Yes
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Highlights:
Certified in First Aid, CPR, teaching, and Early Childhood Education
I have been caring for children for more than 6 years, and I create an environment where children are happy, confident, and independent.
With my professional experience and certifications in First Aid, CPR, teaching, and Early Childhood Education, I’m highly accomplished in teaching both educational and intentional play activities designed to develop children’s’ psychological, emotional, behavioral, and social skills.
Mariesha is outstanding when it comes to running her daycare, she has a loving and caring heart. I feel Mariesha is there for the kids and their family .
Jackie C.
1 month to 2 years
5 days/week
6:00am-11:00pm:
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2 years to 5 years
5 days/week
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$184
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At Kids 4 US WeeCare, our home daycare is designed for play, creativity, and learning! Within the space, we have a nap room, an art area, and a reading area to create a comfortable environment for all of our activities.
We are located in a quiet Country club hills neighborhood just around the corner from a park, an elementary school, and a middle school. Our family-oriented neighborhood has convenient street parking and accessible freeways.
IL license #572640, background
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IL license #572640
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County Club Hills, IL
60478
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Kids ‘R’ Kids is proud to deliver first-class child care and early education to our community for families with children aged 6 weeks through 4 years. We also offer before and after school programs for children 5 to 12 years of age who attend local elementary schools for kindergarten through 5th grade.
We want to meet you and show you around our Learning Academy. Remember to Like us on Facebook and be sure to visit our blog often for great advice on everything from education to parenting.
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Kids ‘R’ Kids Learning Academy provides a secure, nurturing, and educational environment for children. Our school is a place for children to bloom into responsible, considerate, and contributing members of society.
Kids ‘R’ Kids Learning Academy wants all children to have the opportunity to grow physically, emotionally, socially, and intellectually by playing, exploring, and learning with others in a fun, safe, and healthy environment.
As a family-owned and operated school, Kids ‘R’ Kids Learning Academy welcomes positive family involvement and encourages a parent-teacher approach where the needs of every child come first!
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Kids ‘R’ Kids Learning Academy is fully accredited and offers the ultimate foundation for your child. We are very proud to provide the most effective educational programs and innovative facilities for children 6 weeks through 12 years of age.
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Ourexclusive line of curriculum is designed specifically for every developmental stage of education with theme-based units, specific learning activities and teacher-friendly lesson plans. As a parent, rest assured your child is benefiting and advancing from the most innovative curriculum available.
1/9: Large separate playgrounds are designed for ultimate play for infants, toddlers, preschool and school age children.
2/9: Our School Age Program provides an engaging and collaborative environment.
3/9: Our Toddler Program encourages each child to practice skills and develop independence.
4/9: Introduction to literacy begins with our earliest learners with exclusive Infant Curriculum that exceeds other typical childcare services.
5/9: The Kids ‘R’ Kids exclusive STEAM Ahead® Curriculum implements various activities to develop skills in science, technology, engineering, art and math.
6/9: School buses with seat belts provide transportation to and from local elementary schools as well as to planned field trips.
7/9: Hands-on activities (such as patterns, measurements and shapes) are important for developing your child into an abstract thinker.
8/9: Engaging activities thoughtfully engineered to encourage innovation, collaboration and imagination.
9/9: The Kids ‘R’ Kids Staff is central to our success. Each member is carefully selected and extensively trained to provide the best in early childhood development and childcare.
Who is in our yard? For children 4-6 years old
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Dear parent and teacher! This series of science lessons is designed for your active participation. First, you yourself should familiarize yourself with the useful information on the pages of notebooks and decide whether it is worth just reading it to your child, or it would be better to retell it in a language that he understands. In any case, interesting and useful work awaits you and your child. We wish you success! nine0003
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Dear parent and teacher! This series of science lessons is designed for your active participation. First, you yourself should familiarize yourself with the useful information on the pages of notebooks and decide whether it is worth just reading it to your child, or it would be better to retell it in a language that he understands. In any case, interesting and useful work awaits you and your child. We wish you success!
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Who is in our yard? For children 4-6 years old
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The book “Who is in our yard? For children 4-6 years old” is available in the online store “Chitai-gorod” at an attractive price.
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What surrounds us. Let’s know the world. For children 3-4 years old (Olga Zemtsova)
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This entertaining book is designed for children of primary preschool age. Studying with this book, children will be able to get acquainted with letters, consolidate knowledge about them, expand their vocabulary. By completing certain tasks, children will develop phonemic hearing and speech attention, which will prepare them to understand the sound analysis of words. We hope that classes in this book will bring you and your baby many minutes of useful and interesting communication. By completing certain tasks, children will develop phonemic hearing and speech attention, which will prepare them to understand the sound analysis of words. We hope that classes in this book will bring you and your baby many minutes of useful and interesting communication. nine0003
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This entertaining book is designed for preschool children. Studying with this book, children will be able to get acquainted with letters, consolidate knowledge about them, expand their vocabulary. By completing certain tasks, children will develop phonemic hearing and speech attention, which will prepare them to understand the sound analysis of words. We hope that classes in this book will bring you and your baby many minutes of useful and interesting communication. By completing certain tasks, children will develop phonemic hearing and speech attention, which will prepare them to understand the sound analysis of words. We hope that classes in this book will bring you and your baby many minutes of useful and interesting communication. nine0003
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Price, the teacher advised.
Cons
Few pages, not very thick paper. The drawing looks old.
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Only 16 pages.
What surrounds us. Let’s know the world. For children 3-4 years old
Olga Zemtsova
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“What surrounds us.
All textiles deposited into bin should be in closed plastic bags. 
Yes – Dr. Charles Drew College Preparatory Academy is an elementary school.
Charles Drew College Preparatory Academy have asked the surrounding Bayview community not merely what the community can do to help improve the school, but what the school can do to help improve the community. In what is now being championed as a “community school,” Dr. Charles Drew College Preparatory Academy is rapidly becoming recognized as a hub for community service and engagement.
It is not uncommon to see a community member any day of the week at Drew. Bayview community members are serving at Drew as playground monitors, food servers, maintenance crew, tutors, mentors, book sorters – basically in any way they can.
Charles Drew College Preparatory Academy.
Drew
m. – June 3, 1 p.m. – Guaranteed Enrollment for students who meet the eligibility criteria for phase 8. Phase 8: June 22, 3 p.m. – June 3, 7 p.m. – Registration open to all students 
Every day in our
Your child
Our original curriculum blends math,
While your child experiments, they’ll discover how to use technology to do
If your child has special dietary requirements and you would prefer to bring in
Our teachers know how to get babies to nap.
Being a great educator isn’t enough though.
Hear what our families have to say about our amazing center!
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We’ll also give you a timeline that maps out when we would suggest you start touring programs, choose a daycare, and pay a deposit to secure a spot. Your timeline is based on when you want to start care – so you set the pace, and you decide when you’ve found the right match.
The survey lets us give you 3 recommendations to consider, but it’ll also help you better understand what factors to consider, and what questions to be asking right now. It’s simple things like where you live, your child’s date of birth, when you want to start care, and if you have any preferences around program philosophy or language of instruction. If you’re planning 6+ months ahead, it’s a great way to get started, and if you’re hoping to start daycare in the next 2-4 months, it’s definitely time to get started. Click here to start the survey.
On the pages of institutions you will find the address, contact numbers, and you can also leave your feedback. We ask you to write really useful and informative reviews that will help other parents make the right choice and send their child to a good kindergarten. nine0003 
8 
5 
5 
24, Aktobe 
8 
5 
4 
8 
4 
… 
It offers quality care and education, and it provides a balanced program to developconfident, creative, and well-rounded learners. The facility is open from 7:00 AM to 6:00 PM, Mondays through Fridays…. 
This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
Designed by experts, our age-appropriate activities help develop the cognitive, physical and social skills of children as they play. Our programs are also recognized for their unique approach to parent involvement which encourages participation in and understanding of each child s development…. 
Kids Connect also introduces technology through software on Apple iPads that provides developmental progression and will ultimately allow children to network with others of a wider global community!
… 
The centercurriculum aims to provide a variety of age appropriate activities such as sports, music, swimming, and special event…. 
It is a Child Careprovider that can accommodate a certain number of children…. 
We use the educational power of play to grow your child socially, physically, emotionally and intellectually.
At this age, babies are beginning to demonstrate more… Read more
Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success.
We’re here to help our employees navigate the integration of work and life:
The photo also shows Firsov demonstrating weapons. 
Everything is known after the fact. 
ru 
Musicians from the American rock band Linkin Park published a post on Instagram, in which they announced that everyone will be able to watch their online concert today. 
They are unlikely to achieve this without the interventions of supportive and questioning adults. – Williams and Rask (2003,p. 529) 
Also see Jones and Reynolds (2011).
g. using a block as a phone)
g. drawing/writing letters, notes, recounts)
The authors see sociodramatic play as a way of “creating and coordinating a live-action text among multiple players” (Wohlwend, 2015, p. 2).
This view sees literacy as developing through everyday experiences with others, including pretend play (see Roskos and Christie, 2011; Teale & Sulzby, 1986).
Some reviews of research indicate that play (in general) is associated with the development of language and literacy skills, but it is not always possible to say that play itself has caused these changes in development (Lillard et al., 2013).
18-22.
Early Childhood Research Quarterly, 31, 147–162. 
39).
For example-during, a science experiment, bring lab coats and goggles for students to pretend to be real scientists!
Opportunities for social interaction is imperative for children this age because they are learning to regulate and communicate their wants, needs, and emotions. 
Specifically, the article chosen on the website talks about the importance of dramatic play and how it enhances learning experiences for children. It provides steps in how to create a dramatic play area, the skill sets that students will develop through dramatic play, and the four major areas including social/emotional, physical, cognitive, and language that is developed through dramatic play. 
The organization aims to support families in early education. They invest in your child’s future education. The specific article that was looked at through Bright Horizons aimed to inform parents and or educators about the importance of pretend play in child development. Likewise, it provided several ideas/activities that can be used to support pretend play. Bright Horizons offers a variety of educational services for children and families.
Different props were brought in including cookie sheets, baker hats, cooking flour, and cookie jars and different cookie shape cutouts. Students were able to become familiar with each item while playing with their peers.
It requires the child to be able to control his own body, manipulate objects, synthesize and interpret information from various senses, and understand the simplest words – or, more precisely, the intonation of those who care for him. The simulation game reflects what the child sees and hears around him, it is like a living record of the process of perceptual learning. At first, the imitation is fragmentary and immediately follows the action that in one way or another attracted the attention of the infant. Later, the child begins to repeat whole blocks of similar actions for his own pleasure or praise. Imitation play is necessary for the child not only to learn how to perform imitated actions independently in the fastest and most efficient way, but also to understand the fact that adults around each perform their own role, with which quite specific duties are associated. 
It requires not only mastery of the mentioned motor and sensory skills, but also a growing ability to turn on the intellectual processes associated with the recognition and extraction of previously learned information. In addition, it requires the ability to create preliminary schemes in the mind and put them into practice. This type of play stems directly from early exploration and manipulation games, but also combines earlier forms of “pure” imitation with the ability to purposefully achieve the intended result. 
In this way, he gains a greater understanding of the world around him and, most importantly, improves his social communication skills. This type of play is based on the baby’s ability to express his thoughts through language and, accordingly, perceive other people’s ideas. Accordingly, spontaneous involvement in a role-playing game for professionals working with children is an important diagnostic feature that allows assessing the level of health, well-being and education of the child. 
At this stage, the child explores his own body and surrounding objects using sight, hearing, tactile sensations and taste. These games are often repetitive. 
They learn to maintain positive self-esteem in an expanding social environment. 
This would have affected their understanding of their role: 
..
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We are talking about designers and designers. 
The salary in Kazakhstan ranges from 160 to 1500 US dollars per month, in Ukraine – $ 650, in Belarus – from $ 180. 
99 per hour. At the moment, based on information received from major job portals, the average rate of architects in the United States has not changed much and is 6,384 USD (net 4,746 USD) per month, 35.46 USD per hour. 
I love to read books before bed.
“
mobi 
I liked that this app was challenging. I did not like that that there were only 4 modes, and if I could change something about the app it would be to add more modes. I would compare this app to the other app I downloaded because the other app had the same things as the app I downloaded. But I would choose this app over the other app because the other app only had one mode as of this app had 4 modes.
We will make a note about this fix for the next time we are able to update this app. Let us know your thoughts once you start using the app too!
99
In E TEN 
Parquet 
9000 E 
However, even a slight but regular attention to the topic of the English language will help introduce the baby to the first English words and immerse him in the world of a foreign language. nine0005 
Our practice shows that the most optimal age is 3-5 years. This is exactly the time when children quickly and easily absorb any new information presented in a fun way. That is why the main task of the teacher is to show that communicating in a foreign language is simple and natural. In this regard, teaching according to the communicative method, which is based on language practice, shows the best results when teaching preschool children. nine0005 
nine0005 
The main principle is that English surrounds us always and everywhere. Remember how your baby began to speak his native language? What were his first words? Of course, repeating after his parents, he learned to name things that surround him in everyday life: body parts, vegetables and fruits, favorite toys and animals … Starting to learn a foreign language, it is worth moving along the same path, because even lullabies in English in early childhood, will already contribute to the further development of the baby. nine0005 
But even regular classes for 15-20 minutes a day will be no less effective, when you and your child study a colorful English book or cards, or maybe just communicate in English. It is important to show that English is a natural part of your life. Try to associate English with some daily routine, such as 5 o’clock tea, the drive home from kindergarten, or a joint breakfast where you communicate in a foreign language and learn words in a relaxed way. The benefit of this method is that learning new words in English becomes an interesting and effective activity. Your child does not memorize new words, but consciously memorizes them. nine0005 
But even a parent who speaks basic English can also be productive with their child. Remember that the most important thing at this stage is not so much the availability of special knowledge as your keen interest, i.e. you need to help your child learn English words every day. nine0005 
nine0005 
Gradually show how the learned English words can be combined into phrases to describe the plots of the pictures: white cat, black cat. Then add all the new details – three white cats. nine0005 
Choose an age-appropriate program and study together, trying to fill the process of learning words in English for children with positive and vivid emotions. nine0005 
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Therefore, we are glad to all children and their parents who are ready to turn the childhood of their kids into a bright, unforgettable holiday! 
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The station worked for more than 15 years, it was visited by 104 cosmonauts from 12 countries, who performed more than 23,000 experiments, but in 2001 its work was stopped. After it, Russia did not have its own national stations, and manned flights continued on the International Space Station (ISS). Now the question of the future of our cosmonauts is being raised again, and one of the possible scenarios is the creation of a new station. Can we build a new “Mir”, where it will fly and what tasks could it solve? 
Of course, they were significantly improved for joint work and expanded with new modules, but the technological and ideological division between the Russian segment and the American one remained. 
The Russian Orbital Station (ROS) can become an alternative to the lunar program. 
The ISS has been operating for more than 20 years and has exceeded the warranty period by several times, so its resource is unknown to anyone and the risks are growing. 
For example, the pursuit of political significance can lead to the decline of scientific and economic functions, since they require additional effort and time. If we turn to the domestic history of the development of manned stations, we can see the movement from the early military-political outposts, which were the first “Diamonds” and “Salyuts”, to a greater applied and scientific use of space for civilian purposes – to “Salyut-7″ and ” Peace.” 
For the most effective implementation of this work, it will be necessary to take into account the experience of all domestic and foreign manned stations in order to minimize costs and increase practical returns. 
.. 
Winter frost covers the colder north-facing half of each dune 
The built-in sounds of the FA Series music workstations include the SuperNATURAL and XV-5080 PCM synth tones of the INTEGRA-7 sound module, as well as a collection of expressive SuperNATURAL sounds with pianos, organs, basses, strings, and other acoustic instrument sounds. And the Tone Remain function allows you to switch between timbres without cutting off the “tails” of the sound of the played notes or effects. 
With dedicated knobs, you can control the effects in real time to make your performances and recordings more expressive. 
In addition, you can trigger playback of audio samples using the 16 pads located on the front panel, which allows you to diversify your performance with loops, accompaniment tracks, short samples, vocal phrases, sound effects and other elements. Because the samples are stored on an SDHC flash card, they load instantly without any delay. 
..
Westgreen Blvd
Mason Rd
Photo by the Press Service of the Moscow State Pedagogical University. 
Some attended private kindergartens, others – public ones. Someone went to the garden for one year, someone for two years, someone was generally homeschooled. 
It turns out that preschool education makes an important contribution to the development of children. 
). This is a very good methodology, but each country has its own cultural identity and has its own preferences in preschool education. Therefore, for the UK, we have expanded this methodology by creating additional assessment scales in accordance with the values of British early childhood education. 
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At the same time, the authors noted the need to take into account the background of children (the socio-economic status of the family, the level of education of parents, health characteristics, etc.). 
smarter child.
We also offer before and after school programs for children 5 to 12 years of age who attend local elementary schools for kindergarten through 5th grade.
We are very proud to provide the most effective educational programs and innovative facilities for children 6 weeks through 12 years of age.
First, you yourself should familiarize yourself with the useful information on the pages of notebooks and decide whether it is worth just reading it to your child, or it would be better to retell it in a language that he understands. In any case, interesting and useful work awaits you and your child. We wish you success!