Blended Preschool, Bilingual Learning School in Alexandria, VA
Blended Preschool, Bilingual Learning School in Alexandria, VA
The Perfect Place Where Your Children Can Learn to Write and Speak Spanish in a Nurturing Environment
Our Mission
Our mission at Luca’s Rainbow is to provide young children (2 – 6 years old) with opportunities to learn and grow in a safe and nurturing bilingual environment.
Our Vision
Our vision is to create a safe and supportive atmosphere that will encourage each child to develop physically, socially, emotionally, and cognitively in a bilingual environment.
Our Approach
Our low teacher-to-student ratio allows us to focus on each child individually. Teachers work one-on-one with students, allowing them to learn and grow at their own pace.
At Luca’s Rainbow Bilingual Preschool, our educational model is truly unique. We use a blended learning approach – combining Montessori pedagogy with a Creative Curriculum – while teaching our children in English and Spanish to enhance their understanding of the world.
Studies have shown that blended learning, used in many classrooms across the country today, can be an engaging and effective teaching approach for students from diverse backgrounds – including English learners and students with learning challenges who benefit from having the material presented in a variety of ways. This is why, at Luca’s Rainbow, we have designed a curriculum to meet the children’s individual needs and goals.
Visit Us
We love toddlers! And we know that children age two require a safe and nurturing environment to explore, learn, and grow. Our toddler care program offers a perfect balance of nurturing, playing, and learning as well as an immersion in English or Spanish.
With low teacher to student ration, and regular teacher-family communication, our program is a great place for your toddler. Contact us today to request more information or reserve your child’s spot in our program.
Registration
We know for many families where your child goes to preschool is a big deal! You want a safe and nurturing environment, but also a place where they can be challenged and develop their social skills. Knowing this, our teachers employ a combination learning approach paired with our bilingual immersion.
With low teacher to student ration, and regular teacher-family communication, our program is a great place for your preschooler. Contact us today to request more information or reserve your child’s spot in our program.
Registration
Our after school program offers your child to continue his or her love of learning in a warm and nurturing environment while interacting with Spanish and English. Our program promotes socialization, problem solving, music, creative arts, and games.
Contact us to learn more or register your child today!
Registration
Our summer camp program offers both indoor and outdoor activities that are for fun, build friendships, and encourage learning!
Our camps encourage children to discover science, explore nature, and engage in creative arts, while learning about the vast opportunities in the world around them.
Contact us to learn more about our summer camps or register today!
Register
At Luca’s Rainbow, we love toddlers! We know that children aged 2 years old require a safe and nurturing environment to explore, learn, and grow. Our toddler care program offers them a perfect balance of nurturing, playing, and learning as well as an immersion in English or Spanish.
With low teacher-to-student ratio, and regular teacher-family communication, our program is a great place for your toddler. Contact us today to request more information or to reserve your child’s spot in our program.
Registration
At Luca’s Rainbow, we know the decision to select the right preschool for your child is especially important! You want a safe and nurturing environment, but also a place where your child can be challenged and prepared to develop their social and emotional skills. Knowing this, our teachers employ a blended learning approach paired with our bilingual immersion.
With low teacher-to-student ratio, and regular teacher-family communication, our program is a great place for your preschooler. Contact us today to request more information or to reserve your child’s spot in our program.
Registration
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The Kidz Docs, a healthcare facility that serves all children – including high-risk children – is still requiring masks in our office at all times for patients 2yrs and up. Thank you for your help in keeping our office a safe place for all patients.
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December 2022
The COVID bivalent booster vaccine has been approved for children 6m-5y. The Kidz Docs has the Moderna bivalent vaccine for this age group. Eligible children are those who have received the primary Moderna vaccine series, and are at least 2 months out from their 2nd shot. The Kidz Docs recommends this vaccine for all eligible patients. We are offering it at well visits, and also have 2 vaccine clinics set up: Thursday morning Dec 29, and Thursday afternoon Jan 12. Please send a portal message or call to schedule.
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November 2022
There is a nationwide wave of respiratory viruses, including RSV, influenza, and COVID. Our sick appointments are filling early in the day – please call at 7:30a if you would like your child to be seen for a sick appointment. Our community partners at Hello Peds (telehealth) and PM Peds (urgent care) are also good options for sick appointments. For more on the crisis in pediatric healthcare, please see the following from our American Academy of Pediatrics president: Moira Szilagyi, MD, PhD, FAAP.
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Infant formula shortage (updated 5/18/2022)
We know that many of our families with young infants are struggling to find enough formula.
Please see the links below for some helpful information on navigating this situation. In addition, we are working with formula companies to increase the number of samples in our office. If you are currently out of formula, or will run out in the next 2 days, please contact us as we are prioritizing our current samples for these emergent situations.
Sick appointments are available daily by appointment (no walk-ins), both in-person and via telehealth. All patients and family members 2 yrs and above are asked to wear a face covering. For more information about how we are responding to the pandemic and keeping our staff and you safe, please visit our COVID-19 page.
The current public health emergency is extremely fluid, and we continue to adjust our schedule and procedures to align with the current guidelines. Thank you all for your flexibility as we work to keep our staff and patients safe and healthy! As this situation continues to unfold, we plan to be here for you through it all.
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Email Address: Please use [email protected] if you need to email us any forms for completion.
We invite you to take a few moments to browse our website and familiarize yourself with our practice. We hope that it will serve as a valuable resource for you. You’ll find all of the helpful information you need about our practice including sport physical, child immunizations, well child care exams, our doctor and nurse practitioner bios, service details, directions to our office, and new patient forms.
The Kidz Docs looks forward to walking alongside you as you guide your child along a path of optimal health and wellness.
With Belarusian potatoes and dishes from the oven. Lukashenka dined with officials and scientists at his home in Alexandria
June 20, Shklovsky district / Corr. BELTA/. On the morning of June 20, President of Belarus Alexander Lukashenko, as part of a working trip, got acquainted with the cultivation of winter barley and rapeseed in the well-known experimental presidential fields in his small homeland near the agro-town of Alexandria, Shklovsky district. Communication with officials and scientists continued during a working lunch, BelTA has learned.
The head of state invited guests to his home in Alexandria. On the table – exclusively local products produced in JSC “Alexandriyskoye”, dishes cooked according to traditional recipes in a rustic oven.
Considering the hot weather, a working lunch was organized outside in the pavilion.
As BelTA reported, upon arrival at the field, where different varieties of winter barley were sown as an experiment, the head of state stressed that today is a historic and turning point in agriculture. The President noted that he grew up in these places at the junction of the Mogilev and Vitebsk regions and here he will test various new approaches in agriculture. “So the President’s field has become. Today is a historic moment. If someone thinks that we met here in order to once again talk and show off, experts will understand that this is not so,” he said.
youtube.com/embed/m3eqnmYF2h5?rel=0″>
The President recalled that last year he took a risk to raise the issue of winter barley cultivation very harshly. It is harvested before other grain crops. This allows you to quickly and earlier receive feed for livestock, more evenly use and run equipment before mass harvesting.
“In order for us not to sweat, as always, on grain crops, I think that we need to return to a more serious cultivation of winter barley. I was worried last year, when I made a tough decision, one thing: will we be able to get not just productivity. We need high-quality, good grain. If we get 10 million tons, we will be happy. On these sown areas, without reducing the volume of rapeseed and others. That is, through intensive farming,” the President said.
What kind of miracle barley that Lukashenka was talking about? Opinion of experts and practitioners
“This year has shown that winter barley is a miracle. I have never seen such fields of winter barley, firstly. the third time. When it was sown, I looked when there were seedlings, and now, at the moment of grain filling. I am unequivocally convinced that there will be winter barley,” the Belarusian leader stressed.
Another topic of the working trip is the cultivation of rapeseed. Alexander Lukashenko also stressed the great importance of this crop for agriculture, and this is money for the villagers.
“This should change agriculture. Therefore, there will be winter barley and there will be rapeseed,” the President said. Standard” hygiene for a child (postpartum department)
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“Hygiene and care” set for children Babe Laboratorios (shm/200ml + sh/gel/500ml + b/milk /100ml + bag/1pc) 9Ol000 Cutlery set for children Tramontina BABY Le Petit 3-piece stainless steel SS
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Children’s 3D pen for children drawing Quality with LCD display 2 pen Set with Eco Plastic 130 meters SPT
Delivery across Ukraine 25 COLORS plastic thread rods for 3D SPT
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911 UAH
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Children’s 3D pen for children LCD display 2nd generation Pen 2 Set with Eco Plastic in 2
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1 375 UAH
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Draw with light for children Glow-A 1700 Set for drawing in the dark, tablet for drawing with light SPT 9000 Delivery3
In stock 900 in Kyiv in Ukraine
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Air pistol for children (automatic, pistol with bullets, game set with a pistol)
In stock
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to 775 UAH
from 4 sellers
875 UAH
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Children’s Cosmetics Fashion Rosse SHMMER (cosmetics set for children, children’s cosmetics)
at the warehouse
Delivery for Ukraine 9000 delivery.
415 UAH
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Pneumatics bazooka machine for children with binoculars (automatic, pistol with bullets, game set with a pistol)
In stock
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to 649 UAH
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Set for the manufacture of rings and earrings, jewelry and jewelry from epoxy, a gift for a child
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Children’s scientific game set Lesko DIY 1004 “Ecorocket” experiments for children dl
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461 UAH
354.97 UAH
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Children’s scientific gaming set Lesko Diy 1009 “Robot Bank” Experiments for children DL
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708 UAH
545.16 UAH
Children’s scientific gaming set Lesko Dyi 1022 “Spy” Experiments for children DL
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664 UAH
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Game set for children ZHENJIE KT017 “Garden Tool Set” for games in companies dl
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Set of watercolor pencils Lesko Water-2021 36 Col. No. 123 colored water-soluble for children dl
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684 UAH
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Draw with light for children Glow-A 1700 Set for drawing in the dark, tablet for drawing with light FED 902 Kyiv
Delivery across Ukraine
UAH 554
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Children’s 3D pen for children with LCD screen 3D PEN 2 and a set of eco plastic for drawing with FED stencils
In a warehouse in Kyiv
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Children’s 3D pen for children drawing Quality with LCD display 2 pen Set with Eco Plastic 130 meters FED
In stock in Kyiv
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1 083 UAH
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250 meters set of plastic 3D pen for children MCH 25 colors Plastic thread rods for 3D Fed
in stock in Kyiv
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901 UAH
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Children 3D pen for children LCD display of the 2nd generation Pen 2 Set with Eco Plastic 200 meters FED
Top 3 Best Private Preschools in Concord, CA (2023)
For the 2023 school year, there are 15 private preschools serving 2,178 students in Concord, CA.
The best top ranked private preschools in Concord, CA include Tabernacle Christian Schools, Inc., St. Agnes Elementary School and Kings Valley Christian School.
The average acceptance rate is 99%, which is higher than the California private preschool average acceptance rate of 86%.
47% of private preschools in Concord, CA are religiously affiliated (most commonly Christian and Catholic).
School
Location
Grades
Students
Kings Valley Christian School
(Christian)
Add to Compare
4255 Clayton Road Concord, CA 94521 (925) 687-2020
Grades: PK-8
| 372 students
New Hope Preschool
Daycare / Preschool (Pentecostal)
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2120 Olivera Court Concord, CA 94520 (925) 682-5918
Grades: PK
| 38 students
St. Agnes Elementary School
(Catholic)
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3886 Chestnut Ave Concord, CA 94519 (925) 689-3990
Grades: NS-8
| 274 students
Tabernacle Christian Schools, Inc.
(Christian)
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4380 Concord Blvd Concord, CA 94521 (925) 685-9169
Grades: PK-8
| 521 students
Angels Montessori Preschool
Montessori School
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1566 Bailey Rd Concord, CA 94521 (925) 686-5621
Grades: PK-K
| 45 students
Bay Christian School
(Christian)
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(1)
4725 Evora Road Concord, CA 94520 (925) 458-9870
Grades: PK-8
| 247 students
Concord KinderCare
Daycare / Preschool
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1551 Bailey Rd Concord, CA 94521 (925) 682-9560
Grades: NS-PK
| 77 students
The Concordia School
Montessori School
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(2)
2353 5th Ave Concord, CA 94518 (925) 689-6910
Grades: PK-6
| 68 students
La Petite Academy
Daycare / Preschool
Add to Compare
4304 Cowell Rd Concord, CA 94518 (925) 676-4416
Grades: K
| 38 students
Montessori School Of Concord
Montessori School
Add to Compare
3039 Willow Pass Rd Concord, CA 94519 (925) 682-8067
Grades: PK-K
| 43 students
Myrtle Farm Montessori School
Montessori School
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4976 Myrtle Drive Concord, CA 94521 (925) 356-2482
Grades: PK-K
| 39 students
Step By Step Montessori School
Montessori School
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1507 Heather Drive Concord, CA 94521 (925) 825-4364
Grades: PK-K
| 37 students
White Dove School
Montessori School
Add to Compare
1850 Second Street Concord, CA 94519 (925) 689-5067
Grades: PK-K
| 20 students
Wood Rose Academy
(Catholic)
Add to Compare
4347 Cowell Rd Concord, CA 94518 (925) 825-4644
Grades: PK-8
| 213 students
Ygnacio Valley Christian School
(Christian)
Add to Compare
4977 Concord Blvd Concord, CA 94521 (925) 798-3131
Grades: PK-8
| 120 students
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TOP 10 Preschools in Maple Grove, MN
Preschools in Maple Grove, MN
All Stars Daycare
18458 87th Avenue N. , Maple Grove, MN 55311
Starting at $185/wk
Description:
Re-opening my in-home Family Daycare for toddlers and older. 10 years experience, accredited Preschool academic in a semi-structured program and CORE Centers to help meet Early Childhood Indicators ofProgress, Focus on social development/conflict resolution that leads to academic success. My daycare is adjacent to Rush Creek Elementary. No streets to cross, just walk down the hill to school I love and respect children and their families. I specialize in children 18 months and older and offer a daily preschool program….
Description:
We are a top local child day care center, the best In Minneapolis St. Paul Blaine Champlin Maple Grove for infant, toddler, preschool, kindergarten, school age and summer program. We recognize that each childhas unique talents, learning styles and personalities. Our highly-qualified teachers and staff are committed to working within each child’s comfort zone to ensure optimal social, emotional and educational results. Small World Learning Center is not your average day care school in Minneapolis, St. Paul MN. At Small World Learning Center our goal is to produce happy, intelligent, and well-adjusted children. Here you will find a nurturing and educational environment program and tools for children of ages 6 weeks to 12 years. …
Cradle Club
13986 Maple Knoll Way, Maple Grove, MN 55369
Costimate: $263/wk
Description:
We believe The Cradle Club is THE PLACE for your infant, toddler or preschooler. Your child will enjoy a safe, educational and happy home-away-from-home! It is our mission to provide children with security andthe opportunity to develop through exploration and education in a stimulating made-for-kids environment!
The Cradle Club provides quality child care for infants, toddlers, and preschoolers. We are known for our excellent kindergarten prep program. We offer three convenient locations: Downtown Minneapolis in Butler Square, Edina near 494 and Highway 100, and Maple Grove just off of Weaver Lake Road. ..
Description:
For over a decade, thousands of families across Minnesota have trusted our fun, educational, high-quality, and affordable child care. Visit nccinfo.com to find out more!
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….
Description:
Primrose School of Maple Grove offers child care and preschool programs for children 6 weeks to 5 years old in Maple Grove. Primrose provides a safe and nurturing environment where children thrive.
Description:
Creative Kids Academy, located in Maple Grove, Minnesota, is a state-licensed child care facility that serves young children, between the ages of 6 weeks old to 12 years old. The company offers NAEYC-approvedearly learning programs that are designed to be age and developmentally appropriate….
Description:
Joyful Noise Christian Preschool is a childcare and learning facility located at 9350 Upland Lane N, Maple Grove, Minnesota. The school provides quality childcare and learning programs that treat children asunique individuals, helping each one of them reach their fullest potential. It offers a rich, stimulating and nurturing Christian atmosphere that helps enhance the children’s spiritual growth as well as physical, social, emotional and mental development. The school’s hours are from 8:30 AM to 3:00 PM, weekdays….
Pre School U
14817 92nd Pl N, Maple Grove, MN 55369
Starting at $165/mo
Description:
Pre School U offers a warm and secure environment promoting the fullest possible development of the whole child. The center’s goal of educating children is to provide them with a foundation of competence andconfidence to function independently throughout their lives….
The Cradle Club
13986 Maple Knoll Way, Maple Grove, MN 55369
Costimate: $263/wk
Description:
The Cradle Club is a family owned childcare company that has provided excellent care and education for children 6 weeks to 6 years since 1986! We are delighted to offer your family a home-away-from-home filledwith laughter, learning and love for your little one. Our teachers have a passion for excellence and bringing out the best in those around them. We are committed to providing children with security and the opportunity to develop through exploration and education in a stimulating, made-for-kids environment! Through our teacher created theme-based learning including Cradle Club’s “Spanish Splash,” “Fun with Fitness” and Character Building curriculum, we believe in fostering the development of the whole child and are known for our success in promoting kindergarten readiness!
The Cradle Club is proud to extend quality full-time and part-time child care programs to infant, toddler and preschool children at three locations; Maple Grove, Minneapolis and Edina. A summer school-aged program is also available in Maple Grove and Edina.
Come laugh, learn, and love with us! We look forward to meeting your family!…
Description:
Small World Child Day Care Centers are not your average licensed accredited daycare in Blaine, Champlin, Maple Grove, Chanhassen, Farmington, MN. At Small World our goal is to produce happy, intelligent, andwell-adjusted children. Here you will find a nurturing and educational environment for children 6 weeks to 12 years of age. Small World has great educational and child care programs for Infants, Toddlers, Preschoolers, Kindergartners & School age children.
*Our Exclusive EBCC Curriculum Exceed National Early Child Education Standards! Visit Us Today!…
Description:
Primrose School of Maple Grove, MN is a childcare facility that cares about children’s need of quality early childhood education. That’s why their center at 6975 Wedgwood Road, Maple Grove undergoes extensivedevelopments and improvements to ensure that children enjoy only quality childcare. …
Description:
Little Footprints Day Care in Maple Grove, Minnesota 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….
Sally Harmon
10533 Monticello Ln N, Maple Grove, MN 55369
Costimate: $226/wk
Description:
Sally Harmon provides child care and early education services geared for young children. Located in Maple Grove, MN, the provider can admit and handle a total of 14 children on a full-time basis. Sally Harmonis open to infants up to school-age children….
Demarais Inc.
13336 85th Pl N, Maple Grove, MN 55369
Costimate: $263/wk
Description:
Demarais Inc. is a family owned and operated daycare facility. They put child’s needs first and provide a loving, nurturing, and safe environment for the little one. The facility incorporates learningexperiences with fun activities. They want children to embrace education and enjoy themselves while doing so….
Ruth Weiler
10840 99th Pl N, Maple Grove, MN 55369
Costimate: $226/wk
Description:
Ruth Weiler is a licensed provider that offers child care services geared for infants to school-age children. The company can admit and handle a total of ten children. Located in Maple Grove, MN, Ruth Weilerhas served the community since she started operating n 1984….
Description:
Jane’s Learning Center, LLC is a child care facility that commits to the families in offering developmentally appropriate guidance and learning. They cultivate the kids’ cognitive, social, physical, emotional,educational, and linguistic development. They provide holistic programs to the students for them to reach their full potentials that will lead to future success….
Description:
Step By Step Montessori School is a private school that serves the children of Maple Grove, Minnesota and the surrounding communities. It provides a challenging Montessori curriculum designed to enable childrento grow and develop at their own pace. The school offers a safe and stimulating environment for children ages six week to six years old. It can accommodate up to 160 children and operates from Mondays through Fridays 6:30 AM to 6:00 PM….
Showing 1 – 20 of 42
Preschool Resources
FAQs for finding preschools in Maple Grove
In 2023 what types of preschool can I find near me in Maple Grove, MN?
There are two main types of preschool programs you can send your kids to in Maple Grove, MN. The first is a full-time preschool program that usually works well for parents working full-time shifts. The second is a part-time preschool program where you can enroll your child for 2-3 days per week and typically choose between a morning or afternoon shift. A part-time preschool can be a great option if you want to ease the transition of this new learning experience for your child. You can also check your options in Maple Grove, MN for traditional preschool centers, or private home-based preschools.
What should I look for in a good preschool program in Maple Grove, MN?
When you begin looking for preschools in Maple Grove, MN ask about the ratio of learning time to supervised play time so you can get a good sense of whether you believe your child’s needs will be met. From there, ask about what a typical day consists of, what the safety protocols are and how discipline will be handled. Also, make sure to check directly with the preschool for information about their local licensing and credentials in Maple Grove, MN.
How can I find a preschool near me in Maple Grove, MN?
There are currently 102 preschools in Maple Grove, MN on Care.com and you can filter these local results by distance from your zip code. From there, you can compare between preschool programs by traditional facility-based preschools and private, in-home preschools. Be sure to check reviews from other families in Maple Grove, MN who have previously sent their kids to any of the preschools you are interested in.
Kindergarten “Shatlyk” is 10 years old!
Zilya Fattakhova, head of physical education:
– My passion for sports played a role in choosing my profession – I liked skiing, went to gymnastics and judo clubs. After graduating from the physical education department of the Pedagogical College in Kumertau, she entered the Belarusian State Pedagogical University in the same direction. Now every day I meet children in the gym. Here we do morning exercises, conduct physical education classes, sports games, competitions with parents, gymnastics, checkers and judo clubs. We have a new direction for children 5-6 years old – cheerleading. (Reference: this is not just a type of dance, but a sports direction. It combines the performance of dance, gymnastic elements and acrobatic stunts). In December of the outgoing year, our pupils performed at the Open Cheerleading Festival in Ufa, where they won first place. In judo, children actively participate in tournaments, where they become both winners and prize-winners. Such successes and victories cannot please. It is important that the result of our activities is that children are active and interested in sports. I think that in work you don’t need to stop there, you need to constantly grow, invest a piece of your soul, and then it will be possible to achieve high results. nine0005
Alfiya Sultanova , educational psychologist:
– As a psychologist, I work with children with mental disabilities and without any disorders, as well as with gifted children. Our garden is visited by ten special children. Working with them is very responsible.
This year about fifty children came to kindergarten for the first time. I help them quickly adapt to our conditions. I start every working day with a round of the first junior groups. I watch them, play, advise parents. Preparing for schooling is another task of a psychologist. For this, a circle “Soon to school” is being conducted. The main task of the teacher-psychologist is to make the child’s life in kindergarten comfortable for the child’s psyche and the individual characteristics of its development. nine0005
Lilia Ryskulova, educator of the “Luboznayki” group:
– I have been working as a teacher in the Shatlyk kindergarten since 2013. Prior to that, after graduating from Magnitogorsk State University with a degree in Russian Language and Literature, she worked at a school for five years. The experience gained at school was also useful in working with preschool children. Since I immediately started working as an educator in the preparatory group, where the children were already with emerging character and habits.
The work of an educator is everyday painstaking work that requires a lot of love, patience and strength in order to surround more than twenty kids with care, tenderness, affection and attention at once. In the course of work in the desk, she underwent professional retraining at the branch of the Belarusian State University in Sibay. nine0005
Over the years of work, she was awarded the Gratitude of the Department of Education of the municipal district for active creative work within the framework of the regional innovation platform “Designing as a condition for the formation of the foundations of engineering thinking in preschool children”, a Certificate of Honor from the Presidium of the Bashkir Republican Organization of the Trade Union of Education for social work in the primary trade union organization .
My main method in teaching, developing and raising children is play. After all, through play activities, many positive qualities of the child are formed, interest and readiness for the upcoming study, his cognitive abilities develop. Play is important both in preparing the child for the future and in making his present life full and happy. For ten years of work as an educator, she has accumulated rich practical experience, received the highest qualification category, and graduated two preparatory groups for school. nine0005
Gulnara Singizova , teacher of the Karlugas group:
– I have more than twenty years of work as a teacher in a kindergarten behind my back. In the fall of 2012, when they were hired, the construction of the garden was still ongoing. Before my eyes, the building was changing, growing. I myself come from the village of Uruzbaevo. In 1998, after graduating from the Sibay branch of the Belarusian State Pedagogical University, the Department of Preschool Pedagogy and Psychology, she gained her first experience in raising children at the Zilair correctional boarding school. Then she worked as a teacher-psychologist in a kindergarten in the village of Yuldybaevo, Zilair district, and as an educator in Buribai. I consider my mother Gul Gainislamovna, a primary school teacher in the village of Uruzbayevo, to be my mentor and inspiration. She instilled in me a love for children, to give them joy. And with great pleasure I bring it to life, while teaching my children this feeling. The child is the most important value in my activity. And, as a teacher, I am responsible for ensuring that this child becomes a person, so that he finds out who he is, understands what his capabilities are, what he knows, what he wants. nine0005
I am in constant creative search. After all, only a creative teacher can inspire with his warmth, faith, talent. She took part in the creation of the methodological manual of our kindergarten “We design while playing.”
Gulira Fayzullina , teacher of the Sulpylar group:
– Born and raised in the village of Galiahmetovo in the Ultrakov family. After graduating from the Pedagogical College in Kumertau, specializing as an educator of a preschool educational institution, the right to teach rhythm and choreography. She began her teaching career in the Buribaevsky kindergarten. I myself did not go to kindergarten as a child, but here I began to master the profession of an educator in practice. I have been working with children for twenty years, 10 of them in our Shatlyk kindergarten. Most of all, I remember that for the first time they gave me the largest children of the preparatory group and they created a pedagogical situation for me. Here our experienced teachers came to my aid. I was almost always accompanied by the strongest, most creative teachers of our preschool education, namely Antonina Ivanovna Baiko, my first teacher, you can say a mentor, Rima Rashitovna Sharafutdinova, Guldar Rashitovna Gorbunova, Svetlana Ansarovna Khismatullina. nine0005
In order to become an educator, you must first of all love people and, of course, children. Since our work involves communication with both children and parents. Today, children born in the information society, free, demanding respect for themselves, that is, modern children respond to respect for them and their problems. Children need to be understood. The best way to get to know children is to communicate with them as much as possible, understand their actions, listen to children’s problems and find joint solutions to the situation, which is what we do as part of our pedagogical activities. nine0005
Summarizing my thoughts, I would like to note that one should not educate children, but cooperate with them, remembering that each child is inimitable and unique.
Aliya Gabitova, young educator of the Malyutki group:
– She was born in the Baimaksky district in the village of Nizhnetagirovo. She studied in her native village until the ninth grade. After successfully graduating from school, in 2016 she entered the Sibai Pedagogical College for the specialty “Educator of preschool children. ” I studied with great desire, and in 2020 I graduated and received a diploma of an educator. Without thinking twice, I immediately got a job in the kindergarten “Shatlyk” in the village of Akyar. For more than two years now I have been working only for pleasure. I do not regret that I connected my life with children. nine0005
Every new day is the discovery of new knowledge. Discussing something new with children every day could only be a dream. Not everyone can be a teacher. I see only joy and a sea of smiles while working with children, I hear so many compliments, kind words, words of gratitude from parents. I think that every day with children is a performance of some kind, and only the educator shows this premiere colorfully, brightly, for pleasure throughout life.
And every young specialist, not only an educator, but also professions in various industries, needs mentors. I was lucky to work alongside educators who have many years of work in the field of preschool education behind them. These are Vinera Lukmanovna Baichurina, Aigul Gumerovna Baigabulova, Gulnara Shafkatovna Singizova, Albina Akhatovna Bulatova. They supported me in difficult times, taught me how to communicate with children, how to be in other situations, shared their knowledge gained in life, gave advice. nine0005
Elvira Bikbova , junior teacher:
– After studying at the school in the village of Baiguskarovo, she entered the Sibai Pedagogical College. I have been working as a junior teacher since the opening of the kindergarten, before that – at school. I chose this profession because I love children. It is easier and more interesting with children, although the responsibility is very big. I did not experience any difficulties in mastering this profession, as I had experience working with children. You need to love children and be a little child yourself, probably, and you also need to be responsible and patient. Modern children are smart, developed, advanced. nine0005
Yuliya Baktybayeva , junior teacher:
– I myself am a mother of many children, so I love children. For ten years she took courses on the Federal State Educational Standard. Each child is individual, and each of them can find a common language. In ten years of work, she released two groups. Sometimes I meet my graduates, it’s nice that they recognize me on the street, in the store, say hello, ask how I’m doing.
Svetlana Yakovleva , junior teacher:
– In the group, together with the children, we study everything that interests them, I like to read fairy tales to them. During free activities, we prompt, help in difficult situations when the guys find it difficult. The teacher should be friendly, sociable, creative. We can be characters during classes, play the role of negative or positive characters. Together with the children, at the sites fixed by the group, we hold mini-subbotniks, teach children to order, work, water indoor plants, wipe the dust. In the summer we plant flowers, water them. In winter, we clear the site from snow. We take an active part in regional events, sports days, passed the TRP. Particular attention is paid to the organization of planting a vegetable garden “Training and Experimental Site”. On it, we conduct experiments and research with children, tell how to grow vegetables, plants and take care of them. nine0005
Albina Tantsykuzhina , parent:
– We started going to the Shatlyk kindergarten from its opening. The eldest son Almir first went to kindergarten in the village of Sadovy, as there were no places in our two kindergartens. And when the third kindergarten opened, they gave us a ticket there. The eldest son and daughter Radmila are already kindergarten graduates. They had very good teachers. Now three younger children go to kindergarten – Nurislam (Akbuzat group, Z.M. Turumtaeva), Dinislam (Luboznayki group, L.F. Ryskulova) and Islam (Baby group, A.A. Bulatova) . We really like the kindergarten, the children go with pleasure. Even the youngest got used to it very quickly. It seems to me that it also depends on the teachers. Our teachers are excellent, the nannies – Svetlana Yakovleva, Laysan Azatovna, Fania Faritovna – are a miracle. They know how to find an approach to each child, they give all the warmth and care to our children. I can say that my children are lucky to have such teachers. nine0005
N. Arslanova , 6 years old:
– I like everything in the kindergarten – to attend classes, go to music, English, mental arithmetic, rhythmoplasty clubs. I love to sing, dance, play with friends. When I grow up, I want to be a teacher like my mother. I think that a good teacher should be kind and patient, and also fair, most importantly, love children. I dream that everyone is happy and no one gets sick.
Z. Kudabayeva , 6 years old:
– In kindergarten, during all this time I learned to read, write, sing, dance and draw. Our teacher is always kind, patient, helps us in everything. I also want to be like her. I love to play and take care of animals. I have a dog and a cat at home. If there were an aquarium and a hamster in the garden, my friends and I would watch them.
L. Abdullina , 5 years old:
– My favorite activities in the garden are mathematics and rhythmoplasty. Of the holidays, I like the New Year, because we get gifts and a lot of sweets. The most delicious food here is semolina porridge. I would also add borscht to the menu. At home, my sister and I play school or kindergarten, so when I grow up, I dream of becoming a teacher or educator. The teacher of our group is kind and good. nine0005
Kindergarten “Shatlyk” is 10 years old!
I taught someone else’s child a lesson, because at least someone should be involved in raising impudent children
I immediately had a premonition that my daughter would not be easy at school. When she had not even started going to kindergarten, the first bells had already begun. Maybe someone will say that children are just children, but I believe that children are, first of all, a reflection of their parents.
If a child has parents with a flying cuckoo, then it is unlikely that their child will grow up as an exemplary person. When my daughter just started to walk more or less confidently, and we began to get out to the nearest playground from home, only then did I myself come face to face with modern kids. nine0005
Before, somehow, everything was from afar, if only with friends and their children. And then they came face to face. What I just did not see! And how mothers allow their, not quite babies, to relieve themselves right in the sand, in which they themselves have just been poking around with scoops.
And how they fight for the swing, as if their life depends on it. There was a case when three girls of four years old ran into my baby, she was then only a year and a half old, and began to poke her fingers at her, shouting:
nine0005
“Who is this? Who is this? Is this a baby?” Moreover, at that moment I was holding my daughter by the hand, and I almost tore off these fingers of the girls. But the daughter since then began to avoid children.
No, it’s not that she was afraid of them, but when someone new came to the site, she preferred to go aside and watch from the side for some time. Apparently she was analyzing whether it was dangerous to be around this type.
But the parents of such children have always amazed me the most. They bring the child to the playground, immediately flopping down on the nearest bench and poking at the smartphone. And that’s it, they are no longer here.
nine0005
When it was time for my daughter to go to kindergarten, I already had a rough idea of who we would have to deal with there. The time that the daughter spent in kindergarten was not rosy. But there the children were younger and their jokes were harmless.
Then my daughter went to school. My daughter is a calm, quiet child. From childhood, he understands when it is possible to rage, and when it is inappropriate. She was interested in school. I started walking with enthusiasm.
I liked learning something new every day. On the way home from school, she excitedly told how much she liked it there. So my daughter studied until the fourth grade. There were no serious conflicts with her.
nine0005
If there were any excesses in the kindergarten, I had to contact both the teacher and the offender’s parents, then everything was calm. But this year, the daughter began to complain that one of her classmates began to cling to her.
Apparently, the kids got older and began to assert themselves at the expense of others. I usually give my daughter either a pita roll or a sandwich for a snack. And then one of my classmates got into the habit of taking this snack from her daughter!
And, as I understand it, she does not ask to share or treat her. She just runs up, grabs and takes off into the distance. My daughter is not thirsty. She has friends in the class. Usually I also give her some crackers or cookies with me, especially so that she can share.
nine0005
Of course, if she wants to. But not the same! I explained to my daughter that I needed to talk to this girl, offer her a cookie or a candy. I was wondering if you have some kind of conflict?
Tried to find out why she was behaving this way. The daughter tried several times to talk to her offender, but to no avail. Seeing how my blood is going through, I was a little tormented by my conscience, but I decided to teach the girl a lesson.
The next day, as usual, I made a small roll of pita bread for my daughter. Only besides cucumbers, ham and lettuce, I generously smeared everything with wasabi sauce. It’s been lying around in my fridge for a long time.
nine0005
The daughter, of course, warned her not to eat this infernal mixture herself. And that’s it! How the grandmother whispered! A classmate no longer takes away her daughter’s lunches. My friend told me that she even cried afterwards.
But I think it was the hot sauce tears. Well, certainly not remorse! Maybe this is a mean act on my part, but I think that I did everything right.
If parents are not honored to teach their child not to take someone else’s, then someone else will do it for them.
[PDF] Barnyard Dance by Annette Carkhuff eBook | Perlego
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About This Book
Boom, bong! What is that? Where is that noise coming from? From the barnyard? Come one, come all, come and see the animals dance!
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Publisher
Covenant Books, Inc.
Year
2022
ISBN
9781644685563
Table of contents
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APA 6 Citation
Carkhuff, A. (2022). Barnyard Dance ([edition unavailable]). Covenant Books, Inc. Retrieved from https://www.perlego.com/book/2619282/barnyard-dance-pdf (Original work published 2022)
Carkhuff, A. (2022) Barnyard Dance. [edition unavailable]. Covenant Books, Inc. Available at: https://www.perlego.com/book/2619282/barnyard-dance-pdf (Accessed: 13 February 2023).
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Barnyard Dance! (Boynton on Board) by Sandra Boynton
by quranmualim
Sing along with everyone, because it’s time for a barnyard adventure with an energetic animal crew! Boynton on board’s best-selling series of board books is here with BARNYARD DAZE, featuring Sandra Boynton’s dancing pigs and fiddle-playing cows. BARNYARDDANCE is extra-fat, extra-big and extra-fun.
It features lively rhyming text, a die-cut cover, which reveals the bizarre characters inside. This book is guaranteed to have both children and adults tapping their feet. The “Barnyard Dance!” John Stey performed the song. This song is suitable for ages 0-4. Also available in an oversized edition for lap reading – perfect for aloud!
About the Author
Sandra Boynton is an American cartoonist, author, director, songwriter, producer and director. Boynton has illustrated and written over 60 children’s books since 1974. She also wrote seven books for general audiences, including five New York Times bestsellers.
She says that more than 70 million copies of her books have been sold. “Mostly to friends and relatives,” she said. She also co-wrote and produced six albums with renegade children’s music. Three of her albums were certified Gold (more than 500,000 copies have been sold) and Philadelphia Chickens was nominated for the Grammy (more than 1 million copies).
Boynton has directed 12 music videos featuring her songs, including “One Shoe Blues”, starring B.B. King, “Alligator Stroll”, starring Josh Turner, as well as “Tyrannosaurus Funk”, (animation), sung and directed by Samuel L. Jackson. She lives in rural New England and has her studio in a barn that houses the only American hippopotamus weathervane.
Top Sellers Rank#663 In Books ( View Top 100 in Books).
#2 in Children’s Dance Books
#3 in Children’s Performing Arts Fiction
#8 in Music (Books).
Did you ever read “ Barnyard Dance! (Boynton on Board) by Sandra Boynton? Which one are you currently reading? How is it similar to the other? This Children Poem is also recommended if you enjoy Barnyard Dance! (Boynton on Board) by Sandra Boynton. Thanks
Here’s the link to get the Children Books. For Babies Aged 0-2, Grade 1 to Grade 3, Beginner English, Kids, T Dogs, Cats, Animals, Grade K and Pre-K, Toddlers Poem, Non-Fiction, Older Children, Public Domain, Young Adult and Early Reader
Suggested Read:
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Little Boy Blue | Nursery Rhymes
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Learn More about the Kid’ Poem
Explore PDF books, The Amazing Discovery of Children Poem Barnyard Dance! (Boynton on Board) by Sandra Boynton .
Grow With ME Family Child Care is a family childcare provider that serves young children from birth through five years of age throughout the New Bedford community in Massachusetts. The center offers a widevariety of curricula on a full-time and part-time basis. Additionally, they also take care of children with developmental delays such as autism including before and after school care….
Cozy Coop
122 Durfee Street, New Bedford, MA 02740
Starting at $6/hr
Description:
Cozy Coop focuses on quality care. We believe the first couples of months and years of a child’s life is the most important and that is it why we strive to create a nourishing environment. Please call to book atour and learn more! We are sure you will be satisfied with our care….
Description:
Ms. Viry’s NeighborSchool is a licensed home daycare in New Bedford, MA. As a parent, figuring out child care can feel daunting. Especially if you’re trying to find child care for the first time. You wantsomething that feels right, something that’s going to give you the peace of mind that your child is not only in good hands, but getting the stimulation and socialization that comes with a great daycare. At NeighborSchools, we get it. That’s why we partner exclusively with small, home daycares, run by professionals who have years of experience, and are licensed by the state. Each daycare is different and has it’s own approach and vibe, based on the experience of the provider who runs it. We welcome you to check out Ms. Viry’s daycare in New Bedford, MA. We recommend this daycare to parents who are looking for a small-scale setting and a provider who will treat your child like one of their own. Spots are limited, depending on the age of your child and your preferred start date, so get in touch and we’ll let you know right away whether there’s a potential opening for you. Any questions, feel free to call us at (617) 765-1972….
Description:
Ms. Arlinda’s NeighborSchool is a licensed home daycare in New Bedford, MA. As a parent, figuring out child care can feel daunting. Especially if you’re trying to find child care for the first time. You wantsomething that feels right, something that’s going to give you the peace of mind that your child is not only in good hands, but getting the stimulation and socialization that comes with a great daycare. At NeighborSchools, we get it. That’s why we partner exclusively with small, home daycares, run by professionals who have years of experience, and are licensed by the state. Each daycare is different and has it’s own approach and vibe, based on the experience of the provider who runs it. We welcome you to check out Ms. Arlinda’s daycare in New Bedford, MA. We recommend this daycare to parents who are looking for a small-scale setting and a provider who will treat your child like one of their own. Spots are limited, depending on the age of your child and your preferred start date, so get in touch and we’ll let you know right away whether there’s a potential opening for you. Any questions, feel free to call us at (617) 765-1972….
Devalles Day Care
201 Crapo St, New Bedford, MA 02744
Starting at $32/day
Description:
At DeValles Day Care in New Bedford, children are given a safe and stimulating environment that boosts their self-esteem and self-confidence. Their center ensures that staff members who care for your childreninstill these positive attitudes….
Creative Playschool
3374 Acushnet Ave, New Bedford, MA 02745
Starting at $185/wk
Description:
Located in New Bedford, Massachusetts, Creative Playschool is a day care center that serves children ages three up to six years old. It strives to guide children through physical, social, moral, mental, andeducational aspects. It offers both part-time and full-time day care. Additionally, it offers summer programs and before and after-school care. It has a maximum capacity of handling up to twenty-three children. …
Description:
Dennison Memorial School Age Day Care is a child care and education provider that serves the community of New Bedford MA. It offers full-time care, part-time care, and academic programs in a fun and activeenvironment that stimulate the children’s natural curiosity. The facility promotes active learning through play-based and child-initiated activities….
Description:
Grace After School Program is an extended day care facility that offers child care and summer programs for school-age children. The company is based in New Bedford, Massachusetts and serves kindergarten up toeighth-grade elementary students, ages five to fourteen years old. The company operates Monday through Fridays and admits kids on a full-time basis….
Description:
Positive Action Daycare Center located in New Bedford, Massachusetts, offers the community with basic childcare and learning services. The school is open from six-thirty AM to five PM, Mondays through Fridays. It offers programs for infants, toddlers, early preschool and kindergarten prep. It offers before- and after- school programs, including summer camps and winter breaks….
Description:
Rainbow Day Care Center is a licensed child care center located in Bedford, MA. It has a maximum child care capacity of 35. They offer either full-time or part-time care and before and after school care. Theyprovide English, Portuguese and Spanish lessons. The Center is open Mondays through Fridays from 6:30a.m. to 6:30p.m….
Description:
Crayon Campus Inc. is located in New Bedford, MA. It is a family owned and operated child care center. They offer child care service to infants, toddlers, preschool and school age children. They are committedin building your children to master their skills. It is open Monday to Friday from 7:00a.m. to 5:00p.m….
Childrens Paradise
3132 Acushnet Ave, New Bedford, MA 02745
Costimate: $185/wk
Description:
The Children’s Paradise provides preschool and a before- and after-school care program for children in New Bedford, Massachusetts. They encourage the children’s holistic growth through play-based andchild-centered activities in order to develop their social skills, emotional growth, and physical coordination. The Children’s Paradise is multilingual and accommodates part time care schedules….
Days of Discovery
575 Church St, New Bedford, MA 02745
Costimate: $193/wk
Description:
Days of Discovery Child Care Center is located at 575 Church Street, New Bedford, Massachusetts. The center offers educational childcare services from Mondays thru Fridays, 6:30 AM to 5:30 PM. Days of Discoverycan accommodate a maximum of 94 children in its safe, secure and licensed facility….
Sunshine Place Inc
211 Acushnet Ave, New Bedford, MA 02740
Starting at $125/wk
Description:
Sunshine Place Inc. provides affordable child care services and give each child a warm environment that encourages the development of socialization skills, independence and positive self-image. They offeropportunities for children to participate in a wide variety of experiences that will help meet their developmental needs….
Description:
Lighthouse Learning Centers, Inc. aims to provide high standards of care and education during children’s critical years. It offers a curriculum that emphasizes the development of creative skills andself-sufficiency, necessary for advancement to kindergarten. Children are provided with challenging learning activities that contribute to building their academic foundation needed for future success….
Description:
Their center is a non-profit child care facility located at 170 Cedar St, New Bedford, MA that seeks to improve literacy and numeracy among their students. Their center makes use of various activities such assongs and story time that helps promote their student’s social, physical, cognitive and language skills….
Description:
Little People’s College – Sassaquin is a childcare and education provider located at 4241 Acushnet Avenue, New Bedford, MA. It offers a warm and caring environment and provides developmentally appropriatelearning programs for children age one month to twelve years old. The school promotes activities that strengthen children’s educational foundation to make sure that they will be productive members of the society….
Description:
Crayon Campus – Nash in New Bedford, Massachusetts 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 up to 40 children from infants to preschool….
Description:
Early Learning Child Care Inc is a non-profit daycare facility in New Bedford tat services children from infancy to school age. The company’s programs focus on developing the child as a whole. Early LearningChild Care features large, spacious outdoor play areas, a small library, and a variety of arts and crafts activities to assist in the holistic development of each student. …
Description:
Auntie Lynne’s Day Care provides childcare and an after-school care program for children in New Bedford, Massachusetts. They encourage the children’s holistic growth through play-based and child-centeredactivities in order to develop their social skills, emotional growth, and physical coordination. Auntie Lynne’s Day Care is open Mondays to Fridays from seven fifteen AM to five PM….
Showing 1 – 20 of 40
Daycare Resources
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FAQs for finding daycares in New Bedford
In 2023 what type of daycare can I find near me in New Bedford, MA?
There are a variety of daycares in New Bedford, MA 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 New Bedford, MA?
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 267 in New Bedford, MA as of February 2023 and you can filter daycares by distance from New Bedford 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 New Bedford, MA, 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 New Bedford, MA.
Best Daycare in New Bedford, MA
Linda’s Nest WeeCare
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Christina Pennington Daycare
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Flor De Liz Mendez-Cortes Daycare
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Eduvigis Vasquez De Garcia Daycare
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Karina Lara-Blanco Daycare
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Katie Furtado Daycare
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Bridget Kathleen Larrabee Daycare
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Elga Santos Daycare
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Germaries Rivera Berrios Daycare
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Joselyn Tejeda Daycare
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Armenian Museum of America
Massachusetts Large Museum of Armenian History and Culture
Plaque commemorating the Coconut Grove fire
A plaque commemorates the site of one of the largest fires in history at a Boston club
Husak Tunnel
Railway Tunnel, nicknamed “Blood Pit” because hundreds of people died during its construction
Herb McKee Metal Sculpture Yard
One man’s hobby became a whole world of metal wonders
Old North Church
Paul Revere Historic Two-Light Signal Site
House of Mathers
These big figures, father and son of Mathers, for many years played a leading role in the North End and decided the fate of witches
Faneuil Hall weather vane
An interesting decoration of a historical place, shrouded in many legends
Site of the Boston massacre
The American Revolutionary War was made inevitable by tragic events like the one at this site
Boston teapot
This giant teapot was a publicity stunt for Oriental
Ancient crypt
1100 souls found their last resting place in the basement of the Old North Church
Cafe Vittoria
Boston’s oldest Italian cafe serves as a real museum of vintage coffee makers
Old Powder Store
Quarry Hill Gunpowder Tower is the oldest stone structure in Massachusetts
Brook Farm
Site of the now abandoned, once-famous 19th century Transcendentalist utopian community
Steinert Hall
Boston’s former center of high culture was permanently closed over 70 years ago
Sandwich Museum of Glass
This sophisticated museum is dedicated to the art and industry that once flourished in Cape Cod’s oldest city
Boston Stone
Mystery Stone Embedded in Foundation of Boston Historic Building
Eric Karl Museum of Book Illustration Art
Founded by a famous children’s book illustrator, this museum introduces art through picture books
Miser Bank
This little bank knows more than its name, thank you very much
Museum of the Modern Renaissance
This former Masonic lodge has been turned into an art project with more mysticism and metaphysics
Newton City Hall Diorama
These impressively detailed battle scenes depict the violence and tragedy of war in miniature
Grandpa releases the horses
Looking at this herd of steel horses running, you won’t think that the work is not finished
House of Charles Williams Jr.
This house in Massachusetts was the first to have a telephone line, and the telephone number was: 1
Smerch Mansion
This Tennessee mansion was so luxurious that the bills alone caused it to collapse
Walter E. Fernald Public School
This oldest eugenicist-run institution conducted secret radiation experiments sponsored by Quaker Oats
Francis and Jonathan Drake House
This modest Massachusetts home was built with a hidden trapdoor to hide Underground Railroad fugitives
First Church of Christ the Scientist
This impressive palace in Boston is an American mecca for so-called Christian scientists
Bunker Hill Monument
This obelisk on Breeds Hill proves that one of the most famous battles of the Revolutionary War got its name wrongly
Madonna, Empress of the Universe
This huge Boston statue of Mary stands on a globe, symbolizing her power over the Universe
City of Coca-Cola Millionaires
This small Florida town was once the richest per capita in the US thanks to the business acumen of a single banker and love of carbonated drinks
Ruins of the Airy House
Ruins of a 19th century hotel that burned down during a horse cremation when the process got out of hand
Rebecca Nurse Manor and Grave
This historic manor houses the grave of a tragic victim of the Salem witch hunt
Jamaica Pond Bench
This temporary illegal installation, regarded as a silly joke, was so loved that it became permanent
Grave of the Niland sisters
Two women who died under mysterious circumstances are buried under this monument
Billingsgate Island
Cape Cod Atlantis emerges at low tide
Boston Stock Exchange stairs leading to nowhere
A reminder of Gilded Age elegance in a modern, austere skyscraper
Quentin Compson Memorial Plaque
Actual Plaque marks the spot where Faulkner’s fictional character committed suicide
The Constitution
Moored at the pier in Boston, the Old Ironsides is the oldest warship still afloat
Rose Kennedy Rose Garden
This small garden in Boston’s North End is dedicated to the mother of John F. Kennedy and all mothers who lost children in war
Boston Central Cemetery
American revolutionaries and British soldiers lie side by side in this old cemetery
Clinton Tunnel
Now abandoned and covered in graffiti, the tunnel was once the longest in Massachusetts
Somerville Roundhouse
Unique 19th century tower house
House of Captain Edward Penniman
House on Cape Cod built by a whaler
Birthplace of Charles Sumner
A plaque marking the famous abolitionist’s birthplace is often overlooked by visitors to the nearby Sumner House
Barron ghost town
Hundreds of hopeful gold miners came here to get rich, but just two years later the town was empty
Earl of Sandwich
Former men’s restroom turned diner
Princeton Cemetery
Final resting place of many famous New Jersey residents, including the most popular antagonist in US history, Aaron Burr
Kelleher Rosary
One of the brightest pearls of Boston’s Emerald Necklace
Bulb River
35,000 mouse hyacinths flow down the garden hill like water
Museum of Russian Icons
The old mill and the former police station have become a world-class museum of Orthodox iconography
Make way for ducklings!
Mrs. Mallard and her brood are a favorite attraction in Boston Gardens
The Great Spring
A tiny plaque marks the location of the spring that contributed to the birth of modern Boston
High Rock Tower
Following the orders of the spirits of Ben Franklin and Socrates, a spiritualist tried to create a mechanical Messiah on this hill
Fenway Victory Gardens
One of the last World War II Victory Gardens in the USA grows peacefully opposite Fenway Park
Stearns Bell Tower
Amherst College campus has a bell tower without a church
Emily Dickinson’s bedroom
The spacious room where the poetess spent most of her life can be rented for one or two hours
World’s largest Van de Graaff generator
Huge machine creates amazing lightning in a room
Bulldog at Princeton Chapel
Hidden in a drainpipe behind Princeton University Chapel is a dog that many believe is a diversion of a Yale graduate
Brattle Bookshop
One of the oldest bookshops in the US selling rare antique books since 1825
Logan Airport September 11 Memorial
Small glass cube – quiet and secluded place next to a noisy airfield
Hillside Cemetery
Truly unique tombstones can be found in this sprawling 18th century cemetery
Endicott pear tree
Oldest living cultivated fruit tree in North America
Ford’s empty dam
This dam in the forest, built by Henry Ford in the traditional style, is not filled with water and serves no purpose
Boston’s First Pumping Station
This beautiful architectural gem did a less prestigious but much needed job
A Greater Light
Cowshed converted into one of the most eclectic homes in Nantucket
Mouse Mansion
Dollhouse with stuffed mice, each handmade
Crypt of the Royal Chapel
This vault in Boston’s oldest English cemetery was built over 260 years ago
Emerson’s Pickle Factory
This discreet stone commemorates the burned down cucumber cannery
Orchard House
Little Women is based on Louisa May Alcott’s memories of growing up with her sisters in this house
Worcester City Park Cemetery
Dark surprise in the center of New England’s second largest city
Hitchcock Paleotechnological Study
This exhibit is one of the largest and best preserved collections of Jurassic evidence in the US
1959 Alumni Chapel
Striking modern structure stands out from the brick buildings of the Harvard campus.
Flying Horse Carousel
The oldest carousel built in the United States continues to delight children on Martha’s Vineyard
Sea flower
Sea urchin sculpture – an unusual reminder of the seafaring history of this city in New England
Old Manor
Poems engraved by Nathaniel Hawthorne and his wife Sophia are still visible on the windows of the house
Retro Gift Shop
Experience Vintage America Inside a Massachusetts Gift Shop
Creek Square
This area of old buildings offers a glimpse of colonial Boston
Smith Court
This cul-de-sac was the center of Boston’s African-American community in the 19th century
New Bedford Fire Station Museum
This museum is dedicated not only to one of the oldest continuously operating fire stations in the state, but also to local history
Outdoor kitchen tools in the North End
Sidewalk cutlery outside the grocery store keeps the area’s Italian culinary history alive
Guide Ermak Vagus
Guide Ermak Vagus
Blog
Ermak Vagus guide collects
information about places of interest around the world. We collect
information about cities, culture, legends, traditions, music and everything that
can be interesting and useful in understanding a particular culture.
All that without which these countries cannot be imagined, and even more difficult –
understand. We will accept any help and additions.
to our articles or a suggestion to add new attractions. You can leave your videos, photos or
links to your blogs. You don’t need to create a separate
profile. Just write to [email protected].
If you don’t get your hands on it, but you really need to find out information about the city,
write. I’ll try to make up for the omission.
Attractions by region
North America
North America is one of the two continents of America, named in
honor of the Italian explorer Amerigo Vespucci, with a square
surface area 24,221,490 km² (9,351,969 sq mi). It’s in the north
hemisphere, between the Pacific and Atlantic Oceans, north of the South
America. The highest point in North America – Denali in Alaska, height
which reaches 6 194 m (20,320 ft) above sea level.
Europe
Europe covers an area of 10,180,000 km² (3,930,000
square miles), stretching from Asia to the Atlantic and from the Mediterranean
seas to the Arctic. European countries annually receive more than 480
million foreign visitors, which is more than half
global market, and 7 of the 10 most visited countries are
European countries.
It’s easy to see why: well-preserved
cultural heritage, open borders and efficient infrastructure
make visiting Europe easy and rarely do you have to travel
more than a few hours before you can dive into a new
culture and immerse yourself in another phrase book. Although it is the smallest
continent in the world in terms of land area, there are profound differences between
cultures and ways of life in his countries.
Asia
Asia is too vast and varied to be
regarded as a single digestible tourist “destination”.
It is difficult even to determine the boundaries of this continent – from the mountains around the Black
seas in the west to the snowfields of Siberia in the north, in Asia there are more people and
cities than outside.
The highest point in the world, mountain
Everest, located in Asia along the border of Tibet and Nepal at an altitude of 8848
m (29,028 feet) above sea level. Everest is mostly accessible
through Kathmandu. Its lowest point is the Dead Sea, located at
meeting points of Israel, the Palestinian territories and Jordan, the surface
which is located 400 meters (1312 feet) below sea level. The most
Asia’s longest river is the Yangtze, which flows through China for 6,300 km (3
915 miles) from the high Tibetan plateau to Shanghai. His biggest
lake – the Caspian Sea with an area of 386,400 km² (149,200 sq mi),
which is surrounded by several countries of Central Asia.
Africa
Africa has 55 sovereign countries – more than any continent – and
it is the second largest continent both in terms of land area and
population. Africa is washed by the Mediterranean Sea in the north, the Atlantic
ocean to the west, the Red Sea to the northeast, and the Indian Ocean
in the southeast. Africa is a huge continent stretching over
than 8,000 km (5,000 miles) from north to south and 7,500 km (4,800 miles) from
east to west (not counting the islands), and includes many
peoples, skin colors, religions and cultures. Africa has the most
longest river in the world is the 6,650 km (4,100 mi) Nile River flowing from
Burundi to Egypt, and the Congo River in the DRC is the second largest river with
in terms of runoff, as well as the deepest one with a depth of more than 230 m ( 750
feet) in some places. Mount Kilimanjaro in Tanzania is the tallest
free-standing mountain in the world with a height of 5 890 m (19,340 ft). Lake
Assal in Djibouti is the second lowest point on Earth, the saltiest
a lake outside of Antarctica and one of the hottest places on Earth.
South America
Located between the Caribbean Sea, the South Pacific and
South Atlantic, South America is the wildest
from both the Americas and the continent in superlatives.
Most
the world’s largest rainforest and the largest river (Amazon), the most
high mountain range outside of Asia (Andes), outlying islands
(Galapagos, Easter Island and Fernando de Noronha), paradise
beaches (for example, in the northeastern region of Brazil), wide deserts.
Coastal Empire Montessori Charter School, Savannah, GA
Coastal Empire Montessori Charter School, Savannah, GA
the only Montessori charter school in the state of Georgia, offers a free, public, high-quality Montessori program to children in Kindergarten – 5th Grade. Welcome … and enjoy getting to know CEMCS!
the only Montessori charter school in the state of Georgia, offers a free, public, high-quality Montessori program to children in Kindergarten – 5th Grade. Welcome … and enjoy getting to know CEMCS!
the only Montessori charter school in the state of Georgia, offers a free, public, high-quality Montessori program to children in Kindergarten – 5th Grade. Welcome … and enjoy getting to know CEMCS!
the only Montessori charter school in the state of Georgia, offers a free, public, high-quality Montessori program to children in Kindergarten – 5th Grade. Welcome … and enjoy getting to know CEMCS!
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Application Information
Thank you for your interest in Coastal Empire Montessori Charter School!
We are pleased that you are considering applying to our program. We offer a free, public, charter school program for Kindergarten – 5 th Grade (K-5). Get to know about our unique offerings by taking a personalized, guided tour or by checking out our Facebook page – and then click below to learn more and apply.
Learn more and apply
Mission
The mission of Coastal Empire Montessori Community Organization is to operate a public charter school that provides individualized elementary education rooted in Montessori philosophy emphasizing emotional, intellectual, physical, and social development in a nurturing and rigorous academic environment.
Vision
To cultivate a diverse, inclusive Montessori learning community rooted in awareness of and respect for self, others, and the environment so that teachers foster intellectual curiosity, students develop cognitive flexibility, and all stakeholders grow together as responsible compassionate stewards of the community.
Coastal Empire Montessori Charter School stands with our Black students, families and communities today and every day. As a diverse, inclusive Montessori community, we intentionally foster awareness of and respect for self, others and the environment.We are thus committed to sharing in the collective responsibility for confronting and disrupting racism. To our friends who are suffering, we love and support you.
Letter to Community from CEMCO Board and CEMCS Administration »
Children’s early autonomy: implications for development
Children’s autonomy is a key concept in Montessori pedagogy. We talk about it all the time as the achievement of a child and an adult who strives to be useful to the child. And at a cursory glance, it may seem that the Montessori method is focused on early independence. But it is not so.
Mastering new skills occurs as the child is ready
In fact, we are not talking about early, but about timely development, about the fact that as many achievements as possible occur as the child is ready.
In some tribes, mothers carry their children in a sling for the first two years and do not put them on the ground at all. In such a situation, children begin to walk not at about a year old, as they could for internal reasons, but at two years old – if possible, imposed from outside.
Where this custom exists, it makes sense: there are many poisonous snakes and insects on the ground. Grown up children can be taught to avoid them, but you probably can’t explain to a nine-month-old baby that this bright thing is bright because it is poisonous, and you need to stay away from it. If children are not allowed to learn to walk even longer, then they will not learn to walk at all, because the window of opportunity to master this skill closes over time. So there was a compromise option, in which children are lowered to the ground at two years old.
Such shyness can be found in every culture. For example, at the age of 7–8, the aforementioned Aboriginal children already move independently over a large territory, hunt or graze cattle on an equal basis with adults, and somehow do not get lost either in the forest or in the savannah. The acquisition of this competence comes in proportion to the internal readiness. In a metropolis, we accompany a child even for short distances up to 12-14 years old, protecting him from the danger of being kidnapped or hit by a car. And in this we hinder the children of our culture with an external obstacle.
But if we are not talking about safety, then it is useful not to slow down the process from the outside, but, on the contrary, to help ensure that the speed of child development is regulated by the child’s capabilities, and not by limits set from outside.
If we create such a situation for everything, in which every new step rests on the child himself, then he will learn everything no earlier and no later than he is ready. Why is this timeliness valuable? Because the quality of any new acquisition is directly related to it. The more at the wrong time we teach, the worse the child learns. And being late in this matter is just as harmful as starting too early.
A child easily adopts skills, imitating adults
Well, okay, the parents agree. We understood this idea of timeliness. We are educated people, you can’t even scare us with the words “sensitive period”. Children should have a childhood, let them play, not work, we can afford it. Let’s give the kids educational toys, colorful, developed by psychologists, and leave the boring homework to ourselves.
But here’s the trick: the baby is new to our affairs, he does not see them as a burdensome routine at all. On the contrary, he yearns to the best of his understanding to repeat after us. How to become an adult? Pretend, copy, merge into what someone who already knows how to do until you become the same.
Inclusion, communication and imitation are the basis of development. And in what role does a child see an adult first of all? Of course, in the role of a parent who takes care of a helpless baby, cares for him, changes clothes and washes. Yes, she still feeds, but breastfeeding is difficult for a baby to reproduce. But when complementary foods are added to this method, then independent food in the manner of an adult becomes a desirable pastime.
In order to avoid whims at the table in the future, it is enough to allow the child to eat independently from the start of complementary foods
If you played with educational toys all day long, your baby would be most attracted to this. But you are busy with something else – and the baby wants to be where you are. The ability to repeat after an adult his way of being, and even to do this sacrament together creates a more mature emotional connection with an adult.
Gross and fine motor skills develop
Gross motor skills can be developed in a special sports corner. But if you do it only in it, someday you will have to learn what helps you cope with ordinary everyday tasks. Not only is being on time better than being late. In general, the baby will have more work to do: not all the skills learned from the game in the sports complex are suitable for pulling on pants or deftly carrying objects without refinement. So you still have to spend time on mastering self-service skills.
Similarly, fine motor skills can be perfected by playing with wonderful toys. But this will not replace the need to try to hold a spoon, fork, knife yourself. Pour yourself a drink, fasten Velcro and buttons, handle flexible and thin fabric, and so on and so forth.
When pouring water, the child trains visual-motor coordination, he learns the accuracy of movements and accuracy
Speech develops
You can learn words that name objects, actions and qualities from cards and books. But replenishment of vocabulary through work with a picture is possible later than through work with an object – and thus we again slow down a person from the outside.
But that’s not even the point. Would you prefer to learn a new foreign language using cards in the form of separate words, or would it be more effective to talk on the topic, compose your own story with new vocabulary, accompany words with movements and real actions? Even though they are armed with the resource of an absorbing mind, it is also much easier for children to memorize a word from the experience of real communication and during real work. With their still very visual-effective thinking, this is how language recognition should occur.
The child learns the names of dishes faster by helping to cook, set the table, load and unload the dishwasher than if he learns objects from cards and books
The child learns to learn
from algorithms of varying degrees of length and complexity. It becomes practice-oriented training to keep a plan of action in mind and follow it. The kid starts with short algorithms: take a jug from a tray, pour water into a cup, put a jug, take a cup, bring it to his lips, tilt it, drink it, rinse it, put it in place next to the jug.
Gradually, he begins to cope with longer processes with ease. For example, open a container with pieces of fruit, put one by one on a cutting board, cut with a knife, holding it with a fork, take a canapé skewer, carefully string pieces of fruit in an arbitrary (you need to choose which one) order. Put the finished product in the container and put it on the table, wash the knife, fork, board after you. Put a new portion of fruit and a skewer, put it in place or continue working.
It is getting longer and longer to keep attention, more and more often it takes an effort of will to bring the matter to the end.
At first, the child only helps to put the laundry in the washing machine and close the door. And then he easily goes through the whole process on his own – he fills the powder, loads the laundry and turns on the desired program
Own mistakes are important for success. Of course, those mistakes that we have the opportunity not only to make, but also to comprehend and correct. In everyday affairs, if they are properly organized by adults, this is quite obvious. You either poured yourself a drink into a glass neatly, or spilled water and you can wipe it off. You either hit your trouser leg with each foot, or you don’t. You are either full after all the effort, or not, and so interested in continuing to act that nothing from outside motivates you.
Making, monitoring, and correcting mistakes is a fundamental mechanism by which people learn.
Early independence affects the development of a child’s personality
But all this is a matter of technique. Humanistic pedagogy is focused primarily on the individual, and not just training and development of knowledge, skills and abilities. And from this point of view it is impossible not to mention the paradox of early childhood.
A child in the first three years of life lays the foundations of his own personality. Forms an opinion about whether his efforts matter, whether they will lead to a result – although he still does not know how much. He creates an idea of himself as successful or not very successful, active or passive, dexterous or clumsy – then, when he is still barely learning complex movements, he achieves success in what an adult has been able to do much better for a long time.
Positive self-attitude and adequate self-esteem appear in a person on the basis of introspection of what he is doing. And even in a year or two, the child perfectly sees the difference between “adult affairs” and “children’s toys”, and is proud of his contribution to the common cause. He is happy to be useful, pleased if he managed to correct a mistake or do better than before.
The pleasure that you get to know about life is not comparable in richness and depth with the satisfaction that you are gloriously oriented in your toys.
The child gets more joy from the fact that he himself put on shoes than from the next developmental
The life experience of the baby is still very specific and meaningfully consists of the life that surrounds him. So at an early age, that grated kalach who knows how to blow his nose and knows where his spare pants are. Yes, in our adult view, this is trifling wisdom. But the baby is precious.
The princes of the British crown, who, by tradition, are obliged to accept the help of other people in household trifles, are already in their second generation growing up in Montessori schools. They master domestic independence, take care of others and the environment of the class community. Their parents are right – even princes are very helped to develop self-esteem, self-confidence and their strengths.
What happens if a child is deprived of the opportunity to show independence at an early age
I have listed the advantages of everyday independence, but the opposite is also true: when it is not in the life of a child under three years old, problems arise.
The child didn’t learn to eat on his own when he wanted it so much in a year, he didn’t start helping you dress him, he couldn’t help you in the kitchen, he protested, and got used to the fact that it should be so. Then you would gladly let him do what he wants (although he succeeds for a long time and not immediately, but he has a lot of perseverance, if only you endured and did not start helping). And now – you persuade, scold, you yourself are tired of endless bickering.
After all, if I am a doll that is being fed and dressed, then I am bored. I throw away spoons, turn over plates, run from the table, and without cartoons or the family Du Soleil, I don’t agree to endure this tediousness. I howl and hide, sabotage dressing if I have a strong type of nervous system. I whine and withdraw into myself – if sensitive.
Where there could be pride in oneself, experience in solving problems – the habit of being capricious, whining, fighting, withdrawing. Where I could have a mother, with whom I talk about something common, interesting for us, I have a mother who is busy with the work of a nurse. Where I could hear gratitude, see joy, feel satisfaction – I hear “do not interfere”, I see discontent, I feel superfluous next to loved ones. And this is a very different experience that becomes my reality.
Of course, we are not talking about making you do everything yourself versus doing more for your child. These two positions are closer to each other than opposites. Speaking of functional independence, Montessori pedagogy says exactly that you give the child a way that is feasible for him to want to do what you do.
Children’s independence does not make life easier for adults, at least not immediately. Parents need to invest a lot of effort to help children become independent in everyday life – to carry out preparatory work on arranging the environment, adapt to the rhythm of the child, show and say the same actions many times. By supporting independence at an early age, we help not ourselves, but our children.
Anna Fedosova — psychologist and Montessori teacher AMI, expert of our online course for parents “Development and upbringing of a child from 1 to 3 years” Photos from our Montessori center “Otrada” Free lessons from experts
Help you take the first step in creating a learning space for your child at home
My Montessori Teaching Training for Children aged 3 to 6 – The Montessori Path
I wrote this article right after finishing my Montessori Teaching Diploma for 3-6 year olds in the summer of 2014 in order to capture my experience and my impressions in fresh footsteps. And now, after almost 2 years, I’m getting this article out of my bins and posting it on this site so that those who are still thinking about the possibility of taking Montessori training may draw a grain of inspiration and have the opportunity to put together a picture of what awaits them on this way.
At one time, when I was trying to figure out the intricacies of training Montessori teachers in the United States, I was faced with a huge vacuum in terms of information, and in order to understand which organization I should go with (AMI – Association Montessori Internationale or AMS (American Montessori Society ), and then which training center to choose, I had to work hard, try different paths, drive from one state to another, personally visit several training centers, in order to finally choose my future path with my heart. But even then, When I made my choice and when I moved to Portland before starting an AMI course at Montessori Northwest, I had no idea what was in store for me, so I hope this article will shed some light on the path of learning to be a Montessori teacher at AMI courses
I am overwhelmed with gratitude that my heart led me specifically to AMI courses and specifically to Montessori Northwest in Portland and specifically to the academic year program. Yes, it was a big decision that entailed a lot of changes: moving to another state, leaving work, huge reshuffles in financial affairs. But when, starting the course in September, you meet the same people who completely reshaped their lives to bring into their lives the opportunity to study at AMI teacher training courses, your heart overflows even more with admiration for the dedication and ardor that brought these 40 people from different corners of the country and even from other continents to this place, from which a new stage begins on the path of serving the child.
AMI training courses for Montessori teachers are called training, and this is no coincidence. Training involves active learning aimed at developing skills and abilities. As part of the training, not only knowledge is transferred from the trainer, but also in active practical work, the skills and abilities necessary for the profession are developed. Now, at the end of the 9-month training, I definitely understand that this word is the best way to describe this professional training for teachers. No amount of lectures listened to and books read could not provide what is required for real quality training as a Montessori teacher (lectures and reading books are an integral part of this, but in themselves insufficient).
So, I’ll tell you what the Montessori AMI training for the level of 3-6 years is like through the prism of my perception.
I’ll make a reservation right away that I can’t be absolutely sure that the construction of the course and its organization is identical in all AMI centers. Despite the fact that the International Montessori Association regulates and monitors the quality control and authenticity of Montessori teacher training centers, there is still a human factor: who is the trainer, what experience does he have, his understanding of the Montessori philosophy, outlook on life and much more that can bring its own flavor to his work. Therefore, everything I will tell you is my experience gained at Montessori Northwest and experienced by me personally and, of course, passed through my own prism of perception.
One of the distinguishing features of training at Montessori Northwest was that instead of one trainer, which is traditional for most AMI courses, we had two. Each with their rich experience, their history, their unique personality, they complemented and enriched each other so well. Ginni Sacket and Sarah Warner Andrews immersed us in the fundamentals of Montessori theory and practice and inspired us even more on the path we chose from day one.
Montessori Northwest has been in business since 1979 and offers a well-designed and functioning Montessori teacher training program. I, very demanding on the quality of education, watched with admiration how the center worked, how carefully and comprehensively the program was thought out, and what wonderful people who devoted themselves to serving children gathered there.
The course itself included a theoretical part (the study of Montessori philosophy and developmental characteristics of a child aged 3-6 years), the study of Mochtessori Materials and the practice of presentations, observation in a Montessori environment, pedagogical practice in a Montessori garden and exams.
Theoretical part
The theoretical part of the course includes the study of child development and the philosophical foundations of the Montessori system. Traditionally, in AMI Montessori teacher training courses, this knowledge was transmitted orally from Montessori trainers to students, and therefore there are no textbooks on the Montessori method in the AMI lineage. In other words, you can’t buy a textbook with information organized by topic and study everything on your own. Of course, you can study the literature collected on the basis of the lectures of Maria Montessori herself or the literature written by her son, Mario Montessori, but you will be forced to collect scattered fragments bit by bit in order to add up maybe 30-50% of what certified teachers give in their lectures. AMI coaches.
My “album” on Montessori theory
As part of the AMI Montessori training, students create their own teaching aids – the so-called “albums”, which further constitute reference material on their professional path after the end of the training.
A few years ago, and in some courses to this day, all lectures of the trainer are recorded by students by hand and form the basis for a theoretical album. Now, at least in Montessori Northwest, we were provided with printed theoretical lectures by our trainers. That is, we did not have to frantically write down what they told about Montessori theory, but we had fun and, in principle, had to give a lecture in advance and come to the lecture and discussion already prepared.
In order to ensure the quality of the study of the material, for each lecture we had to make notes and write our own reflections on the topic (essentially a mini-essay). All lectures, together with notes and reflections on the topic, after checking, went into our personal theoretical album, which seriously increased in size over time.
In addition to lectures, the study of Montessori philosophy passed through the reading of publications collected on the basis of the lectures of Maria Montessori herself. Once every two weeks, seminars were organized to discuss what we had read, where for the most part we worked in groups and then presented the developments and rethinking of the topic in the form of a poster or generalization in front of the entire group of students.
Thus, we were prepared not only to work in a team and discuss ideas, but also to publicly present our reflections and conclusions. Often our task was to tell everything as if we were facing people who knew nothing about Montessori. By the way, this is a very difficult task. We have all noted time and again how difficult it is for us, studying the theory of Montessori and absorbing the peculiar professional jargon, to express these ideas in conventional words! But this is so important: after all, we have to deal with parents, and indeed with people who are interested in what we do or who are interested in the upbringing and education of the child.
A great asset of the theoretical part of the course was the integration of Montessori philosophy and its discoveries about child development with modern research in the field of the brain and language. It was here that I first learned that modern scientists are coming to the same conclusion that Maria Montessori said about children over a hundred years ago. The desire of the Montessori movement to unite with the advanced minds of modern neuropsychology, child psychology, speech therapy, and linguistics has also become obvious, which has been successfully carried out in recent years. I have yet to delve deeper into the work of all these people whose names I have added to my list of books to read.
One of the students of the course presents her theoretical project
Another aspect of the study of Montessori theory was an individual theoretical project, for which we ourselves chose a topic of interest to us from the theory, studied it in depth in the primary sources of Maria Montessori and her followers, as well as in articles recognized by Montessori -magazines. This project was to be completed by the spring and presented either as a written paper (kind of like a term paper) or as an oral presentation.
Learning Montessori materials
The learning of materials took place in zones of the prepared Montessori environment: we started with oral language from the language zone, then moved on to practical life, then to the sensory development zone, returned to language (writing and reading) and Finally, math.
Ginny’s trainer presents the material to the “child”
First, we watched the presentation of a separate material with the participation of the “child” in the person of one of us, then we discussed the presentation, clarified the details, discussed the goals, age and criteria for the child’s readiness for this material. Then they moved on to the next presentation before starting to practice themselves. It was quite intense and required our full attention. It was necessary to catch every detail: how the material is located on the table, what movements are used, the sequence of work.
There is nothing superfluous in Montessori presentations, every movement and word is thought out and worked out: the movements are smooth and graceful, the words are minimal and do not overlap with the movements, but are spoken during pauses. As if spellbound, we looked at every refined graceful movement of our coaches, because that’s exactly how: gracefully, with calm enthusiasm and love for what you do, thoughtfully and gently, we had to learn how to work with each material.
After presenting a few materials, we were given time to take notes and then practice the material and make presentations. Here we split into pairs and practiced with each material, changing roles from teacher to child. Coaches at that time were nearby, observing, correcting, providing assistance when needed.
Course students practice with materials in the language area
We kept a record of our practice ourselves and had to track our progress ourselves. This is very much in tune with the Montessori philosophy, where everyone is responsible for their own learning process. We each had our own diary, where we were asked to write down our thoughts, to conduct reflection at any time we wanted, but preferably at the end of each day.
Sometimes this process was organized when the trainer asked us all to take out our diary and reflect on specific topics for a certain time, for example, “What difficulties am I experiencing at this stage of the course”, “What is significant for you that you have gained this week” , “What am I doing to make my training successful and what I still need to work on. ” Sometimes they were asked to reflect on the video they watched or the article they read. A couple of times during the course, we were asked to make a table and list in one column all the presentations that, according to our feelings, we more or less mastered (that is, we can present on the go, without notes and consultations of a partner), and in another column, list all those presentations, which still needs to be worked on.
Photograph of material arrangement during presentation
In addition to organized practice time with trainers present during study hours, we were given the opportunity to stay after class and during lunch and practice as much as everyone felt was necessary and possible for them. At this time, we had to photograph the material, its location on the table during the presentation for our albums.
At home, we had to describe each presentation in detail, insert photos into the description. There was a lot of work, and each of us learned to be super-organized, if this quality was not there before. After all, without doing the work for one or two days, such a volume accumulated that it is difficult to clear it even for the entire weekend. I experienced it myself once at the very beginning of the course, and decided that this method did not suit me, and henceforth I did everything immediately, without clusters, for which I often stayed after class to practice so that I could already at home on the same day or the next day to describe the presentation for the album. With my level of organization and responsibility, this was natural for me and helped me complete the course with a minimum of stress.
Once a week, the described and printed presentations were checked and, if they met all the requirements, they were safely sent to our albums. Thus, by the end of the course, in addition to the theoretical album, we had four more albums: one for each zone. One of the students counted the number of presentations for the entire period and counted about 240. I personally did not count, I cannot confirm, but that there are a lot of them, that’s for sure.
Another aspect of learning materials was making your own. This was one of the most exciting tasks, as we had to not only show our knowledge of the principles and characteristics of materials, but also show our creativity and craftsmanship. Materials were prepared separately for the practical life zone, the sensory development zone, and the language zone.
Exhibition of Montessori language materials made by students of course
How many emotions we experienced in those early morning hours when we organized a demonstration of our materials (there were three such events in the entire course). Everyone exhibited their material, and then we had time to walk around and admire the work of others.
Then it was time for the trainers to check each material for compliance and make appropriate entries in our personal files. In the meantime, we were left to ourselves, or rather to numerous materials with which we continued to practice. Ginny never tired of repeating that there is never too much practice, and that we should take advantage of this unique time when we are given such an opportunity. After all, we had a task: to work out presentations to automatism, so that when we go to real life, to children, we no longer have to think about how and what to show, but we can focus on the child and adapt to each specific person in front of us. And for this it is necessary that the brain and attention be freed from the need to think about every movement and step.
Observations in the Montessori Garden:
If you are already familiar with Montessori education, then you probably know about one of the most important roles and tasks of the teacher – observation. Without active and regular supervision, the Montessori educator becomes a traditional teacher. After all, how can we follow each child if we do not know what he needs at the moment. As in a traditional school, in this case, the teacher begins to give the material to everyone equally, regardless of individual characteristics, needs, moods and desires. Therefore, observation is the most important work of a teacher in a Montessori environment.
Source: montessoritraining.blogspot.com
Observation plays an important role in AMI training. Each student is assigned to a Montessori group with an experienced teacher with an AMI diploma. Ideally, the student is assigned to the same group for the entire course of study, which includes two periods of observation (October and February), and a period of practice. Portland is a real paradise for Montessori practitioners, as there are plenty of good AMI schools here, and each of us had the opportunity to first see and then experience the atmosphere of an authentic Montessori environment in action.
Observations last 2 weeks each and students must receive a minimum of 90 hours of observation over the entire period. For the entire observation period, we were given daily tasks that guided us, organized a purposeful and meaningful process.
Under natural conditions, the teacher does not sit and watch the children continuously throughout the school day. In a training setting, this is done for the purpose of teaching and developing observational skills, and, as Ginny Sackett kept repeating, such an opportunity should be perceived as a gift. After all, never again on the path of a Montessori teacher will we have such an opportunity: just to observe, without distraction from the children, without responsibility for the whole class, completely devoting ourselves to only one of the duties of a teacher.
It should be noted that it is not at all an easy task to sit and actively (!) observe and record for 6-8 hours in a row. Do not interfere, do not give signs of attention, but simply be invisible, but an observant fly on the wall. We all later noted how exhausting it was both physically and mentally, and how we came home exhausted.
Observations are organized in such a way that we had the opportunity to see a group of children at the beginning of its formation – mid-October, when children are still in most cases not normalized, and then in the middle of the school year – in February. It is simply impossible to overestimate this opportunity! I have seen with my own eyes the transformation of individual children from running in circles, playful, not knowing where to find themselves and what to do at the beginning of the year, into peaceful ones, constantly doing something and periodically asking the teacher for a new lesson / presentation a few months later.
Source: The Xavier University Montessori Lab
How my heart warmed, and sometimes tears came, at the sight of a child who in a regular school would be branded a naughty, unable to sit still for a second, during the second observation (in February) entering the room in the morning , going straight to the shelf, taking the material, working intently, putting it away and taking the next one, and so on all morning. How one day I saw him at the teacher’s chair happily telling her that he loves school and that there are so many things he loves to do. At such moments, you see in practice the transformative power of a well-built, prepared Montessori environment. And it gives so much inspiration! How valuable it was to see in practice what we studied in theory!
Pedagogical practice
We have all been waiting for this moment with trepidation in our hearts. All the theory within the course has already been studied, all the materials of all zones have been presented and at least somehow worked out, your soul is already eager for real children, and not your classmates pretending to be children. And this moment comes. Active teaching practice for a month in the same class where we had the practice of observation. This is the time when we had the opportunity already in real life, with a real child, to practice our presentations, establish a connection with him, observe, find the right moment when to offer him a new lesson, gracefully accept his refusal, if this happens (yes , children have the freedom and the right to say no if at the moment they do not want a new lesson).
My fellow student Savannah in practice at the Montessori Garden
The teaching practice in the AMI course is specific compared to traditional teaching practice, in the sense that we are not responsible for the entire group of children for the period of practice, but we receive only a few children in our leadership, with whom we are already working directly. This allows you to focus as much as possible on a particular child and on a particular presentation, without the need to monitor all the children and be responsible for all. The teacher and assistant are always present and perform their usual roles, and according to the protocol they do not have the right to leave the student alone with the children.
Observation, however, as part of teaching practice, of course, is carried out with the entire group of children. In addition, we had to conduct group lessons with a group of 3-8 people, which could include any children not necessarily assigned to us for individual lessons. Group lessons were planned and organized based on the needs of individual children and the group as a whole at a particular moment. It could be exercises in walking on the line, and the practice of oral speech (telling a poem, singing a song, reading a book, speech games), and group games for mathematical operations, and memory games from the sensory zone.
Between individual presentations and group sessions, we had to observe, record observations, record individual lessons and group lessons. All this was entered into a computer at home and, along with planning, compiled practice documentation, which we then submitted for verification.
Twice during the period of practice we were visited by trainers, who observed our individual lesson and group lesson and wrote reports. Their presence was both exciting and warming. After observing, they talked to us to make sure everything was going well and we were comfortable in our new role.
I practice with didactic materials before exams
The period of practice was a truly indescribable experience, it was so energizing and inspirational that it was emotionally difficult to finish. So many wonderful moments, so many soul-warming observations, so much love in the heart: I wanted to fly, sing, wake up again in the morning and run to school with the children in order to see their tremulous expectation of a new presentation again and again, to observe full involvement in work and joy after working with material, to be a witness to the manifestation of their beautiful spiritual impulses, their wisdom, sometimes touching to the depths of the heart.
But time is inexorable, and after teaching practice we had to return to the training center, where we were actively preparing for the exams. We had to brush up on the theoretical foundations laid down during the school year, as well as continue to work out presentations and bring them to a new level: not only be able to demonstrate work with the material, but also be able to talk about each material, demonstrate understanding and knowledge of the theoretical foundations, justifications, purposes and place of the material in connection with other materials in the given zone and other zones.
Exams
Exams are strictly regulated by the International Montessori Association itself and have a very clearly defined structure. Exams consist of two parts: theoretical and practical. The theoretical part of the exam is held in writing for two days, 3 hours each exam. The first part is devoted to Montessori philosophy and the theoretical foundations of child development in the light of Montessori philosophy. We were offered seven theoretical questions, from which we chose four and answered them in writing.
The second part has a more methodological focus, and concerns each of the zones of the prepared environment in connection with Montessori theory. It was also proposed to choose four out of seven questions and answer them within 3 hours.
After the written exam, we had about two more weeks of time to prepare for the practical part of the exams. In the practice exam, we were to give one presentation from each zone (which was determined by pulling the name card out of the bag immediately before the exam), and then talk with the examiner about the material and the whole zone as a whole.
My albums and materials are ready to go for exam
In addition, the examiners had to check our albums and produced materials for compliance with AMI standards, so we brought all our albums and materials by the day of the exam.
The examiners are appointed (or approved by the training center, I’m not sure) by AMI itself and come from all over the country. All official examiners are AMI trainers, but not all trainers are official AMI examiners, the status of an examiner is obtained by the trainer with the approval of the AMI. It is also worth mentioning that according to the protocol of the AMI, the trainers who train the group do not have the right to take exams from them, which is why the AMI appoints who exactly will take the exams in each training center.
In addition to the examiners, so-called “children” are invited to the examination. These “children” are not real children, but certified teachers, graduates of the AMI Center, acting as children. They play the role of children during presentations, and during conversations they are present and silently listen. For this (the process lasts from 7:40 to almost 17:00) they receive a professional development certificate, as well as the opportunity to refresh their knowledge due to the presence of the examiner and the future teacher during the conversation. I personally participated as a child in a summer course exam after I myself received an AMI diploma and experienced exams in two roles – as an examinee and as a child and listener.
Source: montessori-nw. org
I was personally delighted with this organization of the exam, as I felt how conscientiously and responsibly the AMI organization treats the preparation of future teachers. Exams are so comprehensive and require quality work throughout the course (and not like in traditional universities, where, in many cases, you could not study fully during the semester, and then learn tickets in 3 days and get 5, successfully forgetting everything learned in over the next week)! It is impossible to master the entire volume of theoretical material and a palette of practical skills a week or two before the exam. And even for a month. This is the result of a huge serious work throughout all 9months.
Sarah and Jeannie kept telling us that exams are a celebration of what we know. It doesn’t have to be trying to cram as much as possible into your head the night before an exam. Preparation for them should go throughout the year! For the first time in my life, this is how I felt about exams. And how much this approach differs from the traditional one, where the exam is an attempt to hide what we don’t know by all means, but at the same time get the grade we need. In the entire history of my academic life (and this is far from one year and a huge number of exams), I have not perceived exams as a celebration of what I know. Another life lesson from our wise coaches. That’s how I perceived my exams this time, and felt the difference! It was a pity when the examiner had to stop the conversation due to time constraints! After all, I wanted to extend this holiday longer! It was on the day after the exam that my inspiration, my flow, led me to the idea of this site. I so wanted to keep everything that I had acquired and bring it to people that I sat down to write the first article the very next day.
Our group at the beginning of the school year
And just as a child born after 9 months of intrauterine development, when leaving the womb, just begins its life journey, so we, after 9 months of intensive work, development and improvement, leave to begin our pedagogical life, full discoveries, new realizations, self-improvement and service to children.
Fired SpaceX employees file charges with National Labor Relations Board
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The employees say SpaceX retaliated against them for calling for stronger workplace protections following sexual harassment allegations against Elon Musk.
By Justine Calma / @justcalma
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SpaceX founder Elon Musk during an event on August 25th, 2022, in Boca Chica Beach, Texas.Photo by Michael Gonzalez / Getty Images
A group of former SpaceX employees has filed unfair labor practice charges with the National Labor Relations Board, The New York Times reports. The employees say they were fired illegally after putting together a letter that called on the company to strengthen its “zero-tolerance policies” following sexual harassment allegations against Elon Musk.
Nine employees were ultimately fired after the letter came out in June, the Times reports, eight of whom filed the charges with federal regulators. The letter, first reported on by The Verge, asked SpaceX executives for three things: to curb “Elon’s harmful Twitter behavior,” to define and enforce the company’s sexual harassment policies, and ensure that all leadership is held accountable for violating such policies.
Employees say they were fired illegally
“SpaceX’s current systems and culture do not live up to its stated values, as many employees continue to experience unequal enforcement of our oft-repeated ‘No Asshole’ and ‘Zero Tolerance’ policies. This must change,” the letter read. More than 400 employees signed it.
In the weeks leading up to the letter, Musk had taken to Twitter to make light of new sexual harassment allegations against him. A flight attendant on a company jet said he had shown her his penis and asked for an erotic massage — telling her he would buy her a horse for doing so, Insider reportedin May. SpaceX wound up paying the flight attendant $250,000 to settle her sexual misconduct claim in 2018, according to Insider.
The Insider report was only the latest public controversy about working conditions at SpaceX. A former engineer published an essay last December describing years of sexual harassment she says she faced at the company. Four more former SpaceX employees came forward that month, sharing sexual harassment they experienced or witnessed against other women and nonbinary people with The Verge. In 2020, a former intern sued SpaceX, saying the company retaliated against her for reporting sexual harassment and gender discrimination.
Joking about the Insider report and his then-still-pending Twitter takeover with YouTube co-founder Chad Hurley, on May 20th,Musk tweeted, “Hi Chad, long time no see! Fine, if you touch my wiener, you can have a horse.”
“Elon’s behavior in the public sphere is a frequent source of distraction and embarrassment for us,” SpaceX employees subsequently wrote in their open letter.
“Elon’s behavior in the public sphere is a frequent source of distraction and embarrassment for us”
That elicited swift backlash from company leadership. “We have too much critical work to accomplish and no need for this kind of overreaching activism,”SpaceX president Gwynne Shotwell wrote in an email to staff shortly after the letter circulated. “We performed an investigation and have terminated a number of employees involved.”
After firing five employees who were involved in writing the letter, SpaceX held a heated meeting in which vice president Jon Edwards told employees, “SpaceX is Elon and Elon is SpaceX,” according to TheNew York Times. Several more employees were reportedly fired after the meeting.
Firing employees involved in writing the letter likely violated US labor law, legal experts told The Verge in June. “This could very much be seen as retaliation for speaking up,” Mary Inman, a whistleblower attorney at Constantine Cannon, said to The Verge. “What does this say to workers? It basically says, we don’t want to hear from you.” SpaceX did not immediately respond to a request for comment by The Verge.
More recently, outside of SpaceX, Musk has fired evenmore people who challenged him. At Twitter this week, at least 10 people have reportedly been fired for critical remarks of Musk on the company’s private Slack. Several more employees have lost their jobs after tweeting about Musk. That’s on the heels of Musk unceremoniously laying off half of all Twitter’s employees just a week after taking over the social media platform in October.
This also isn’t the first time that the National Labor Relations Board has gotten involved with an employee dispute at a Musk-owned company. Following a lengthy legal battle, the NLRB in 2021 upheld a 2019 decision that Tesla illegally fired a worker involved in efforts to unionize its Fremont factory. The decision mandated that Tesla rehire the employee with back pay. If SpaceX is similarly found to have violated the law when it fired employees who wrote the open letter in June, the company might be forced to reinstate them with back pay also. Any managers or supervisors who were axed, however, wouldn’t receive the same protections under the National Labor Relations Act.
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SpaceX workers say they were fired for complaining about Elon Musk’s tweets
MoneyWatch
By Irina Ivanova
/ MoneyWatch
Lawsuit filed by fired SpaceX employees
SpaceX employees file lawsuit alleging they were fired for criticizing CEO Elon Musk
06:07
SpaceX executives illegally fired nine workers who objected to CEO Elon Musk’s tweets, alleges a complaint recently filed with the nation’s labor board.
After a group of workers this summer complained that Musk’s frequent tweeting of insults, sexual puns and political statements reflected badly on the space exploration company, executives targeted the employees for dismissal, the workers charge. According to the workers, five of them were fired immediately and four more were let go over the ensuing two months.
“It was honestly shocking to see that kind of reaction from an organization that prides itself on having employees speak up about any issue, whether it’s technical or cultural, and gives them the power to drive that change,” Tom Moline, one of the dismissed workers, told CBS News on Tuesday.
Moline and Paige Holland-Thielen, another worker fired from SpaceX, filed formal complaints with the National Labor Relations Board seeking to get their jobs back. Lawyers filed complaints on behalf of six other former SpaceX employees, who are remaining anonymous.
SpaceX “missed an incredible opportunity to improve the company culture and instead just fired them. And that’s just tragic. I mean, these are the type of workers you want,” Anne Shaver, a partner with Lieff Cabraser Heimann & Bernstein who is representing the workers behind the complaint, told CBS MoneyWatch recently.
Musk’s management of SpaceX, Tesla and Twitter, which he now owns, has come under scrutiny after his move to take control of the social media company. At Twitter, employees also said they lost their jobs after disagreeing with Musk’s strategies publicly and privately.
Harassment allegations
In May, allegations surfaced that Musk had exposed himself to a SpaceX flight attendant, and that the company gave her a $250,000 settlement in exchange for her silence. Musk denied the report, challenging the accuser to “describe anything at all” about his body “that isn’t known to the public.” He gleefully suggested naming the scandal “Elongate” and went on to tell another Twitter user, “Fine, if you touch my wiener, you can have a horse.”
Other comments the CEO has tweeted include: “Jack in the Box should do double duty as a sperm clinic”; a picture of dinosaurs mating; and various posts opposing the use of pronouns in written communications to indicate someone’s gender.
That freewheeling style allows bad behavior to go unchallenged at the company, said Moline, who described the SpaceX head as “very much off-the-cuff, and all focused on that mission … of getting to Mars as quickly as possible.”
“This allows him, and sets the example for management within the company, to basically ignore anything that could potentially get in the way of that mission — whether it’s federal labor laws [or] the sexual harassment of women within the workforce,” Moline told CBS News.
It was against this backdrop of harassment allegations from a SpaceX flight attendant and a female former engineer at the company that some employees spoke out. In an open letter drafted in June, they asked SpaceX to clarify its worker conduct policies and to apply those rules uniformly across the company. Separately, they asked SpaceX to “condemn” Musk’s “harmful Twitter behavior.”
Elon Musk demands Twitter staff “commit to long hours” or leave
09:03
“Elon’s behavior in the public sphere is a frequent source of distraction and embarrassment for us,” workers wrote in the letter, a copy of which was filed with paperwork with the NLRB on Wednesday.
“As our CEO and most prominent spokesperson, Elon is seen as the face of SpaceX — every Tweet that Elon sends is a de facto public statement by the company. It is critical to make clear to our teams and to our potential talent pool that his messaging does not reflect our work, our mission, or our values. SpaceX’s current systems and culture do not live up to its stated values,” they wrote.
Letter to Musk a “distraction”
On June 16, the day after the letter circulated, SpaceX fired Tom Moline, a senior engineer who helped lead the effort to draft the missive, along with four other employees, according to the NLRB complaint. The company in July and August fired four other workers involved in circulating the letter.
The same day Moline and four others were dismissed, SpaceX President Gwynne Shotwell called the letter a “distraction” in an email, saying the company had “no need for this kind of overreaching activism.”
“The letter, solicitations and general process made employees feel uncomfortable, intimidated and bullied, and/or angry because the letter pressured them to sign onto something that did not reflect their views,” Shotwell said in the email, which was filed with the NLRB along with the employees’ complaint.
“We performed an investigation and have terminated a number of employees involved,” she said.
Shotwell was on the call with human resources on which Moline and four others were fired, the engineer told CBS News.
Under federal law, it’s illegal to retaliate against workers who try to improve their conditions, including by collectively raising concerns about the workplace.If the labor board agrees that the workers were fired illegally, it could order SpaceX to rehire them and offer back pay.
A lawyer for the workers also did not rule out pursuing a private lawsuit against the company, alleging that SpaceX broke several laws when it fired them, including federal and state laws against discrimination.
Christopher Cardaci, head of the SpaceX legal department, did not respond to an email seeking comment.
Musk warns Twitter employees of difficult times ahead, imposes drastic changes
04:30
Do rules apply to Musk?
Jeffery Pfeffer, a professor who specializes in organizational behavior at Stanford University’s business school, told the Associated Press that the allegations were hardly a surprise given Musk’s leadership style at Twitter. Musk recently eliminated half the staff of the social media company and imposed an ultimatum on the remainder, telling workers they need to “be extremely hardcore” and work long hours to rebuild the platform.
Musk’s success at Tesla and SpaceX have created what Pfeffer labeled as hubris under the false notion that it was “all about individual genius.”
“Powerful people get to break the rules. They don’t think they are bound by the same conventions as other people,” Pfeffer said. He added that it showed the arrogance of Musk, one of the world’s richest men: “Why would he think he is a mere mortal?”
Free speech, but not for all
While Musk champions free speech and openness, workers said their firing in response to raising concerns was a shock.
“Part of what was supposed to be so great about SpaceX was that any person at any level could escalate issues to leadership and be taken seriously and treated with respect,” Paige Holland-Thielen, another of the fired workers, said in a statement. “We never imagined that SpaceX would fire us for trying to help the company succeed.”
The workers were dismayed at what they saw as a reversal from Shotwell, who was initially supportive, Moline told the New York Times, which first reported the labor charges.
“I thought she was doing a good job protecting and advocating for us against some of the worst impulses that Elon and others might have had,” he told the outlet. “Finally realizing that she wasn’t that savior — that broke down the trust for me.”
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How Russian specialists work at NASA structures
Photo: Chris Gunn / Nasa
The US National Aeronautics and Space Administration (NASA) is the top government employer in 2016 and 2017, according to research by Deloitte and the nonprofit Partnership for Public Service. Of the 80,000 people who work for NASA, 20,000 are full-time employees and 60,000 are contract employees of contractor companies.
The conditions are really excellent, says contractor Sergei Gusev: the average salary is over $100,000 a year, and there are social benefits. Gusev is one of many Russian-speaking employees of NASA (how many of them are in the agency, the representative of the organization did not answer). RBC magazine found several NASA employees who came from the USSR and Russia and found out how it turned out that they were developing the American, and not the domestic, space industry.
From Balashikha to Washington
Sergei Korkin, 35, was born in Balashikha and graduated from the Moscow Power Engineering Institute with a degree in optics and electronic devices. “MIPT, of course, is cooler, but I had only one attempt to enter, otherwise I would have gone to the army,” he recalls. In 2006, the young man graduated from the magistracy, three years later – postgraduate studies: “Rolled through life like a billiard ball …”
Once Korkin’s supervisor asked him if he would like to work in America. Sergei dreamed of doing science, but in graduate school “they didn’t pay anything.” In parallel with his studies, Korkin repaired surveillance cameras and engaged in conference calls to earn a living. “I keep in touch with former university colleagues. Muscovites, who were more capable of science than I, went to private companies,” he says.
In 2010, Korkin came to the US for a one-year internship, but he has been living in the country for the eighth year now. All the while, he has been working at the Goddard Space Flight Center, NASA’s research lab near Washington DC. Corkin lives with his wife and two children in Crofton, Maryland and takes about half an hour to get to work by car. The daughter goes to a private kindergarten at NASA.
From rockets to humanoid robots: 60 years of NASA in its developments
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Formally, Korkin works for USRA GESTAR, a non-profit corporation that has a contract with NASA. The Goddard Center tests satellites, studies ecology and weather, but can also engage in non-specialized research. When Toyota cars began to randomly accelerate on the roads a few years ago, it was NASA that was looking for the cause of the problem, the mathematician recalls.
Korkin is currently involved in the development of software that calculates how light is scattered in the atmosphere. The obtained data are compared with data from the Landsat Earth remote sensing satellite: “This allows us to judge the purity of the atmosphere. In particular, to monitor the appearance and movement of small particles that can enter the bloodstream through the lungs and cause illness in urban residents.”
Photo: from the personal archive of Sergei Korkin
The information obtained with the help of these programs and Landsat is kept in the public domain and can be used by any organization. “We, unfortunately, do not have such a satellite, although the country is large, it needs monitoring of forests and fields,” complains Korkin. He says “we”, “we”, “our country”, always referring to Russia: “I have no right to say “our country” about America – I am not a citizen.” There are a lot of immigrants from the USSR around Korkin, which “has a negative effect on the level of the English language,” he laughs.
NASA programmers in general “don’t care where they work” – they just “write code.” Korkin could work at home, but he does not know “who in Russia can pay a normal salary for working with the integral.” When Sergey communicates with colleagues who have settled in Germany, who periodically, like him, complain about Western life, they agree on one thing: if you return to Russia, you will have to forget about science.
At NASA, Korkin does “more science than technology.” He does not need to strictly follow the schedule: the main thing is the result, although it is also impossible to be absent for a week without a reason. For people who are engaged in the production of satellites in the agency, on the contrary, everything is scheduled by the minute. Corkin calls USRA GESTAR a typical American company: employees have a strict hierarchy and a bonus system – “you can get an increase in your pension.”
Americans immediately focus on the consumer, the expert argues why there is not a single successful private space company in Russia. “The first supercomputer in Europe was created in the Soviet Union and immediately classified. As soon as the Europeans created a supercomputer, they started selling it,” Korkin throws up his hands.
Fundamental cosmos
“When I say that I work for NASA, I hear the answer: “Oh, tell me!” says Natalya Buzulukova, a researcher at the agency. She was born and raised in Minsk in a family of engineers. As a child, she read the magazines “Young Technician” and “Technology for Youth”. Until the eighth grade, she studied music, “like all the girls of that time,” and after the eighth she entered the physics and mathematics class and realized that physics was her vocation.
The Soviet Union collapsed when Natalia was a first-year student at the Moscow Institute of Physics and Technology (MIPT). “I didn’t believe it when they told me [about the collapse of the USSR], I thought it was a hoax,” she admits. Buzulukova calls it a happy coincidence that she remained in science, since in the 1990s “everyone forgot” about science.
Postgraduate student at the Institute of Biochemical Physics. N.M. Emanuel RAS Buzulukova for a year worked on fullerenes (special carbon compounds used in many areas – from medicine to superconducting and quantum technologies. – RBC ) and nanotubes. “There were interesting people there, but in general there was an atmosphere of slight stagnation,” she recalls. Friends invited her to the Space Research Institute of the Russian Academy of Sciences (IKI RAS), where she worked for three years with the famous physicist Yuri Galperin and studied the interaction of the Earth’s magnetosphere with the solar wind as part of the Interball project. “These were very important years that shaped what I began to do later,” the scientist explains. In 2003, Natalya defended her dissertation and received the Russian President’s Prize for Young Scientists, thanks to which she was able to buy a computer.
Photo: Natalya Buzulukova’s personal archive
Buzulukova decided not to wait for interesting job offers, and in the fall of 2006 she herself applied to NASA for a scholarship for young professionals with an advanced degree. When a positive response came, Natalya was surprised, but in May 2007 she moved to Washington and began working for a space agency under a contract through the University of Maryland. She was immediately offered a “competitive” salary, for which she could rent housing in the US capital, “live normally” and attend scientific conferences.
PhD postdocs are the driving force behind science in the United States and at NASA in particular, Buzulukova says: they are “energetic, inexpensive, but make a big contribution to the development of the scientific base.” Over the years, she has worked with postdocs from Spain, South Korea, China, and the United States.
Buzulukova is engaged in fundamental research – studies the Earth’s magnetosphere and geomagnetic storms, writes scientific articles, reviews of the work of other scientists. She also belongs to a group of developers who are associated with “space weather”. “I work with large codes, add features to them, debug them – the usual work of a programmer, only a scientific one,” says Natalia with a smile. These codes are needed to model the behavior of the magnetosphere during storms. In 2017, Elsevier published a collection dedicated to “space weather” edited by Buzulukova.
Scientists at NASA have to spend a significant part of their time preparing applications for funding: “You need to prove that your work will be interesting and important: here no one gives money to anyone just like that,” Buzulukova warns. But she talks about corporate culture with delight. NASA employees can visit numerous clubs of interest – this is how lovers of skiing, aviation, yoga, sport fishing, etc. find each other. There are many programs to work with schoolchildren and students who can see how the agency works and, under the guidance of scientists and engineers, take part in projects. “Schoolchildren, of course, will not have time to carry out serious scientific work in a couple of months of internship, but this will most likely affect their choice of profession,” Buzulukova is sure.
In 2016, NASA opened the call for applications for those wishing to become astronauts, and more than 18 thousand people sent resumes – this is a record. One of the selection criteria was flight experience. “In Russia, what is the experience of flying among young people? None. And in the United States, private aviation is developed and all the people believe that astronauts are heroes, ”says Buzulukova. When NASA announces that it will be engaged in space exploration, it clarifies that this is “for the benefit of Americans and all mankind,” Natalya recalls.
“When Elon Musk successfully launches another rocket, you can be proud of it too. It seems to me that this is right, space unites, and does not separate people, ”she concludes.
Escape from the USSR
Alexander Vasilkov, a 71-year-old leading researcher at Science Systems and Applications, admits that he still hasn’t retired because his wife won’t let him. “It would seem that at this age it’s time to retire, but she thinks that working is good for my health,” Vasilkov laughs. His employer has been supplying personnel for NASA under a contract for over 40 years, and Vasilkov has been cooperating with Science Systems and Applications for 16 years.
A graduate of the Faculty of Aerophysics and Space Research at Moscow Institute of Physics and Technology, he dreamed of becoming a scientist since childhood. For a year he was engaged in research of hypersonic gas dynamics in the head structure of Roscosmos TsNIIMash, then moved to the Department of Physical Mechanics of the Moscow Institute of Physics and Technology, where he worked for several years on remote sensing of the atmosphere from space. “I liked it there, because it was freer than at TsNIIMash,” the scientist recalls.
Photo: from the personal archive of Alexander Vasilkov
For the next 18 years, Vasilkov was a senior researcher at the Institute of Oceanology. P.P. Shirshov of the Russian Academy of Sciences and was engaged in sounding the ocean from space. “I had good ideas related to space, but they could not be realized,” the researcher complains. Using satellite data, he wanted to learn about the distribution of chlorophyll in the oceans and calculate the places where the most fish are found. Vasilkov received information from the State Research Center for the Study of Natural Resources. “However, in Russia at that time there was no data processing infrastructure. In my opinion, even now they do not pay due attention to this, ”the scientist states. Such infrastructure requires no less investment than building a satellite, he notes.
After the collapse of the USSR, Vasilkov’s family, like many others in the country, fell on hard times: the Soros Foundation prize, which the scientist received, helped to survive. When Vasilkov was invited to work at the Belgian Royal Institute of Natural Science in Brussels to probe the North Sea, he immediately agreed. There he created a group of three scientists who are still studying the pollution of the Belgian coastal zone.
The wife did not want to return to Moscow, so Vasilkov continued to look for work abroad. “In family life, the wife is the boss,” says the scientist with a smile. Vasilkov sent out his resume and got a job at NASA as a contractor, he is engaged in remote sensing of the atmosphere and ocean using the Suomi NPP meteorological satellite.
“Unlike in the Soviet Union, everything here is mobile: when money runs out, everyone quits,” says Vasilkov. Contractors do not have working contracts with the agency, so you can quit at any time, but “they can also be fired for no reason, which often happens.” When he announced to his colleagues in Brussels that he had got a job in the US, the first thing they asked was how many years the contract was signed. “When I said that there is no contract, they were very surprised: in Europe everyone signs to be socially protected,” the scientist recalls.
The data that Vasilkov and his colleagues receive from satellites is also stored in the public domain. At the same time, many people in the agency are working to ensure that even unprepared people can use the information. In recent years, Vasilkov’s work has been related to atmospheric pollution – automobile and industrial exhausts and acid rain. On this and other topics, the scientist wrote about 80 works that were published in scientific periodicals.
He learns about the distribution of pollutants around the globe using the Ozone Monitoring Instrument (OMI), which is located on board the NASA Aura satellite. Vasilkov’s office has a map of the Earth’s atmospheric pollution. “The most polluted place on the planet is China. Most regions of Russia are clean, but I see Moscow as a huge red spot, ”says the scientist. This information could be useful for monitoring the state of the atmosphere in the country, but “no one in Russia is now engaged in environmental monitoring,” Vasilkov sums up.
Space industry – Government of Russia
Denis Manturov got acquainted with digital technologies for creating rocket engines
Deputy Prime Minister – Minister of Industry and Trade visited the Research and Production Organization (NPO) Energomash.
January 16, Monday
, Space industry
Andrey Belousov: An agreement was signed on the “road map” “Promising space systems and services”
On behalf of the Government of Russia, the document was signed by First Deputy Prime Minister Andrey Belousov.
December 10, 2022, Saturday
, Space industry
Denis Manturov got acquainted with the progress of the construction of the National Space Center
The Deputy Prime Minister – Minister of Industry and Trade also visited the Khrunichev State Space Research and Production Center.
Thursday November 3, 2022
, Space industry
Andrey Belousov held a meeting on the development of the high-tech direction “Promising space systems and services”
The formation of conditions for partnership between the Government of Russia and the largest private companies in the development of space systems and services was discussed.
Saturday 22 October 2022
, Space industry
Denis Manturov took part in the first launch of the satellite of the federal project “Sphere”
, Space industry
Yuri Trutnev: The Arctic satellite constellation will significantly increase the safety of navigation along the Northern Sea Route
Tuesday 27 September 2022
, Space industry
Denis Manturov held a meeting of the Supervisory Board of the State Corporation Roscosmos
During the meeting, the updated composition of the board of the state corporation was approved.
July 2, 2022, Saturday
, Measures to improve economic resilience in the face of sanctions
The government has expanded the conditions of a special loan program for backbone organizations of industry and trade
Decree of July 1, 2022 No. 1183
Thursday 16 June 2022
, Space industry
Marat Khusnullin: Installation of the 16th floor of the cable-filling tower for Angara-class rockets has begun at the Vostochny Cosmodrome
Monday 25 April 2022
Technological development. Innovation
Aerospace Innovation Valley to appear in Russia
Decree of April 22, 2022 No. 735
Tuesday 12 April 2022
, Space industry
Mikhail Mishustin congratulated workers and veterans of the rocket and space industry on Cosmonautics Day
Monday 14 February 2022
, Space industry
Victoria Abramchenko and Yuri Borisov got acquainted with promising projects of Roscosmos
Space data will be used to curb illegal deforestation. A pilot control project will be launched in two regions in 2022.
13 December 2021, Monday
Economic and humanitarian relations with the CIS countries on a bilateral basis
Yuri Borisov held the seventh meeting of the Russian-Kazakh intergovernmental commission on the Baikonur complex
Baikonur retains the status of one of the world’s most launching spaceports, and Russia and Kazakhstan have legally confirmed their mutual interest in extending its lease until 2050. Now it is important to fill the cosmodrome with new projects, such as Baiterek, which provides for the creation of ground-based space infrastructure for launches of the promising Soyuz-5 launch vehicle, Yuri Borisov noted.
26 September 2021, Sunday
, Space industry
The government has determined the winners of the Yu. A. Gagarin Prize in the field of space activities
Order dated September 22, 2021 No. 2640-r
Wednesday 23 June 2021
, Space industry
Yuri Trutnev and Dmitry Rogozin conducted an excursion for schoolchildren and students – winners of all-Russian competitions
Deputy Prime Minister – Presidential Plenipotentiary Envoy to the Far Eastern Federal District Yuri Trutnev, Head of Roscosmos Dmitry Rogozin, Governor of the Amur Region Vasily Orlov and cosmonaut Alexander Skvortsov conducted an excursion for 30 schoolchildren and students from different regions of the country, participants in the All-Russian competitions “Your move” and “Big change”
Monday 14 June 2021
, Space industry
The government allocated additional funds to increase the salaries of astronauts
Order of June 9, 2021 No. 1524-r
Thursday 15 April 2021
, Space industry
The government approved the indexation of the salaries of astronauts
The decision was made on behalf of the President
April 12, 2021, Monday
, Space industry
Mikhail Mishustin congratulated workers and veterans of the rocket and space industry on their professional holiday
April 3, 2021, Saturday
, Space industry
The government approved the extension of the agreement between Russia and the United States on cooperation in space
Order dated 29March 2021 No. 770-r
12 September 2020, Saturday
, Space industry
The government allowed the use of military infrastructure to launch the Gonets-M spacecraft into orbit
The devices are designed to provide personal satellite communications.
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Early Education & Preschool That’s More Than Daycare
Bright Horizons in Atlanta offers quality, year-round programming and a number of convenient child care locations inside and outside of the 75/85 corridors, throughout Midtown Atlanta, Buckhead, Marietta, Roswell, and Dunwoody.
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Health, Safety, and Wellness at Our Atlanta Centers
Parents nationwide trust Bright Horizons to care for their children. Expert-informed policies; health, safety, and wellness built right into our curriculum; and safe spaces designed for learning and exploration — you’ll find it all in our centers.
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Health and Safety Directors dedicated to ensuring that we set the highest standards in all areas
Strict handwashing and sanitary policies to prevent the spread of illnesses
Secured entrances to all centers and supervision policies to keep children safe
Frequent cleaning and disinfecting of high-touch surfaces, toys, and laundered items
Explore Child Care in the Metro Atlanta area
Working parents shouldn’t have to choose between child care and early education. Our programs ensure you don’t have to, offering convenience for your workday, and enriching learning experiences for your child.
With convenient Atlanta area locations, we’re never far from your home or workplace.
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What Questions Should I Ask a Child Care Provider?
What ages does Bright Horizons in Atlanta serve in its child care program?
Most of our Atlanta child care centers serve children ages six weeks to six years. Bright Horizons is more than daycare. We have programs with developmentally appropriate curriculum for infants, toddler, preschool and pre-K.
I’ve looked at other child care solutions in Atlanta with long waitlists. What if I want to enroll at a Atlanta Bright Horizons center but space is not available?
You can select and register with up to three Bright Horizons child care locations, including the center in which you are most interested. By registering, you are confirming interest in all three centers. Once registered, we will add you to our waitlist and offer you a space as soon as one becomes available. Our goal is to accommodate families as soon as space allows, and so during the entire process, we will keep in touch with you regarding your status. While waiting for a space to become available at the first-choice location, many families enroll at their second or third choices temporarily until space becomes available at their first-choice centers. Enrolling at another location will not only solve your immediate child care needs, but will provide you priority access to your first preference.
What is the background check process for all staff at Bright Horizons Atlanta child care centers?
Bright Horizons conducts comprehensive background checks on all prospective employees and frequent visitors. In Atlanta, the state of GA Department of Youth and Families requires background checks for employees of a daycare or licensed child care facility.
Bright Horizons background checks consist of a county criminal record check for the past seven years performed in all counties that a person has lived, worked or attended school. In addition to the county criminal search, a sex offender search, OFAC search, and a social security verification trace are also conducted.
Is it safe to send my child to a Atlanta child care or preschool?
Bright Horizons is trusted by parents in Atlanta, including many doctors and nurses, to care for their children. We’ve partnered with pediatric infectious disease specialist Dr. Kristin Moffitt of Boston Children’s Hospital to implement enhanced safety protocols for all areas including daily health screening, distancing, cleaning, and disinfecting. Our goal is to ensure that all of our health and safety practices in every center are in line with recommendations provided by the CDC and requirements of state and local municipalities. Our Atlanta centers have the well-being of children, families, and staff at their core.
Do Bright Horizons daycare centers follow state/local requirements for masking and vaccinations?
Where there are additional state or local requirements, for example around vaccination/masking, Bright Horizons also complies with applicable legal requirements in each jurisdiction in which we operate.
Are child care staff at Bright Horizons in Atlanta trained in CPR and First Aid?
All Bright Horizons Atlanta staff are trained regularly in CPR /First Aid and Universal Precautions. You can feel confident that your child is safe and receiving the best care possible while in our care. Families of children in our care use the to get photos, real-time updates on care, learning, and milestones, and stay up to date on important notifications.
All Bright Horizons Atlanta staff receive ongoing training, including CPR/First Aid and Universal Precautions. You can feel confident that your child is healthy, safe, and thriving while in our care. Bright Horizons families use the MyBrightDay mobile app daily to get photos, real-time updates on care, learning, and milestones, and to stay up-to-date on important notifications.
What do children learn at Bright Horizons child care in Atlanta?
Child care at Bright Horizons is focused on making our daily experiences focused on comprehensive, optimum development of each child: mind, body, social self, and character. Here’s how we do it:
Preparing Children for Success in Life by:
Approaching life as an invitation to learn
Becoming a confident and competent lifelong learner
Becoming a confident and competent user of technology
Developing emotional intelligence: personal power and social skills
Preparation for Academic Excellence by:
Developing the social and cognitive skills necessary for school success
Achieving excellence in language and literacy
Developing an engaged, reflective, inquisitive mind and appreciation of science
Achieving excellence in logical/mathematical understanding
Providing a Rich and Rewarding Childhood by focusing on:
Happy days
Wonderful relationships
A World of experience
How much does child care in Atlanta cost?
Child care tuition in Atlanta is dependent upon your child’s age, developmental level, and the location of the school you have chosen. To get a customized tuition quote for Bright Horizons in Atlanta, please set up a Zoom meeting with us. Our center staff can talk through your family’s needs to help calculate what tuition would look like for you.
Does Bright Horizons in Atlanta have infant care?
Yes. Most of our locations offer infant care programs for children starting at 6-weeks old. We’re happy to schedule a safe, personalized Zoom visit for expectant parents who would like to learn about why Bright Horizons in Atlanta is a great place for babies.
Does Bright Horizons in Atlanta have a toddler program?
Yes. Most of our locations offer toddler programs for children to start to explore independence, language and social skills. We’re happy to schedule a safe, personalized Zoom visit for parents who would like to find out what toddlers learn in our Atlanta child care programs.
How do I find a nanny in Atlanta?
With the Sittercity app, you can search locally for a full or part-time nanny or post a job detailing your needs and have interested child care professionals reach out directly to you. Sittercity has built-in screening tools to give you the control to hire with ease and confidence. This includes secure messaging, interview booking, professional references, and running background checks.
Does Bright Horizons in Atlanta have a preschool program?
Yes. Most of our locations offer preschool and kindergarten preparation programs for children to start working on getting ready for school. We’re happy to schedule a safe, personalized Zoom visit for parents who would like to learn about what school readiness at Bright Horizons in Atlanta looks like.
Is Bright Horizons hiring child care teachers in Atlanta?
Yes. Please visit our careers site to view all active Bright Horizons job openings in your area. Our careers site allows you to search for all open positions (part-time, full-time, and temporary) in our centers, including positions at client center that only enroll families who work for specific employers.
Is Bright Horizons a good place to work in Atlanta?
Yes, but don’t just take our word for it! We’ve been named 20 times as one of FORTUNE’s 100 Best Companies to Work For, and are honored to be the only child care company to ever make the list.
How are working parents supported by child care at Bright Horizons in Atlanta?
Bright Horizons in Atlanta supports the whole family because we know that success at work and success at home go hand-in-hand. We designed our centers, child care programs, and schedules to keep the needs of both children and parents in mind.
Does Bright Horizons have summer care in Atlanta?
We have a partnership with Steve and Kate’s camp locations as well as our Summer Explorations programs for children ages 3-5 and 6-12.
Does Bright Horizons in Atlanta allow children with special needs to enroll in child care?
Yes! Bright Horizons in Atlanta can successfully accommodate a wide range of special needs and individual differences in our group programs. We believe in inclusive programs to focus on each child’s strengths. We support a collaborative team approach – the teacher, director, specialists, and parents. The team will work closely together to try to maximize each child’s opportunities for learning, growth, and development, and to attempt to eliminate any barriers or safety issues which a group program may present.
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Tuition and Fees – The Willow School
Tuition & Fees for 2022-23 School Year
All tuition payments are due on the first business day of each month. Families have the option of choosing a 12-month schedule (year-round care) or a 10-month schedule (no care needed for June and July). The monthly tuition and registration fee are the same for either option, but these options allow the school to plan for staffing during the summer when some families may not need childcare. We ask that each family choose carefully and give at least 30 days notice if they need to make changes. If you wish to make any change to your child’s enrollment, please feel out a Change Request form available in the office.
Tuition is based on an annual budgeted amount and divided into equal monthly payments. Tuition is due even in the case of school closure for any reason. No tuition reductions will be made for absences due to family vacation, illness, etc.
Type
Cost
Application Fee One time fee, non-refundable (no fee for GA funded Pre-K application)
$50
Registration Fee Due at time of enrollment and yearly thereafter, non-refundable (no fee for GA Lottery Pre-K program)
$300
Deposit One-time, non-refundable fee, due July 1 if starting school in August, otherwise at time of enrollment. Deposit will be applied toward last month’s tuition upon receiving 30-day notice of withdrawal
$1000
Full-time Enrollment Options
Class
School day (8:00 am – 3:30 pm)
Infants
$1,395
Toddlers/Twos/Early Preschool
$1,340
Preschool
$1,325
Forest Kindergarten
$1,325
Private Pre-K
GA Lottery Pre-K
$1,288
No Charge
Part-time Enrollment Options
(Limited availability, N/A for Pre-K)
CLASS
SCHOOL DAY (8:00-3:30) M,W,F
SCHOOL DAY (8:00-3:30) T,TH
Infants, Toddlers, & Preschool
$915
$670
Forest Kindergarten/Private Pre-K/ GA Lottery Pre-k
Pick-Up Day Rate (applicable to breaks and mini camp)
$75
After Care (3:00-5:30 pm)
Charge
Daily
Daily Rate
$18
Daily rate for sibling
$10
Sibling Tuition Discount
The sibling tuition discount is available for families that have two children attending full-time (5-days per week). Not applicable to the GA Lottery Pre-K Class.
The oldest child’s tuition is discounted by 5%
Late Pick-Up Fee
Charge
Daily
Late pick-up after 3:15 pm for pre-k or 3:45 pm for all other classes (or 5:30 pm if in aftercare)
$10 + $1 per minute
The Willow School is proud to offer one Georgia Lottery Pre-K Class. The school day (8:30-3:00) is provided at no charge to families.
Children can drop off as early as 8:00 am. Families that need after care will be charged for that time based on the fees listed above. Aftercare is charged on a daily rate and families are only charged for days actually used.
The Pick-Up Day Rate is for those times when the GA Lottery Pre-K class is closed according to the school calendar, but The Willow School is still open. For example, the GA Lottery Pre-K class will follow the City Schools of Decatur calendar. There are times when CSD are closed, but The Willow School is open. Families that need care on those days can attend school and pay the daily rate.
90,000 education for children in Atlanta, schools, kindergartens, creative studios
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Education
Rest in Atlanta
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LIFE IN ATLANTA
Children: schools, circles, sections
Children: schools, circles, sections
Choosing a kindergarten or school is a rather serious task. Schools and kindergartens in the United States have their own ratings, which you need to focus on when choosing. The rating depends on many factors and reliably indicates the level of the institution, so it becomes one of the most important points when choosing a place of residence. Even babies are admitted to the kindergarten – in a special group. There are no public kindergartens in America, but there is a huge selection of private ones. There are child development centers.
There are 22child daycare centers in the greater Sacramentometro area, including the cities of Sacramento, Folsom, Rancho Cordova, Roseville, and West Sacramento. Combined, these Sacramento metro day care centersemploy 634 people, earn more than $110 million in revenue each year, and have assets of $23 million.
Skip to:
List of Sacramento day care centers
Employment
Revenues
Related directory pages:
Sacramento youth service organizations
Sacramento human service organizations
California day care centers
Child daycare centers
Sacramento, CA
Want to add filters to this list, or drill down on results in detail? Open in the Cause IQ search interface
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Popularity
Revenue
Employees
Assets
1-20 of 22
Child Action
Child Action is a private, nonprofit corporation created in 1976 to provide for the education and social welfare of children and families by organizing, sponsoring and administering services to children.
Revenue
$88.4m
Assets
$10.8m
Employees
173
EIN
94-2364946
IRS type
501(c)(3)
Extended Day Child Care (EDCC)
Extended Day Child Care centers serve children enrolled in Kindergarten through Fifth Grade at schools in Dublin Unified School District and at Walnut Grove Elementary in the Pleasanton Unified School District.
Revenue
$5.3m
Assets
$7.7m
Employees
141
EIN
94-3004934
IRS type
501(c)(3)
KidZKount Head Start
To empower children and their families to maximize their full potential through opportunities for growth and change. KidZKount envisions a future in which children and families are the nation’s top priority.
Revenue
$10.0m
Assets
$1.9m
Employees
157
EIN
94-1647240
IRS type
501(c)(3)
EveryChild California
California child development administrators association (ccdaa) provides and develops leadership that supports publicly funded early care and education programs for children from birth to 13 and their families. EveryChild California provides and develop…
Revenue
$934.9k
Assets
$647.5k
Employees
7
EIN
93-1187319
IRS type
501(c)(6)
Poppy Patch
FTB Child Care Center provides children with a diverse, happy, safe nurturing environment. FTB Child Care center provides children with a diverse, happy, safe nurturing environment and encouraging active learning. We are committed to cooperatively foste…
Revenue
$767.8k
Assets
$60.2k
Employees
26
EIN
68-0081564
IRS type
501(c)(3)
Yolo Crisis Nursery
Yolo Crisis Nursery provides early intervention services to nuture healthy and resilient children, strengthen parents and preserve families. Significant activities include provision of professional and licensed personnel to operate an infant and toddler e…
Revenue
$1.2m
Assets
$1.3m
Employees
21
EIN
47-1006055
IRS type
501(c)(3)
Little Big Time Child Development Center
Child Development Center, Preschool. Child Development Center, preschool. To enhance the quality of life in our community through early child. To enhance the quality of life in our community through early Child Development program, incorporating cultura…
Revenue
$309.6k
Assets
$49.2k
Employees
6
EIN
46-2695573
IRS type
501(c)(3)
Shiloh Arms Day Care Development Corporation
To conduct child Care Day centers for working parents with particular reference to those parents who are economically disadvantaged.
Revenue
$458.4k
Assets
$134.3k
Employees
6
EIN
94-2359640
IRS type
501(c)(3)
Holistic Perspectives
Holistic Perspectives is a child daycare center in Sacramento, CA that was founded in 2003.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
83-0344339
IRS type
501(c)(3)
Mindful Miracle
Mindful Miracle is a child daycare center in Sacramento, CA whose mission is: Provide discounted childcare to calepa and state employees.
Revenue
$676.0k
Assets
$24.1k
Employees
20
EIN
83-1144343
IRS type
501(c)(3)
The Doris Alexis Early Learning Center
The Doris Alexis Early Learning Center is a child daycare center in Sacramento, CA whose mission is: Child care.
Revenue
$261.7k
Assets
$0
Employees
8
EIN
51-0173085
IRS type
501(c)(3)
Good Neighbors Club of Del Paso Heights
Good Neighbors Club of Del Paso Heights is a child daycare center in Sacramento, CA whose mission is: To provide educational enrichment for children 3-5 years old.
Revenue
$511.5k
Assets
$64.5k
Employees
12
EIN
94-1612786
IRS type
501(c)(3)
Forever Young Child Care
To provide a loving, nurturing and enriching environment for up to 50 full-time children, ages six weeks to five years, and to provide education support services to parents.
Revenue
$375.4k
Assets
$114.4k
Employees
15
EIN
94-2577052
IRS type
501(c)(3)
Kings Beach Parents Co-Op
Kings Beach Parents Co-Op is a child daycare center in Kings Beach, CA that was founded in 2007.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
20-4865776
IRS type
501(c)(3)
You-Nique Beginnings
You-Nique Beginnings is a child daycare center in Sacramento, CA that was founded in 2012.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
45-1486133
IRS type
501(c)(3)
Kid Ease Child Care Center
Kid Ease Child Care Center is a child daycare center in Sacramento, CA whose mission is: Provide a childcare center in Downtown Sacramento. Childcare Program Expenses.
Revenue
$37.2k
Assets
$53.3k
Employees
N/A
EIN
94-3367048
IRS type
501(c)(3)
Oak Park Preschool
To provide a wholesome educational experience for preschool children and their in the Oak Park Community of Sacramento, CA. The Specific and primary purposes are to provide preschool and child day care opportunities for children in and around the Oak Pa…
Revenue
$541.6k
Assets
$164.0k
Employees
17
EIN
94-2538801
IRS type
501(c)(3)
Early Explorer
Early Explorer is a child daycare center in Sacramento, CA that was founded in 2008.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
20-3043085
IRS type
501(c)(3)
Sandra Drake Family Day Care
Sandra Drake Family Day Care is a child daycare center in Sacramento, CA that was founded in 2012.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
95-4633126
IRS type
501(c)(3)
Just Kids Child Care Center
Just Kids Child Care Center is a child daycare center in Sacramento, CA that was founded in 1994.
Revenue
N/A
Assets
N/A
Employees
N/A
EIN
68-0313558
IRS type
501(c)(3)
Sacramento County, CA Day Care and Child Care Centers For Sale
Sacramento County, CA
Real Estate
Large Daycare 100+ kids Prime Preschool Location Sacramento $400K
Sacramento, CA
Beautifully renovated preschool day care location, 5300 sft indoors with large 8000 sft playground turn key operation, located in prime location in Elk Grove Sacramento area. Purchase as the existing franchise. Licensed for 90+ children, excellent rent and lease terms. Brand new location, no P & L available, ready to begin business. Perfect for those who have wanted to be in the day care business but do not want to deal with the waiting time of permits and build-out time frames. $400K (plus additional franchise fee). Cash only, no carry backs. Only financially qualified buyers. Purchasing as a non franchise is $600K. .
6
Real Estate
Turnkey | Child Care | 39-Child Lic. (EXPANDABLE) | Retail.
Elk Grove, CA
NDA for Offering Memorandum / Marketing Package and Seller Disclosure Documents: https://tinyurl.com/2fzvyekb – SELLER IS HIGHLY MOTIVATED TO SELLER AND ENJOY RETIREMENT! Business and Real Estate included in Purchase Price Turnkey Child Care Ideal Elk Grove Community: New: Zoo, Casino, and lots of new Residential Houses being built One Child Care License: 39-License | Day Care Center (EXPANDABLE, see next page for details) Business is well known and loved in community Freestanding Retail Child Care Day Care Profitable business with upside to increase revenue/tuition 0. 58 Acre Lot Huge & lush playground area Picturesque and well-maintained building. Three (3) buildings. Two of the three buildings are being used for child care. The third building in the back, approx 1000sf (to be verified by buyer), is being used by the owner for his legal business, and may be converted into additional child care space. Two (2) Gated Playground Areas 2020 – painted all front building exteriors 2021 put on a new roof on one of the buildings in the front 2019 – put in two (2) new HVAC units Recently installed $6000 of fire alarms, smoke detectors, and carbon monoxide detectors. – ***Call Listing Broker for scheduling viewing property. DO NOT DISTURB EMPLOYEES, OWNER, NOR CLIENTELE. PER SELLER’S REQUEST, DO NOT DISCUSS THE TRANSACTION***
$350,000
$350,000
100-Child Lic. | Biz & Real Estate | Turnkey.
REAL ESTATE INCLUDED
Sacramento County, CA
|~~~$550,000 PRICE REDUCTION~~~| – ***CONTACT BROKER for Aerial Video, Walk-Through Video, and Additional Photos of Property*** NOI is a Pro Forma Income Projection: based on bringing up occupancy, tuition fees to market, and optimizing costs. – Turnkey Child Care 100-Child Lic. Three (3) Licenses for Property: 60-Child Capacity to operate and maintain a day care center to serve children from age 2 to entry into kindergarten. 28-Child Capacity to operate and maintain a school-age DC center to serve children enrolled in kindergarten and above. 12-Child Capacity to operate and maintain an infant center to serve children from age 0-24 months (with a maximum of 8 infants under 12 mo. old due to available cribs. Adjoining High Volume Retail Center New 2008 Build 19-dedicated parking spaces in front & back of building Business and Real Estate included in Purchase Price Three (3) gated Playground Areas Retail Child Care Day Care 0.3mi to 99 FWY – S. Sacramento FWY (Twin Cities Road, Exit #277) Ideal Artery Street Traffic for Signage / Advertising Seller will consider a: Seller Carry / Seller-Carry / Seller Financing / Bond For Title / Owner Financing / Seller Carry Note / Carry Back Note / Hold Paper / Carry Paper / Seller Takes Back a Mortgage / Owner Will Carry – ***Call Listing Broker for scheduling viewing property. ? DO NOT DISTURB EMPLOYEES, OWNER, NOR CLIENTELE.? PER SELLER’S REQUEST, DO NOT DISCUSS THE TRANSACTION***
$3,100,000
$3,100,000
REAL ESTATE INCLUDED
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Moscow region | A kindergarten
will be built in the Sacramento microdistrict in Balashikha
May 21 in the Sacramento neighborhood of r.o. Balashikha hosted a solemn ceremony of laying a capsule in the foundation of a kindergarten for 140 children. The construction of another preschool institution in Balashikha is being carried out as part of the implementation of the Our Moscow Region. Development Priorities”.
Mayor Yuri Maksimov and a representative of the developer company took part in the event. The capsule was securely cemented on one of the blocks of the kindergarten already under construction, which will be put into operation before the end of this year.
« Today, in our city district, the lack of places in kindergartens is one of the main problems. We are making every effort to turn the tide, – said Yuri Maksimov. – I thank the head of the Moscow region Andrey Vorobyov for his support in the construction of social facilities: with the active assistance of the Government of the Moscow Region, the developers changed their plans to include kindergartens, schools and clinics “.
In general, by the end of this year, 11 kindergartens and one school should be put into operation in Balashikha, in 2014 – 17 kindergartens and six new schools, it is planned to build sports and recreation centers.
Main Department for Information Policy of the Moscow Region
This material was published on the BezFormata website on January 11, 2019, below is the date when the material was published on the source website!
CHILDREN WILL BE COZY HERE!
On May 21, an important event occurred for the residents of the Sacramento neighborhood. Here, in a solemn ceremony, a symbolic time capsule for future generations was laid in the foundation of a kindergarten building for 140 places, 14:00 23.05.2013 Newspaper Fact – Balashikha
A kindergarten will be built in the Sacramento microdistrict in Balashikha
May 21 in the Sacramento microdistrict Balashikha hosted a solemn ceremony of laying a capsule in the foundation of a kindergarten for 140 children. 11:55 05/23/2013 Government of the Moscow Region – Moscow Region
A kindergarten will be built in the Sacramento microdistrict in Balashikha
May 21 in the Sacramento microdistrict Balashikha hosted a solemn ceremony of laying a capsule in the foundation of a kindergarten for 140 children. 11:23 23.05.2013 Broadcasting of the Moscow region – Moscow region
Construction of a new kindergarten started in Balashikha
Today, a symbolic “time capsule” was laid in the building of a kindergarten for 140 children in the Sacramento microdistrict of Balashikha city district. 14:35 22.05.2013 Balashiha.Biz – Balashikha
Sacramento microdistrict Balashikha laid a time capsule in the kindergarten under construction
Head of city Balashikha Yuri Maksimov and Assistant to the President of the Morton Group of Companies Sergey Ganzuk laid a time capsule in a kindergarten under construction in the Sacramento microdistrict today. 17:32 21.05.2013 Administration of Balashikha – Balashikha
Public Chamber of the Moscow Region
The Prosecutor of the Moscow Region Sergey Zabaturin, together with the heads of departments of the Office of the Prosecutor’s Office of the Region, solemnly congratulated the State Counselor of Justice of the 2nd class Mikhail Alekseevich Avd MO Prosecutor’s Office
The bailiffs, who ensure the established procedure for the activities of the courts, during the planned detour of the building of the Ozersky city court, discovered a suspicious object. Bailiff Service
As part of the work of the mobile (field) reception, Deputy Prosecutor of the Moscow Region Alexander Blagorodov made a working trip to the urban district of Pavlovsky Posad. Ministry of Defense Prosecutor’s Office
Prosecutor of the Moscow Region Sergey Vladimirovich Zabaturin, the staff of the Regional Prosecutor’s Office, as well as the Council of Veterans of the Prosecutor’s Office of the Moscow Region congratulate the pensioners of the Prosecutor’s Office on the anniversary: MO Prosecutor’s Office
Shchelkovsky city prosecutor Ivan Denisov held a personal reception of citizens with disabilities in the building of the Shchelkovsky regional organization of the All-Russian Society of the Disabled. Ministry of Defense Prosecutor’s Office
Federal Tax Service of the Moscow Region
On February 28, 2023, members of the Public Chamber of the city of Dolgoprudny and members of the Board to address issues of improving the efficiency of functioning, as well as identifying problem areas in the work of institutions and bodies,
Public Chamber of the Moscow Region
Another donor campaign took place today, February 28, at the Salyut FGC!
The action was organized by the Power of Faith Charitable Foundation with the support of the Public Chamber of Dolgoprudny.
Public Chamber of the Moscow Region
Member of the Council of Deputies of the city district of Lyubertsy from the party “United Russia” Roman Antonenkov held a scheduled reception of citizens.
United Russia Lyubertsy
An institution subordinate to the Forestry Committee of the Moscow Region, the GAU MO “Tsentrleskhoz” signed a contract to organize flights of light single-engine aircraft over the forests of the region, the committee’s press service reports.
Newspaper Istra today
A 14-year-old resident of Podolsk died after falling from the 15th floor of a house in Podolsk, the incident was reported by local publics.
Chehov-Vid.Ru
Bailiffs, who ensure the established procedure for the activities of the courts, discovered a suspicious object during a planned tour of the building of the Ozersky City Court. Photo:
Vesti Podmoskovye
Residents are invited to a meeting with the chief physician of the Istra Regional Clinical Hospital.
City of Istra
Rais Robertovich Mustafin took office as chief physician of the Dzerzhinsky city hospital on December 14, 2022.
City district Dzerzhinsky
Glaucoma is a disease in which the optic nerve is damaged. Decreased vision in this pathology develops steadily, and if left untreated leads to irreversible blindness.
IOCMP
As part of the Year of the Teacher and Mentor and on the occasion of the 200th anniversary of the birth of the teacher, literary critic K.D. Ushinsky, the literary hour “Fairytale Lessons of Konstantin Ushinsky” was held in the Resurrection City Library No. 3.
Department of Culture
On February 22, in the library of Novaya Olkhovka, an event “For the Glory of the Fatherland” was held, dedicated to the Defender of the Fatherland Day.
Central Bank of the Naro-Fominsk City District
The flora and fauna of our planet is an extremely fragile and defenseless environment in the conditions of the modern pace of human life.
Central Bank of the Naro-Fominsk City District
Sacramental “Sacramento”! – We are responsible for what they said, but not for how others heard it! – Learn
As the saying goes, “uno-uno – momento zilch”. Laughter through tears. But he laughs best who laughs last.
Head of Balashikha City District
Maksimov Yu.V.
from the participants low-rise construction special attention, in our plans to bring to 2015 its share in the total volume of housing being built in the country is up to 60%…
… The benefits will be obvious only if the appropriate infrastructure is provided to those people who live in such areas, and social infrastructure, and engineering.
The construction of residential buildings should go almost simultaneously, and it is better if social facilities are built at a faster pace. I mean, first of all, polyclinics, kindergartens, shops, schools – in a word, it is necessary to create a full-fledged living environment for people who choose low-rise housing for themselves. ..”
V.V. Putin
The Development Development meeting
07/22/2011
Dear Yuri Vladimirovich!
In 2010 Morton Group of Companies started implementing the Sacramento project, which was positioned as a fundamentally new format of housing for the Moscow region – low-rise construction with a developed infrastructure and the presence of such socially significant facilities as a kindergarten, a school, a multifunctional complex and an outpatient clinic with a dairy kitchen. Currently, the project is not being implemented in full, and not within the time frame indicated in the promotional materials. The construction of social infrastructure facilities is not being carried out, the company’s plans are not being implemented. This leads to a significant decrease in the consumer properties of the object, the quality of life and the emergence of protest moods among homebuyers. Participants in the shared construction of the microdistrict “Sacramento” of the urban district of Balashikha express legitimate concern regarding:
Implementation of plans for the construction of social facilities;
Compliance with deadlines and proper quality of construction works;
Activities of the Management Company Domservis-Balashikha LLC.
Construction of social facilities.
At the time of the conclusion of the contract, the following social infrastructure facilities were indicated on the general plan of the microdistrict and in the promotional materials of the construction company:
Kindergarten for 95 children;
General education school for 270 students;
Dispensary and dairy kitchen;
Sports and recreation complex;
Multifunctional complex (shopping center, consumer services).
On April 26, 2012, a group of initiative shareholders of the object received an official letter from ZAO ZemProektStroy, which stated the following dates:
In July, after S.K. Shoigu, a meeting of the head of the city of Balashikha V. Samodelova with developers, as a result of which Morton Group of Companies assumed the obligation to start ahead of schedule, in the 3rd quarter of 2012, the construction of a kindergarten in the Sacramento microdistrict, and also to increase the number of places in it to 140. This fact was reflected in the mass media information.
On September 14, 2012, a meeting was held between the initiative group of equity holders of the residential complex “Sacramento” and representatives of the developer.
According to the minutes of the meeting, the following construction dates were given:
Kindergarten: “Construction is planned for 2013, commissioning is planned for September 2013”;
School: “Public-private partnership option. Project documentation is ready. The start of construction is scheduled for September 2013, completion in 2014.”
The measures and deadlines for their implementation, announced at the meeting of the Morton Group of Companies, were not fulfilled once again, and information appeared about the cancellation of the school construction. For clarification of the situation, the equity holders of the object turned to the Administration of the city. Balashikha, with a request to provide data on the state of the facility and the timing of the commissioning of residential buildings and social infrastructure facilities.
From the city administration Balashikha received an official letter from ZemProektStroy CJSC dated November 08, 2012, in which plans for the construction of socially significant facilities were changed:
Kindergarten: “The design capacity of a preschool institution is 95 places. On the instructions of the Administration, the issue of increasing the kindergarten to 140 places is being worked out. Construction is scheduled for 2013.
School: “In accordance with the letters from the Administration and the Ministry of Education of the Moscow Region, options for placing places in a full-fledged school (more than 500 places) in the B quarter and the possibility of allocating places in a school in the Severny microdistrict are being worked out.
The “quarter B” mentioned in the document is the microdistrict “Sacramento-2” planned for development, the territory of which is located on the opposite side of the Gorky Highway. Plans and dates for the start of its construction are unknown.
Neighborhood “Severny” – a former closed military town, is also located on the other side of the Gorky highway. The existing school building No. 13 was built in 1959. Children of the Severny microdistrict, the city of Balashikha, including the Novsky quarter, to which the residential complex Sacramento belongs. Delivery of children to school is now carried out by a school bus.
The Sacramento microdistrict under construction is an urban low-rise development, 85 thousand square meters. m. of housing, 1690 one – and two-room apartments. The number of residents of the microdistrict, according to the most conservative estimates, will be more than 3 thousand people.
SNiP 2.07.01-89* Urban planning. Planning and development of urban and rural settlements “defines the recommended standards for providing places in secondary educational institutions -” at least 180 places per 1 thousand people. (see annex 4).
Thus, in accordance with the current regulations, a school for at least 540 students should be opened.
The service radius of general education schools should be no more than 750 meters (and no more than 500 meters for elementary grades), and the paths of students approaching general education schools with primary grades should not cross the carriageway of main streets at the same level (clause 5.4 of SNiP 2.07. 01-89*).
Distance to school in microdistrict. “Northern” is more than 5 km, there are no sidewalks and their lighting everywhere, and the path runs through a wooded area, crosses the federal highway – Gorkovskoye Highway, without pedestrian crossings in two levels. There are no alternative public transport routes between these microdistricts.
School buses are limited to 30 people. The possibility of providing the required number of seats in school buses and the regularity of their movement is questionable. Children of residents of the microdistrict. “Sacramentos” are practically losing their constitutional right to receive a full-fledged education.
Morton Group of Companies explains the change of plans and the actual refusal to build a school by the fact that there is no permission for the construction of a new school from the administration of the city of oblast. Balashikha.
According to representatives of the Morton Group, namely, the administration of the city of Balashikha considers the construction of a school in the microdistrict UNEXPECTABLE! Instead, it is proposed to reconstruct the existing school No. 13 in the microdistrict. “Northern”. This position is contrary to SNiP, the decisions of the Governor of the Moscow Region and the President of the Russian Federation on the construction of social infrastructure – “ the creation of a full-fledged habitat for people who choose low-rise housing for themselves.”
Please note that on the project website ( www.sakramento.ru ) so far there is no information about changes in plans for the construction of social infrastructure facilities, in particular schools. Morton Group managers deliberately mislead potential buyers in order to increase the number of sales.
Construction quality
The low quality of construction work should be especially noted. The constructed houses of the first stage stood without utilities and heat last winter. In the spring, home buyers identified a huge number of significant comments on the condition of houses and the quality of work. Technical supervision at the construction site, knowing about the shortcomings, for a long time did not take proper measures to eliminate them. To eliminate the identified shortcomings, it was necessary to carry out a whole range of repair and restoration work on new houses. Despite this, all the comments for more than 8 months have not been fully eliminated.
In part of the houses of the second stage, the situation is repeated this year: some of the houses were built, however, communications are not connected to them, there is no electricity, water, heating, gas, electricity distribution and gas equipment has not been installed, planning and landscaping of the territory have not been completed.
Activities of the Managing Company LLC “Management Company Domservis-Balashikha”
We also draw your attention to working with equity holders whose houses have already been put into operation. The procedure for handing over the keys, described on the company’s website, is not actually carried out. When issuing the keys, employees of the MORTON Group of Companies require the signing of an Additional Agreement on the postponement of construction (retroactively), violating the requirements of Federal Law No. 214.
Participants in shared construction consider the contract with Domservis-Balashikha Management Company LLC and the prices for the technical maintenance of the housing stock to be “enslaving”. To the agreement, we developed and submitted at the meeting the Protocol of Disagreements, which has not been considered and agreed upon to date.
Residents have expressed claims for accrual of payments on receipts at rates that significantly exceed those established by the Government of the Russian Federation and the City Administration. Balashikha No. 727/PA dated 05/30/12. The submitted receipt for payment indicates payments for services that are already included in the prices for the technical operation of the housing stock (management costs, maintenance, landscaping, garbage collection, payment for lighting common areas) or, due to the condition of the facility, cannot currently be provided in principle, so it is proposed to pay for a non-working antenna and an uninstalled barrier.
Thomas Arnold
Edward Thring
Nathaniel Woodard
Frederick William Sanderson
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Summary
Read a brief summary of this topic
public school, also called independent school, in the United Kingdom, one of a relatively small group of institutions educating secondary-level students for a fee and independent of the state system as regards both endowment and administration. The term public school emerged in the 18th century when the reputation of certain grammar schools spread beyond their immediate environs. They began taking students whose parents could afford residential fees and thus became known as public, in contrast to local, schools. By the late 20th century the term independent school was increasingly preferred by the institutions themselves.
The typical great public school—such as Eton, Harrow, Winchester, Westminster, Rugby, Shrewsbury, or Charterhouse—evolved from an institution founded by a single benefactor during the late Middle Ages or Renaissance. Such charitable foundations, almost invariably for males only, had usually been intended to educate local boys from relatively humble backgrounds. From about the 17th century the upper classes took increasing advantage of the tuition afforded by these foundations. As pupils paying the market rate became more numerous, the schools were increasingly transformed into boarding establishments. (Some, however, such as St. Paul’s or Merchant Taylors’ in London, remained day schools; others took both day boys and boarders.) The public schools were seen as preparing students for the ancient universities of Oxford and Cambridge (though not all students proceeded then or proceed now to a university) and for public service—another origin of the appellation “public” school.
The curriculum from the beginning placed heavy emphasis on the Greek and Roman classics and continued to do so until well into the 20th century. Organized games, in contrast, were a late development, and, before their introduction, disorderly conduct was intermittently considerable, particularly in the early 19th century. When the demand for men to administer the British Empire led to scores of new foundations during the 19th century, however, the schools tended to adopt the more disciplined, duty-bound, and athletic model established at Rugby by Dr. Thomas Arnold in the 1830s.
From late in the 19th century a number of girls’ public schools were established, as were also denominational or other special-purpose schools, though such Roman Catholic foundations as Ampleforth, Downside, and Stonyhurst had existed for some time already. Institutions loosely termed public schools also sprang up overseas, predominantly in countries under British cultural influence.
The impact of the public schools in Britain was historically immense. Perhaps in no other post-Renaissance country did an ethos directly and concentratedly inculcated in so few citizens exercise such influence nationally—and internationally, given the crucial role of the public school ethos in helping Britain build its empire. The ethos in question was less an academic one than a class-conscious code of behaviour, speech, and appearance. It set the standard for conduct in the life of officialdom in Britain from the early 19th century to the mid-20th.
Since the end of World War II, the style and content of education at the public schools have changed as the schools have become more consciously part of wider groupings of independent schools and have developed multifarious links with schools in the state sector.
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The following is a list of the nine best-known public schools, in the order of their founding.
Winchester College, in Winchester, Hampshire, was chartered in 1382 by William of Wykeham, bishop of Winchester, and opened by him in 1394.
Eton College, in Eton, Berkshire, was founded by King Henry VI in 1440.
St. Paul’s School, in Hammersmith, west London, was founded and endowed by John Colet in 1509.
Shrewsbury School, in Shrewsbury, Shropshire, was founded by King Edward VI in 1552.
Westminster School, also called St. Peter’s College, in west London, was probably a cathedral school and was reestablished by Queen Elizabeth I in 1560.
Merchant Taylors’ School, in London, was founded, endowed, and controlled by the Merchant Taylors’ Company of London in 1561; it moved to the Charterhouse buildings in 1875.
Rugby School, in Rugby, Warwickshire, was founded by Lawrence Sheriff, a wealthy London merchant, in 1567. It began rugby football (1823).
Harrow School, at Harrow (or Harrow-on-the-Hill), northwest of London, was founded in 1571.
Charterhouse School, in Godalming, Surrey, was founded by Thomas Sutton in 1611. In 1872 Charterhouse School was moved from London to Godalming.
This article was most recently revised and updated by Amy Tikkanen.
Public School vs. Private School
Usually, when considering private versus public school, parents will have one or more factors that concern them.
When looking at public or private schools, the following factors come into play:
Academic reputation and college preparation
School size and class size
Safety reputation
Special programs
Costs
Religious and Moral instruction
Location
Ideology
Academic reputation plays a big role when considering private versus public schools. School systems vary greatly in their academic reputation. For as many wonderful public schools that exist, there are also those that perform under the bar. Unfortunately for most families, children must go to the public school that their home is zoned in. Usually, there is a perceived or statistically supported issue with a public school’s academic record that flags a parent’s concern and willingness to move their child into a private school.
Private schools usually have a more rigorous academic reputation. But within the public school system, Charter Schools and Magnet schools both blur the distinction between public and private schools. Related to the academic reputation is the focus of the school on college preparation. Within the public school system, the percentage of children that go on to college differs depending on the location of the school. You can’t lump all the schools together. However, you can look at the school’s overall focus and whether it is on college preparation or not (and whether that is your shared focus).
School Size and Class Size can be correlated to a school’s ability to execute on its academic goals. Basically, when a school gets too big, it can become burdensome to administer. Students and programs may fall through the cracks. But a school that is too small may not have enough money to support specialized programs. Class size is another factor that parents will look into when considering private or public schools. How many children will the classroom teacher be responsible for? What is the overall student-to-teacher ratio? Usually, the smaller the class size, the more attention each individual student will receive.
Safety at school and the general school environment is another factor that parents use to decide whether or not to keep their children in public school or move them into private school. Many public schools have perfectly safe environments, yet in some school districts, children may be safer in private schools. Some of this may have to do with the fact that private schools may pick and choose who they enroll, therefore keeping their classroom milieu safer.
Special programs impact parents in two different ways when considering private versus public schooling. Because public schools have a responsibility to teach all students, public schools often have in place special programs for children with special needs, be they academic or developmental in nature. Private schools, while they may have special programs for gifted students, will rarely have programs for children with special needs unless that is what the private school specializes in. There are also other kinds of special programs, for example, ones that specialize in the arts. Military, boarding, and single-sex programs are usually only found in a private setting.
Cost is another important factor that impacts the private school versus public school decision. Simply put, private schools charge tuition whereas public schools are offered free of charge. For many parents, this is the hardest factor with which to come to terms.
A factor that plays a large role in parents deciding whether to send their children to public or private school is whether or not they want religious and or moral instruction to play a part in their children’s academic setting. Overall, religious and moral instruction does not play a part in public schooling.
Location is as important a factor as any other when considering whether to enroll your children in a public school or a private school. For public schools, you are either within the zoning district of the public school you want or not. If you are, then you don’t need to worry about anything. If you aren’t, you’ll need to consider whether relocating your family is desirable and feasible in order to get your children enrolled in your public school of choice.
However, many states have instituted school choice programs that allow families who are not residents of a district to apply for admission for their child to attend that district. Oftentimes the receiving district is paid tuition to cover the expenses of educating the child by the sending district or even by the child’s family. Regardless, school choice programs provide some flexibility for parents who want their child to attend a public school.
For private schools, you’ll need to consider if the location is feasible for your family. Public schools provide transportation to and back from schools. Private schools may or may not.
Finally, for many families, a final factor that impacts their decision-making process is their ideology regarding private schools or public schools, classism, elitism, etc. Parents are not usually on the fence about this factor. They either believe that going to private school is okay or they believe that going to a public school is better in the theoretical sense.
Private and Public School Statistics
Now that we understand some of the main factors that families consider when deciding whether to enroll their children in private or public school, let’s look at the facts. Here are statistics on both private and public schools in America:
Academic Programs
Public schools offer a general program, designed for all. This usually includes math, English, reading, writing, science, history, and physical education. In addition, many public schools offer programs in music, art, languages, technology, and career education too. What students learn is decided by the state. In most states, learning is measured through standardized tests. The content and minimum achievement criteria in each course offered in public high schools are put forward by the state and each student must achieve this minimum criterion before receiving credit.
The charter school movement is also picking up momentum in many states. These schools are public but offer specialized programs and smaller classes and are governed by a board of directors (usually consisting of parents and community members). Charter schools have become more popular over the last decade. As of 2011, charter school legislation had passed in 41 states and the District of Columbia. There are not that many charter schools in the United States when compared to the number of traditional public schools. However, the number of charter schools is steadily growing. According to the Center for Education Reform, there were approximately 3,400 public charter schools in the US as of 2005. That figure increased to 5,300 schools in 2011 according to a 2013 report by the U.S. Department of Education. Overall enrollment in charter schools also increased, from 340,000 students in 2000 to nearly 1.8 million students in 2011.
Growth of Enrollment in Charter Schools by Academic Year Image Credit:NCES
Magnet schools are yet another public school option for families. Magnet schools are part of the public school system, however, enrollment in magnet schools is not controlled by neighborhood boundaries. Instead, students must apply to be admitted to the school. Magnet schools generally have public as well as private funding, which allows the school to offer a wider variety of educational programs, teacher training, equipment, and the like. Many magnet schools have a specialized instructional focus. For example, a magnet school might specialize in the performing arts, science, and technology or have a career-technical focus. According to the NCES, there were 2,700 magnet schools in the United States as of 2011.
Private schools have the flexibility to create specialized programs for students. For example, private schools may use art or science in all classes or take children on outdoor trips. They can create their own curriculum and assessment systems, although many choose to use standardized tests. Many parents are drawn to the alternative curriculums that private schools have to offer.
Private school students generally perform higher than their public school counterparts on standardized achievement tests. As with earlier results from the National Assessment of Educational Progress (NAEP), private school students performed higher than public school students on the NAEP: 2000 tests. Their average scores were above those of public school students on the 4th-grade reading test and on the 4th-, 8th-, and 12th-grade science and mathematics proficiency tests.
Private high schools typically have more demanding graduation requirements than do public high schools. Compared with public schools, private schools required more coursework (in 4-year high school programs) in 1999–2000 in social studies, mathematics, science, foreign language, and computer science. For example, private schools required on average 3.1 years of mathematics, while public schools required 2.7 years. The figures for foreign language study also differed: 1.5 years at private schools but 0.5 years at public schools. In addition, about 40 percent of private schools required some form of community service for high school graduation, four times the rate for public schools (10 percent).
School Financial Support System
Public schools depend on government funds (local, state, and federal) and occasionally on funds from corporations and organizations.
Private schools depend mainly on tuition fees and funds coming from non-public sources such as religious organizations, endowments, grants, and charitable donations. Private schools can participate in federal breakfast and lunch programs, but they usually don’t need to.
School Size
Public schools are, on average, at least twice the size of private schools, according to the US Department of Education Data. School size usually correlates to the population density of the local area. The average private school had 193 students in 1999–2000, whereas the average public school has 517 students, according to the NCES. The average public school had 535 students in the same area. Another way to look at this is to see that 80 percent of private schools have less than 300 students enrolled while only 29% of public schools have less than 300 students enrolled.
While smaller school size may be correlated to a more controlled academic setting, the flip side is that there is strength in numbers. Small schools have some disadvantages as well such as providing a narrower set of programs and services. The smallest high schools may not be able to offer advanced courses because they have too few students, a shortage of qualified teachers, or both.
Larger schools can often be set up to support specific groups within their student population (such as those requiring English as a Second Language targeted help). Overall, research is debatable over whether a smaller school size is correlated with a better academic setting.
Class Size
The average class size in public schools is larger than in private schools. Many states recognize the value of small classes and have provided funding to keep class sizes small in grades K-3. As students become older, class size tends to get bigger in public schools, especially in large school districts and urban schools. On average, private schools have smaller average class sizes than public schools. A 2008 study by the NCES shows that private school class sizes vary from 15.4 students up to nearly 20 students per class. For public schools, teachers average between 20 to just over 23 students per class.
Another aspect besides the actual class size is the student-to-teacher ratio. This is different from the actual classroom headcount because a school may have extra teachers that help set up programs or help with special coursework. According to the NCES, as of 2009, private schools averaged 12.5 students per teacher, compared with an average of 15.4 students per teacher in public schools. Another way to look at this is to see how many schools have a student/teacher ratio less than 10. Thirty-six percent of private schools have a student-to-teacher ratio lower than 10 to 1, whereas only 10 percent of public schools have student-to-teacher ratios lower than 10 to 1.
If you feel your child would learn better in a smaller setting, then you’ll need to look towards private school. If, however, your child works well in larger groups, a public school may be the way to go.
Quality of Teachers
Teachers in public schools are state-certified, which means that they have gone through the training required by the state including student teaching and coursework. They are required to hold college degrees and to be licensed by the state. Additionally, as part of the No Child Left Behind (NCLB) Act, all public school teachers must demonstrate that they are “highly qualified.” This designation is achieved if teachers hold at least a bachelor’s degree in the subject area in which they teach and are state-certified, or if they do not hold a degree in their subject area they must demonstrate competency in their area of teaching through some other means, such as testing. Public schools cannot terminate the contracts of their teachers abruptly. After completing a probationary period, teachers are granted tenure by law. They cannot be dismissed without first going through a twelve-month rehabilitation period. This too can only be done after a public hearing in which charges of incompetence or misconduct must be proven.
On the other hand, private school teachers may not be required to have certification, and often have subject-area expertise and a degree in the subject they teach. Private schools have their own personnel requirements. Private schools can terminate the terms of their teachers abruptly. Schools are free to deal with personnel matters.
Level of Education
Most schools—61 percent of private and 71 percent of the public—were elementary. Ten percent of private schools and 25 percent of public schools were secondary. Finally, a higher proportion of private schools (30 percent) combined education levels (usually grades K–12 or 1–12), compared with only 4 percent of public schools. Usually, public schools are broken out due to their size.
If having your child around kids that are much older or younger bothers you, you may have an easier time finding a public school that meets your needs than a private school.
Special Needs
Another aspect that needs attention is regarding children with special needs. Special education laws make it mandatory for public schools to educate and meet the special needs of these children. Therefore, most public schools have special programs and teachers for these students. Public school systems often will have specialized schools to support children with multiple special needs.
Private schools, on the other hand, have no such obligation; most private schools do not have special education programs or teachers. However, there are private schools that cater specially to special needs.
If your child has a special need, you’ll need to research your options to determine whether public or private school best suits your child at this time.
Obligations
Public schools are obligated by law to educate all children, so to enroll in a public school you simply register your child by filling out the necessary forms. Public schools must accept any resident student who applies for admission, regardless of sex, race, religious affiliation, economic status, or physical or mental handicap. Public schools must also meet state graduation requirements, which vary state by state. Public schools can kick children out if their behavior is too disruptive, but the public school system will usually have in place an alternative school that the child will attend until they are no longer under the care of the public (18 years of age).
Private schools are not obligated by any laws regarding admission. Therefore, private school admission is competitive. Also, private schools are not required to provide educational programs for children with special needs. Private schools are also under no obligation to keep a student enrolled. If a child’s behavior disrupts the school’s milieu, they can be kicked out. Another scenario to keep in mind is that if a child’s academic progress is not acceptable, they may be kicked out as well. Graduation requirements for private schools are decided by each school and are not subject to any state requirements. Many private schools do choose to align themselves with private school associations which will mandate graduation requirements.
School Admissions
In public schools, all students are admitted. In private schools, students must apply and then are invited to enroll.
Cost
Cost is another important factor that helps in deciding the type of school parents want to send their children to. State Constitutions prohibit public schools from charging residents any form of tuition or other fees for materials, supplies, textbooks, or transportation.
On the other hand, private schools do not receive tax revenues but are funded through tuition, donations, and private grants. Therefore, private schools cost more than public schools. According to the National Association of Independent Schools, the median tuition fee for private day schools in the United States is close to $12,000 for grades 1 to 3, $13,000 for grades 6 to 8, and $15,000 for grades 9 to 12. The median tuition fee for boarding schools is $12,000 for grades 1 to 3, $27,000 for grades 6 to 9, and $28,000 for grades 9 to 12. Fees in parochial schools are a little less. Another study found that parochial schools cost $4,200 a year while other private schools charge $8,500 per student.
One thing to consider, however, is the location of public schools. That is, better-funded public schools are usually found where the average housing costs are higher than in neighboring zip codes. That said, although public school is free, you may find yourself paying more out of pocket to live in a specific school zone.
Support Services
Public schools are required to provide academic and health-related services under Federal and state laws. More schools provide extended-day programs. Free and reduced-price meals must be provided to all qualified low-income students.
Private schools are permitted, but not required, to participate in the federal lunch and breakfast programs.
Religious Affiliation
Public schools are not religiously affiliated, but many private schools are religiously affiliated. In a 2009 NCES study of private schools, 68 percent of all private schools were found to have a religious affiliation, with 22 percent of those affiliated with the Roman Catholic Church and another 13 percent identified with a non-denominational Christian church.
Location
Most private schools were located primarily in central cities (42 percent) and the urban fringe or large towns (40 percent). Only 18 percent of private schools were found in rural areas. In contrast, 24 percent of all public schools were in central city locations, 45 percent in the urban fringe or large towns, and 31 percent in rural areas.
Demographic Characteristics of Students
Student populations vary on race/ethnicity and limited-English proficiency status.
According to the NCES, as of 2009, 74 percent of all private school students were White, compared to 58 percent of public school students. The private school sector as a whole has lower proportions of Black and Hispanic students than the public school sector.
Public schools were more likely than private schools to have any minority students in 1999–2000, as well as to have high concentrations of minority students (more than 30 percent). Although many private schools had a racially diverse student body, about 14 percent had no minority students, compared with only 4 percent of public schools.
Private schools are less likely than public schools to enroll students who are eligible for the National School Lunch Program. The eligibility rate for the National School Lunch Program is a reasonable proxy for the incidence of school poverty in public schools but is a less reliable measure in private schools. Approximately 25 percent of private school respondents in 1999–2000 did not know whether any of their students were eligible. Virtually all public schools (99 percent) had students eligible for subsidized lunches, about twice the percentage for private schools (49 percent). As of 2009, anywhere from 20 percent to 69 percent of public school students were eligible for free or reduced lunch, depending upon their state of residence. Older data shows that about 10 percent of students at private schools, on average, were eligible.
Governance
Public schools are governed by local, state, and federal laws including specifics about funding, program development, and curriculum. Public schools are required to operate for a minimum of 180 days as per the compulsory attendance law. In addition, public school teachers must be employed for at least 16 days beyond the school term.
Private schools are not subject to as many state and federal regulations as public schools. They are not subject to the limitations of state education budgets and have more freedom in designing curriculum and instruction. Private schools are required to operate for a minimum of 170 days as per compulsory attendance law. There is no regulation on employing a private school teacher beyond the school term.
Teacher’s Impact and Perception
For most teaching practices—selecting teaching techniques, evaluating and grading students, disciplining students, choosing course content and skills to teach, and selecting textbooks and materials—private school teachers were more likely than public school teachers to report having a lot of influence on school policymaking.
In four areas of school policy linked closely with teaching—establishing curriculum, setting student performance standards, setting discipline policy, and evaluating teachers—the sector differences were substantial. For example, 68 percent of private school teachers said they had a lot of influence on establishing curriculum, compared with 44 percent of public school teachers. In addition, private school teachers were more likely than public school teachers to say that they had a lot of influence on setting student performance standards (63 versus 38 percent) and on student discipline policy (48 versus 30 percent).
Conclusion
In conclusion, you will find that there is no overall right or wrong answer regarding whether private or public school education is best for children today. The best thing to do when making this decision is to consider the factors and weigh which ones are important to you. Many people are so polarized around the option of having a religious affiliation that this may be the only thing important to you. For others, the costs of a private school rule it out outright for them.
In addition to working out what is important to you, you’ll need to arm yourself with real numbers and information regarding the public and private schools that you are considering for your children. Go to the schools and get numbers. Finally, start early. Most private schools begin their open house and enrollment processes the year before the school year. Don’t wait until summer to consider where to place your child.
Questions? Contact us on Facebook. @publicschoolreview
School: figures and facts
So, curious figures and facts that characterize the modern school.
Public or private?
In Russia today, according to statistics, there are about 70,000 general education schools with 20 million children. Enrollment in general education in the Russian Federation is, in spite of everything, one of the highest in the world and amounts to 81% of the population aged 7 to 17 inclusive. However, by 2008-2010 the total number of students in daytime general education schools will decrease from 1999 by 30%. This situation is due to the decline in the birth rate in the Russian Federation over the past ten years.
There are about 700 private schools in Russia (about 280 of them in Moscow). 45,000 children study in private Russian schools, which is 5% of the total number of students. The average occupancy of a Moscow city school is 550-950 people, a private school is from 100 to 200.
What Russians think about the school
Data from sociological surveys conducted by the ROMIR Monitoring agency. A total of 1,500 people aged 18 and over were interviewed. nine0003
In your opinion, who is the greatest authority for today’s schoolchildren?
Parents 36%
Friends 23%
Heroes of movies, books 23%
Grandmother (grandfather) 4%
Brother (sister) 3%
Teachers 3%
Politicians 1%
Other 6%
Difficult to answer 2%.
Where does your son/daughter study?
Regular school 23%
nine0019 Lyceum (gymnasium) 4%
In a special school 1%
I don’t have a child of school age 72%.
Do you pay for your child’s education? (The opinion of respondents who have a child of school age is considered).
No, I don’t pay 83%
Yes, I pay 17%.
Are you satisfied with the results of your child’s studies? (The opinion of respondents who have a child of school age is considered). nine0003
Completely satisfied 24%
Rather satisfied 52%
Rather dissatisfied 20%
Completely dissatisfied 3%
Difficult to answer 1%.
What do you think the school should do first of all – give knowledge or educate a whole personality?
Provide necessary knowledge 21%
Educate personality 13%
Do both equally 66%.
Studying at school is dangerous for health! nine0005
Doctors are sounding the alarm: since 1997, among adolescents from 15 to 17 years old, the general somatic morbidity has increased by 18%, the endocrine system – by more than 30%. Diseases of the digestive system has increased by 14%, the number of diseases of the musculoskeletal system has increased by 27%, myopia is 2. 8 times more common.
Schoolchildren began to suffer more often from neuropsychiatric disorders and diseases. It should be noted that in educational institutions of a new type – “advanced” schools, lyceums, gymnasiums – the deepening of knowledge is achieved due to a significant consolidation of the school curriculum. Sometimes this compaction far exceeds the psycho-physiological abilities and capabilities of schoolchildren. In such schools, the academic working day, including school and homework, has increased to 10-12 hours in elementary and 15-16 hours in high school! As a result, only 2% of healthy students remained in schools of the new type, while in ordinary schools – 10.1%. In adolescents from “strong” schools, elementary physical fatigue can manifest itself in an increase in blood pressure, neurosis-like reactions, and sleep disturbances. nine0003
According to special studies, up to 70% of schoolchildren drink alcohol, of which 10% are at risk for developing alcoholism, up to 30% of schoolchildren smoke, and up to 6% use drugs from time to time.
About daily bread
More precisely, about nutrition at school. In the days of our childhood, a big break was set aside for breakfast after the second lesson, and in ceremonial pairs, each class in turn went to the dining room, where they gave a cutlet with hodgepodge or curd cheese with jelly. The quality was, of course, standard for general catering, but still better than nothing. Then the moment came when they stopped serving breakfast at school, and then the students began to carry sandwiches and thermoses with them, making the already difficult daily burden heavier. Fortunately, food is now available in almost all schools. In some schools, food is brought already warmed up, in others, breakfasts are cooked on the spot. Some schools even arrange a buffet. nine0003
Who would have thought that school lunches might also need reform? But come on… For example, the City of New York City made a decision: there should be no sweets in school breakfasts. Pasta and potato dishes are also under threat of exclusion. Popular with teenagers, pizza and chicken nuggets (deep-fried pieces of breaded meat) will remain on the menu, but their portions will be reduced. The sale of chewing gum, sweets, biscuits and lemonade is no longer allowed in schools. In return, students will be offered dishes made from vegetables, dairy products and fruits. Such a revolutionary decision is dictated by sad statistics – now about one in five New York students is obese. nine0003
Japan also cares about the healthy nutrition of schoolchildren: here the school breakfast includes two or three quail eggs, as well as crabs, which, by the way, are supplied from Russia.
It is curious that boys and girls choose different dishes in school canteens. Sodexho researchers analyzed the reasons for the choice of children and adolescents from 5 to 17 years old in eleven different countries. This is what they found:
Children insist on their right to choose their own food. If at 19In the year 60, 76% of children agreed “to eat what they give”, but today there are only 10% of them.
Over the past three decades, the total daily energy intake of food consumed at school has generally decreased.
Boys spend three times more money on food than girls.
Girls spend one and a half times more time at breakfast than boys, but boys prefer to sit longer at dinner (lunch).
Boys consume on average 56% more calories than girls. nine0020
73% of girls reported having been on a diet in the last twelve months.
20% of boys are found to be overweight compared to the norm.
Wonderful school years…
But how many wonderful years are there? The question is sick for Russia, now there is a lot of arguing about the expediency of a twelve-year education. The idea to increase the term of study by one year arose five years ago and caused a strong reaction among many politicians. And how many years do children study in foreign schools? nine0003
All over the world, children are spending more time in school. According to the UNESCO education data for 2004, in Finland, New Zealand and Norway, children can expect to receive an education for more than thirteen years (after the main ten-year school, children can enter either a lyceum that prepares a university or a vocational college ; both in the lyceum and in the college the study lasts three years). Thirteen years is almost twice as long as in Bangladesh or Myanmar (Burma), and four times as long as in Niger or Burkina Faso. nine0003
In Europe, Latin America and Oceania, on average, children attend primary and secondary school for about twelve years. They are followed by North American schoolchildren who spend a little more than eleven years in school. For Asia, this figure is nine years, and for Africa, seven and a half years.
Children in Afghanistan study the least (just over two years). Statistics over the past ten years have shown a general increase in primary and secondary school attendance throughout the world. According to UNESCO, the most significant changes have occurred in Africa: in some countries, the duration of education has increased by 2-3 years, and in Uganda and the Comoros by four years. In other countries, such as the Congo, the duration of schooling, on the contrary, has decreased. nine0003
According to experts, there is a direct relationship between the duration of education and national wealth.
School uniforms: pros and cons
In order to resolve the issue of school uniforms, the Ministry of Education of the Russian Federation decided to conduct a sociological survey through an anonymous survey of students, teachers and parents. The results of the survey showed that 70% of teachers, 55% of parents and 24% of schoolchildren were in favor of introducing a school uniform.
By the way, school uniforms have suddenly become the standard of teenage fashion in Japan. Now, girls outside of school wear some semblance of their school uniform: white blouses, dark blue pleated short skirts, knee-high knee-high socks and light leather shoes in harmony with them. nine0003
Canadian schoolchildren wear checkered vests and matching shorts or skirts, white blouses and knee socks.
However, the concept of form is a rather vague thing, due to the national mentality and traditions. For example, in Swaziland, the government has banned schoolgirls from wearing miniskirts to school. From now on, all girls over the age of ten must wear skirts below the knee.
In Iran, on the contrary, a decision was made to ease the requirements for school uniforms unprecedentedly. Primary school girls are now allowed to wear capes not in black or brown, but in lighter colors – blue, beige, green and pink, provided that these bright colors do not shock anyone and are in harmony with the very spirit of school education. “Of course, it is preferable to wear a veil,” said the Liberal Ministry of Education, “but we will not specifically force schoolgirls to do this.” nine0003
Inessa Smyk
Based on the materials of the Domashniy Ochag magazine
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15 interesting facts about schools around the world. 16 interesting facts about schools around the world
Contents
15 interesting facts about schools around the world. 16 interesting facts about schools in the world
Interesting facts about a school in Russia. I wrote on birch bark. Curious facts from the history of education in Russia
The first schools
The first students
Book teachers
The first notebooks
Interesting facts about school supplies. TOP 14 interesting things for those who are obsessed with stationery
Interesting facts about holidays. About summer holidays around the world. Where and how long do they last?
Interesting facts from the school curriculum. 8 facts from the school curriculum that turned out to be false
500 interesting facts. Today I’m going to tell you 500 facts you didn’t know! You will cry like children!
You won’t be able to tear yourself away from the photos of these poor little puppies (kittens, pregnant raccoons, other animals)
Five facts about rhino breeding that you didn’t know about!! nine0020
These machines (books, bottles, uncle’s biceps, aunt’s butts) will make you cry with envy!!!
15 interesting facts about schools around the world. 16 interesting facts about the world’s schools
School years are some of the most memorable in our lives. No matter how much we want to, but schooling is a mandatory process that everyone needs to go through. Perhaps, having learned about what schools are like in different countries of the world, you will begin to appreciate what you have more, or vice versa, you will dream of getting into a completely different school. Here are some interesting facts about education and schools that will make you look at everything in a new way. nine0003
1. Primary school in Phumachangtang, Tibet is considered the highest school in the world.
This school is located at an altitude of 5373 meters above sea level, and it is 200 meters above the base camp of Everest – the highest peak on Earth.
2. The Royal School in Canterbury, England is the oldest school in the world.
It was founded in 597 AD. However, today this school is equipped with quality equipment and offers a modern education. nine0003
3. All children in Holland start school on their 4th birthday, so there is always a new kid in the class.
Although the older ones have more time to adjust and make friends, all children are about the same developmental level by the time they enter school.
4. Eating in France is considered part of the learning process.
Children not only learn about different foods and where they come from (many of them are grown in school), but also the rules of behavior and table etiquette. nine0003
5. Students in South Korea must stay and help clean up the classroom after class.
No one leaves the classroom as soon as the lessons are over.
6. There are more than 100 boat schools in Bangladesh. Each has Internet access, a library, and the school is solar-powered.
Annual floods in Bangladesh can disrupt the educational process for hundreds and thousands of students. In some areas, during the rainy season from July to October, the roads become impassable, and the water in the rivers can rise up to 4 meters. Therefore, there was a need for boat schools. nine0003
7. In remote areas of Colombia, children travel to school by cable car.
Steel wires are the only mode of transport for those who live in the remote village of Los Pinos in Colombia. Small children are not allowed to use the ferry themselves, so they take the cable car with their parents or older siblings.
If not for the cable car, the children would have to walk through the rainforest and take them two hours to get to school. nine0003
8. A school in Germany was built in the shape of a huge white cat complete with whiskers and round windows shaped like eyes.
When students come to school, they enter the building through the cat’s mouth. Inside, the school is like all the others, but there is another tempting feature – the cat’s tail also serves as a slide for the students.
9. Summer holidays in Chile last from mid-December to the end of March.
10. Children in Germany receive a special gift in the form of a paper cone – schultute, filled with pencils, pens, books and sweets. nine0003
However, the gift can only be opened at the beginning of the school year.
11. Children in Japan are perhaps the most independent in the world. They themselves get to school, clean their own classrooms and serve lunches.
There are no cleaners or canteens at the school.
12. Students in China receive the most homework in the world.
On average, teenagers spend about 14 hours a week on homework.
13. France has the shortest school year, which runs from August to June, and the longest school day. nine0003
Children in France go to school 4 times a week. They have about 2 hours for lunch. The school day starts at 8:30 and ends at 16:30.
14. A school in the Philippines was made entirely from recycled bottles.
It took 9000 bottles and dozens of volunteers to build this building. Each bottle was filled with sand, water and straw to make them stronger. Then, with the help of a cement-like substance, the bottles were fastened together and made into walls. nine0003
Interesting facts about the school in Russia. I wrote on birch bark. Curious facts from the history of education in Russia
In order to be enrolled in the Slavic-Greek-Latin Academy, the son of Pomeranian fishermen Mikhail Lomonosov had to forge documents and pretend to be the son of a Kholmogory nobleman.
Today in Russia there are about 1.36 million teachers and 13. 36 million students who are distributed among 53,000 schools (19,000 of them are urban). This is a huge army of participants in the modern educational process, equipped with free textbooks, automatic pens, computers and other devices. nine0003
But how did it all begin, where did the education system in Rus’ come from, and who were the first students?
The first schools
The starting point of the Russian education system is considered to be schools (schools) at the princely courts of Vladimir Svyatoslavovich in Kyiv. After the adoption of Christianity in Rus’, schools were opened in the capitals of other principalities and at monasteries. They taught not only literacy, but also foreign languages.
Established in 1030 by Yaroslav the Wise, the school in Novgorod was the second educational institution in Rus’, and also, as they say now, of an advanced type. nine0003
The first students
You can read about the first Old Russian schoolchildren in the Tale of Bygone Years, which tells about the events of 988: “And (Vladimir) built a church in the name of St. . The mothers of these children wept for them; for they were not yet established in the faith, and wept for them as if they were dead” (the pagans were against Christian innovations).
Teacher and students (medieval miniature). Photo: Wikipedia
The Sofia first chronicle about the school in Novgorod reports: 1030. “In the summer of 6538. Yaroslav went to Chud, and I won, and set up the city of Yuryev. And I came to Novgorod, and having taken 300 children from the elders and from the priests, teach them with a book.
As you can see, the first schoolchildren were the children of the best people, and education at that time had a strongly pronounced class character: only children of representatives of the clergy and the city administration studied. People with new knowledge were needed to fight the strong traditions of paganism. nine0003
At first, discrimination against women was observed in the educational process: schools were opened at monasteries, and only boys were admitted to them.
But soon the girls also had the opportunity to learn. They were also educated in convents.
Book teachers
The first Russian teachers, who were called scribes, taught children according to their own understanding, but also used “methodological aids” – they adopted the experience of Byzantine and Bulgarian schools that provided higher education. nine0003
Apparently, the first teachers in Rus’ were literate monks who taught a small number of children to write and count. The disciples later became monk-scribes at the monasteries. Also, literate monks were invited to teach children in rich private homes.
The first notebooks
The first schools of Rus’ widely disseminated elementary literacy among the population, and pieces of birch bark were beaten with the first notebooks. This is evidenced by a large number of birch bark letters discovered by archaeologists, writing and waxed tablets. So the students completed the tasks by simply scratching the letters on the bark with a pen. This text was easy to read. nine0003
Paper fell in price in Rus’ and became available, including for schoolchildren, only in the middle of the 15th century. Fragile ink for writing on birch bark was almost never used (during excavations, only three such letters were found out of more than a thousand).
Interesting facts about school supplies. TOP 14 things for those who are obsessed with stationery
3. For those who are tired of acid markers
Throw out the neon highlighters in harsh colors, get a set of Stabilo Boss Original Pastel Highlighters. nine0003
And your eyes will stop glowing with neon when you leaf through your notebook!
If you like bright colours, Stabilo Boss also offers a large selection, in sets or individually.
4. Amazing White Lines
Whitelines Notebook offers white lines on slightly gray paper for better reading and writing. The slightly grayish tint of the paper with white lines gives the illusion of perfect writing, and white lines do not appear when copying or scanning the page into a computer! One problem: it is difficult to find for sale in Russia. nine0003
5. PaperMate InkJoy gel pens
Gel pens write great, but don’t always mix well when drawing with them. But not the InkJoy pens. They absolutely change lives. They dry incredibly fast and never smudge.
6. Buy stationery every month
To get really interesting and high-quality pens, pencils, and so on, you need to buy stationery every month, little by little. And not all at once by the first of September: in this case, you will save and will not get the quality that you could by buying good things gradually. nine0003
7. Bloom your notebook!
Ballpoint pens are super affordable these days, work beautifully and have beautiful colors. Just don’t go for the cheapest ones.
8. Notebook from Leuchtturm1917
Start your journey through life anew with the dotted notebook from Leuchtturm1917. This quality will make you a fan of this brand once and for all! This brand also offers great collector’s folders: store your stamps, coins and other collections beautifully! nine0003
9.
Don’t be afraid to make mistakes with erasable gel pens
Favorite pens for taking exams and taking notes, wherever strikethrough is not allowed. No one will let you write with a pencil during the exam, so take an erasable pen! Just a few quick swipes with the rubber end (or any eraser) and you’re good to go. These pens are not recommended for legal signatures, but for everything else they are perfect. And they are reusable! Although it’s usually easier to buy a new pen than an erasable refill. And they are, by the way, inexpensive, about the same as all other pens! nine0003
10. Highliners change lives
Make your planner pages colorful: Highliners are life changing. A sea of beautiful colors that don’t leak through paper! Such nice little things are the main element of the student community.
11. Magnetips Magnetic Pens
Super fun pens, great for those who get distracted during class and like to keep their hands busy. They are a little pricey (a set of 20 costs about $50), but they come with spare rods. nine0003
12. Invest in a good fountain pen
Fountain pens use standard size cartridges, are inexpensive to use regularly, write beautifully, look beautifully, provide you with a lot of comments! Plastic models are by no means flimsy, and.
If you hate changing cartridges, choose a disposable fountain pen.
13. Colored adhesive tapes
A non-standard way to decorate your notebook – unusual, convenient, easy and simple, especially since such tapes can be, and even with pictures! nine0003
14. Your unique pen
Finally, build yourself a small collection!
Interesting facts about holidays. About summer holidays around the world. Where and how long do they last?
So, the long-awaited, hot summer holidays are in full swing now! But did you know that on average, during the summer holidays, students forget about 6 weeks of math material? Schools and other educational institutions may take up to 2 months to re-teach material previously covered. There are many different approaches to education and recreation around the world. nine0003
Today we will tell you how long the summer holidays last in different countries. We share the most unexpected examples.
In our countries, schoolchildren mostly have a rest during all three months of summer (92 whole days without homework and other worries). This, of course, may also depend on the institution; in some private schools and colleges students have only 2 months off.
In the UK, summer holidays last 6 weeks.
And in Portugal, Latvia and Albania, children rest for 13 weeks. nine0020
Curious, but true: in such heavenly corners of the planet as Italy and France, schoolchildren have the same number of weeks of rest per year, but, as for the summer holidays, French schoolchildren are less fortunate – they rest only 8 weeks, and Italians all 14
In Germany, everything depends on the “Land”, since each Länder has the right to make its own rules. For example, in Berlin, students are more fortunate, because they have a rest from mid-June, returning to classes in early August. But the students of Bavaria will have to study for a good part of the summer before going on a well-deserved rest. nine0020
In Denmark, holidays usually last from the end of June to the beginning or middle of August, up to six weeks. High school students usually return to school earlier than younger students.
Summer holidays in India tend to vary in length as different parts of the country experience different climatic conditions at the same time.
In northern India, classes end in mid-May and start the first week of July, except in the Kashmir valley where the summer break is 10 days (although they have a winter break from mid-December to the end of February). In central India, holidays begin in mid-April and end in mid-June. In southern India, school ends in the last week of March and starts again in early June. nine0020
Summer holidays for Jamaican elementary and secondary students begin the first week of July and end the first week of September.
In Mexico, since 2000, summer holidays start in early June and end in mid-August. High school and college students have about three months of long-awaited vacation from late May to early August.
In the US, things are ambiguous. Holidays in the United States usually last two to three months. Deadlines vary depending on the location of the school district as well as the school itself. nine0020
In South Africa, things are even more unexpected. Summer holidays usually start in December and end in mid-January!
Holidays in Pakistan usually last between two and three months, depending on whether the school is public or private. Summer holidays most often last from late May to mid-August.
And in Uruguay, summer holidays usually start in early December and end in early March.
Imagine how everything happens differently in different parts of our planet! And how do you feel about how the summer holidays are spent in our countries? Would you like to change something? Share in the comments below! And… we hope your summer holidays are going great! nine0003
Interesting facts from the school curriculum.
8 facts from the school curriculum that turned out to be false
Having developed critical thinking in ourselves, we realized that not everything that school authorities said turned out to be true. This is what we’ll talk about today.
Interesting to Know figured out what is a myth and what is true.
Myth: Chameleons change color for camouflage.
Truth: They change color depending on their emotional state, and also when they are too hot or cold. nine0003
Myth: Columbus discovered North America.
True: The Vikings did this long before Columbus, namely Leif Eriksson, an Icelandic explorer.
Myth: Different parts of the human tongue are responsible for different tastes.
Truth: The entire surface of the tongue, each of its taste buds, can recognize all possible tastes.
Myth: Newton came up with the law of gravity when an apple fell on his head.
True: The apple landed next to the scientist. Watching it fall, Newton was inspired to discover the law. nine0003
Myth: There is no gravity in space.
Truth: Microgravity acts on any objects in space.
Myth: Thomas Edison invented the light bulb.
Truth: Light bulbs were invented by many people before Edison. He just bought a few patents for an invention and, together with his team, came up with a way to make the light bulb burn constantly.
Myth: Einstein had problems with exact sciences at school. nine0003
Truth: The great scientist was great at math.
Myth: Diamonds are the hardest materials on planet Earth.
Truth: Not anymore. Scientists have found that some substances are more durable than diamonds. So, a substance called “lonsdaleite” is 58% harder than diamond.
500 interesting facts. Today I’m going to tell you 500 facts you didn’t know! You will cry like children!
Many letters and little sense. About what interferes with Chips. nine0003
I don’t know about anyone, but it annoys me personally that Chips are becoming more and more like yellow newspapers from minibuses. Not even in content (here, as they say, in taste and color), but in form and style. For example, headlines! It would seem that it is much easier to write a few words about the content of the post so that people become interested. But no, the title should be turned into an advertising slogan from the 90s with a heartfelt personal appeal to the reader –
×
0317
Are you? Are you addressing me? I can get away! I’m a stsuko grown man, I press 90 from my chest and open beer bottles with my fingers! I don’t give a fuck about kittens, lizards and other parrots! No need to write about me in the headline, write about puppies – who needs it, they will read it, and the rest will not frown in annoyance while flipping through the tape! The correct title would be “Cute Kittens” or something like that…
Five facts about rhinoceros breeding that you didn’t know!!
Are you serious? Or maybe I just guessed! Maybe I am a world-recognized specialist in their breeding, and my last name is Rhinoceros! Leave my knowledge alone, write about rhinos, and they will reach out to you! nine0003
These machines (books, bottles, uncle’s biceps, aunt’s butts) will make you cry with envy!!!
Maybe you shouldn’t project your complexes onto readers? You cry with envy, well, cry to yourself until you drown. Don’t be an idiot, write something in the title that will really interest you so that the reader doesn’t want to make you cry in pain! Or another sore subject – the beginning of the post. For some reason, it has become fashionable to open a post with an idiotic “Today I will tell you ..”
Have we got back “Good night, kids”? Today, our little friend, are we going to tell you a scary tale? Look, TS! Do you really think that every morning I wake up with the thought of what new things you will scribble “for us” today? Seriously, I’m not Lucy’s neighbor, and you’re not Santa Barbara. I usually don’t look at the author’s name at all, except in the most interesting posts. Therefore, I’m absolutely purple that you told there yesterday and absolutely don’t care what you will tell tomorrow! No need to start the post with this idiotic phrase, after which even the description of the latest missile systems looks infantile – silly! nine0352 As for the content – I’ve already said that everyone has their own tastes here. The only thing that is insanely annoying is
Those who post this – do you know that a separate frying pan with boiling engine oil has been prepared for you in hell, carefully collected by the devils from the accident scene? Every day, despite how furiously you are downvoted, you continue to litter the tape with your garbage with the tenacity of a crazy bulldozer! What is this, such sadomasochism, right? Insert a YouTube video, or one lonely picture without text – this is not a post! nine0352 And yes, I’m aware that you can turn off video posts in the Feed Options! The problem is that this will also disable normal posts in which an interesting author’s topic is illustrated by a video. It would be nice to make it possible to disable exactly “video jokes”, as they did with “anti-chips”. Well, in conclusion – about the conclusion.
Authors copying content from other sites – I appeal to you! I know that sometimes, occasionally, in a hurry, you skip paragraphs, confuse photos, write links to missing videos.
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How much does a Child Care Worker earn in Yakima, WA?
The average child care worker in Yakima, WA earns between $27,000 and $59,000 annually. This compares to the national average child care worker range of $19,000 to $49,000.
Average Child Care Worker Salary In Yakima, WA
$40,000
$27,00010%
$40,000Median
$59,00090%
What is the job market like for child care workers in Yakima, WA?
The job market is good for child care workers in Yakima, WA. The number of child care worker jobs have grown by 525% in the last year. Right now there are currently 50 child care worker jobs available in Yakima, WA.
Active Child Care Workers Job Openings By Month
Year
Month
Number of Child Care Worker Jobs
2022
May
50
2022
April
53
2022
March
55
2022
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12
2022
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15
2021
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18
2021
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18
2021
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21
2021
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13
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15
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8
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19
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YAKIMA TRAINING CENTER CHILD DEVELOPMENT CENTER, Child Care Center
YAKIMA TRAINING CENTER CHILD DEVELOPMENT CENTER
Program Type:
Child Care Center
Capacity:
60
General Information
YAKIMA TRAINING CENTER CHILD DEVELOPMENT CENTER is a child care center in Yakima, Yakima County, Washington that welcomes your child and family. Sensitive, loving interactions with teachers are the active ingredients of high quality early care and learning programs. Children benefit socially, intellectually and physically from participation in quality group care experiences, with proven results that last into their school years. Quality child care/day care programs also involve parents—regularly telling you about your child’s daily activities, and sharing information about child development topics and activity ideas to enjoy at home.
Accreditations
No records
Educational Programs
No records
Hours of Operations
Monday
7AM – 7PM
Tuesday
7AM – 7PM
Wednesday
7AM – 7PM
Thursday
7AM – 7PM
Friday
7AM – 7PM
Saturday
Closed
Sunday
Closed
License Information
License number: 35848
Expiration date: Unknown
Staff Roster
No results
Schools in the area
BUSY BEAR DAYCARE #2
951 N Wenas Rd, Selah, WA 98942-8722
(509) 698-5088
View Details
BUSY BEAR DAY CARE
941 N Wenas Rd, Selah, WA 98942-8722
(509) 697-5088
View Details
SELAH GYMKIDS
709 N Park Ctr, Selah, WA 98942-1174
(509) 698-5537
View Details
970 Firing Center Rd Bldg 160, Yakima, WA 98901-9347
(509) 577-3037
To enhance this description, add pictures, see the programs’ dashboard, or claim this program, click below.
Weather in Yakima for two weeks, weather forecast for Yakima for 14 days, Washington, USA.
GISMETEO: Weather in Yakima for two weeks, weather forecast for Yakima for 14 days, Washington, USA
Suncadia Resort, a Destination by Hyatt Residence, Cle Elum
Option and cost information
Facilities and services
Conditions Conditions
Reviews of guests (215)
View of the river
You can with pets
Barbecue for barbecue
Free parking
9000 E-card access
Suncadia, a Destination by Hyatt Residence is located in Cle Elum. Features a bar, shared lounge, garden, and free WiFi throughout the property. It features a 24-hour front desk, restaurant, water park and outdoor pool. It features an indoor pool, fitness center, evening entertainment and room service.
The resort has a children’s playground. Guests at Suncadia Resort will be able to enjoy activities in and around Cle Elum, like hiking and cycling.
The nearest airport is Yakima (MCalster Field), 80 km away.
Couples especially like the location – they rated accommodation in the area for a trip as a couple at 9.0 .
Suncadia Resort, a Destination by Hyatt Residence has been welcoming Booking.com guests since Jul 10, 2015. Hotel chain/brand:
Destination by Hyatt
Violens for guests with limited physical capabilities
Fitness Center
Food and drink delivery to room
Portals Restaurant
Benefits of this option
Excellent Location: Highly rated by recent guests (9. 1)
Vegetarian, Gluten Free, American
Free private parking on site
A fitness center
Golf course (within 3 km)
Game room
Select dates to see availability and prices.
Room type
Capacity
Cottage Queen Room with Two Queen Beds
Show Rates
Lodge Queen Room with Two Queen Beds and River View
Show Rates
Lodge Studio Suite
900 Suite3 Show Rates 9002 Lodge with Fireplace
Show prices
Lodge Studio Suite with Fireplace and River View
Show prices
Lodge One-Bedroom Suite
Show prices
Lodge One-Bedroom Suite with River View
Show prices
Inn King Room
Show prices
Inn Double Room with Two Double Beds and Golf View
Show prices
Inn Corner Suite
Show prices
Inn Corner 90 Suite View0 9 Show prices
Inn King Room with Golf View
Show Prices
Inn Double Room with Two Double Beds
Show Prices
LDGE 1Bedroom PNT RVR
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FAQ about property
See what other guests are asking to learn more about this property.
Hello. – Hello. Are you guys doing anything special for your wedding anniversary?
– Of course! Our concierge is amazing and will be happy to get something for you.
This is a translation –
Answer 29december 2022
does the king suite have a balcony
– yes. Yes. One bedroom suites with balcony.
This is a translation –
Reply September 21, 2022
Is there a balcony – Thank you. – Thank you.
This is a translation –
Reply July 21, 2022
This is a king size bed – Thank you. – Thank you.
This is a translation –
Reply July 21, 2022
Is there a refrigerator in the room?
Yes, there is. – Thank you. – Thank you.
This is a translation –
Reply July 21, 2022
Landmarks nearby *
Portals Restaurant
Kitchen:
American
Gas Lamp Grille
Kitchen:
American
Most Popular Facilities and Services
2 Pools
Non-Smoking Rooms
Free Wi-Fi
Free Parking
Spa & Wellness Center
Facilities for Disabled Guests
Fitness Center
Room Service
Portals Restaurant
Outdoors
Pets
Pets are allowed. This service may be chargeable.
Sports and recreation
Bingo game
Additional charge
Golf Course (within 3 km)
Additional charge
Food & Drink
Internet
Wi-Fi is available in the entire hotel and is free of charge.
Parking
Free private parking on site (reservation is not needed) .
Reception
Entertainment and family services
Outdoor playground
Indoor play area 9Ol000 -market (on site)
Shared lounge / TV room
Air conditioning
Non-smoking throughout
Accommodation conditions
Suncadia Resort, a Destination by Hyatt Residence takes special requests – add in the next step
check in
16:00 – 23:30
Departure
01:00 – 11:00
Cancel/ prepayment
Cancellation and prepayment policies vary depending on the type of option chosen.
Please enter your dates of stay and review the booking conditions for the requested room.