Monthly Archives: May 2023

Reggio Emilia Inspired | North Park Elementary School

The Child

Each child is a unique and important member of our community who comes to school with an abundance of experiences. Preschoolers form relationships, make connections, and seek new experiences to understand their world and their role in the community. Inspired by their own interest to learn and play, children construct knowledge alongside their teachers and classmates as they explore and discover together.

The Parent

Parents, caregivers and families are an integral part of the preschool experience. We view parents as their child’s first and primary teacher. Relationships are built with families through the emphasis on the home and school connection, helping children feel a sense of safety and security at school. Families are encouraged to participate through a variety of opportunities in the classroom and school community. Frequent communication between the “school family” and “home family” ensures a strong partnership to support each child.

The Teacher

Depending on the child, the group, the lesson, or the opportunity for a “teachable moment,” the teachers support the students as curators, guides, resource facilitators, researchers and explorers. The teachers partner with the children to build a caring, supportive community, where each individual is treated with respect and valued as an important contributor to the group.

Documentation

A critical component of the Reggio Approach is communication through documentation. Teachers document the many ways children communicate their thoughts and ideas through the use of photos, videos, dictation and the display of children’s artwork and creations. This visual record allows children to reflect upon their thinking and build upon past ideas. Our visual documentation displays inspire conversation and connection building amongst the parents, visitors and the preschool creators.

The Environment as the Third Teacher

In the Reggio Approach, the environment is referred to as the third teacher, after the parent and classroom teacher. Our classrooms are thoughtfully and intentionally designed to spark interest and engagement. In these warm and welcoming spaces, natural elements and light are used to create dynamic environments with the flexibility to respond to the needs and interests of the children.

The Hundred Languages of Children

In preschool, children are developing their ability to express themselves using a variety of symbolic languages— art, movement, drawing, painting, music, sculpture, science, nature, dramatic play, yoga, dance, math, building, and writing. As they communicate through these “hundred languages,” children are invited to collaborate, ask questions, explore emotions and examine their own thinking. Our dedicated preschool Atelierista, or art teacher, supports the preschoolers with multiple opportunities to explore materials and techniques on a daily basis.

Community Building

For preschoolers, a sense of community begins at home with their families. They then build relationships with their peers and teachers. As they become more confident, they are ready to broaden their connections to involve other people in the school community, including their older buddies and adults throughout the building. Through these trusting relationships, children learn to understand the broader community.

Preschool & Childcare Center Serving Chicago, IL

A Curriculum For Excellence Inspired
By The Reggio Emilia Approach

A Blend of Curricula & Creative Learning
Techniques Equip Your Child For Success

A Curriculum For Excellence Inspired
By The Reggio Emilia Approach

The Curriculum And Creative Learning
Techniques Equip Your Child For Success

We Proudly Support Subsidy Families.

A Program That Celebrates Child-Led Learning

The Reggio-inspired approach encourages children to contribute to their learning actively. Play-based activities, combined with a blend of the Creative Curriculum©, Zoophonics®, and Funshine Express®, foster an excellent academic foundation for your little one.

The Reggio Approach Makes
Parents Partners In Learning

An active partnership with parents is crucial in the Reggio-inspired approach and we make it easy for you to stay up to date with your little one’s achievements through a convenient app, where teachers share real-time photos, videos, and milestones.

Free Enrichments That
Encourage Creative Thinking

Enrichments stimulate curiosity, introduce new interests, and encourage active learning. Your child explores poetry, dance, chess, and STEM activities to build on their natural strengths and develop creative thinking skills. Enrichments fast-track your child’s development at no cost to you.

Children Love To Explore
The Green Garden Daily

The Reggio-inspired curriculum emphasizes the importance of a stimulating environment. Your child regularly plays in a fresh garden that piques their curiosity, and they refine their motor skills as they tend to greenery.

Building Practical Skills
For Everyday Life Now

Thanks to a well-rounded curriculum, your child builds practical life skills alongside their academic development. From learning to keep their space tidy to dressing themselves, children navigate new responsibilities while helping one another along the way.

Spanish & Mandarin
Give Your Child An Edge

Professional Mandarin and Spanish teachers introduce new languages, building your child’s capacity for communication. Learning additional languages boosts your child’s cognitive growth as their listening skills sharpen and their memory develops.

How Old Is Your Child?

Infants

6 Weeks – 6 Months

Young Toddlers

7 – 12 months

Older Toddlers

1 – 3 Years

3 – 5 Years

Before & After Care

5 – 12 years

Summer Camp

5 – 12 years

Charming Children Have

Bright Futures!

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Reggio Pedagogy, Reggio Emilia Kindergarten

07/20/2022

Contents of the article:

While all over the world the Reggio approach is already on the same level with the Waldorf and Montessori schools, in Russia it is only now gaining popularity. Pedagogy of Reggio Emilia is currently considered one of the most promising development methods. It is used in municipal kindergartens in Italy, Germany and other European countries, as well as in private kindergartens in the USA and Canada.

History of Reggio Pedagogy

Reggio Pedagogy takes its name from the town of Reggio Emilia in northern Italy. It was there that kindergartens with a new approach to children were opened after the Second World War. This technique was developed by psychologist Loris Malaguzzi together with other parents. In their methodology, they absorbed the ideas of the most famous psychologists and teachers of that time: J. Dewey, J. Piaget, L. Vygotsky, D. Bruner, M. Montessori and others. Thus, they tried to concentrate the entire world and the most progressive experience of that time in their approach. Spoiler alert – they did it.

Reggio pedagogy did not arise in this region of Italy by chance. It is famous for its “left” (social) orientation, high level of social activity and citizenship. This feature of the region leaves a certain mark on regio pedagogy, and in addition to educating a child’s personality, sets the goal of educating in him: democracy, solidarity with other people and social justice.

The role of the teacher

The teacher does not educate, but assists children. He acts as an equal partner who helps to realize the desires and ideas of the child. Therefore, he actively and attentively listens to the child, treats him with respect and strives to help in every possible way. The teacher does not teach children ready-made answers, he encourages them to ask questions themselves and look for their own solutions and answers, to make their own discoveries. The method of projects, which we will discuss below, is also aimed at this.

Developing environment Reggio

In order for the child to be most active, a special rich environment is created for him, which consists of:

• Materials (paints, paper, fabrics, wire, natural materials: plants, sand, clay, flowers, seeds, etc. )
• Items and tools (various toys, construction sets, musical instruments, books, pencils and brushes, buttons, various costumes, magnifying loupes, etc.)
• Devices (microscope, computer, projector, camera, etc.)

All this contributes to the natural curiosity and creativity of the child.

The space is divided into different zones: secluded corners where children can take a break from the team; large rooms where children hold large-scale events; courtyards where children walk and explore the environment; workshops, etc. Such an environment allows children to fully express themselves: when you want to be alone – just go to the end of the room, if you want to play or explore the world together – come to its center.

Another feature is the “piazza” – a meeting place for all children, where children and adults meet in the morning and discuss what is happening in the kindergarten and outside the kindergarten, what projects are being created now and which ones can be started in the near future (more about projects we’ll talk more). Such a ritual is very important, as it teaches children to exchange opinions, listen and respect each other.

Reggio Wednesday

The inscription on the plate: What do you see?

Reggio Space

The space in kindergartens according to the Reggio method differs from the usual ones adopted in Russia. First, its area is much larger. Secondly, there are transparent glasses and mirrors so that children can see and study themselves. Thirdly, children can help cook in the kitchen and even bring their own recipes to cook together. Fourthly, plastic is practically not used in objects and decoration, preference is given to natural materials.

Freedom of choice and activity

Based on their interests and mood, children themselves choose what to do with all this wealth of the environment. Freely build the day as you wish and spend it, both independently and together with other children or teachers.

They can express themselves and explore the world in “hundreds of languages” (hundreds of ways). For example, through modeling, drawing, studying with a magnifying glass, reading books, playing with children, etc. It is the freedom to express oneself in many ways that is key to the Reggio approach. Above you could see the image with stones, on it the children are given ways to observe the stone not only in life holding it in their hand, but also the means to look at it through a magnifying glass, study it through books, draw it, write down their ideas and thoughts, etc. . The child is given “one hundred ways” of knowing and expressing himself.

As Malaguzzi said, “A child has 100 languages ​​to express himself, but 99 are taken away from him by adults, leaving only speech.” Therefore, the main task of an adult is not to forbid children, but to help them use their cognitive and creative abilities, leaving the initiative to the child himself. After all, a child by nature is curious and active from birth, he himself is the creator of his personality and his abilities.

Design work

Design work occupies a special place in regio pedagogy. The topic of work is determined spontaneously, based on the questions and interests of the children at the moment, and is discussed every morning during the gathering of the whole group. Also, topics can be born in the games and conversations of children, why teachers are watching. The project can last a different time, from a few hours and days to a year. It can stop and resume again, it can be stopped ahead of time. What is important is not so much the final result (the final poster), but the process of cognition and creation itself. The project can include the whole group of children or part of it, but it can also be done alone. It is important that the teacher does not give instructions and tasks to the children, he is included in the project on an equal basis with the children, and from this position he can sometimes unobtrusively control the course of the process.

Here is one example of such projects, which was born from children’s needs, and then received the name “How to draw a lion”. To answer this question, the children got to know the life of a lion through videos and stories, studied the stone statue of a lion in the square, sculpted and created it from different materials. The final drawing in the form of a poster with a lion was striking in its beauty. To come to such a result, the children had to go through a long path of knowledge and trials.

Learning fixation

Documenting the process is an important part of Reggio. Conversations, discussions, the course of thinking and actions of children are often recorded on photos and videos, and the stages of work are recorded by teachers. The results of the children’s activities with a description of the process and achievements are posted on the stands and in the classrooms themselves, so that children and parents can always return to an interesting topic. Also, for each child, an archive is created with photographs, drawings, crafts, conversation recordings, etc. Such documentation helps to see the work done from the outside, better understand what is happening, and realize the result and its value.

Summary

The Reggio approach is a systematic approach that touches all areas of a child’s development. It gives the child such freedom and choice that no other technique can provide. Reggio pedagogy allows the child to show his curiosity, develops a creative approach to any activity, critical thinking, self-regulation, the ability to work in a team, respect someone else’s position and much more. These are exactly the skills that are most useful for a person in the 21st century. Of all modern methods, we believe that the Reggio approach is the most optimal for the development of the child.

We, the Progressio team, share the same views. You can find a reflection of the Reggio approach in our child development principles for parents.

The Reggio method is fully consistent with the modern development of the child, within the framework of the “Skills of the 21st century”:

Categories: Development methods, Developing

6 Rules of Education in Italian Reggio Pedagogy

In addition to the Waldorf school and Montessori, there are other alternative methods of education. For example, Italian Reggio pedagogy, which has recently appeared in our country. Irina Dvoretskaya, Head of the Department of Children’s Programs of the Jewish Museum and Tolerance Center, told Elena Shmaraeva what features she has.

Reggio Emilia is a city in northern Italy where, after the Second World War, kindergartens were opened, in which preschoolers were brought up and taught, guided by completely new principles. The teacher Loris Malaguzzi became the theorist of the new approach, relying on the methods and ideas of Jean Piaget, Lev Vygotsky, Maria Montessori and others. Malaguzzi was of the opinion that every child naturally has “one hundred languages” to express himself, and the task of an adult is to help children use their cognitive abilities. The main methods in Reggio pedagogy are: project-based research activities, a lot of creativity, learning through the environment, and cooperation between teachers and children.

Founder of Reggio Pedagogy Loris Malaguzzi (right)

1. Respect the child and look him in the eye

the other – it doesn’t matter if it’s a different child, parent, teacher. We say: we must not descend to the child, but rise to him. And this is in the literal and figurative sense.

How often do we look children in the eyes while talking to them? We always look at the child from above, and he looks at us from below. What does he see? Certainly not our eyes. We must be on the same level with the child. Sitting with him on a children’s chair or on the floor, talking, looking into his eyes, eating with him – and when we eat, we must also be on the same level. And when we look at some work of art, we, on the contrary, raise the child to the level of the picture.

2. Explain the rules and ask a question

The child cannot know what you think, cannot guess what you want from him. The main task is to explain that there are rules. In this space there may be some rules, in another space there may be others. We don’t behave in the stadium like we do in the theater – even our clothes are completely different. And we must convey these rules to the child.

Be sure to explain why you introduced this rule. Why do you want it to be so? Why is it sometimes possible in one class not to raise our hand when there is a discussion, but in another, when there are a lot of people, we have to give some kind of sign before speaking and wait until they ask? By explaining our position, we give the child tools – how to act. He can speak, he can be silent, he can raise his hand, he can wait to be addressed.

But before explaining and broadcasting the rules, and just talking about something, we must ask an open question. What do children already know about this?

Reggio pedagogy took a lot from Lev Vygotsky. He said: we must understand where, at what point on this or that issue the child is now – and we will find out the zone of his proximal development.

Therefore, our task, both teachers and parents, is to ask as many open questions as possible and almost never ask closed questions that can be answered with “yes” or “no”. Still, we must encourage the child to think, build his own version and express it. Not to be a talking head, but to ask. The interest of the child is lost if we start to say what he already knows.

Irina Dvoretskaya in the children’s center at the Jewish Museum

3. Not “wrong”, but “different”

“The sky is red!” the child says. Do not rush to correct, because it gives motivation to think: can the sky be red at all? This can become an impetus for some kind of research, for expanding knowledge. We shouldn’t stop and say, “No, it doesn’t happen like that!” Should we try together with our child to understand when it can be? Is it possible to see it? In fact, I do not know the color, which the sky cannot be.

One day a child drew an orange hedgehog in kindergarten. And the reaction of the teacher was: “The hedgehog cannot be orange. It is gray, brownish, something else. But not orange.” Coming to a lesson in another group, with children of four and five years old, I decided to ask the question: “Can hedgehogs be orange?” Such silence came first. .. And it began! I received more than ten versions. One said that the hedgehog was smeared in clay. Others said that the hedgehog might be orange in autumn because the leaves had fallen on it. Still others said: maybe he is all covered in boletus. Someone else said it was a fairy tale hedgehog, “and the artist painted an orange hedgehog because it’s a story about an orange hedgehog.” Phenomenal response! And there was a very interesting answer at the end: “Maybe the hedgehog was allergic to oranges?”

This is such a joy for children! Realize that there is no one right answer. What they don’t tell you: this is right, but this is wrong. Therefore, introduce other terms in communication with children: “This is so, but this is different.” It’s not good, it’s not bad, it’s just different. You think so – your child thinks differently. This gives ground to talk: why does he think so? Why do you think so?

4. Offer a choice and not rush

A whole block in Reggio pedagogy is devoted to the topic of choice, this is a very important thing. But I again return to the fact that before teaching children to choose, we must be ready for this. We must not rush – this is one of the main rules.

Because in the morning we are in a hurry, we make a sandwich – without asking, we pour tea – without asking. When we ask a question, the choice must be: “Do you want tea with or without lemon? Sweet or not? You will say: it is difficult, we will be late for the garden, we will be late somewhere else. But that’s why there are some rules here too: the smaller the child, the fewer options he has to choose from. But in any case, even a three-year-old child can choose whether he will eat white or black bread. And put a piece of cheese on it yourself. He has a choice today only in bread, but he has it.

Or a selection of clothes. Parents often say in the morning: “We were late because we had a choice.” But you can introduce a rule and choose clothes for a morning walk or kindergarten in the evening. The child can choose her for a long time or not for long – if he chose her from the evening. And what if the weather changed in the morning, and the child chose a flannel dress? So, you need to help and argue: yes, you can, of course, put it on, but you will be hot. Ask a question: what needs to be done so that you are not hot in this? Maybe put a change of clothes?

The child must always understand: there are no hopeless situations, there is a solution to the problem

He decided to go in this, but he has other clothes in his backpack. The child did not accept your arguments, but he understood that there is some other way. This dress or shirt may lie there, he will not use it, but he knows that there is a solution. And absolutely no negative emotions.

If you stick to the idea that there is always a choice, then it is better not to make portioned food. A child from three years old can easily pour soup from a container that you put on the table with your help. He decides how much and chooses himself – pour broth or thick soup. This is a whole adventure for him: they didn’t pour him soup, as much as his mother saw fit, but he himself! And immediately there is an interest in food. The older the child, the more situations where he makes a choice. Gradually, we will demand argumentation: “Why did you choose this, tell me?”

Parents always confuse two things: freedom of choice does not mean the absence of boundaries. It will not be easy, but it will be easier for the child later in life. He will know why he does something, why he chooses it.

5. Learn in any situation

There is a principle in Reggio pedagogy: there is no fixed time for gaining knowledge. Here you are sitting at the dinner table. You can ask a question: what do you think this soup is made of? The child has experience, and he can guess. So, it’s orange soup. What can be orange? “Oh, I know, the pumpkin is orange!” But there are no pieces – what did they do with this pumpkin? “Ah, she was ground!” What did they grind? Combine or mixer – and show next time how it’s done.

This gives us some motivation to do projects with the child: answers to the questions we find through research. For example, you are reading the book Where Did the Sparrow Dine? Where else can you watch a sparrow, where does he actually eat? They didn’t see it on the playground – they went to the forest, to the park. While the sparrow is not visible, but the crow has flown! And we simultaneously learned that the crow eats. Can a sparrow eat the same as a crow? There are questions that the child answers with the help of observation. You can expand your knowledge with the help of a book, show a movie, go to a museum.

I still love this term – a date with creativity. This is not necessarily a date with some high art. You can also go to the bakery! See what kind of rolls there are and think: how are they baked? Maybe go on an excursion to the bakery, or maybe set up a bakery at home with your child.

Often a child receives knowledge that is sorted into categories. Here is mathematics, here is drawing, here is language. In fact, this division should be conditional

For example, starting to learn to play chess, we can start to study the cell, horizontal, vertical, orientation in space: right, left. If we are talking about the development of speech, then we can study the coordination of the text with the movement, include here creative activity, descriptive, signs of the subject.

When we discuss something, we don’t say whether it’s good or bad, we talk about our personal attitude. “I don’t like autumn.” Why? And why can you love this cold and rainy time? And one of the children says: “Actually, it’s so cool that you can run through the puddles!” And the other argues: “But you will be wet and get sick!”. Then the opponent continues: “But you can dress properly, put on a raincoat and boots!”

And one more important point that we pay attention to in Reggio pedagogy: a child can get information about something not only from an adult. When an adult asks the question, “What do you know about this subject?” – the experience of one of the children already allows him to answer, while others receive knowledge from him, from his peer. Thus, the child learns to process information not only that which the adult says. And the adult does not stop the child and listens to him.

6. Imagination is more important than reading

For many parents, the main task is to teach reading and counting as soon as possible. In fact, neither I nor you know a single person in our environment who could not do this. But we will find a lot of people around us who do not have the ability to argue, reflect, come up with some projects, I’m not talking about planning them, creating new concepts. Therefore, it seems to me that the main task is the development of creative thinking. We promote the development of design thinking, because in a project, no matter what the subject, you can count, and talk about the features of the subject, and sketch it, and compare.

Fantasizing, imaginative thinking is better developed in us, the younger we are. But then this figurative thinking begins to be crushed by logic. And if the creative principle is not supported, if such development is not given to it, then logic will crush and it is unlikely that we will gain anything in this sense in the future.

Miami Park Elementary School (Closed 2021)

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School Overview

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Source: 2020-2021 (latest school year available) National Center for Education Statistics (NCES), FL Dept. of Education

Frequently Asked Questions

What percent of students have achieved state testing proficiency in math and reading?

30-34% of students have achieved math proficiency (compared to the 59% FL state average), while 35-39% of students have achieved reading proficiency (compared to the 56% FL state average).

How many students attend Miami Park Elementary School?

299 students attend Miami Park Elementary School.

What is the racial composition of the student body?

64% of Miami Park Elementary School students are Black, and 36% of students are Hispanic.

What is the student:teacher ratio of Miami Park Elementary School?

Miami Park Elementary School has a student ration of 21:1, which is higher than the Florida state average of 16:1.

What grades does Miami Park Elementary School offer ?

Miami Park Elementary School offers enrollment in grades Prekindergarten-5

What school district is Miami Park Elementary School part of?

Miami Park Elementary School is part of Miami-Dade School District.

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Staff Directory – Coral Park Elementary

Name	Email	Position
DEL CASTILLO, ENRIQUE	EDelCastillo@dadeschools. net	1st grade
DIAZ, ARIANA	[email protected]	1st grade
EAST, JESSICA EILEEN	[email protected]	1st grade – ESE
JACKSON, ALLANA PATRICE	[email protected]	1st grade
MAS, JESSICA	[email protected]	1st grade
OHARRIZ, DORELYS BUZNEGO	[email protected]	1st grade
RODRIGUEZ-PADRON, YENEIR HILDA	[email protected]	1st grade
SILVEIRA, IRMA ANAYA	irmasilveira@dadeschools. net	1st grade
CAMPBELL, JENNIFER B	[email protected]	2nd grade
DUENAS, MARITEL	[email protected]	2nd grade
GONZALEZ, DIANA	[email protected]	2nd grade
KIROU, MARITZA E.	[email protected]	2nd grade
MONJE, MADELYN	[email protected]	2nd grade
ORGANVIDEZ, OLGA BROCHE	[email protected]	2nd grade
SANTIAGO, SOLEDAD	[email protected]	2nd grade
SEGURA, FLORBEL I	fsegura@dadeschools. net	2nd grade – ESE
CASANOVA, MARIA D	[email protected]	3rd grade
DEL RIO, ELIZABETH MARIE	[email protected]	3rd Grade – ESE
DIAZ, JUAN CARLOS	[email protected]	3rd grade
GUIDI, LIZETTE I	[email protected]	3rd grade
LUNA, SOLEIKA MARIA	[email protected]	3rd grade
MORAN, ROCIO ISABEL	[email protected]	3rd grade
PEREZ-VILA, JANET	JanetPerez-Vila@dadeschools. net	3rd grade
DIAZ, SUSANA	[email protected]	4th grade
FUENTES, MAYTE MARIE	[email protected]	4th grade
GOMEZ, FRANK	[email protected]	4th grade
GOMEZ, LAURA MICHELLE	[email protected]	4th grade – ESE
JOHNSON, MELISSA	[email protected]	4th grade – ESE
TELLEZ, MARICHU	[email protected]	4th grade
VALDES, LAZARO JESUS	[email protected]	4th grade
VALDES, YVONNE M	yvaldes@dadeschools. net	4th grade
BUSTILLO, AYNET MARIA	[email protected]	5th grade
CAJAMARCA BARBOSA, DIANA CAROLINA	[email protected]	5th grade
GARCIA, BETSY	[email protected]	5th grade – ESE
GONZALEZ, MICHELLE	[email protected]	5th grade
MEJIDO, VIVIAN GLADYS	[email protected]	5th grade
PENA-CASTRO, ALEXANDRA	[email protected]	5th grade – ESE
SURIEL, JOHANNA	jsuriel@dadeschools. net	5th grade
YEDO, RACHEL	[email protected]	5th grade
FERNANDEZ-FRAGA, ANA ROIG	[email protected]	Art Teacher
FERNANDEZ, DAMARIS	[email protected]	Art Teacher – PT
GARCIA, MIRIAM	[email protected]	Cafeteria Manager
AVILA, ROSA M	[email protected]	Cafeteria Monitor
BAEZ LANZ, GINA M	[email protected]	CSS
FRESNEDO GARCIA, MADELIN	322754@dadeschools. net	Custodial
LABRADA, CARIDAD ESTHER	[email protected]	Custodial
RIZO, ARIEL	[email protected]	Custodial – Head
SANDIGO, SCARLETH	[email protected]	Custodial – Lead
DEL VALLE, ANNETTE BRAVO	[email protected]	ESOL
MARTINEZ, ANA MACIA	[email protected]	ESOL
GONZALEZ, DESIREE	[email protected]	IND – Primary
MACHADO, NAVILA MARIE	Navilamachado1@dadeschools. net	IND – Intermediate
BALTODANO, DANIA JULIA	[email protected]	Kindergarten
GARCIA, YAREMI REGLA	[email protected]	Kindergarten – ESE
LICEA, STEFANIE	[email protected]	Kindergarten
MENA, CARLOS GERARDO	[email protected]	Kindergarten
MENDEZ, GISELLE AVILA	[email protected]	Kindergarten
RODRIGUEZ, VICTORIA M	[email protected]	Kindergarten
SUAREZ-GARCIA, ISABEL	isuarezgarcia@dadeschools. net	Kindergarten
MEILAN, MARIE	[email protected]	Media Specialist
RUIZ, MELISSA	[email protected]	Art Teacher – PT
SMITH, BRIAN M	[email protected]	Music Teacher
BERMUDEZ, MICHAELA BELLE	[email protected]	Paraprofessional
DIEPPA, IRASEMA	[email protected]	Paraprofessional
ESCOBIO, DELIA E	[email protected]	Paraprofessional
FERNANDEZ, MARIA CRISTINA	278525@dadeschools. net	Paraprofessional
LEYVA RIVERA, JOMILYS A	[email protected]	Paraprofessional
NORIEGA, MAYTE ISABEL	[email protected]	Paraprofessional
PLANA, GRICEL	[email protected]	Paraprofessional
QUINTANA, SILVIA GUISELLE	[email protected]	Paraprofessional
RAMOS, BERTHA	[email protected]	Paraprofessional
REOYO, MARYLIN	[email protected]	Paraprofessional
ROQUE, YOANDRA	roquey@dadeschools. net	Paraprofessional
SOLORZANO, JESSICA CECILIA	[email protected]	Paraprofessional
URIBE, ANGELA SILVANA	[email protected]	Paraprofessional
LOPEZ, FRANCISCO	[email protected]	PE Coach
RAMOS, BONIFACIO JAVIER	[email protected]	PE Coach
CABRERA, LESLIE	[email protected]	Prek
LUIS, MELISSA MEDEROS	[email protected]	Prek – ESE
MASFERRER, MARILYN	mmasferrer@dadeschools. net	Prek – ESE
NEREY, JOCELYN F	[email protected]	Prek
OVIEDO, VANESSA C	[email protected]	Prek – ESE
RODRIGUEZ, ANAYLEEN	[email protected]	Prek
VAZQUEZ, ANNETTE MARIE	[email protected]	Prek
DIAZ, NAYMI	[email protected]	Reading Coach
VIOR, MARIA DEL CARMEN	[email protected]	Registrar
COLEBROOK, CANDICE NICOLE	[email protected]	Security – Head
HERNANDEZ, JOSE CARLOS	310829@dadeschools. net	Security
COYRA, NIVIA MARIA	[email protected]	Spanish teacher
GARCIA, YAYLIN	[email protected]	Spanish teacher
MARTINEZ, EDDA LOURDES	[email protected]	Spanish teacher
RODRIGUEZ, YENISLEIDYS	[email protected]	Spanish teacher
BOLOIX, MAYRA R	[email protected]	Student Services
VARAS, ILEANA A	[email protected]	Student Services – Counselor
DIAZ, JUAN CARLOS	JuankyDiaz@dadeschools. net	Community School Manager
MEDINA, DINA R	[email protected]	Community School Specialist
LEYTE VIDAL, MARLENE	[email protected]	Principal
FAYSON, JASHON E	[email protected]	Assistant Principal
PEREZ-BELLON, CHRISTINA	[email protected]	Assistant Principal

American Dream: Travel to New York and Miami

Travel

We’ve mapped out an itinerary that allows you to experience urban New York and relaxed South Miami in one trip to America. Separately, these pleasures also work, but since you are going to the USA, why not spend a few more hours on the plane and see two different cities.

New York

Everything seems to be known about New York for a long time, but every time it is able to surprise. Often captured on film, it seems to many to be the city from the movies. Latest movies and TV shows map fresh routes. The creators of “Elementary” about modern Sherlock and Watson moved them to New York. Johnny Lee Miller and Lucy Liu live in Brooklyn Heights, and in search of criminals they rush from Soho to the Bronx and use the subway. Jason Schwartzman in “Deadly Bored” plays a bohemian Brooklyn journalist who finds himself in expensive restaurants, then in the infernal outskirts of the city. Hannah and her Girlfriends have fans scouring Williamsburg for their front porches. Greta Gerwig in “Lola Vs” walks through the High Line Park.

Routes in New York have been laid a million times, but they still work. Especially if the city happens for the first time. In spring and summer, head to Central Park for magnolias and cherry blossoms, as well as joggers, couples, and old ladies with dogs. Climb the Empire State Building, whose spire was hugged by King Kong, look at the city from the 102nd floor. MoMA is still one of the best contemporary art museums. Other options on how to really spend time, look further.

Settle in with a view

In Manhattan, it’s great to live high up so you can see as far away as possible. Go to the window and say “Ah!”. From the 35th floor of the Time Warner Center, Mandarin Oriental, New York offers views of Central Park and the Hudson. Photographers shooting New York even have a special shooting point – “Central Park from the windows of the Mandarin Oriental.”

For the sake of stunning views, not only travelers, but also New Yorkers themselves come, for example, to have tea in the lobby or a cocktail in MObar. There is also the Asiate restaurant with new American cuisine, where chef Tony Robertson has brought Asian notes. Asiate serves excellent a-la-carte breakfasts. American pancakes with maple syrup, berries and whipped cream won our hearts, the classic New York bagel with smoked salmon and cream cheese, and from Asian influences, we note the Japanese breakfast with fried salmon, scrambled eggs and miso soup. The design of the hotel and the service, as usual in the hotels of the chain, are at the highest level.

High Line Walk

One of the city’s new attractions is a 1930s high-rise railroad park that starts at Meatpacking and runs all the way to Thirty-fourth Street. The railway lines have been abandoned since the 1950s, the city authorities strove to demolish them, but the residents of the area, including Diane von Furstenberg, were outraged. Now a park has appeared in place of the tracks, where plants and shrubs seem to have spontaneously sprouted through the concrete (this was approximately the case before restoration). The high-line goes between the houses at a height, so that passers-by sometimes stare at the windows, and nearby is the Hudson, in a word, a favorite place for walkers.

Hiking in the Meatpacking District

Walking the High Line can logically lead to exploring the nearest Meatpacking. The former meat-packing district has now become one of the most interesting. Shops and restaurants appeared in warehouses where bull carcasses were cut. Diane von Furstenberg was one of the first to open a DVF flagship store in a red-brick industrial building. Now new addresses have appeared at The Bond No. 9, Christian Louboutin, Kiehls, Ports 1961, Tracy Reese, Paige, Levi’s® Meatpacking, Balenciaga and many more. Work up an appetite, head to The Standard Grill, located in the hotel of the same name. New Yorkers praise him.

Soho and the new geography of American fashion

Barneys is still the best department store, and Fifth Avenue stores have not been cancelled. But try expanding your understanding of American brands. American fashion seems to be one of the most inventive, and where, if not in New York, to get acquainted with it. Take note of designers Jill Stuart, Lyn Devon, Ports 1961, Rebecca Taylor, Jenni Kayne, Trasy Reese (Michelle Obama’s favorite, by the way). Most managed to open their stores in Meatpacking and Soho. In Soho, shopping looks especially interesting due to the surroundings – low houses with cast-iron facades, architectural heritage 1920s. Both the best American and international brands are now concentrated here – John Varvatos, Alexander Wang, Anna Sui, Oliver Peoples, Fiorentini + Baker, Acne Studios, Madewell.

Try fast food

New York has managed to ingeniously change the idea of ​​fast food, making it harmless and truly appetizing. Sandwiches with fresh ingredients eaten on a bench in the park are an example of a new American cuisine in a hurry. The classic of the genre is the legendary Katz’s Delicatessen, where sandwiches with savory cuts of beef have been cooked since 1903 years. Katz’s was filmed at Donnie Brasco, fans of the place include Al Gore, Bruce Willis and Johnny Depp. Of the new ones, we recommend the Shake Shack chain, which has already acquired an army of fans, for example, Isaac Correa likes thick milkshakes.

Miami

After New York, you immediately feel how different life is in Florida. Miami is an exuberant, southern, Cuban-influenced city where no one seems to be working and certainly not in a hurry. Before your trip, check out Miami Vice, where Don Johnson, in a white suit and Ray-Bans, zips through Ocean Drive in a Ferrari and winks at girls in neon bars. The series is not in vain called the adaptation of the Italian fashion magazine of the 80s and the anthem of the local imposingness. Almost 30 years have passed, but he gives an excellent idea of ​​\u200b\u200bthe atmosphere. It is also clear why Gianni Versace liked Miami – his “everything is too much” as a native fell on a relaxed landscape and local love for excesses. “Margaritas” in glasses with a diameter of a plate, dogs such that passers-by turn around, and the cabriolet is certainly red.

The ocean from the windows

The ocean in Florida is turquoise, and you want to see it as often as possible. The Mandarin Oriental, Miami is located in the bay, so contemplation of the water is in order. At dawn, the sight of the houses on the opposite shore turning golden from the sun, and the ocean turning from dark blue to blue, was beautiful. Spa rooms also overlook the ocean, so you can take treatments with a view. Spa specialists work according to European, Chinese and Ayurvedic methods and deserve all praise.

Swimming Pool Mandarin Oriental, Miami

Azul is recommended for dinner, especially seafood. We had a chance to try excellent stone crab, Hawaiian tuna and rainbow trout. Curiosity about who was in charge of the menu led to a meeting with Chef Jacob Anaya. The chef said that the menu is inspired by his travels around the world. For example, Hawaii was impressed by the fact that “the islands have fantastic seafood and ways to cook it.” In 2013, Jacob’s Azul was named one of the world’s best restaurants by Forbes Travel Guide.

Rock Crab in Azul

Walking Miami Beach

Miami Beach looks like a movie set, and so it was in the case of Miami Vice and Scarface, when villas and hotels are the color of children’s crayons on Ocean Drive became filming locations. The style of urban architecture that emerged in the 1930s and 1940s is called American Art Deco, although most of all the pink, lemon and blue houses seem like a five-year-old girl’s dream come true. Topless guys and girls in bathing suits flit along the promenade. At the tables, visitors sip impressive margaritas and mojitos. From time to time cabriolets of defiant colors rush past. Across the road – the ocean and white Florida sand.

Go shopping

Most of the stores are concentrated on Lincoln Road: Victoria’s Secret, Anthropologie, BCBG Max Azria, American Apparel, Banana Republic, Madewell, J.Crew, Gap and others. Nearby there is Macys department store, however, modest. Shops on Lincoln Road are mixed with cafes. In the morning, a colorful lady with a noticeable Neapolitan mastiff comes to coffee at Starbucks, and then they walk back and forth for a long time, as if on purpose for people to watch. This is all Miami.

How to get there: Flights Moscow – New York and Moscow – Miami with a convenient connection in Zurich are operated by Swiss (www.swiss.com). We especially note the Swiss business class, which makes a long flight extremely comfortable.

Egorshina Lyudmila

Underwater park on the reef for divers

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Nathoncharova

Underwater Park in a diving lovers

NOVEMBER 28TH, 200072 Lovers under the Local Fields of Moriami – not on the Mormans new attraction called ReefLine. It is conceived as an artificial reef and snorkeling site with many works of art with a total length of 11.2 km.

Reef Underwater Park

ReefLine will be located off the coast of Miami Beach. Construction will be led by OMA’s Shoshi Shigematsu, in collaboration with Coral Morphologic’s Ximena Kaminos, City of Miami Beach, and researchers at the University of Miami. Marine biologists and coastal engineers will also be involved.

underwater park

It will consist of concrete modular blocks that are stacked according to the topography of the seabed to serve as an artificial reef for marine life. Added to this will be a number of art installations available to snorkelers and scuba divers, including one by Shigematsu in the form of a ladder.

“OMA/Shigematsu sculpture explores the nature of weightlessness underwater,” explained a press release from the Dutch firm, which also completed construction of the bizarre convex gallery in Gwangyo earlier this year. A staircase is an elementary element of architecture, indicating direction and movement. The underwater park on the reef breaks out of its usual context and turns into an underwater frenzy.

installations

“Like the shape of an atoll, a series of winding spiral staircases create a three-dimensional structure reminiscent of marine life. The organic form provides layered areas for coral reef growth and intermediate spaces for exploration. The staircase revolves around a central forum for underwater gatherings and activities. The ReefLine staircase sculpture will be open to the public, where everyone can snorkel. 0089
reef design

The reef will feature artwork, including a work by Argentinean conceptual artist Leandro Erlich depicting an underwater traffic jam made from concrete sculptures of cars and trucks. It symbolizes emissions that contribute to climate change. Brazilian artist Ernesto Neto and Argentine artist Agustin Woodgate were also brought on board for subsequent works.

Environmentalists fear that the project could cause serious damage to existing marine life.
source

• And I want to fly! Why do stingrays jump out of the water?

  Amazing creatures live in tropical and subtropical waters – mobuls.

New Creation Academy Bloomfield | BLOOMFIELD CT Child Care Center

About the Provider

Description: NEW CREATION ACADEMY BLOOMFIELD is a Child Care Center in BLOOMFIELD CT, with a maximum capacity of 67 children. This child care center helps with children in the age range of 6 weeks-12 years. The provider does not participate in a subsidized child care program.

Program and Licensing Details

• License Number:
  DCCC.70458
• Capacity:
  67
• Age Range:
  6 weeks-12 years
• Enrolled in Subsidized Child Care Program:
  No
• Type of Care:
  Children Under 3 Yrs, Pre-School, School Age
• Initial License Issue Date:
  Oct 09, 2018
• District Office:
  Connecticut Dept. of Public Health – Child Day Care Licensing Program
• District Office Phone:
  1-860-509-7540 (Note: This is not the facility phone number.)

Inspection/Report History

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New Creation Academy (2022-23 Profile)

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School Overview

Student Body

Academics and Faculty

Tuition and Acceptance Rate

School Notes

• New Creation Academy was founded in 1981 to provide a Christian
  academic education for our children. The school is for the school
  age children of the Christian Service Center. N.C.A. is an
  outgrowth of Senior Pastors Bill and Elnora Owens vision for each
  family to grow and be nurtured in the Word of God including each
  child. We are a small school but big in the quality of each child’s
  education and spiritual development. The curriculum is an
  individualized and self-mastery course of study. Each student
  proceeds at his or her individual learning ability. Our educational
  material is the curriculum from Accelerated Christian Education,
  which has been a pioneer in Christian and Academic education for
  over 30 years.

Source: National Center for Education Statistics (NCES)

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December 22, 2022

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City Palace of Art “Academy of Talents” – Novy Urengoy

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Excursion “Plague Journey” 6+

Do you want to touch the secrets of the preserved culture of the indigenous population of the Far North?
Visitors to the interactive tour “Freaky Journey” have such a unique opportunity. They will be able to visit the plague of the tundra Nenets, join the ethnic culture of the Arctic, become a participant in ancient rituals, treat themselves to fragrant tea and listen to exciting stories about the traditions and customs, national holidays of the indigenous peoples of the North.
Venue: Novy Urengoy, microdistrict Druzhba, 2/10 (JV “Academgorodok”)