Monthly Archives: August 2023

Downtown baltimore daycare: admin – Childhood should be a journey

Опубликовано: August 31, 2023 в 7:37 am

Автор:

Категории: Miscellaneous

Downtown Baltimore Child Care Center

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About the Provider

Busy Bees Child Development Center – Chula Vista CA DAY CARE CENTER

Description: Downtown Baltimore Child Care is an early education and child care center where young children are enriched by caring relationships with teachers, by friendships with classmates, by a stimulating curriculum and a creative environment. DBCC is committed to providing the finest developmental child care in the heart of Downtown Baltimore.

Additional Information: MSDE-Approved Education Program.

Program and Licensing Details

  • License Number:
    15292
  • Capacity:
    65
  • Age Range:
    6 weeks through 17 months, 18 months through 23 months, 2 years, 3 years, 4 years, 5 years
  • Achievement and/or Accreditations
    MSDE
  • Enrolled in Subsidized Child Care Program:
    No
  • District Office:
    Region 2 – Baltimore City
  • District Office Phone:
    410-554-8300 (Note: This is not the facility phone number. )

Location Map

Inspection/Report History

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Date Type Regulations Status
2022-03-11 Mandatory Review
Findings:
No Noncompliances Found
2021-11-05 Other
Findings:
No Noncompliances Found
2021-03-23 Full 13A.16.10.04A Corrected
Findings:
Observed a bucket of bleach-water solution in reach of children in classrooms 4 and 5. The noncompliance was corrected during the inspection.
2021-03-23 Full 13A.16.11.04A(1)(a) Corrected
Findings:
Observed a medication authorization form and allergy action plan that was expired.
2021-03-23 Full 13A.16.11.04E(1)(c) Corrected
Findings:
Observed an expired allergy medication that was not returned to the child’s partent or discontinued.
2020-05-20 Other
Findings:
No Noncompliances Found
2020-03-10 Mandatory Review
Findings:
No Noncompliances Found
2019-03-07 Full 13A.16.10.02E Corrected
Findings:
The center did not maintain a thick gauze pad and was missing 1 gauze roll for the first aid supply.
2019-03-07 Full 13A.16.10.04A Corrected
Findings:
Observed 2 large bottles of dish detergent in reach of children in rooms 5 and 6. Corrected on site.
2019-03-07 Full 13A.16.03.04E Corrected
Findings:
The center did not have lead screening for three (3) enrolled children.
2019-03-07 Full 13A.16.11.04A(1)(a) Corrected
Findings:
The center did not have an approved allergy action plan on file for 1 enrolled child.

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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Maryland Science Center Baltimore UPDATED 2020 All You Need to Know BEFORE You Go (with Photos)

4. 5

748 Reviews

Excellent

Very Good

Fairly Good

Terrible

9000 4 These reviews have been translated from English automatically.

Translations made using Google technologies can be displayed here. Google makes no warranties, either express or implied, with respect to translations, including warranties of accuracy and reliability, and any warranties of merchantability, fitness for a particular purpose, and non-counterfeiting.


MariaITF

Moscow, Russia651 publication

For children

July 2016 • Traveling alone

Science Center is more suitable for visiting with children. Cognitive will be only small.
And this is probably the only place in the States where the employees were rude and unfriendly.

Published August 17, 2016

This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


7_IAM

Moscow, Russia865 publications 2016 • Family vacation

Good place for a walk. There is something to see and where to eat. You can go to the cinema or sit outside.

Published February 29, 2016

This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


drsheri

Cherry Hill, NJ88 publications

Awesome place for kids of all ages!

July 2017 • Family fun

Parents of toddlers, this is a great place to go. The third floor has a lot of interactive things for little kids. It is possible to lie on a difficult situation (I highly recommend it! ). Lots of interesting things to see.

Published August 4, 2017

This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


EstherVA208

Norfolk, VA18 posts

Fantastic Science Center

Aug. 2016 • Family vacation

My kids loved going there. There are many different kinds of childre exhibitions for you. We hope to come here again!

Published July 26, 2017

This review reflects the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


Dave S

Omaha, NE200 posts

Worth a visit

July 2017 • Family fun

This was the third time we’ve been here. We bought a family membership to the COSI SCIENCE CENTER museum when we were in Columbus, Ohio last week, so we only had to pay for one admission while four were allowed in for free, which saved us $80! We had three teenage girls who had to get bored before closing to do exhibitions and entertainment. They do a great job with this science center although parking is expensive.

Published July 18, 2017

This review reflects the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


KR_Balto

Baltimore, MD17 publications

Interesting for all ages 2017

We love the Science Center. It’s not as big or fancy as Boston (which is my gold standard), but the hotel has great permanent exhibitions and usually very interesting temporary ones. Great for when it’s really hot to be outside. We did a summer camp here for one. It was fun for my son and a good camp but it wasn’t worth it from North Baltimore if you can’t carpool.

Published July 12, 2017

This review reflects the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


redmon2014

Baltimore, MD9 posts

Day with the kids

Aug. 2016 • Couples

Take your kids and let them experience the wonders of the Maryland Science Center and learn about things they don’t see every day.

Published July 11, 2017

This review reflects the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


Sara M

Washington DC116 publications

Fun way to spend a few hours

July 2017 • Family fun

This is a good museum for kids – I would say toddler, preschool and elementary aged, will target population. There are many hands-on exhibits and they are on a variety of scientific concepts from dinosaurs to Cosmos exploration. I would say that by far the best level for hands – for fun – is flooring at 3rd. They have a very cold water play area (they even provide rain blouses to help keep wet clothes to a minimum), a building area, an outer space area, a boat tour area, and even an area for kids under 2 to play without having to be moved. This play area has toys, fun rugs, large building blocks, books and other cool stuff, along with a separate area for a nursing mother if needed. I took a 17 month old and she had something on the 3rd floor – not so on the other floors but I think they are more geared towards elementary – aged kids. The only good thing is that there are plenty of bathrooms rooms around so there wasn’t time wasted waiting in line for a little holiday flood and if a child needs to go there are plenty of places so you don’t have to climb before an accident happens! The location is very buggy friendly with ramps and lifts available. There is no on-site parking space but there are garages on nearby streets. We were there for about 3 hours and we paid $20. Since the Science Center is in the Harbor it would be a great idea to plan to do other activities while you are here because it won’t take you all day and it’s a beautiful place. The only reason I didn’t give it 4 stars – this is what I think, the price is very high for events of several hours.

Promt

Published July 5, 2017

This review reflects the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


jtfluk

6 publications

Great for kids

May 2017 • For two

Yes, many times there is an exhibition or two that is broken, but overall, the kids loved the Science Center. All in all, you can make the most of the museum in one day. My 6 year old loves the dinosaur exhibit while my 9-year-old can’t be torn from the physics exhibits in Newton Lane with a few cold snacks – on experiments, the most famous, the most elaborate ball you’ve ever seen. IMAX (costs a little extra) and Planetarium (free) are also very cool. If you are in be ‘over with kids under 10 and 12 I wouldn’t miss this museum! Plus it’s right on the harbour, so it’s in a beautiful location – you can walk to the restaurant later.

Translation: PROMT

Published July 3, 2017

This review represents the subjective opinion of a member of the Tripadvisor community and is not the official position of Tripadvisor LLC. Tripadvisor checks reviews.


RoyMcAvoy

Pennsylvania69 Publications

Great Kids Training Center

June 2017 • Family Fun

If you love dinosaurs and Science, this is the place for you and the family. Despite being quite crowded you never felt full.

Prosper preschool: Pre-K Program / Prosper ISD Pre-K

Опубликовано: August 31, 2023 в 7:37 am

Автор:

Категории: Miscellaneous

Preschool Programs | SPES | PK3-TK

At Saint Paul’s Episcopal School, we focus on developing the spiritual, intellectual, creative and physical gifts of our children while also teaching them to be responsible members of their community. Saint Paul’s currently offers the following preschool programs for children ages 2-6 (children ages 3 and up must be potty-trained):

  • PreK 2 – children aged 2 by Sept. 1: 2-day, 3-day, & 5-day programs
  • PreK 3 – children aged 3 by Sept. 1: 2-day, 3-day, & 5-day programs
  • PreK 4 – children aged 4 by Sept. 1: 3-day & 5-day programs
  • Transitional Kindergarten – children who would benefit from advanced instruction to get ready for kindergarten:  5-day program

Classes are offered Monday- Friday, from 8:15 am – 2:30 pm. Children may be dropped off in in the Commons Area for precare in the morning any time after 7:30 am; students will be taken from precare to their classrooms at 8:00 for school start. For those families needing extended hours in the afternoons, aftercare is available each day from 2:30 until 5:30 pm for an additional fee; any student not picked up by 2:30 will go into aftercare and charges will be applied. Saint Paul’s Episcopal School follows the Prosper ISD school calendar for student holidays as well as inclement weather delays/closings.

Areas of Instruction

The preschool programs at Saint Paul’s provides a safe, loving, collaborative environment in which students are encouraged to thrive, each at their own pace. Our low student:teacher ratio of 8:1 allows a strong relationship between the student and teacher, allowing children to flourish. Based on contemporary best practices for pre-K and kindergarten, our curriculum provides a readiness foundation to equip our students to be successful in Kindergarten and beyond. Our teachers utilize multiple sources to extend and enrich every student’s experience in the following areas:

  • Language arts – Pre-reading, pre-writing and listening skills as well as expressive and receptive language development; letter and word identification; relationship of objects to words; recognition of consonant and vowel sounds; rhythm and tone; memory skills; sound differentiation; language patterns; sound awareness; word recognition
  • Math– Shape and number recognition; valuation; sequencing; classification; making comparisons; counting; patterning; graphing data; spatial relationships
  • Science/Environment– Exploration of the natural and mechanical world: sequencing: methods of classification; making comparisons; making and evaluating predictions; observation of relationships between characteristics of objects like shape, size; gathering data and drawing conclusions; measurements and weights; physics
  • Social Studies/Cultural– Multicultural awareness; civic structure; careers; social skills; manners; role play of familiar situations; family and community roles; problem solving; developing self-confidence; teamwork; language skills; introduction to basic Spanish vocabulary (numbers, colors, etc. )
  • Art – Creativity; imagination; design; expression of ideas; experimentation; Hand-eye coordination; fine-motor skills
  • Music– Self expression; creativity; exploration of rhythms and patterns; sound recognition
  • Movement/Physical Education– Fine and gross motor skills, physical activity and team work through games and guided activities; physical strength and health; balance; body awareness
  • Technology– An introduction to the computer as a tool for learning; keyboarding; mouse familiarization; reinforce curriculum content
  • Religion and Service– Daily chapel; prayer; Bible verse; foster a spirit of giving through service outreach

Prosper ISD begins construction of $35 million Early Childhood Center in McKinney

Coming Soon

Prosper ISD begins construction of $35 million Early Childhood Center in McKinney

By Grant Johnson
|

Updated

The Prosper ISD Early Childhood Center will be located at 450 N. Luckenbach Drive, McKinney according to a permit registered with the Texas Department of Licensing and Regulation. (Rendering courtesy Prosper ISD, Huckabee)

The Prosper ISD Early Childhood Center will be located at 450 N. Luckenbach Drive, McKinney according to a permit registered with the Texas Department of Licensing and Regulation. (Rendering courtesy Prosper ISD, Huckabee)

The $35 million project includes a courtyard and enclosed play area with a tricycle path for outdoor play. (Rendering courtesy Prosper ISD, Huckabee)

A library and makerspace features collaboration areas for students. “We believe that these flexible spaces will allow teachers to create an unlimited amount of different learning experiences for our students,” Deputy Superintendent Greg Bradley said. (Rendering courtesy Prosper ISD, Huckabee)
Construction is underway for Prosper ISD’s early childhood center, which is scheduled to open in August 2023 at 450 N. Luckenbach Drive in McKinney for 3- and 4-year-olds.

The district made plans for the campus after House Bill 3 passed in the 86th Texas Legislature. The bill requires all Texas public school districts to provide full-day Pre-K programs to eligible 4-year-olds. When the bill was passed and signed into law by Governor Greg Abbott, Prosper ISD only offered half-day programs for preschool children, according to Deputy Superintendent Greg Bradley.

In order to fulfill the 2019 state requirement for a full-day program, Prosper ISD added full-day instruction with 18 Pre-K classrooms, 15 of them being housed at Reeves Elementary in McKinney.

“By consolidating all our PreK students into one school, we would be able to provide an extraordinary opportunity to create an awesome learning environment for our littlest learners,” said Deputy Superintendent Greg Bradley.

At a May 16 school board meeting, Prosper ISD revealed its design plans and construction timeline for the campus to community members. The facility was designed by Huckabee, an architectural firm with which the district frequently collaborates. Construction is slated for an Aug. 1, 2023 completion date to welcome students for the 2023-2024 school year.

“The Early Childhood School is going to be an engaging, innovative environment for our three and four-year-olds that gives them the opportunity to explore, create and learn, guided by a phenomenal group of educators who have specialized training in our youngest learners,” said Superintendent of Schools Holly Ferguson.

By Grant Johnson

Grant joined Community Impact Newspaper as an editorial intern in May 2022. Grant studies Television and Digital Media Production at Ithaca College in Ithaca, New York. Grant is pursuing minors in journalism and atmospheric science. Grant is a Prosper native and graduated in 2021 from Rock Hill High School, where he was a part of the school newspaper and broadcast program. In 2021, Grant was named the Texas High School Journalist of the Year and National High School Journalist of the Year Runner-Up.

Want more from CI? Becoming a CI Patron grants you access to an exclusive weekend newsletter and CI Swag. Your one-time or monthly donation catapults our mission to hire high-quality journalists and provide trusted news in Texas communities.

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Pledge of Prosperity – Education Newsletter – LiveJournal

J Jon Murrow, a 35-year education journalist, speaks out on early childhood education in the United States.

Every child of preschool age should be able to attend preschool of the highest quality free of charge. It will be up to parents or guardians to decide whether or not to take advantage of this opportunity, but the right to choose should be provided to everyone. Everyone knows that the most intensive development of the brain occurs before the age of 6 years. It’s also common knowledge that most of America’s parents work outside the home, so they don’t have time to take care of their kids, and daycare isn’t always available. In other countries of the world that are America’s economic competitors, 3-4-year-olds have the opportunity to attend quality kindergartens for free, where they successfully develop and come to school prepared. It has been proven that quality pre-school education has a positive impact on the economic well-being of these countries.
Of course, there have been attempts in the US to create early childhood education programs. Lyndon Johnson’s “War on Poverty” program became the basis of the federal Head Start early childhood education program, introduced in 1965. Its goal was to create favorable conditions for the development of 4-year-old children from low-income families. This task has not been completed to date.
Children from poor families from birth begin to lag behind in both educational and linguistic areas. Knowledge-based parents speak about 2,100 words per hour to their preschool children, while poor parents speak only about 600 words per hour. Of course, no one talks to their children all the time, but if we assume that parents spend 5 hours a day, 365 days a year with their children, then over 5 years a difference of 11 million words accumulates. This is called “vocabulary difference” and can affect school performance. In turn, poor academic performance can lead to early school leaving, which has serious social consequences for both the student and society as a whole.
One of the reasons Head Start failed was that the emphasis was not on academic skills but on social skills, resulting in some early childhood education centers not even teaching the alphabet. However, the main reason for the constant gap between children from different segments of the population is a much more responsible attitude towards preschool education of people with medium and high incomes.
These parents enroll their children in preschool because they know that 3-4 year olds are ready and willing to learn. According to the National Center for Education Statistics, less than half of underprivileged 3-5-year-olds receive some sort of preschool education.
Another factor of differentiation is the level of education of parents. Only 35% of those children whose mothers did not complete high school are enrolled in any kind of preschool education program; among children whose mothers have a bachelor’s degree or higher education, 73% attend kindergartens. It is also obvious that children from these two groups are trained in preschool programs of absolutely different quality.
Most developed countries provide free high quality pre-primary education for 3-, 4- and 5-year-old children, regardless of the income level of their families. Almost all 4-year-olds in England, Luxembourg and the Netherlands go to public schools; about 70% of 4-year-olds in Germany and Denmark are in public schools, and in France, Italy and Spain, the number of 4-5-year-olds attending public schools is 90%.
In the US, the early childhood education system is a patchwork quilt. The quality of early childhood education programs ranges from very high to very low, teachers’ salaries ranging from $45,000 per year to $8 per hour; the cost of early childhood education is $15,000 in some cases and $0 in others.
It is necessary to create a single system of preschool education for all children in the United States. In order for it to turn out to be of high quality, separate programs for children from low-income families should not be used.
As for me, I would close the last years of high school and use the money saved to organize a really good pre-school education.

Source : Huffingtonpost.com
Translated by Anna Shivrina

School performance is paramount. Children who fit well into the school environment and perform well in primary school more easily overcome all levels of education: college, lyceum and further vocational training, higher education …

Those who do poorly in primary school are more likely to drop out of school without getting a certificate, and it is much more difficult for them to find their place in life. Therefore, the priority of school reform in France is the initial stage of education. In this chain, kindergarten, or preparatory school (école maternelle, lit. “mother school”) has a special place: if the child is well prepared for learning, he is more likely to receive a full education.
Already in kindergarten, a child gets used to acting in a team, to realize himself as part of a group, but at the same time he learns to express his individuality.
Here is what is said about the kindergarten, its mission, structure on the website of the French Ministry of Education:

Become a student
The goal is to teach the child:
1) to recognize what makes him different from others;
2) make him be seen as a person;
3) live with others in a community organized according to certain rules;
4) understand what a school is and what is its place in it.
Becoming a learner is a progressive process that requires the teacher to be both flexible and consistent.
Act and express yourself with the body
The child discovers the possibilities of his own body through physical activities aimed at self-expression for artistic purposes. This allows him to acquire a comprehensive understanding of his body.

Discover the world
In kindergarten, a child discovers the world around him, learns to find and apply spatial and temporal landmarks. He observes, asks questions, and learns to absorb a point of view different from his own. He acquires a taste for logical thinking. He learns to classify, arrange and describe with the help of words and various means of expression (drawings, diagrams), how the living differs from the inanimate (matter, objects).
Perceive, feel, imagine, create
Kindergarten seeks to inculcate the original artistic perception. Drawing, plastic pictorial compositions (application, modeling, etc.), on the one hand, the development of voice and listening skills, on the other, develop the child’s ability to perceive.
General parameters:
Kindergarten, as noted above, literally translates as “mother school”. Children are accepted there from 2 years (subject to availability) and up to 6 years. Education before primary school is not compulsory, but almost all children from 3 to 6 attend kindergarten.
Subject differentiation:
There are three age groups.
The first – from 2 to 4 years old, where children only play.
The second (middle) – from 4 to 5 years, in which children are taught modeling, drawing and other practical skills, as well as oral communication.
Third (senior) – from 5 to 6 years – teaching reading, writing and counting.
The total number of teaching hours per week in kindergarten is 24 hours.
Working hours: gardens are open five days a week, six hours a day (three in the morning and three in the afternoon). In large cities, preschool institutions are open from early morning until 18–19hours including holidays.
Final testing: there is no final testing as such, there is only a list of skills and abilities that a child must master before elementary school. The main educational tasks of preschool education are to help each child become independent and acquire the necessary knowledge and skills. He must have a good vocabulary and oral speech, understandable to others.
As noted at the beginning, in connection with the reforms aimed primarily at the reconstruction of primary schools, special attention is now given to preparatory classes (kindergarten). First, they seek to involve as many children under 3 years old as possible in the school system. It is expected that this will allow more children to succeed in primary and secondary school and better adapt to society. The attention paid in kindergarten to the development of speech and the French language in general is very important. Among the children who find it difficult to study at school, there are many people from immigrant families, for them such training is of particular importance. Secondly, in the preparatory classes, first of all, it is recommended to apply new methods and game forms of learning. In France, for a long time, the theory of non-coercive education, based on stimulating a child’s interest in learning, has been developing and putting into practice.
Thirdly, it is in the preparatory classes that new programs should be introduced first of all. The old ones are recognized as too overloaded and ill-conceived. In general, the primary school and, above all, the preparatory school has now become a priority for school education. This is where the foundations for future successful learning are laid.

Based on materials from the website of the French Ministry of Education
Education.gouv.fr

Text translated and compiled by Alexandra Ratay

Lack of men and free places

The main feature of kindergartens in Germany is not much different from Russia: there are not enough of them. The existing number of places in preschool institutions does not correspond to the real needs of the population of the country, especially, according to research, this applies to large cities in the western lands.

Two-thirds of the places in kindergartens are created by church communities and large charitable organizations (Caritas, German Red Cross). In recent years, against the backdrop of growing demand, the number of private kindergartens has increased significantly. Enterprise-funded kindergartens for the children of employees are also common.
Kindergartens in Germany are accepted from the age of three, before that the child can attend a nursery. The application must be sent in advance, otherwise there may not be enough space in the desired institution. All German kindergartens are paid, visits and meals are paid separately. If the family is on social security, the child’s stay in the garden is financed from the city budget. The cost usually depends on the time spent in kindergarten.
Educational standards for kindergartens are set by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth. The main goal of preschool education is individual support for each child at all stages of development, in which the emphasis is on his strengths, and not on his shortcomings. The legislation of each of the states can make its own clarifications. Thus, the educational standard of Baden-Württemberg emphasizes, for example, that it is necessary to distinguish between kindergarten and school education, the primary school curriculum should not be used in preschool institutions.
Early childhood education focuses on developing the child’s social skills, understanding of the world around them and the ability to interact with others. In kindergartens, there are usually many classes in music, drawing and other types of fine arts.
In order to work in a kindergarten, a teacher does not need a higher education, a specialized secondary education is sufficient. Mostly women work with preschool children – in 2011 the share of male teachers was 3%, in 2012 – 3.8%. The Ministry of Family Affairs plans to increase this figure to 20%.

Sources: Bild.de, expatica.com, de.wikipedia.org
September 27-29 Moscow will host the UNESCO World Conference for the upbringing and education of young children. Eleonora Mitrofanova, Chairman of the Executive Board of UNESCO and Permanent Representative of Russia to this organization, spoke about the importance and main problems of preschool education, about the peculiarities of early childhood education in Russia and other countries in an interview with RIA Novosti.

– Eleonora Valentinovna, why is the UNESCO World Conference on Early Childhood Care and Education taking place in Russia?

– Russia traditionally pays great attention to education. In 2006, when choosing priorities for Russia’s first G8 presidency in history, the leadership of our country proceeded from the premise that the topics should be of practical importance for the entire world community. After extensive discussions, they were international energy security, the fight against infectious diseases and education.

The importance attached to this issue on a global scale is understandable. Learning is a continuous process that begins at birth and continues into old age. Moreover, each of its stages has important consequences for human life and society. Therefore, the global task of the XXI century in the field of education is the development of comprehensive systems of learning throughout life: from early childhood to adulthood. The most important goal at this stage is to provide public and high-quality pre-school education.

Education is one of the most important activities of UNESCO. Among our main priorities, I would name the implementation of the Education for All Program (EFA) until 2015 and the achievement of the Millennium Development Goals. The first goal of the EFA Program is to expand and improve comprehensive measures for the upbringing and care of young children, especially for the most vulnerable and disadvantaged children. The five Millennium Development Goals related to child health, nutrition and education are closely linked to the EFA Agenda.

Russia has serious developments in the field of education, including the upbringing of preschool children. In addition, our country is an active member of UNESCO, so we simply cannot stand aside. Given the importance of this problem, we proposed a draft resolution on holding the World Conference on Early Childhood Care and Education in Moscow, which was adopted at the 35th session of the UNESCO General Conference.

– Why does preschool age play such an important role for the further development of a person?

– Early age is the most sensitive period. It is characterized by rapid changes in physical, linguistic, social and emotional development. Significant, I would even say, decisive development of the brain occurs before the child reaches the age of six or seven, and especially in the first three years of life, when the main neural connections are formed (or not formed). At the same time, young children are very vulnerable. Poor care, deprivation, malnutrition, neglect and violence negatively affect and traumatize the child, and often irreversibly.

If the upbringing and education of preschool children is organized correctly, the child develops the basic personality traits (thinking, memory, attention, imagination and speech) in a timely manner. They allow the child to successfully learn not only in primary school, but also at subsequent stages of development. In other words, what we received at preschool age has an impact on our later life.

– What problems do you think exist in this area?

– There are many problems here. On the one hand, this is a lack of attention to this issue at the political level. On the other hand, it is, of course, the financial and economic crisis, which continues to have a serious impact on the formation of national budgets.

Here you need to understand the main thing: pre-school education (from 0 to 6 years) is the key to the prosperity and well-being of nations. In addition, we should not forget that the investment pays off when a person reaches adulthood.

Therefore, early childhood care and education must be universally accessible (for example, in some countries girls are deprived of preschool education) and of good quality.

National governments, which have the primary responsibility for achieving educational goals, must ensure that every child can reach an adequate level of development before entering school. Quality depends on many factors, including age-appropriate curricula, availability of play opportunities, books and other learning materials, social incentives, health care, nutrition and sanitation. There is also a need for a sufficient number of teachers who have been trained to work with children at various levels.

As I said above, allocations for pre-school education do not go to waste, but pay off. Scientific studies show that children who receive a quality education at preschool age, as a rule, continue their education in higher educational institutions. They not only find work, but also receive higher wages. Accordingly, they accumulate savings and contribute more to the social security system. Therefore, taking care of preschool education of children protects them from hardship and criminal risks in the future.

– How are these issues handled in different countries?

– It must be admitted that the importance of early childhood is becoming increasingly recognized on a global scale. This, as I said, is noted in the EFA Program, the Millennium Declaration and other documents and political declarations that many countries support.

It should be noted that this is not only an expression of intentions at the political level, which states have proclaimed. Some results have been achieved so far – worldwide attention to young children is increasing, and more children are now attending school than ever before. Since the World Education Forum in 2000, enrollment in primary education has increased dramatically. In many countries, girls and women have more opportunities to learn. This is especially noticeable in African countries, in South and West Asia.

However, early childhood care and education at the national level is still often left out of the political arena and therefore often underfunded.

This topic is often left out of national development projects, such as poverty reduction strategies. Far from all states have formalized institutional frameworks that would allow solving the problem in a comprehensive manner. The complexity is obvious – this task falls within the competence of various ministries, departments and organizations (health, education, nutrition, social security and education). Many countries do not take the necessary measures at the political level for the upbringing and education of children under the age of three, although this problem is most acute. It is also clear that governments pay little attention to preschool and gender parity. I want to emphasize that all these problems are characteristic of developed and prosperous countries.

– What then is the situation in developing and poor countries?

– We have to admit that there are many countries in the world, primarily in Africa, where the problem of education in general, and the education of young children in particular, is very acute. Developing and poorest countries invest almost nothing in this area. In most African countries, less than 0.1% of budget money is allocated to education, in others a little more – about 1%.

In addition to these financial and economic challenges, very young children are threatened by the effects of global warming, which is causing increasingly severe environmental and natural disasters. A special approach is needed to states that are experiencing conflict and post-conflict situations. Last year’s EFA Global Monitoring Report noted that not all countries are close to achieving the EFA goals by 2015. It also highlights that, under current trends, millions of children will continue to be denied access to primary education.

The conclusion, I think, is obvious. Without political will and decisive action, the above problems cannot be solved. National governments should pay close attention to the whole range of issues related to the upbringing and education of preschool children. It is necessary to develop appropriate legislative norms, targeted programs, strategies and, of course, implement them, as well as invest adequate funds in this.

– What is the situation with the upbringing and education of young children in Russia?

– In Russia, serious attention is paid to the upbringing and education of preschool children. First, every citizen of Russia has the right to public and free pre-school education, this right is enshrined in the Constitution. Secondly, we have developed relevant legal acts at the federal, regional and local levels. I will not enumerate them – there are many of them, and they relate to various aspects of education. Thirdly, we have a diverse network of educational preschool institutions – general developmental, compensatory, combined, health-improving, which correspond to various features of a child’s development.

The system of pre-school education is considered today in Russia as one of the factors for strengthening and maintaining the health of children, as well as improving the demographic situation. An increase in the birth rate cannot be expected without providing guarantees that the child will be placed in a kindergarten and there he will be provided with proper care, including from the point of view of nutrition and physical training. Our statistics show that with affordable child care facilities, mothers’ hours of work nearly double.

The Ministry of Education of Russia has prepared a solid regional report on the state and development of preschool education in Russia – this report will be one of the main ones at the Moscow conference.

– What results does Russia expect from this Conference?

– At the Moscow Conference, representatives of UNESCO Member States (approximately 1,000 participants from 193 countries are invited) will analyze the main policy approaches of different countries to early childhood care and education, assess the financial resources allocated to pre-school education, and consider various related Problems.

Child time arlington tx: CHILDTIME ON GARDEN CORNER ROAD – 11 Photos – 4600 Garden Corner Rd, Arlington, Texas – Preschools – Phone Number

Опубликовано: August 31, 2023 в 6:33 am

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Childtime – Arlington, TX 76013

Childtime – Arlington, TX 76013

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