Kid

How to Do A Jumping Jack

aerobic exercise

How to do a jumping jack? Seems pretty easy right – a simple jumping jack. Well, it actually isn’t that easy! This exercise can be done anywhere with no equipment and it is a full body workout!

If you are a school based OT or PT, you most likely have taught students how to do jumping jacks. Children should be able to perform this skill around age 5. Although this motor activity can be difficult for children to master. You can get your FREE hand out with video demonstration at the bottom of the post. This is from the Cardio Aerobic Exercises for Small Spaces packet.

Step By Step Directions of How to Do a Jumping Jack

Here are the steps to complete a jumping jack:

1. Put your arms at your side, elbows straight, and feet together.
2. Jump your feet apart and lift your arms over your head.
3. Clap your hands together over your head.
4. Bring your hands back down by your side and jump your feet
   back together.
5. Keep your breathing steady.

Cardio Aerobic Exercises for Small Spaces

How to Help Children Learn Jumping Jacks

Since this skill can be hard to master for some children, here are a few tips:

• provide additional verbal cues for when the body is straight (ie pencil or letter X) and for when the legs are apart (ie airplane or letter I).
• demonstrate the skill before the children start to do the exercise
• offer a video demonstration of the jumping jack for the children to watch (see below to get your FREE hand out with video demonstration).

Benefits of Doing Jumping Jacks

Jumping jacks are a powerful exercise. Doing these exercises encourages:

• cardio respiratory fitness
• physical activity
• bilateral coordination skills
• motor timing
• motor planning
• muscle strengthening
• proprioceptive input
• vestibular input
• rhythm

Download your FREE Handout with QR Code Video Demonstration

This free hand out is from the complete Cardio Aerobic Exercises for Small Spaces. Research tells us that short aerobic exercise sessions can help children with: cognitive flexibility, self-regulation, behavior, and academic achievement!

This Cardio Aerobic Exercises for Small Spaces digital download packet includes 15 aerobic exercise sheets including QR codes with links to animated video demonstration of each exercise. 

Sign up to receive the weekly email newsletter and other announcements from Your Therapy Source. You will be redirected to the free PDF download.

April 15, 2020/by yourtherapysource

Share this entry

Your Therapy Source

Disclaimer: These pages are not intended to provide medical advice or physician/therapist instruction. Information provided should not be used for diagnostic or training purposes. Consult a therapist or physician regarding specific diagnoses or medical advice.

Contact Us

Email: info@yourtherapysource. com
Phone: (800) 507-4958
Fax: (518) 308-0290

© Copyright – Your Therapy Source – Web Design by Brandivo, LLC

How to Maintain Good Posture at School and Home Physical or Occupational Therapy Self Regulation Activities

At What Age Should a Child Be Able to Do Jumping Jacks? –

***This post is not sponsored. The opinions and content of this blog are unique to the writer unless otherwise stated. No compensation is received for the links shared.

In my occupational therapy sessions in South Florida, I often work with children who have difficulty with their gross motor skills and motor coordination. One common area that may be difficult for children is jumping jacks.

Jumping jacks are a skill that is used quite frequently in childhood during physical education classes, classroom stretches, and sports activities. Many children have told me that they feel ashamed or embarrassed when they are unable to do jumping jacks in a group with their peers, making them feel withdraw from further participation in activities. This has been especially prevalent in my OT sessions with children in larger bodies.

A majority of the time, parents are only becoming aware that this movement is difficult for their child when observing it during our evaluation, or when watching their child during an after school activity. I usually hear that their child “couldn’t keep up” or that they looked “uncoordinated.” Most often, it’s noticed during karate or gymnastic classes.

In order to determine whether this is a concern, we must first consider where a child is developmentally.

The general consensus is that a child should gain the skills to complete coordinated jumping jacks between 5-6 years old.

However, all children are different, and they may still be working on lower level skills that will help them be successful at jumping jacks. Therefore, it is important to determine which portion of the jumping jack is difficult.

For example, while some children have difficulty planning the movement and understanding the action, other children have difficulty moving both sides of their body in unison.

Once this is determined, an occupational therapist can help parents determine if an underlying skill or component is making jumping jacks difficult, and guide parents on how to best help their child gain this new skill.

Does your child have difficulty with jumping jacks? Does it make them feel embarrassed to participate in sports or PE class?

Get in contact with an occupational therapist with this simple form, to see how we can help!

Let’s get moving,

Sam

Disclaimer: The information provided by OT 4 ME (“we,” “us” or “our”) on theot4me.com (the “Site”) is for general informational purposes only. The Site cannot and does not contain medical advice. Any medical information is provided as my/our personal experiences is not a substitute for professional advice. Accordingly, before taking any actions based upon such information, we encourage you to consult with the appropriate professionals. We do not provide any kind of medical advice. THE USE OR RELIANCE OF ANY INFORMATION CONTAINED ON THIS SITE IS SOLELY AT YOUR OWN RISK. Although this blog contains external links WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THE SITE OR ANY WEBSITE OR FEATURE LINKED IN ANY BANNER OR OTHER ADVERTISING.

OT 4 ME

PO Box 273965

Boca Raton, FL 33427

Nest under the ceiling and flights against the sky / Maria Montessori Pedagogy Journal: articles, reviews and news

Elena Khiltunen

Little children are fans of the movement. Sometimes, we suddenly notice that they are not
walking and running around! As adults, it never occurs to us to jump
one foot to the bus stop. Spontaneous running is one of
characteristics of the children’s world. Nature itself, which established the laws of development
person, dictates to us teaching methods, with the goal of fulfilling
children’s vital needs, and they themselves identify these needs with their own
immediate reactions, mood, success. We see children
constantly striving to move, and we will give them this opportunity!

The history of the home stadium

When creating a Montessori group, we will make sure that it has a special corner for the development of movements. Our industry is now producing quite a variety of children’s “home stadiums” or sports complexes. Which one to give preference?

Vladimir Stepanovich Skripalev is considered the founder of the culture of home stadiums and the chief engineer of children’s sports complexes in our country. When his children Oleg and Olya were small, he designed and built the first home stadium for them in his one-room apartment. He built the same one in the house of Boris Pavlovich and Lena Alekseevna Nikitin, well-known parents at that time who devoted their lives to family upbringing of children. Vladimir Stepanovich recalled many times how Olya, already at the age of one and a half, chose the slide of a home sports complex. Grasping the sides of the triangular rope ladder, she lifted her leg to the edge of the slide almost to the level of her own shoulder. After that, with an effort, she pulled herself up, did push-ups, and, turning her hands and bare feet, climbed the hill on all fours. Then she lay down on her stomach and happily rolled down …

Later, the idea of ​​home gyms expanded. Vladimir Stepanovich invented a whole sports pavilion, which was a complex engineering structure for the development of children’s muscles, dexterity of movements, and the ability to control one’s body. It was a complex of equal physical training equipment. This is how it is described in the book Our Family Stadium. “The first thing that attracts attention is the slide for skiing. Attached to the vertical side posts, it spirally encircles the pavilion cylinder, gradually descending from its upper base to the lower one. The bottom of the slide is deepened by a chute, and as it descends, it inclines from the center of the cylinder. At the end of the hill there is a small springboard that can be used well. You can climb to its top along the longest inclined triangular ladder, stretched from the bottom of the central pillar to the beginning of the hill. You can climb even lower, along smaller triangular ladders. They, in the form of an unfolded fan (each in its own sector), stretched from the bottom of the central pillar to the level of the hill. There is also a less steep path to climb to the top: having climbed to the middle of the first, lowest ladder, you can jump over the already familiar swing liana with the help of ropes to the second, third, etc., so up to the last step, the widest one near the ladder adjacent to the beginning of the hill. Creepers-swings are suspended between beams-radii of the upper base of the cylinder near the entrance. Closer to the center are jumping vines. But from the ladders you can get not only on the hill, but also on other gymnastic equipment: crossbars, rings, trapezes, swings, ropes, belt loping. They are attached to the slide from below. In this regard, the height of the shells in each sector is different. Sectors are obtained for different ages, in each of which there is a certain height of the ladder and gymnastic apparatus. Moving along the lateral surface of the cylinder, one can move from one projectile to two nearby ones, which is fully consistent with the author’s training methodology.

The principle of operation of the pavilion is that in order to ride and jump off a spiral slide, everyone will have to hang, and rotate, and sway, and balance, which, in general, is the basis of climbing – a natural activity of a human child.

It is this natural principle of movement development that we must take into account when we select equipment for the movement corner of our Montessori group.

Years pass quickly. The children of Vladimir Stepanovich Skripalev have grown up. Olya now lives in Paris, is raising her son, and Oleg seems to have followed in his father’s footsteps – he runs a company that manufactures and sells children’s sports and play complexes. When asked about the products his company makes, he modestly said:

– I would like the children’s sports and play complex to become a real full-fledged health corner for the whole family; so that at home, in a kindergarten or a club, the child could strengthen the body and spirit with movements, and the mind with games. The secret of our sports and gaming complexes is simple, it is laid in a special logically interconnected arrangement of gymnastic equipment. Our sports complexes are based on seven “pillars” of movements loved by children: hanging (pull-ups), jumping, spinning, swinging, rolling, balancing and climbing.

We decided to tell you about the sports corners of Skripalevo and recommend Montessori teachers to take a closer look at them, first of all, because they were not originally based on a purely sports principle of action (although, why not?), and this is precisely the universal law of nature. According to Oleg Skripalev, being “pioneers” in the invention of gymnastic combinations, children associate their movements in the complex with cartoons, with their favorite travel and adventure books. Then they turn into Spider-Man, then into a flying Niju turtle or Chi-Chi monkey.

See what only one version of the Skripalevo sports complex consists of.

Metal or wooden base of the complex with a Swedish staircase.

Horizontal bar.

Rope

Swing

Rings

Trapeze

Tarzan

Liana Swing

Coal Rope Ladder

Inclined Ladder.

Jumping vine

Climbing net

Press board (slide)

Children’s basketball backboard.

The key to the safety of children’s games and movements at the V. Skripalev sports complex is special certificates of reliability and health, which you will definitely be presented with when buying (and, if you want, installing in your group) a children’s corner for the development of movements. Although this, of course, does not mean that there are no rules for the games and exercises of children on sports equipment. But Montessori children, like no other kids, know how to follow the rules!

Article from the Montessori Club magazine No. 2 (22) 2010

photo Internet source

How and where to learn more about Montessori pedagogy?

We invite you to become a member of the “Montessori Pedagogy for All” program. This is a paid mailing series of 48 letters, each of which includes a selection of articles on Montessori pedagogy, self-assessment tasks and multimedia materials.

Program author Elena Khiltunen: Montessori teacher, initiator and founder of the revival of Montessori pedagogy in Russia, expert of the Association of Montessori Teachers of Russia, author of more than 30 books about Maria Montessori pedagogy.

Find out more

Elena Khiltunen

Montessori teacher, founder of the First Kindergarten and Montessori Primary School in Moscow, editor-in-chief of the public publishing house “Narodnaya kniga” and the magazine “Montessori Club”, expert of the Association of Montessori Teachers of Russia. Author and editor of the state program “Kindergarten according to the Montessori system” and teaching materials for this program.

What to do if you find a chick. And 3 more important facts about people and birds

In summer, children not only take a break from school, but also communicate with wildlife. I want to teach them how to take care of her. We recently wrote about how to properly communicate with wild animals. This time we are talking about birds that can be found in summer. What to feed them? What to do if you find a chick on the ground? Explains Olga Kulikova, ornithologist, employee of the Institute of Biological Problems of the North, Far Eastern Branch of the Russian Academy of Sciences.

What birds can be found in Moscow and the region

I specialize in the Arctic, now I have moved to Sakhalin to work, but my colleagues and I travel to Chukotka, the European Arctic, and Yamal. All these regions have different birds. Only in the European part of Russia you can meet 300 species of birds. In winter, these are tits, woodpeckers, nuthatches, pikas that gather in parks and squares around feeders. Predators also come here for prey. For example, recently a Sparrowhawk was photographed on Pyatnitskaya Street, in the very center of Moscow.

In the summer there are much more birds: buntings, field thrushes, there are a lot of nightingales in Moscow. Greenfinches (these are small birds with white spots on their wings), finches (beautiful bright birds), robins, or, as they are popularly called, robins (with bright red breasts). Starlings, flycatchers, warblers. Birds that feed in the air, such as flycatchers and warblers, are the hardest to see. They need to be looked out for in the crown of trees. But thrushes, which like to look for food in the litter under the trees, are easy to find. For example, in the park near the main building of Moscow State University, where I studied, there is a large colony of fieldfare thrushes. They are very active, large, they are not afraid of a person – they whistle, cackle, rattle, crackle like rattles.

Field thrush (lat. Turdus pilaris)

Wikimedia Commons / nottsexminer / CC BY-SA 2.0

If a child finds a chick on the ground ruined, for example, a predator attacked him. More often, the chicks do not fall out, but jump out of the nest on their own when it is time for them to start feeding on the ground. Grown up chicks do not fit in the nest, especially when there are a lot of them (passerine birds usually lay a lot of eggs: tits, for example, up to 12). And then the chicks jump out. They don’t know how to fly yet, so they jump on the grass and shout loudly to show their parents where they are. If you watch such a chick, you can see that adults regularly fly up to it and feed it: parents know where their offspring are.

In other words, in many birds, such as sparrows or thrushes, jumping out of the nest is a normal stage of development. Therefore, if you find such a chick, it is better not to touch it. Putting such a bird back into the nest is not worth it: most likely, it is already so big that it simply does not fit. Plus, it is difficult to find a nest, the birds hide them well – and they are very worried if someone approaches them. Especially the man whom the birds perceive as a predator. If you find a nest with chicks, they themselves will start jumping out of there to avoid death from a predator. If the chick jumps on the roadway or asphalt, where scooters and bicycles are ridden, it can be taken to the lawn or planted on a tree branch. Parents will definitely find it by sound.

If a child finds an injured bird

It happens that birds hit the windows, and then you can find a stunned bird. Sometimes they just don’t see the glass, especially if it’s well washed. On such glasses it is better to hang silhouettes of predators – a hawk or a falcon. They can be downloaded from the Internet and printed – or simply bought.

If you find a stunned bird, then you can bring it home, put it in some box so that no one on the street will eat it. You don’t need to feed the bird, you just need to give it a drink and come to your senses. Soon the bird will be able to fly away on its own. In general, birds are difficult to feed at home, most often they need insects. You yourself will not catch flies with them.

Robin (lat. Erithacus rubecula). Photo: Shutterstock / Dalibor Sevaljevic

If a bird is injured, then it all depends on the situation. Without a leg, a bird will survive quite well, this has been proven. But if the wing is broken, then there is practically no chance of her getting out so that she lives in the wild again. So it’s worth taking it home to nurse only if you are ready to leave the bird as a pet. To do this, you will have to read special literature, pick up food. In the wild, such a bird cannot live.

There are rehabilitation centers in Moscow, but they are more likely to accept rare birds of endangered species. Most likely, no one will carry out a complex operation on an ordinary passerine bird. If you find an injured bird, you can try contacting the Green Parrot Hospital (there are branches in Moscow, St. Petersburg and Balashikha) or the Sparrow Bird Park (located in the Kaluga Region). In the latter they help rather large birds – herons, hawks.

“Swifts – a special case”

Swifts are a special case. Although these are rock birds, there are a lot of them in Moscow. Swifts are special in that they spend their whole lives in the air: they sleep, eat, mate on the fly. They become attached to a hard surface only when they have eggs and chicks that cannot yet fly.

Swifts should never be on the ground: they cannot take off from the ground by themselves. Therefore, if the swift is sitting on the ground, then something has happened to it. He could, for example, be shot down by a crow on the fly. If you have found a swift and it has no visible damage, then you can simply throw it into the air – and it will fly, everything will be fine with it. If the swift is stunned, then you can drink it and then, after some time, try to throw it up.

Swift (lat. Apus apus). Photo: Shutterstock / Dilomski

If you find a little shearling that has fallen out of the nest and is not yet able to fly, then you can try to feed him at home (otherwise he will not survive). You need to keep in mind that this is a big and difficult job, as if you had a baby. The shearling needs to be fed every hour or two, including at night (swifts generally eat all the time when they fly, their beak is designed like a net for all sorts of midges and mosquitoes).

Another haircut needs to be constantly watered. It is difficult, but very inspiring: a fed swift will then be able to live in the wild. When you let him go, he will join some nearest flock, and in the fall he will fly to Africa. He will find a way himself, in swifts this knowledge is sewn at the genome level.

If a child wants to help birds

If a child wants to somehow communicate with birds, help them, then he can do several things. In the spring, you can build a nest box or a birdhouse – they are different for different hollow-nesting birds, for example, for starlings, tits, flycatchers. Examples of nest designs can be found on the web, but the main thing to remember is that the smaller the notch (hole-entrance), the more the bird will like it, because some kind of predator like a cat or weasel will not be able to climb there.

Common starling (lat. Sturnus vulgaris). Photo: Shutterstock / Ja Crispy

In winter, you can make a feeder and hang it somewhere on the window. It is important to feed the birds properly. For some reason, many people think that birds should be given millet, but, in fact, this is a rather meaningless food for them: it is low in calories and almost indigestible. It is better to put unroasted seeds in the feeder, hang unsalted lard on strings. In general, oddly enough, many birds need to be fed with meat, minced chicken or an egg. There are granivorous birds, they have such a thick powerful beak, like bullfinches. If a bird has a thin beak and has “antennae” on it, then the bird eats insects and needs protein food.

In the dacha, you can make a pond in the garden, finches and sparrows will fly into it to swim. I saw similar ponds in Montenegro. They make wells with faucets for people to use, and under the faucet they install a sink or a bath where the remaining water is collected.

Culture Facts for Kids

Kids Encyclopedia Facts

Thai folkdancer

Culture is a word for the ‘way of life’ of groups of people, meaning the way they do things. Different groups may have different cultures. A culture is passed on to the next generation by learning, whereas genetics are passed on by heredity. Culture is seen in people’s writing, religion, music, clothes, cooking and in what they do.

The concept of culture is very complicated, and the word has many meanings. The word ‘culture’ is most commonly used in three ways.

• Excellence of taste in the fine arts and humanities, also known as high culture.
• An integrated pattern of human knowledge, belief, and behavior.
• The outlook, attitudes, values, morals, goals, and customs shared by a society.

Most broadly, ‘culture’ includes all human phenomena which are not purely results of human genetics. The discipline which investigates cultures is called anthropology, though many other disciplines play a part.

Contents

• National cultures
• Regional or non-regional cultures
• Company cultures
• Anthropology
• Related pages
• Website
• Images for kids

National cultures

Cultures are what make countries unique. Each country has different cultural activities and cultural rituals. Culture includes material goods, the things the people use and produce. Culture is also the beliefs and values of the people and the ways they think about and understand the world and their own lives.

Different countries have different cultures. For example, some older Japanese people wear kimonos, arrange flowers in vases, and have tea ceremonies. Some countries oppose some things in their culture, like discrimination or religion.

Regional or non-regional cultures

Culture can also vary within a region, society or sub group. A workplace may have a specific culture that sets it apart from similar workplaces. A region of a country may have a different culture than the rest of the country. For example, in a large country like China or Canada a region may have a distinctive way of talking, different types of music, and different types of dances.

A group who acts or speaks differently may be said to be, or have, a subculture.

Company cultures

Companies or other organizations (groups of people) can have a separate culture. Japanese manufacturing companies often have a different culture to Western companies; the workday starts with exercise, and the workers are very loyal to the company.

Companies in the high-technology sector often have a different culture than other companies. Software and computer companies sometimes allow employees to play games during the workday, or take time off work to relax, because these companies believe that this will help the workers to think better.

Anthropology

Anthropology is studying human beings and how they relate to each other. An anthropologist is a person who studies anthropology. Anthropologists study how culture shapes people and their lives. Cultures constantly change as people move and communicate with new groups of people.

For example, immigrants (people who move from one country to another) may keep some of their customs and traditions from their old country. By keeping their culture in this way, they bring pieces of their culture to a new place where others begin to experience it.

Related pages

• Tradition
• Roerich Pact
• Lifestyle
• Folklore

Website

Images for kids

• The Beatles exemplified changing cultural dynamics, not only in music, but fashion and lifestyle. Over a half century after their emergence, they continue to have a worldwide cultural impact.

• A 19th-century engraving showing Australian natives opposing the arrival of Captain James Cook in 1770

• An Assyrian child wearing traditional clothing.

• Full-length profile portrait of a Turkmen woman, standing on a carpet at the entrance to a yurt, dressed in traditional clothing and jewelry

• Johann Herder called attention to national cultures.

• Adolf Bastian developed a universal model of culture.

• British poet and critic Matthew Arnold viewed “culture” as the cultivation of the humanist ideal.

• British anthropologist Edward Tylor was one of the first English-speaking scholars to use the term culture in an inclusive and universal sense.

• Petroglyphs in modern-day Gobustan, Azerbaijan, dating back to 10,000 BCE and indicating a thriving culture

• An example of folkloric dancing in Colombia.

• Nowruz is a good sample of popular and folklore culture that is celebrated by people in more than 22 countries with different nations and religions, at the 1st day of spring. It has been celebrated by diverse communities for over 7,000 years

• The Metropolitan Museum of Art in Manhattan. Visual art is one expression of culture.

• Cognitive tools suggest a way for people from certain culture to deal with real-life problems, like Suanpan for Chinese to perform mathematical calculation

• A fact finding mission by Blue Shield International in Egypt during the 2011 revolution to protect the cultural assets there.

All content from Kiddle encyclopedia articles (including the article images and facts) can be freely used under Attribution-ShareAlike license, unless stated otherwise. Cite this article:

Culture Facts for Kids. Kiddle Encyclopedia.

Culture Facts for Kids

Kids Encyclopedia Facts

Thai folkdancer

Culture is a word for the ‘way of life’ of groups of people, meaning the way they do things. Different groups may have different cultures. A culture is passed on to the next generation by learning, whereas genetics are passed on by heredity. Culture is seen in people’s writing, religion, music, clothes, cooking and in what they do.

The concept of culture is very complicated, and the word has many meanings. The word ‘culture’ is most commonly used in three ways.

• Excellence of taste in the fine arts and humanities, also known as high culture.
• An integrated pattern of human knowledge, belief, and behavior.
• The outlook, attitudes, values, morals, goals, and customs shared by a society.

Most broadly, ‘culture’ includes all human phenomena which are not purely results of human genetics. The discipline which investigates cultures is called anthropology, though many other disciplines play a part.

Contents

• National cultures
• Regional or non-regional cultures
• Company cultures
• Anthropology
• Related pages
• Website
• Images for kids

National cultures

Cultures are what make countries unique. Each country has different cultural activities and cultural rituals. Culture includes material goods, the things the people use and produce. Culture is also the beliefs and values of the people and the ways they think about and understand the world and their own lives.

Different countries have different cultures. For example, some older Japanese people wear kimonos, arrange flowers in vases, and have tea ceremonies. Some countries oppose some things in their culture, like discrimination or religion.

Regional or non-regional cultures

Culture can also vary within a region, society or sub group. A workplace may have a specific culture that sets it apart from similar workplaces. A region of a country may have a different culture than the rest of the country. For example, in a large country like China or Canada a region may have a distinctive way of talking, different types of music, and different types of dances.

A group who acts or speaks differently may be said to be, or have, a subculture.

Company cultures

Companies or other organizations (groups of people) can have a separate culture. Japanese manufacturing companies often have a different culture to Western companies; the workday starts with exercise, and the workers are very loyal to the company.

Companies in the high-technology sector often have a different culture than other companies. Software and computer companies sometimes allow employees to play games during the workday, or take time off work to relax, because these companies believe that this will help the workers to think better.

Anthropology

Anthropology is studying human beings and how they relate to each other. An anthropologist is a person who studies anthropology. Anthropologists study how culture shapes people and their lives. Cultures constantly change as people move and communicate with new groups of people.

For example, immigrants (people who move from one country to another) may keep some of their customs and traditions from their old country. By keeping their culture in this way, they bring pieces of their culture to a new place where others begin to experience it.

Related pages

• Tradition
• Roerich Pact
• Lifestyle
• Folklore

Website

Images for kids

• The Beatles exemplified changing cultural dynamics, not only in music, but fashion and lifestyle. Over a half century after their emergence, they continue to have a worldwide cultural impact.

• A 19th-century engraving showing Australian natives opposing the arrival of Captain James Cook in 1770

• An Assyrian child wearing traditional clothing.

• Full-length profile portrait of a Turkmen woman, standing on a carpet at the entrance to a yurt, dressed in traditional clothing and jewelry

• Johann Herder called attention to national cultures.

• Adolf Bastian developed a universal model of culture.

• British poet and critic Matthew Arnold viewed “culture” as the cultivation of the humanist ideal.

• British anthropologist Edward Tylor was one of the first English-speaking scholars to use the term culture in an inclusive and universal sense.

• Petroglyphs in modern-day Gobustan, Azerbaijan, dating back to 10,000 BCE and indicating a thriving culture

• An example of folkloric dancing in Colombia.

• Nowruz is a good sample of popular and folklore culture that is celebrated by people in more than 22 countries with different nations and religions, at the 1st day of spring. It has been celebrated by diverse communities for over 7,000 years

• The Metropolitan Museum of Art in Manhattan. Visual art is one expression of culture.

• Cognitive tools suggest a way for people from certain culture to deal with real-life problems, like Suanpan for Chinese to perform mathematical calculation

• A fact finding mission by Blue Shield International in Egypt during the 2011 revolution to protect the cultural assets there.

All content from Kiddle encyclopedia articles (including the article images and facts) can be freely used under Attribution-ShareAlike license, unless stated otherwise. Cite this article:

Culture Facts for Kids. Kiddle Encyclopedia.

“Educating a culture of behavior at the table in preschool children”

Color scheme:

C
C
C
C

Font

Arial
Times New Roman

Font size

A
A
A

Kerning

1
2
3

Images:

Regular version

2. org/Breadcrumb”> Home
3. Details
4. Articles
5. Articles

articles

Details

08.12.2021

Number of views: 160

“Education of a culture of behavior at the table in children of preschool age”
Psychological and pedagogical research confirms that during preschool childhood, subject to purposeful education, norms and rules of behavior are laid down. They manifest themselves in the actions of children, in their behavior, and govern moral relationships. One of the main tasks of the moral education of preschool children is the education of a culture of behavior.
S. V. Peterina most vividly and fully characterized the role of educating a culture of behavior in the development of the personality. She believed that the culture of behavior of a preschooler can be defined as a set of sustainable forms of everyday behavior that are useful for society in everyday life, in communication, and in various activities. And the very culture of behavior is closely connected with moral feelings and ideas.
The formation of the child’s personality is carried out within the framework of a holistic process through the organization of various types of children’s activities based on the integration of educational areas. The upbringing of cultural behavior is carried out during the entire time the child is in kindergarten – in games, in work, in everyday life, in the classroom.
In the content of the culture of behavior of preschool children, the following components can be conditionally distinguished: culture of activity, culture of communication, cultural and hygienic skills and habits.
In accordance with the GEF of preschool education, a child, as a result of mastering the educational program of a preschool educational institution, must have certain qualities: basic cultural and hygienic skills, means of communication and ways of interacting with adults and peers, the ability to control their behavior and the ability to plan their actions based on primary value ideas.
To solve the tasks set, we assign a significant role to the teacher. The upbringing and development of positive character traits in children is possible only if the teacher himself treats children kindly and attentively, helps to constructively resolve conflicts that arise.
In our group, we tried to create an atmosphere where every child feels that he is valued and accepted as he is, they can listen to him, understand him. For the effectiveness of the educational impact, a mood corner was created in the group, where each child can assess the emotional state of his own and other children.
In working with children, we use methods and techniques aimed at independent thinking of children, the ability to independently draw conclusions, such as: showing, explaining, explaining, encouraging, conversations, problem situations, didactic games, nursery rhymes, poems, proverbs, sayings, games techniques, quizzes, entertainment, repetition of actions.
At primary and secondary preschool age, special attention is paid to cultural and hygienic skills and self-service skills, familiarity with the rules. Here it is most appropriate to use nursery rhymes, sayings, poems: “Vodichka, some water, wash my face!”, “I myself”, “Bad girl”, etc. First, we discuss with the child what we want from him in a particular situation. Then we explain why he should do so. In order for children to learn how to wash and dress properly, it is important that children understand well how to do it. Then they need to be constantly exercised. The knowledge gained in the classroom and in the direct experience of children is consolidated in practice, i.e. in the game. It occupies a leading place in the life of preschoolers. The game opens up great opportunities for the educator in the formation of a culture of behavior.
To teach children how to put toys in place, we conduct a tour of the group, consider where the games are, what order the cars have in the garage, how complex the designer is and how the dolls sit on the sofa. After reading the poem by Z. Alexandrova “What is sluggish, put it in its place”, we analyze with the children what the girl did wrong, how to help her. The most effective method is to choose a toy character that imitates children. For example, Dunno came to visit the children, who scatters toys and asks to be taught how to clean up the room. In a conversation, we discuss his behavior, the children tell him how to act.
Didactic games that form the ability to evaluate others from the position of goodwill are also an important part of the educational process. In the game “Good or bad?” We show children story illustrations that reflect various situations. For example, the picture shows how a child scatters toys, brushes his teeth, helps his grandmother carry a heavy bag. Children determine which situation is positive and which is negative.
The content of the culture of behavior at the senior preschool age is enriched: the rules of behavior become more complicated, the requirements for the culture of communication and behavior increase. Here we build our work taking into account the level of upbringing achieved by children and introduce new rules. Ways and forms of cultural behavior go beyond the kindergarten. Children get acquainted with the institutions of the social sphere, how to behave in the theater, on the street, in a museum, etc.
To consolidate in children such moral qualities as: kindness – anger; generosity – greed; diligence – laziness; truthfulness – deceitfulness, we effectively use the method of analyzing problem situations. He encourages the child to teach to think, to compare their actions with the actions of their peers, to try to justify their assessment. Why? And how will you do it? What to do?
In our opinion, one of the most effective means for instilling a culture of behavior in preschool children is fiction. It is children’s literature that helps to show preschoolers the complexity of relationships between people, the diversity of characters, the characteristics of experiences, and examples of cultural behavior.
The method of clarifying and systematizing the moral ideas of preschoolers is an ethical conversation. At the senior preschool age, the ability appears – to mentally take the place of the hero. We use works that are close in content for reading and discussion. For example, we read the story of V. Oseeva “Why?” and N. Nosov’s story “Karasik”, which describes the emotional experiences of boys who deceived their mothers.
Also, in order to form a culture of behavior among pupils, we use literary games and quizzes. For example, on the basis of the works of K. I. Chukovsky and N. N. Nosov, a “Literary Hour” was held, a competition of readers based on the poems of A. Barto was organized, and an exhibition of books “My Favorite Book” was arranged in the group.
With great interest, the children participated in various actions: “Lids for Shadrik!”, “Hand over the waste paper – save the tree!”, “The book got sick” and others.
We effectively use the method of project activity, which allows us to solve several problems at the same time. Such educational projects were implemented as: “Mom is my sunshine”, “World of Professions”, “Theatrical Kaleidoscope”, “No one is forgotten, nothing is forgotten”, “New Year cards”.
In the group we created a “box of good deeds”. For each good deed done, a paper heart was placed in the piggy bank by the child. This technique encourages the child to continue good behavior.
To improve the competence of parents, the following were prepared and held: a consultation “The role of the family in raising a culture of child behavior”, a game library “Didactic games for raising a culture of behavior”, issued: a folder – a clamshell “What is etiquette?”, a folder – a shift “Recipes for the education of morality preschooler”, material in the parental corner “Is your child brought up?”, “This is mine!”, Or the talent to be kind”, express sheet “Note to parents”.
Thus, the culture of behavior is formed constantly, in real life and in specially created situations. It is necessary to adhere to the unity and integrity of the educational process, consistency and systematicity in education. Positive results in the education of a culture of behavior are possible in a combination of exactingness with respect and trust in children.

Error text

Formation of cultural and hygienic skills in young children

The process of cultivating a culture of behavior and observing cultural and hygienic skills (CHS) begins from the moment a baby is born. He watches the people around him. This is where those stereotypes of behavior begin to form, which later, under the influence of various external factors, are formed into a certain skill.

The world that surrounds a child is becoming more and more diverse and complex year by year and requires from him not stereotyped, habitual actions, but mobility of thinking, speed of orientation, creative approach to solving large and small problems.

While working with young children, we noticed that the majority of children who again came to kindergarten from home lack basic self-care and personal hygiene skills: children do not know how to wash themselves, dress and undress, and objectively assess the characteristics of their body.

We started working with parents. It turned out that most parents do not attach serious importance to raising independence in children and, considering them too small, try to do everything for them themselves. Others, understanding the importance of raising independence in the development of the child, nevertheless show impatience and do for the child what he can handle on his own. They explain this by the fact that in the morning they rush to work, and in the evening they get tired, and the slowness of the children annoys them.

In order for parents to understand the importance of raising independence, we organized a series of consultations, individual conversations, during which we explained to parents that the family is the first society where the child’s character, his moral qualities, habits, and vital skills are formed.

Thus, the problem of educating KPs is quite acute. That is why we decided to work in depth on the topic “Formation of cultural and hygienic skills”. In the same direction, no less important tasks are being solved to form the initial ideas about a healthy lifestyle and to preserve and strengthen the physical and mental health of children.

In order to interest children, to instill a desire to carry out the actions associated with their formation, we have developed a card file of didactic games to instill in children KGB.

A card file of cultural and hygienic skills in accordance with the requirements of the educational standard helps the educator organize practical activities with children. This is a list of game tasks with educational goals for mastering these skills. Children have the opportunity to learn by themselves in a playful way: eat, wash, use essentials, etc.

As proven in practice, the card file is effective in working on the development of hygiene rules and a culture of behavior in children, takes into account the requirements of the educational program, state standards and internal rules, as well as the material and technical capabilities of preschool educational institutions, helps the teacher to effectively plan and organize educational daily activities with kids.

In our work we use the following forms and methods:

Visual methods: observations, illustrations and pictures, personal example.

Verbal methods: explanation, storytelling, reading fiction, explanation.

Game methods: didactic, plot, outdoor games, playing out fairy tales.

Forms: Games-classes to get acquainted with the outside world. Games are activities with elements of experimentation. Plot, didactic games and exercises. Artistic word. Reading fiction. Holidays and entertainment, conversations.

We must teach children to distinguish between good and bad behavior; to consolidate the ability to comply with the rules and norms established by society; monitor the cleanliness of the body (wash yourself), consolidate the skill of dressing; to form the skill to neatly fold things, toys, use cutlery, follow the culture of behavior at the table.

But such skills at an early age have not yet become stable. Children often forget or incorrectly perform any learned skill. For example, toddlers can learn how to use cutlery, but hold a spoon incorrectly, spill water from a glass, forget to wash their hands before eating, etc.

Very different kids come to our group. Some of them use the potty on their own, and some categorically refuse to be friends with him, some children eat with a spoon, while others are accustomed only to a bottle or with great pleasure delve into their plate with their hands.

It is advisable to feed a child over one and a half years at the table. In our group, we make sure that the child, sitting on a chair, rests his feet on the floor, and the height of the table would be at the level of his bent elbows.

In addition, we educate and consolidate other skills in children (which are also laid down in the family): we make sure that they do not sit down at the table with dirty hands, do not leave the table with a piece of bread, use a handkerchief, napkin.

We believe that the same requirements for hygiene rules and self-care skills in kindergarten and at home lead to better memorization and consolidation of good habits.

Teaching children the skills of personal and public hygiene plays an important role in protecting their health, promotes proper behavior in everyday life and in public places.

At first glance, everything is very simple, but in fact for kids it is a whole science – the development and application of cultural and hygienic skills.

When eating, we strictly monitor that the sequence of dishes is constant, the food is not too hot, not too cold, the child takes food in his mouth in small pieces, chews it well, the children do not talk while eating; we try not to allow loud conversations, hurrying children, force-feeding. Feeding is a very crucial moment in the regime. Some babies are able to eat on their own, but are extremely careless, douse themselves, hold the spoon incorrectly. There are also those who do not know how to drink from a cup, refuse food. Before eating, we prepare a napkin for each child.

Using a napkin, the child learns what to eat carefully and get up from the table with clean hands and face. From the first day, we assign a permanent place at the table for each child. First we feed children with poor appetite. We make sure that they sit correctly at the table. During feeding at the beginning of the year, we put on bibs for all babies.

Be sure to teach kids to say thank you when they finish eating, getting up from the table. Now many children do it without being reminded, on their own.

From the first day of the children’s stay in the group, we begin work on educating dressing (undressing) skills: we teach them to take off and put on tights, socks, shoes.

When dressing and undressing, we also give children the opportunity to act independently to some extent. For example, putting on a blouse for a child, we say: “Give me a pen, I will put a blouse on you.” We teach children to be neat in their clothes, we change them as soon as the dress is dirty, or the pants become wet. After a quiet hour, we show the children in what order they should dress.

Children always want to undo buttons and zippers themselves, but they don’t have the skill. This is what we teach them during games: “Button up the buttons.” Game elements will also help to cope with buttons and “zippers”. We try to undress and dress the doll, we study the “zipper” on the soft module. At the same time, it should be taken into account that it is easier for kids to fasten buttons, starting from the bottom – the top one is the most difficult to fasten, and it usually lends itself to mastering the very last one. How soon the baby learns to dress and undress depends on the mobility of his fingers. We believe that the main thing is not to rush things. The ability to independently put on and take off the upper part of the clothes, underwear and socks, pajamas, shoes is a very serious achievement for the baby.

From our practice, we realized that it is very difficult to teach children how to wash themselves, how to use a towel correctly. Kids are not afraid of water, but they don’t know how to wash themselves: they put their hands under the stream and hold it. We start preparing for washing in a group: the children roll up their sleeves, as the teacher shows. We explain why this is necessary, using poetic lines: “Hands must be washed cleanly, sleeves must not be wetted,” or “Whoever does not roll up the sleeve will not receive water. ” Children repeat these words themselves.

We go to wash ourselves in a small subgroup. We explain and show the children that you first need to wet your hands. We give the child a bar of soap, show how to lather hands and how to wash off the soap; then we learn how to dry ourselves with a towel (our own towel), etc.

Teaching children how to wash, we conduct didactic games: “Katya is washing”, “Misha is visiting Masha”. In a lesson with children, we consider the plot picture “Children wash themselves.” In the play corner they made a washbasin, hung a towel for the dolls. Watching children play, you can see how they teach dolls to wash and wipe their faces with a towel.

Teaching children to be tidy, we provide assistance with the use of a handkerchief, we teach them to report their natural needs in a timely manner.

We believe that potty training should be a clear and gradual process for a child. Do not forget to praise the baby in case of success and remind him of the need for this event. Don’t let your baby sit on the potty.

Every day we repeat to the little ones that everything that is required for the maintenance of one’s body, care for it, maintenance must be personal: one’s own comb, one’s own bed, one’s potty, one’s own handkerchief, one’s own towel.

In order for the little ones to know their towel and potty well, they are marked in kindergarten. Labeling should be convenient for both children and adults. For kids – these are color pictures. We introduce kids to “their” pictures and objects and explain their purpose.

To solve the problem of forming a common culture of the personality of children, including the values ​​of a healthy lifestyle, it is necessary to have a properly built spatial environment where the child will not only develop and communicate, but also strengthen his health.

We are working on this problem in our group, we try to take everything into account and try to create the very spatial environment that would develop the child both emotionally, psychologically and physically. We build joint activities for the development of cultural and hygienic skills in the group’s play space, as well as in specially designated places (cloakroom, washroom, bedroom).

Furniture and sanitary ware match the child’s growth level in the group. We have all the equipment necessary for the upbringing of KGNs, bright, with drawings and decorations. For example, in the toilet room the sun, clouds. Dining area with Smeshariki drinking tea. This contributes to the development of interest in the skills being formed, as well as their persistent assimilation and memorization. It is in order to consolidate knowledge on lockers, prominent places for kids that we attach entertaining children’s stickers.

We have a magnetic board in our group, on which we place didactic pictures from the algorithms of dressing, eating, performing work assignments in the required sequence. It helps children learn the rules and regulations on their own. We also place the line of algorithms permanently (the algorithm for eating in the place reserved for eating, the algorithm for dressing in the locker room, etc. ).

Didactic pictures are arranged one after another, and as each picture is studied, the whole chain is compiled from the algorithm of one direction or another. Using pictures in this way makes it possible to make the developing environment of the group mobile, flexible, and diverse.

When working with the “I dress myself” algorithm, we first study each picture in turn, and only when the children remember the dressing order, place all the didactic pictures on the board and study it as a whole. At the same time, we use nursery rhymes, poems: “Our Masha is small”, “My Bear” by Z. Alexandrova “Whose shoes?” N. Pavlova, “I myself” by I. Muraveyk.

Next, consider the pictures “My hands” and “I wipe my hands.” I propose to consider, answer the questions “Who is drawn?”, “What does he do?”, “How does he wash his hands?”, “What does he do after washing off the soap with water?” etc. We call speech activity, motivate the field of knowledge.

Summing up, we want to remind you that you should repeat the learned skills regularly.

What are the 5 Stages of Child Development » RISE Services, Inc.

The 5 Stages of Child Development

Children change rapidly as they grow. Many of these changes are physical. Other changes are cognitive, which means the changes affect the way children think and learn. Child development often occurs in stages, with the majority of children hitting specific developmental landmarks by the time they reach a certain age. What are the 5 stages of child development? Read on to find out. 

 

A Brief History

Scholars have different opinions on the exact number of stages of development children go through on their way to becoming adults. In 1936, for example, Swiss developmental psychologist Jean Piaget worked out a theory that describes four main stages of child development: Birth through 18 – 24 months, a “preoperational” that includes toddlerhood and early childhood through the age of 7, a “concrete operational” stage from ages 7 – 12, and adolescence. Other scholars describe six stages of child development that include newborns, infants, toddlers, preschool, school age, and adolescents.

Failing to reach some of the milestones may signal a developmental disability. Because of screening techniques child development specialists use, most people with developmental disabilities receive a diagnosis by the time they reach adolescence. With this in mind, child development may be discussed in terms of five stages.

 

Five Stages of Child Development

1. Newborn

During the first month of life, newborns exhibit automatic responses to external stimuli. In other words, a newborn will turn her head toward your hand when you stroke her cheek or grab your finger when you place it in her hand. A newborn is able to see close-up objects, recognize certain smells, smile or cry to indicate a need, and move her head from side to side.

Newborns may show signs developmental disabilities, such as spina bifida, genetic disorders and fetal alcohol syndrome.

 

2. Infant

Infants develop new abilities quickly in the first year of life. At three to six months, an infant can control his head movements and bring his hands together. By six to nine months old, an infant can sit without support, babble and respond to his name. Between nine and twelve months old, a baby can pick up objects, crawl and even stand with support.

Slow development in infants may be signs of Down’s syndrome and other developmental disabilities.

 

3. Toddler

As children reach the ages between one and three years, toddlers learn to walk without help, climb stairs and jump in place. They can hold a crayon, draw a circle, stack one block on top of another, use short sentences and even follow simple instructions.

The Centers for Disease Control and Prevention (CDC) recommends screening for autism at 18 to 24 months, or whenever a parent or health care professional has a concern.

 

4. Preschool

Between the ages of three and five years, children refine their motor skills. They can throw a ball overhand, skip and hop, stand on one foot for ten seconds or longer, dress themselves, and draw a person with features.

Signs of developmental disabilities, such as cerebral palsy, may appear during this stage of development.

 

5. School age

School age children are six to 12 years old. They are capable, confident, independent and responsible. Peer relationships, particularly relationships with friends of the same gender, are important to school age children. The older school age child begins to develop sexual characteristics.

Signs of ADHD, such as trouble staying focused and being easily distracted, may appear in school age children.

 

If you worry that your child is falling behind, contact RISE, innovative human services network originally established in 1987. RISE offers a variety of helpful services for people with disabilities, including day programs, employment assistance, managed care, residential settings, and home and community based services. The developmental specialists at RISE provide early intervention services, such as occupational therapy, speech therapy, physical therapy for children with developmental disabilities.

 

Source

https://www.cdc.gov/ncbddd/actearly/milestones/milestones-4mo.html

Child Development: Milestones, Ages and Stages

IN THIS SECTION

Ages & Stages HomeNewborn1 to 3 Months4 to 6 Months7 to 9 Months10 to 12 Months1 Year2 Years3 Years4 to 5 Years6 to 12 Years13 to 18 Years

Understanding your child’s changing growth and development milestones is an important part of parenting. As infants and children progress through a series of growth stages, they may encounter common physical or emotional challenges. The pediatric experts at CHOC created a series of guides by age and stage, so you can better understand what your child is going through and spot any issues along the way.  

Growth and development includes not only the physical changes that occur from infancy to adolescence, but also some of the changes in emotions, personality, behavior, thinking and speech that children develop as they begin to understand and interact with the world around them. Skills such as taking a first step or smiling for the first time are called developmental milestones.  

Children reach milestones in how they play, learn, speak, act and move. All children develop at their own pace, but these milestones give you a general idea of the changes to expect as your child grows.  

Developmental milestones can be categorized by the following: 

• Speech and Language
• Dressing Skills
• Fine Motor and Visual Motor Skills
• Grooming Skills

Kids grow at their own pace. There are a wide range of healthy shapes and sizes among children. Genetics, gender, nutrition, physical activity, health problems, environment and hormones all play a role in a child’s height and weight, and many of these can vary widely from family to family.  

Doctors consider growth charts along with a child’s overall well-being, environment and genetic background. Your child’s doctor may also consider: 

• Is the child meeting other developmental milestones? 
• Are there any other signs that a child is not healthy? 
• What height and weight are the child’s parents and siblings?  
• Was the child born prematurely? 
• Has the child started puberty earlier or later than average? 

No. Girls and boys are measured on different growth charts because they grow in different patterns and at different rates. One set of charts is used for babies, from birth to 36 months. Another set is used for kids and teens ages 2–20 years old. Also, special growth charts can be used for children with certain conditions, such as Down syndrome, or who were born early. 

Keeping an eye on growth charts may help you or your child’s doctor spot any potential growth issues. Some patterns to look out for include: 

• When a child’s weight or height percentile changes from a pattern it’s been following. For example: If height and weight have both been on the 60th percentile line until a child is 5 years old, and then the height drops to the 30th percentile at age 6, that might suggest a growth problem because the child is not following his or her usual growth pattern. But changing percentiles doesn’t always mean there’s a problem. Many kids may show changes in growth percentiles at some points in development, when it’s normal for growth rates to vary more from child to child. This is particularly common during infancy and puberty. 
• If a child’s height progression is very different from what is expected by his or her midparental height calculation. 
• If there is an abnormally low or high body mass index (BMI 85%).  

Growth charts are a helpful tool, but it is important to know that they do not paint a full picture of your child’s development or overall health. If you have any questions or concerns about your child’s growth — or growth charts — talk with your pediatrician. 

Reviewed by Dr. Mary Choi, Seaview Pediatrics, CHOC Primary Care – June 2021

Stages of development of a newborn | Multidisciplinary center Healthy child

From birth to 10 days of a child’s life.

1. Keeps a moving object in the field of view (step tracking) – from a supine position, fixes with a glance for 5-10 seconds a moving object located in his field of view at a distance of 40-50 centimeters. Eye movements are spasmodic, sometimes accompanied by a turn of the head. General movements are inhibited.
2. Starts and blinks at a sharp sound (auditory orienting reaction) – 2-3 claps are made to the right and left of the child, out of his field of vision.

From 10 to 20 days of a child’s life.

1. Keeps an immovable object in the field of vision – fixes with a glance for 5-10 seconds an immovable object located in its field of vision at a distance of 40-50 centimeters. General movements are inhibited.
2. Calms down with a strong sound (auditory concentration response) for 10-15 seconds.

1 month of a child’s life.

1. Follows – smoothly traces a bright object that is in its field of view at a distance of 40-50 centimeters.
2. Listens to the voice of an adult, the sound of a toy (prolonged auditory concentration)
3. The first smile in response to the addressed speech.
4. In the prone position, raises and holds the head for 5-20 seconds.
5. Emits separate sounds in response to a conversation, sometimes the reaction is delayed by a few seconds.

2 months of a child’s life.

1. Looks at a motionless object that attracts attention for a long time and follows a moving object for a long time (long-term visual concentration).
2. Turning the head towards the sound stimulus, “search” movements of the head and eyes with a prolonged sound (search reaction).
3. Smiles, turns head, holds eyes on another child for 15-30 seconds (long-term visual focus on another child).
4. Spontaneously pronounces individual sounds.

3 months of a child’s life.

1. Visual concentration in a vertical position – a child from a position in the arms of an adult follows for 30-40 seconds a stationary or moving object or the face of an adult talking to him.
2. An “animation” complex appears in response to speech addressed to him, actively searches with his eyes for the source of the sound (another child making sounds)
3. Randomly bumping into toys located at a distance of 10-15 centimeters above his chest, he revives, bumps again, tries to grab the toy and traces the movements of his hand with his eyes.
4. Lying on his stomach, he leans on his forearms and raises his head up to 2-2.5 minutes. With support, he leans for 45-60 seconds on firm support with his legs bent at the hip joints, leaning on the entire foot. vertical position up to 1-1.5 minutes.

4 months of a child’s life.

1. Recognizes the mother, rejoices – looks at the mother expectantly, as soon as she speaks – smiles joyfully, coos, reaches for the mother. When the mother leaves, she expresses displeasure.
2. Turns his head towards an invisible sound source, finds it with his eyes and follows it for 5-10 seconds.
3. During wakefulness, a “complex of revival” often and easily arises, laughs loudly in response to a verbal appeal, reaches out to another child.
4. Examining, grasping and feeling toys that attract attention.
5. Gulit.
6. Grabs and holds mother’s breast or bottle during feeding.

5 months of a child’s life.

1. Distinguishes close people from strangers (reacts differently to faces) – at the sight of the face of a loved one, a “complex of revival” arises, at the sight of a stranger, movements are slowed down, alertness appears, the child frowns and may cry.
2. Recognizes the voice of mother and loved one. Distinguishes between strict and affectionate intonation of speech. Differentially reacts to it.
3. Rejoices with another child, takes a toy from his hands, hums.
4. Clearly picks up toys from an adult’s hands, often picks up toys with one hand, holds them in the hand for 1-2 minutes.
5. Lies on the stomach for a long time, raising the body and leaning on the palms of straightened arms. Rolls from back to stomach. Stands upright and stable with support for 3-4 minutes.
6. Long melodious humming
7. Eats thick food from a spoon, opens mouth and removes food with lips, eats slowly.

6 months of a child’s life.

1. Recognizes his own name (rejoices, turns towards the adult), distinguishes between his own and someone else’s name.
2. Takes toys freely from different positions, plays, shifts toys from hand to hand.
3. Rolls over from back to stomach. Moves slowly, moving hands or crawling a little, trying to get a toy.
4. Beginning to babble (pronounces individual syllables, often once), listens to the adult and tries to repeat the syllables.
5. Eats well from a spoon, drinks liquid food from a cup.

7 months of a child’s life.

1. Actively manipulates toys.
2. Crawls well and a lot in various directions
3. To the question “Where?” finds a familiar object with a glance (repeatedly called and constantly in the same place)
4. He babbles for a long time, repeats the same syllables.

8 months of a child’s life.

1. Observes the actions of another child, laughs, babbles.
2. Imitates the actions of adults (rolls the ball, opens the lid, etc.)
3. He sits, sits, lies down. He gets up, holding onto the barrier with his hands, stands and lowers himself. Steps over, holding on to the barrier.
4. Performs previously learned actions – performs “patricks”, “give me a pen” without showing.
5. Loudly, clearly, repeats various syllables.
6. Holds and eats bread.

9 months of a child’s life.

1. Acts a lot by imitation, uses objects differently.
2. Passes from object to object, holding on to them with his hands (the objects should be at a distance of about 35 centimeters from each other).
3. Knows his name and turns to the call. To the question “Where?” finds familiar objects in different places, regardless of their permanent location.
4. Imitating an adult, repeats known syllables after him.
5. Drinks from a cup, holding it with his hands.
6. Neatness skills are being formed (calmly relates to the planting process).

10 months of a child’s life.

1. Performs learned actions independently or at the request of an adult.
2. With the help of an adult or holding onto the railing sideways, enters a low hill and descends with a side step
3. On command “give” finds and gives familiar objects.
4. Imitating an adult, repeats after him previously unknown syllables.

11 months of a child’s life.

1. She rejoices at the appearance of other children, selectively reacts to them.
2. Masters new actions, performs them by order and by imitation (puts a cube on a cube, removes and puts rings with large holes on the rod). Performs previously learned actions on verbal instructions (without showing).
3. Stands independently, takes first independent steps.
4. The first generalizations appear in understood speech (brings 2-3 toys of the same name – ball, car, doll)
5. Pronounces the first designation words (lightweight words) – “kis-kis”, “av-av”, “give”.

12 months of a child’s life

1. Distinguishes objects by shape (cubes, bricks, etc.), recognizes photographs of a familiar person (mother, father).
2. Plays with other children, looking for a hidden toy.
3. Walks independently, without support, with alternating steps.
4. Understands the word “not allowed”, stops the prohibited action.
5. Easily imitates new syllables, pronounces 6-10 facilitated words.
6. He himself drinks from a cup, takes the dishes with his hands and puts them on the table.

1 year 3 months of a child’s life.

1. Increasing the stock of understood words, performs at least 3 instructions from an adult.
2. Actively uses babble and light words.
3. Oriented in the size of objects (more or less, with a difference exceeding 3 centimeters).
4. Independently reproduces previously learned actions during the game.
5. Walks for a long time without sitting down, changes position (squats, bends, turns, backs away).
6. Eats solid food with a spoon by himself.

1 year 6 months of a child’s life.

1. Summarizes objects according to essential features in understood speech (finds objects that are homogeneous in feature)
2. The correct analogues of lightened words appear (car – instead of “beep”, etc.).
3. Oriented in 3-4 contrasting forms of objects.
4. Steps over low obstacles with a side step.
5. Eats liquid food on his own with a spoon (holds the stalk on top in his fist).

1 year 9 months of a child’s life.

1. Understands a simple adult story from a picture and answers questions.
2. Uses words and two-word sentences.
3. Oriented in 3-4 contrasting values ​​of objects with a difference of 3 centimeters.
4. Walks on a limited surface, raised slightly above the floor, without the help of an adult.
5. Partially undresses with the help of an adult.
6. Reproduces simple plot buildings – “gate”, “bench”, “house” of bricks, cubes.

2 years of a child’s life.

1. Understands a short story by an adult without showing pictures about events in the child’s experience and answers questions.
2. Uses three-word sentences, uses adjectives and pronouns.
3. Steps over low obstacles in alternating steps.
4. Oriented in 3-4 contrasting colors.
5. Performs a series of several actions in succession, using items for their intended purpose (the beginning of the story game).
6. Partially puts on clothes with the help of an adult.

2 years 6 months of a child’s life.

1. Uses multi-word sentences with more than three words. There are questions “Where?” and where?”.
2. Models basic geometric shapes (cube, ball, brick, prism, cylinder, cone) and objects of four primary colors.
3. The game has a plot character. The child independently makes simple plot constructions and names them.
4. Fully dressable. Doesn’t know how to fasten buttons and tie shoelaces.
5. Steps over an obstacle 20-30 centimeters high.

3 years of a child’s life.

1. Begins to use complex subordinate clauses. The questions “Why?”, “When?”, “What?”
2. Correctly uses various forms of objects (makes a mosaic).
3. Elements of a role-playing game appear, names his role to the question “Who are you?”. Complex plot constructions appear, including many elements.
4. Draws, sculpts simple objects and names them.
5. Fully dressable. Can button up buttons and tie shoelaces with a little help from an adult.
6. Uses napkin as needed, without prompting.
7. Steps over an obstacle 30-35 centimeters high.

About the stages of child development | Academy of Success for Dads and Moms

This article is addressed primarily to you, dear parents, you – grandparents, you – guys, those who can already read, and those who are still learning.

Why? The answer is simple.

Yes, because you, all together – parents, grandparents, children – are a family whose role is invaluable!

After all, the family for a child is the place of his birth and the environment in which he lives, grows and develops.

The environment that determines a lot, almost everything, in a child’s life. And the connection in the family, family ties, between parents of parents, parents and children, is one of the strongest human bonds.

The environment created in the family contributes to the well-being of the child, and as a result, stimulates and directs his development. But a child cannot exist only in the family. He is also a pupil if he attends kindergarten, and a student if he studies at school. And then we are talking about education, where from the moment of the birth of pedagogy to the present, he, the child, is its main value.

Therefore, the desire of any prestigious educational institution is the creation of such conditions in it that will ensure the development of the child’s personality.

The child’s personality is a developing system of relationships, with a broad interest in the world and in oneself.

The development of the child and his upbringing are in close interaction, a huge number of pedagogical works and research are devoted to these processes.

Therefore, it is necessary through the joint efforts of parents and educational institutions to create conditions for the development of the child’s personality. And this can be done only through the creation of conditions for this person to solve problems at each stage of his life. Each side has its own tasks (functions), but the goal is the same!

Functions of a school, kindergarten, teacher, educator – creation of conditions for the “self”, which means that the child learns, develops and educates himself.

The function of the family is to support the good that the school, kindergarten does, that is, “go” in one direction, and also surround the child with love, since it is the love of parents and loved ones that is the greatest irreplaceable source of development – spiritual, emotional, moral , as well as the basis for the formation of a positive attitude and perception of the world.

In the development of a child, one must know that each period of his life is subject to certain laws of development. Knowing these patterns will allow you not to “overload” your child with unnecessary, age-inappropriate requirements, and develop his mental processes at an optimal level.

In the life of a child, most scientists distinguish the following periods of development:

Early childhood

• Infancy (0-1 year)
• Early age (1-3 years)

Childhood

• Preschool age (3-7 years old)
• Primary school age (7-11/12 years old)

Adolescence

• Adolescence (11/12-15 years old)
• Early youth (from 15 years old)

This periodization is justified by the change in the leading types of activity at each age stage: mastering the motivational side of human activity and mastering the operational and technical side of activity.

To characterize periods of development, three criteria are used – the social situation of development, the leading activity and the central age-related neoplasm. Let’s briefly explain them.

The social situation of development includes the relationship between the child and the social environment surrounding him, which depend on his basic needs and ways to satisfy them.

Leading activity – activity that leads the mental development of the child.

Neoplasm – those qualitative features of the psyche that first appear in a certain age period.

In the following, we will characterize each period of development and offer several recommendations for the development of the child at each stage of growing up.

Early childhood. Infancy (2-12 months)

“We” – the child is physically separated from the mother, but physiologically connected to her. He needs constant communication with relatives at the level of positive emotional contacts. Active communication, singing children’s songs, constant stroking, playing while bathing – all this creates a sense of security and optimism in the child.

Early childhood. Early age (1-3 years)

Disintegration of the “Great-We”, the acquisition of relative independence, freedom of movement and autonomy of intentions.

The child begins to actively explore the world around him in the process of moving, and most often “to taste”. The central line of development at this age is the development of speech and coordination of movements in the process of crawling, walking, running. The child uses various objects as tools of labor.

At this stage, one of the first shocks awaits parents – the crisis of “I myself” (3 years). From obedient, ready for cooperation, the child turns into a small “beech”, which becomes extremely stubborn, obstinate, sometimes even despotic (most often about the attitude towards the most beloved people).

The essence of the crisis: the restructuring of relations between a child and an adult, in favor of increasing the independence of the child. The child begins to separate himself from adults, often begins to use the pronoun “I”. In this age period, authoritarian means of education will not bring positive results. The leading activity is cognitive-mental, so encourage your child to be inquisitive about everything in the world. At any time – on a walk, on a trip in transport, at a party, at home – pay your child’s attention to everything that surrounds you. “Look, what leaves, let’s count?”, “Where, I wonder, did this ant run?”. Such questions stimulate the child’s interest in the surrounding reality and form a stable logical chain of obtaining new knowledge “Event-question-knowledge”. The main thing is that active communication does not turn into a monologue, neither on the part of the child, nor on the part of the adult – this stimulates the development of the child’s communicative competence.

Childhood. Preschool age (3-7 years)

Disintegration of joint activities with an adult.

The role-playing game becomes the leading activity. This age is the most favorable for the development of figurative thinking and imagination. What is imagination? This is a purely human ability to create new images (representations) based on previous experience. Its main task is to form an idea of ​​the future performance in the internal plan. Solving any mental problem, we actively use the imagination. Therefore, by making efforts to develop the child’s imagination at this age stage, we form in him the ability to solve life problems, to be successful in the process of learning at school. Play speech games more often – “What is missing?”, “What has changed?”, “Who suits what?”, “Name it affectionately”, “Turn it into a huge one”, “Pick up 5 signs”, “Guess what I’m talking about “, “Say the opposite”, “Let’s listen to the silence – what does it say?” and so on.

At this age, parents are waiting for another test – the crisis of 6-7 years. The child loses spontaneity, mannerisms. There is only one way out – play more often. Role-playing games with the heroes of your favorite books, works, cartoons, before the game – the active production of costumes, accessories, the construction of shelters, castles, ships – the fantasy is limitless.

Childhood. Junior school (7-11 years old)

“Child – close adult” and “child – social adult”.

A small person embarks on the path of adulthood, accepting such concepts as schedule, duty, “should” and “should”.

Intellectualization is the central line of development. Do not miss the opportunity to learn something with your child in more detail. Various encyclopedias, popular science publications must necessarily become direct “table” books. Teach your child to “look deeper”, this contributes to the successful development of school subjects at a fundamental level. “Why is the letter “A” spelled that way?”, “Who is the author of the fairy tale, what was he like in childhood?”, “Where in life can you apply …?”.

At this age stage, there is also a crisis – a crisis of 12 years. The child begins to feel like a terribly adult, he is looking for recognition, certain rights, but at the same time he feels very vulnerable and insecure. This life stage is very similar in manifestations to the crisis of three years.

Adolescence. Younger adolescence (12-15 years)

The dominance of children’s society over adults.

Communication with peers becomes the main activity and significant peers take the place of significant adults. The task of the parent at this stage is to be actively interested in the sphere of daily communication of the child, gently and unobtrusively controlling it. The norms of social behavior are being actively mastered and such a trait as maximalism is being formed. A teenager becomes distrustful of any incoming information – after all, everything that used to be simple and understandable now requires explanation. The task of adults is to explain, but to explain in such a way that they want to develop this topic further. Discussions, active listening – all this helps to maintain relationships in the family and direct the child along a certain path.

The period is also not complete without a crisis – a crisis of 15 years. The most important acquisition is the ability to reflect, to respond to the world around from the position of one’s “I”. “What are you thinking about now?”, “What did you realize by doing this?”, “Why did he do it, say it, do it?” – answers to such questions form the child’s adequate relationship with society.

Adolescence. Senior adolescence (15-17 years)

A teenager is in a situation of a moratorium – he needs to determine himself.

It is believed that children of this age are already responsible adults who can adequately perceive the world around them. However, all “adulthood” is purely external, feigned. Society requires self-determination, and the choice is extremely difficult to make. Lack of life experience has a significant impact. Therefore, use every opportunity to show different areas of professional activity. The ideal option is the participation of the child in professional activities. The more examples on the path of life, the more likely it is that in the future he will not be disappointed in the choice. Do not give it to the school – do it yourself. Take your child to different enterprises, to different services, give him the opportunity to communicate with familiar adults not at home or away, but in the process of work. Always discuss the pros and cons of any professional activity, and not just individual exciting moments.

At this stage, another crisis awaits you – 17 years. A person turns into an adult person, an active process of self-education begins.

Dig World TX | Heavy Construction Equipment for Kids

BOOK TICKETS

3.5 Acres

Includes the opportunity to operate excavators, skid steers, UTVs, and much more.

Top Of The Line

“We look forward to partnering with Dig World as they showcase our heavy equipment in a hands-on experience for the entire family,” President & COO of Mustang Cat, Sam Tucker said.

Event Focused

Dig World hosts field trips, community events, birthday parties, corporate outings, and much more.

Educational

“The Texas A&M Department of Construction Science is excited to partner with Dig World to create an educational partnership, where future generations can experience and learn about the dynamic construction industry,” said Dr. Patrick Suermann, Professor and Department Head.

Attractions

Skid Steers

Take a drive in a full-size Caterpillar 236D3 Skid Steer Loader around a windy track!

Solo drivers must be 48″ tall and lap riders must exceed 32″.

Cat 303.5 Mini-Excavators!

Get behind the controls of a Caterpillar 303.5 Mini-Excavator and dig real dirt to your heart’s desire!

This attraction has a minimum height requirement of 42″ for solo operators, or a 32″ minimum for lap riders.

Mini-Ex Pond Fishing

Test your skills as you fish objects out of mini ponds with a full-size Caterpillar 306 Mini-Excavator!

This attraction has a minimum height requirement of 42″ for solo operators, or a 32″ minimum for lap riders.

Mini-Ex Cone Pick-up

Pick up all the cones with a full-size Caterpillar 302.7 Mini-Excavator!

This attraction has a minimum height requirement of 42″ for solo operators, or a 32″ minimum for lap riders.

UTV Course

Get behind the wheel of a UTV side-by-side and venture through our safely guided track!

Solo drivers must be 48″ tall and lap riders must exceed 42″.

Gem Mining Station

Purchase a bag of sand to sift through in our giant 24-foot sluice to uncover beautiful gems and treasure for you to take home!

*This attraction is not included in a general admission ticket.

Playground

Need a break from digging? Enjoy our playground suited for ages 2-12!

Turf Field

Our giant turf field is the perfect place to run around and play yard games!

Four on the Board

Challenge friends or family to this classic game.

TowerBall

Try out this brand new game from Caliber Games with family or friends and see who can score the most points!

Cornhole

Just like you’re tailgating at the big game, play cornhole on our construction-themed boards!

Pavilion

Need to sit down? Grab some shade with picnic tables under our big pavilion.

Park Map

CLICK HERE FOR DIRECTIONS

Located east of the Bass Pro Shops attached to the Katy Mills Mall.

• 1. Entrance / Ticketing
• 2. Playground
• 3. Turf Field
• 4. Four on the Board
• 5. TowerBall
• 6. Party Pavilion
• 7. Restrooms
• 8. Gem Mining Station
• 9. Pierce’s Post Beverages
• 10. Skid Steer Track
• 11. UTV Course
• 12. Skid Steer Track
• 13. Mini-Ex Cone Pick-Up
• 14. Mini-Ex Pond fishing
• 15. Dirt Diggers
• 16. Park Exit / Store
• 17. Parking Lot

PHOTO GALLERY

HI DIG WORLD FAM!
The first 100 people on Saturd

Happy halloween from the Dig World Crew! 🎃
Com

A DAY AT DIG WORLD!
Come host your Field Trip her

Howdy Dig World Friends!
Want to receive 20% OFF

Happy Fall Y’all! 🍂
Come enjoy a fantastic we

Our special needs night was a blast!
Thank you to

Great way to start Sunday Funday! A Dig World Priv

Our Excavators are now fully equipped for the Fall

Having a blast Gem Mining!
Come get a bag and joi

Friends, on Tuesday, October 11th from 5:00pm-8:00

Come Enjoy a refreshing treat while having some fu

All kinds of Family Fun at Dig World!
Bring the

It’s a great day today at Dig World!
We’re op

Shaping up to be an absolutely beautiful day at Di

Looking for a great Team Building Event?
Host a

Did someone say BOOM?
Come check out our newest

Mood because it’s Labor Day! 🙌🏼
Come and

HEY EVERYONE!
Labor Day is here! Come enjoy some

You know whats cooler than a regular birthday part

Dig World | Grand Opening March 17th!

Skip to content

Coming From

Houston

Drive west on I-10. Then take exit 741 to merge onto US-90 W/Hwy Blvd/Interstate 10 Frontage Rd W toward Katy Mills Blvd. Turn left onto Katy Mills Blvd, then turn right onto Market Place Drive. When you hit Katy Mills Circle, Dig World will be in front of you!

Coming From

Austin

Take HWY 71 east and then merge onto I-10 east. Then take exit 741 toward Pin Oak Rd/Katy-Ft Bend/County Rd 4300. Turn right onto Bass Pro Drive, then take a left on Katy Mills Circle. Dig World will be on your right!

Coming From

Dallas

Take I-45 south towards Houston. Then take exit 71A for TX-99 W/Grand Pkwy, and head west. Take TX-99 to I-10 West towards San Antonio. Then take exit 741 to merge onto US-90 W/Hwy Blvd/Interstate 10 Frontage Rd W toward Katy Mills Blvd. Turn left onto Katy Mills Blvd, then turn right onto Market Place Drive. When you hit Katy Mills Circle, Dig World will be in front of you!

FREQUENTLY ASKED QUESTIONS

Where is Dig World located?

Dig World is located at Katy Mills Mall in an outdoor parcel adjacent to Bass Pro Shops on Katy Mills Blvd and I-10.

How old do children need to be to operate the machines?

Rides are restricted by height. Children taller than 48″ may operate all attractions by themselves. Children taller than 42″ can operate most of the equipment by themselves. Children between 32″ and 48″ tall may ride and operate machinery with an adult. Children shorter than 32″ may utilize all other attractions in the park except for the machinery.

How much are tickets?

We offer 2-hour passes to Dig World. All children under 32″ tall are FREE! For everyone else, a 2-hour pass is $24.99!

How much is parking?

Parking is FREE! Dig World parking can be found anywhere in the Katy Mills Mall parking lot.

Can I get a refund for my tickets?

All sales are final and no refunds will be permitted.

If I don’t plan to ride any rides, do I need a ticket?

Yes, every person who enters the park will need a ticket. However, all children under 32″ tall are FREE!

What are your hours of operation?

We are open Saturdays from 9am to 5pm and Sundays from 11am to 5pm.

What if it rains?

Dig World will remain open during rain. However, in the event of heavy rainfall or lightning within 5 miles, we will pause operations until the weather clears.

Are pets allowed at the park?

No pets will be admitted into the park.

Can my child enter the park unaccompanied?

Minors under the age of 10 must be accompanied by an adult.

Partners

Dig World TX is proud to partner with some of the best companies in Texas.

Dig World is always looking for partners! If interested, please contact [email protected]

Press

• That’s Amusing – Ten Theme Parks in the Lone Star State

  Besides offering irresistible fried treats, Texas theme parks are adding new rides to get you back in the gates this summer. Thrill-seekers should love the adrenaline they’ll get on big swaying roller coasters and controlled free falls. The rest of us will hear those screams of glee and still choose to gaze at the horizon from a Ferris wheel. If you’re unsure where to start or want to branch out, we put together a diverse list of parks to try…

  View Article

• I Operated an Excavator All by Myself at Texas’s First Construction Theme Park

  I had hoped that by showing up to Dig World first thing in the morning on a rainy weekday, I would avoid a big crowd—thus minimizing my embarrassment at being the only childless adult visiting Texas’s first construction-themed kiddie park, in the Houston suburb of Katy. But alas, when I arrived at 9:55 a.m., five minutes before the park opened, Dig World’s parking lot was already full of pickup trucks and crossover SUVs. Parents and grand…

  View Article

• Dig World opening on weekends: Here is what to know about the adventure park as summer approaches

  HOUSTON – The construction-themed adventure park opened on March 17, but due to what the company called an issue with the high capacity of customers, the attraction closed and its re-opening date was uncertain.
  
  On Tuesday, the company shared an update about the attraction: Digworld — located at 5000 Katy Mills Circle, Suite 455 — is now open on the weekends. The park will be open on Saturdays from 10 a.m.-6 p.m. and Sundays from 12 p.m.-6 p.m.

  View Article

• New theme park wants kids to visit and play with the machines but then stay to work in the industry

  Dig World is the only construction theme park in Texas specifically targeted to young children. It aims to attract kids to an industry that desperately needs more workers.
  
  But would anybody really pay to let their kids operate construction equipment?

  View Article

• Get a first look at Dig World, a construction-themed amusement park in Katy

  Dig World is a construction-themed amusement park that opened in mid-March as the first of its kind in Texas. Located in Katy, it is strategically plotted in an outside area of Katy Mills mall and within sight of Typhoon Texas water park…

  View Article

• Dig World, a construction-themed adventure park, is coming to Katy

  Houston Chronicle – Joey Guerra – August 18, 2021 – Kids and adults can safely operate real construction equipment, including excavators, skid steers and UTVs. Dig World, a construction-themed adventure park, is scheduled to open this fall in Katy. It will offer kids and adults to safely operate real construction equipment, including excavators, skid steers and UTVs through a partnership with Mustang Cat…

  View Article

• Katy Mills is future home to Texas’ first construction theme park

  ABC13 – Katy will be the home of Dig World-Texas’ first all-ages, construction-themed adventure park-in a “few months,” according to an Aug. 18 announcement from Dig World. The 3.5-acre park will feature real, heavy construction equipment-such as excavators, skid steers, UTVs, and more-for both adults and children to operate….

  View Article

• Katy Mills is future home to Texas’ first construction theme park

  By Laura Aebi | 2:00 PM Aug 18, 2021 – Community Impact Newspapers – Katy will be the home of Dig World—Texas’ first all-ages, construction-themed adventure park—in a “few months,” according to an Aug. 18 announcement from Dig World. The 3.5-acre park will feature real, heavy construction equipment–such as excavators, skid steers, UTVs and more—for both adults and children to operate….

  View Article

• Construction theme park, Dig World, coming to Katy, Texas

  Fox – 26 Houston – FOX 26’s Coco Dominguez explains a brand new construction theme park, called Dig World, that is coming to Katy, Texas.

  View Article

Health & Safety

Dig World Machine Safety:

Safety at Dig World is our number 1 priority. Without safety protocols, Dig World wouldn’t exist! While customers will get the opportunity to operate REAL Caterpillar machinery, we have worked with mechanics to modify the capabilities of each machine to ensure everyone’s safety. We require seatbelts to be engaged before any machine operation can occur. The speeds on drivable machines have been governed, and other equipment utilizes hydraulic limitations to reduce total movement.

COVID-19 Protocols:

At this time, we do not require face masks to be worn inside the park, per guidelines from the state of Texas. You will find hand sanitizing stations readily-available around Dig World. We ask everyone to socially distance themselves while inside Dig World. We ask if you feel sick that you refrain from visiting the park.

JOIN OUR TEAM

Why should you join our team?

• Pay Starting at $10/hr!
• Flexible Scheduling
• Opportunities for growth and advancement within the company
• Year-round/seasonal positions available
• Paid Breaks!
• Crew Member Events
• Top-tier crew recognition program
• Amazing work culture with a fun and energetic team!

Apply Here

Blog

• First Texas Construction Themed Amusement Park Opens in Katy

  Katy, Texas Dig World, the first heavy construction equipment-themed amusement park in Texas willopen on March 17th in Katy, Texas. The park is adjacent to Katy Mills mall, spanning over 3.5 acres. DigWorld is designed to safely provide a hands-on experience for both children and adults in operating heavyequipment including full-size Caterpillar Mini-Excavators, Skid Steers […]

  Read More

• March Construction Update

  Things are getting exciting here at DigWorld! Take it away Jai!

  Read More

• Ground Breaking

  Dig World Katy has officially broken ground! Even though we will forever be “Always Under Construction”, the dirt moving process for our park at the Katy Mills Mall has begun!

  Read More

CONTACT US

info@digworldtx. com

346-435-8888

Let us know what you think.

First name*

Last name*

Email*

Phone Number*

Comments

Playgrounds: construction and equipment. Playgrounds, sports complexes and towns.

slide series

Exclusive range of play sets made from natural materials

Eco Collection

Organic

have fun playing

Childhood World

starts from

Our Yard

Modern and safe playgrounds and sports equipment

We are for a healthy lifestyle

!

our exercise equipment and sports complexes for all ages and abilities

Thematic

play equipment

Imagine and be inspired with us! for your children

Playgrounds

Sports complexes and equipment

In stock

Towns

Cottages

Tactile panels

Swing

Carousels

Sandboxes

view all

Benefits

of our playgrounds

Wooden structures

environmentally friendly natural
materials from the Ural forests

View CATALOG

RFQ

To receive an offer, providing details is mandatory

Message

E-mail*

Phone*

By clicking the button, you agree to the privacy policy of

Map of finished objects

Moscow, st. 1st Vladimirskaya

Residential Complex Prigorod-Lesnoe

Park ZIL

DP Ramenskoe, st. Gurieva

Kaluga, Kubyaka St., 11

Komsomolsky prospect 33

Residential Complex Suburb Lesnoe

Reconvert

More objects

Playgrounds from the company “OUR DVOR-STROYPROFIT”

Everyone knows about the benefits of active outdoor games. But can a child develop not only physically, but also intellectually? With our playground equipment – can!

Among the highlights of our playgrounds are:

• a variety of comfortable designs to develop strength and agility;

• Explore sizes, shapes, colors and textures, develop motor skills and sensory perception with the help of colorful play equipment made in the original design;

• the presence of special educational game panels that allow you to memorize the Russian and English alphabet, learn to count, play musical instruments and many other useful skills;

• options for equipping playgrounds with special modules that contribute to the development of children with disabilities;

• Creating conditions for the development of social skills, for positive communication with new friends.

News

• 11/12/2020

  Say YES to nature!

  Read

• 10.02.2020

  Leaflet on TR EAEU 042/2017

  Read

• 10.10.2019

  Our company took part in the first exhibition-presentation “City: Details”

  Read

All news

Tweets from @nashdvor_m

Our partners

Articles

DIY building ideas

We tell you how to start building and share ideas for huts, houses and sports structures

Photo: mark malekela/unsplash

Play and sports corner in the country can be built from improvised materials. It is important to plan where the site will be located and what should be there. Think about what the child likes to do the most – someone will be interested in swings and a pool, and someone will want a tree house or a hut for games and reading. The youngest need a sandbox, and older children need a sports corner.

It is better to place the site at a safe distance from beds, flower beds and work areas – kitchen, workshop, but in the field of view of adults if you need to look after small children. You also need to cover the play area from the sun. You can plan it in the shade of trees or make an artificial canopy that will cover at least 30% of the area.

www.adv.rbc.ru

The next step is to clear the area and decide on the cover.

Playground structures are often installed on grass. But such a coating will be uneven, the grass needs to be mowed and weeded, it can contain dangerous insects or rodents, and it will be slippery after rain. Natural turf needs to be watered, and excess water can damage structures.

Another simple and inexpensive option is to clear a piece of land and backfill it with sifted sand, fine gravel or a mixture of sand and crushed stone. The downside of gravel and mixed coverage is that a child can get hurt when falling.

Artificial turf is more expensive but safer. You can use multi-colored crumb rubber, which is made from recycled tires. On the one hand, this is an environmentally friendly option, but you need to carefully choose the manufacturer, since cheap mulch may contain harmful impurities. The disadvantages of the coating are that it quickly gets dirty and sticks to the shoes. In addition, new crumb rubber can smell bad in hot weather.

Instead of crumbs, you can cover the area with colored rubber tiles. This coating costs more than crumbs, but it is even, safe from falls and easy to clean. A convenient option is synthetic turf. It is soft, looks good, is hygienic and wicks moisture. Artificial turf heats up in the sun, but it can be laid under trees or under a canopy and watered on hot days. Another disadvantage is the high price, but such a coating lasts for many years and can be used after the children’s corner is out of date.

Building a playground will require boards, blocks, old car tires, wooden pallets, strong ropes and fasteners. Metal cans, old toys will come in handy. Lego remnants, plastic bottles, old plates and dishes – you can make furniture, funny animal figurines, mosaics and compositions from them.

All structures must be safe, with smooth slopes, secure fastenings and no sharp corners.

If you arrange a playground around a large tree or several, the place for games will be in the shade, and in the branches you can build a house from planks or wooden pallets. It can be an open veranda, a gazebo or a full-fledged house.

Swings, rope ladders or a rope can be attached to the platform on which the house is located, and a sandbox and a playground can be arranged below.

Wooden pallet hut is easy to assemble even on the ground. Such a house can be painted in bright colors and equipped with a cozy place to relax, play and read.

Instead of a house, you can build a hut of branches and plant climbing plants – greenery will quickly cover the structure. Or assemble an Indian wigwam by pulling a bright fabric over the supports. Also, a regular awning or tent is suitable for the site. You can also build an eco-friendly house from old coffee cans and canned food.

At the summer cottage, it is convenient to make hanging swings from old car tires and strong ropes or metal chains. Tires can be painted, painted with funny pictures, seats can be woven from ropes and pillows can be placed. From a half of a tire and a board, you will get a rocking swing.

Instead of a swing, fabric, wicker or knitted hammocks can be attached to the support. It is worth buying a slide for a children’s corner, since it is difficult to smoothly grind the ramp yourself.

KidzTurn Tour

KidzTurn could be coming to a church near you.

2022 TOUR DATES

February 20 – 23 2022

Word of Life A/G

1211 North Turnpike Rd

Laurinburg, NC 28352
910-276-4622

S-W 6:30PM

www.facebook.com/wordoflifeassembly

March 7 – 11 2022

Calvary Christian Academy

Spiritual Emphasis Week

Family Night

Friday March 11 @ 6:30pm

1687 W. Granada Blvd.

Ormond Beach, FL 32174

386-672-2081

www.calvaryfl.com

www.ccalions.com

March 20 – 23 2022

Community Church

of Keystone Heights

345E Palmetto Ave.

Keystone Heights, FL 32656
S-W 6PM
352-473-4182

www.communitychurchofkeystoneheights.org

March 27 – 30 2022

Taylor Church Ministries

26389 CR 250

Sanderson, FL 32087
S-W 6:30PM
904-259-7324

www.

taylorchurchministries.com

April 3 – 6 2022

All Nations Church

1020 Stafford Umbarger Dr.

Wytheville, VA 24382
276-228-5981

SUN-WED 6:30pm

www.anc.church

May 15 – 18 2022

New Life Church

6511 Milan Road

Sandusky, OH 44870
419-625-6110
S-Wed 6 – 7:30 PM

www.newlife-church.org

May 22 – 25 2022

First Assembly of God

701 N Iliff

Medicine Lodge, KS 67104
620-886-3588
S-W 6:30PM

www.mlfirstassembly.com

June 5 – 8 2022

Radiant Life Church

704 N Jefferson St 

Kearney, MO 64060
816-628-4169
S-W 7PM

www.radiantlifeag.org

June 12 – 15 2022

Southern Illinois Worship Center

124 LouAnn Dr.

Herrin, IL 62948
618-942-3636
SUN-WED 6:30-8:15

www.siwcenter.org

June 19 – 22 2022

LifeGate Church &

The Foundry Assembly

Event Location:

Victory Assembly of God

1405 S Chestnut St, Lufkin, TX 75901

S-W 6PM
936-634-1444

www.

thefoundrylufkin.com

​

www.lifegatelufkin.org

July 10 – 13 2022

Journey Church

12150 I37

Corpus Christi, TX 78410
S-W  5:30-8:30
361-242-2272

www.myjourneychurch.co

July 18 – 22 2022

Jackson Revival Center

Camp 360

4655 Terry Rd.
Jackson, MS 39212
601-948-1874

www.jrc.church

July 24 – 27 2022

Sulligent First Assembly of God

54708 Alabama 17

Sulligent, Al  35586

S-W 6pm

205-698-9806

www.sulligentfirst.com

August 14 – 17 2022

Kempsville Church

4422 Princess Anne Road

Virginia Beach, VA 23462
S-W 6:30pm
757-474-0233

www.kempsvillechurch.com

August 7 – 10 2022

Blacksburg Baptist Church

550 North Main Street

Blacksburg, VA 24060

S-W 6-7:30 pm

540-552-3869

www.blacksburgbaptist.

org

September 11-14 2022

Covenant Church

1025 Rio Rd.E

Charlottesville, VA 22901
S-W 6-7:30pm
434-973-5536

www.covenantchurch.net

September 18 – 21 2022

Legacy Church

2150 W Ridge Rd

Wytheville, VA 24382

S-W 6-7:30 pm

276-228-7351

www.legacyfamily.tv

September 25-28 2022

Bridge of Life Church

96 Masters Dr, 
St. Augustine, FL 32084

Sun – Wed. 6:30

904-494-0771

www.mybridgeoflife.com

October 9-12 2022

Faith Assembly of God

337 Farmington Rd,

Summerville, SC 29486
S-W 6:30-8PM

843-873-9128

www.faithishere.org

October 16 – 19 2022

Hatteras Assembly of God

57343 Eagle Pass Rd 

Hatteras, NC 27943
S-W 6pm

252-986-2312

www.hatterasag.org

October 23-26 2022

Windsor Assembly of God

1505 S.

King St 
Windsor, NC 27983
SUN 6PM, MON-WED 7PM

252-794-4660

www.windsorassemblyofgod.com

October 30 – November 2 2022

Chapel Springs Church

11500 New Life Way

Bristow, VA 20136

SUN 9:15AM & 11AM

MON-WED 7-8:30PM

www.chapelsprings.org

November 6-9 2022

Hope Community Church

6867 Hedgesville Rd

Hedgesville, WV 25427

SUN-WED 6:30 pm

304-754-8020

www.myhc.church

Kidz Turn | Waco TX

Write a Review

About the Provider

Description: Kidz Turn is a State Licensed Day Care and after school program designed to provide a safe and fun setting where children’s spiritual, mental, physical and social needs can be nurtured in a Christ-based environment. Kidz Turn is open to all children regardless of race, nationality or creed, for newborns through 6th grade. Kidz Turn offers: Caring, qualified teachers; Meals/Snacks provided; Indoor/Outdoor activities; Developmental programs; Fun and Educational; Early Childhood Curriculum; Phonetic and Number Readiness Program

Additional Information: Initial License Date: 2/7/2003.

Program and Licensing Details

• License Number:
  819338
• Capacity:
  175
• Age Range:
  Infant, Toddler, Pre-Kindergarten, School
• Enrolled in Subsidized Child Care Program:
  Yes
• Type of Care:
  Child Care Program

Location Map

Inspection/Report History

Creative Garden LC Glen Burnie – Baltimore MD Licensed Child Care Center

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.

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

Reviews

Be the first to review this childcare provider.
Write a review about Kidz Turn. Let other families know what’s great, or what could be improved.
Please read our brief review guidelines to make your review as helpful as possible.

Email address (will not be published):

Display name:

Which best describes your experience?:

Select from belowI have used this provider for more than 6 monthsI have used this provider for less than 6 monthsI have toured this provider’s facility, but have not used its servicesI am the ownerI am an employeeOther

Rating (1=poor, 5=excellent):

Select your Rating1 star2 star3 star4 star5 star

Review Policy:

ChildcareCenter.us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
only the opinion of the writer. We ask that users follow our
review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
the provider.

Write a Review
Advertisement

Providers in ZIP Code 76705

Greater Waco Early Education Center

Lil Doodlebugs Childcare Center

Connally ISD Child Care

Kidz Turn

La Vega Primary

Oak Lawn Baptist Day Care Center

Young Expression Day Care LLC

Akkis Little Angel Academy

Butterland CDC

WSGBC Day Care Center

EOAC – TSTC Head Start Center

REFUGIO

Woodrow Logan Head Start EOAC

Electronic queue for kindergarten. FAQ.

1. How to register a child in a kindergarten in the city of Shakhty?
There are two ways to register a child in a kindergarten in the city of Shakhty:

• through the Portal of State and Municipal Services of the Russian Federation http://61. gosuslugi.ru, having received the service in electronic form,
• apply in person to the MAU “Multifunctional center of the city of Shakhty” at the address: st. Shishkina, 162, ODC “City of the Future”.

2. When applying for registration in a kindergarten through the multifunctional center of the city of Shakhty, what date will be indicated in the application in the electronic queue?
It depends on whether you are applying for the service for the first time or for a second time.
If you are applying for a municipal service for the first time, then the date of filing an application for registration in a kindergarten in the multifunctional center of the city of Shakhty will be the date of filing an application in the electronic queue.
If you apply for a municipal service again in order to correct the composition of the data contained in the application (list of selected kindergartens, postal address, establishment of benefits, notice of withdrawal of benefits, establishment of another desired date for providing a place in a kindergarten, etc. ), then in electronic queue, the original registration date is retained, but the information updated by the applicant is corrected in the application.

3. When applying for a municipal service for registering a child in an electronic queue in kindergartens, what aspects should the parents (legal representatives) of the child pay attention to?
When registering a child in an electronic queue in kindergartens, you must take into account the following:

date of enrollment on the appropriate date, but no later than September 1 of the year in which you plan to attend kindergarten for your child.
Mass recruitment of kindergartens takes place in May-June, it is during this period that pupils of preparatory groups for school graduate from kindergartens and new groups open. During the academic year, additional staffing occurs continuously for single places, which are vacated upon the personal application of parents (legal representatives) for expulsion.

whose child is provided with a seat by September 1st.
For example, you put a child born on October 24, 2014 on the electronic queue and plan to attend kindergarten next year from September. On September 1, 2015, the child will turn 1.5 years old, so the kindergarten must be chosen one that is completed with children aged one or one and a half years. As the desired date of enrollment, indicate any number of July-August 2015, but no later than September 1, 2015. If the application indicates October 24, 2015 as the desired date of enrollment, then the application will remain in the electronic queue, but will not be taken into account by the system when completing electronically, until October 24, 2015 you specified. There are situations when parents (legal representatives) of a child, planning his visit to a kindergarten from the age of one and a half or two years, choose kindergartens staffed with children of three years of age.

4. How can I find out my place in the queue for kindergarten?
You can check the state of the queue for kindergarten through the Portal of State and Municipal Services of the Russian Federation http://61.gosuslugi.ru

• according to your child’s birth certificate (series and number),
• or another document proving the identity of the child, the details of which were indicated on the Portal when applying for registration in a kindergarten, and were also indicated when applying for registration in a kindergarten through the multifunctional center of the city of Shakhty.

At the same time, the indicated electronic service is available regardless of the method of application submission (electronically through the Portal or directly through the multifunctional center of the city of Shakhty). There are cases when, when applying to the Portal for information about the place in the electronic queue, the system informs about the lack of information. These cases are related to applications that were submitted by citizens before the introduction of an electronic queue for kindergartens in the Rostov region in March 2013 and were transferred to the electronic queue “manually”. If you find yourself in a similar situation, please contact the department of preschool and general education at tel. 22-76-08 or in person to receive confirmation of the fact that the application is in the electronic queue.

5. How is the queue formed and what does a place in a queue mean?
The system takes into account the date of application and the age group of your child. Based on the date of birth of your child, his age is calculated as of September 1 of the current year, and based on this age, the System issues a position in the queue for this kindergarten among the children of your age group, taking into account the date of registration.
The date of registration is the date of submission of the application.
Place in the queue is the number of children who are in line in your child’s age category excluding transfers (these are children who during the period of mass recruitment are transferred to an older group).

6. How is the distribution to kindergartens? When will your child enter kindergarten?
The system automatically allocates places to kindergartens according to the following algorithm:

• “preferential” and applications on a general basis. They are automatically ranked by priority, within the priority queue also by the level of benefits (federal – extraordinary right, first right, municipal first right) and the date of application.
• In each age category, the queue is built based on the application date and benefit category.
• Places are vacated in a certain kindergarten in a certain age group or newly recruited groups are formed during the period of mass recruitment (June-July).
• The system selects applications that were submitted to this kindergarten and in the same age group. Age is calculated on September 1 of the current year

Then, according to this algorithm, there is a sequential distribution of places in the specified kindergarten in this age category for vacant places.
Therefore, unfortunately, it is impossible to predict and say the exact date of enrollment.
Mass acquisition of kindergartens in the city of Shakhty is held from June 1 to July 31 annually. During the year, a quarterly (the last month of the quarter) additional staffing of gardens can be carried out, subject to the release of places in them or the opening of additional places.

7. Why is the line moving to kindergarten? For example, there were “6” in the queue, they became “17”.
Queue moves down:

• if a child who has an enrollment benefit is in the queue at the kindergarten you specified, and may move down the place in the preferential queue if a child with a higher benefit, for example, a federal benefit, is in the queue at the kindergarten you specified for extraordinary enrollment,
• if a child appeared in the queue who changed kindergarten due to a change of residence, and the date of his placement on the queue is earlier than yours, since when moving within the same municipality, when the child is in line for kindergarten, the date of application is not changes.

The queue moves up:

• if one of the children dropped out of the queue for the specified kindergarten (for example, the child received a place in another kindergarten, or the Applicant refused to receive the service),
• if the Applicant “lost” the right to an extraordinary or priority admission in the queue for the specified kindergarten, and his application was moved to the queue on a general basis.

From June 1 to July 31, a mass recruitment of kindergartens is carried out, therefore, during this period, systematic movements in the queue for kindergartens are possible.

8. How many kindergartens can I choose when registering for a kindergarten? How to add another kindergarten?
Currently, you can select only three kindergartens when registering for a kindergarten through the multifunctional center of the city of Shakhty, through the Portal there is an opportunity to select five kindergartens, however, according to the administrative regulations for the provision of services in force in the city of Shakhty, only the first three will be taken into account.

9. How can I change the selected kindergarten?
To resolve the issue of changing the list of kindergartens you have chosen, you must contact the multifunctional center of the city of Shakhty and indicate in the application the desire to change the kindergarten. To correct the list of kindergartens you have chosen through the Portal, you must re-apply for the municipal service and specify the required (new) list of kindergartens. At the same time, in the electronic queue, your initial application (with the registration date saved) is updated with a new list of kindergartens.

10 Why were you sent to the wrong kindergarten, which you indicated in the application as the most priority?
When applying for kindergarten registration through the Portal and in the multifunctional center, you make your own choice of kindergartens. With electronic recruitment, according to your application, a place in ANY of the kindergartens you specified can be offered. The system, with the automated distribution of children, takes into account the date of submission of the application and automatically (without human intervention) generates a referral to a kindergarten, the probability of enrollment in which is the highest. The system does not take into account the priority for you of this or that kindergarten.

11. How can I find out if your child is enrolled in kindergarten?
Information about the referral to a kindergarten can be found on the Portal of State and Municipal Services of the Russian Federation http://61.gosuslugi.ru when checking the queue, or in the Department of Education of the city of Shakhty, or in the multifunctional center of the city of Shakhty.
After your application is assigned “Sent to DS No…”, your child will be sent to a kindergarten, before this status your child is still on the waiting list. Therefore, check the queue through the Portal http://61.gosuslugi.ru and wait for the status “Sent to DC No…”.

12. Will the application date change when moving to another municipality in the Rostov region, when the child is on the waiting list for kindergarten?
It depends on the regulatory legal act that regulates the provision of municipal services for registration in kindergarten in the territory of the municipality of the Rostov region. On the territory of the city of Shakhty, the date of the applicant’s initial application for a municipal service in any other municipality, any other region of the Russian Federation is preserved, subject to the provision of documents confirming the date the child was registered in the electronic queue in kindergarten. When moving to another municipal district, you need to apply for registration with the district department of education at the new place of residence. In this case, the date of registration will be considered either the date of filing an application at a new place of residence, or, if confirmed, the date of the initial application for registration in another municipality.

13. Will the application date change when moving inside the city of Shakhty, when the child is on the waiting list for kindergarten?
No, it won’t. In the case when you are already standing in line, but wish to change a kindergarten within the city of Shakhty, due to a change of residence, it is allowed to make such a change in the previously submitted application upon application at the multifunctional center. In this case, the date of submission of the application will not change, it will remain the original one.

14. Your child has been sent to kindergarten, but you want to change the institution. What to do in this situation?
If a referral to a kindergarten is formed on an application for registering a child in an electronic queue, this means that you received a positive result for a municipal service. And they need to use and demand a direction. If the referral to the preschool educational institution is not requested and within one month you do not provide documents for enrolling in a kindergarten, then the referral will be canceled. The application for which the canceled direction was generated is automatically assigned the status “Archived” in the electronic queue, since the municipal service has been provided. At the request of the parents, the transfer of the child from one kindergarten to another is allowed. To do this, you must contact the kindergarten administration with a personal application, in which you indicate the kindergarten for the transfer and justify the reason for the transfer. Within one working day from the moment you submit your personal application, it is submitted to the Department of Education of the city of Shakhty and the need for translation is established in the electronic queue for the kindergarten pupil. The child is transferred when there is a free place in the group of the corresponding age category. the transfer is carried out by order of the Department of Education of the city of Shakhty, which is sent to kindergartens, is placed by the administration on the information stand to inform the child’s parents about the decision on the transfer to the required kindergarten.
An application for the transfer of a child from one kindergarten to another is submitted at the multifunctional center of the city of Shakhty or through the portal. At the same time, when entering data into the application for transfer, the date of submission by the parents of the corresponding new application is indicated.
When completing kindergartens, applications for the transfer of a child from one kindergarten to another are considered in the order of general priority.

15. In what cases is it necessary to apply to the Department of Education of the city of Shakhty, even if an application for registering a child in an electronic queue is submitted through the Portal?
You will need to apply to the Department of Education of Shakhty even if the application was submitted through the Portal in the following cases:
• if the application sent through the portal does not contain scans of documents proving the identity of the applicant (passport) and the child (birth certificate),
• if the application was filed by a legal representative (except for filing an application on behalf of the parents),
• if after the application was submitted, the status of “Confirmation of Documents” was assigned to it.

16. In what cases is it necessary to apply to MAU “Multifunctional center of the city of Shakhty”, even if the application is submitted through the Portal?
You will need to apply to the multifunctional center of the city of Shakhty even if the application was submitted through the Portal in the following cases:
• If the application through the Portal indicated the availability of benefits, the need for enrollment for health reasons, which require documentary evidence.
At the same time, you must have with you the original documents proving the identity of the child (birth certificate or otherwise), confirming the right to benefits or the need to enroll for health reasons, as well as confirming the right to represent the interests of the child (if the application is submitted by a legal representative).

17. When applying to the Portal for information about a place in the queue for kindergarten h , does that mean the status “Does not exist”?
This status does not mean that your child is not on the waiting list (in case you applied for kindergarten registration through the multifunctional center or through the portal). Perhaps, when submitting an application to the multifunctional center, the details of the birth certificate of your child were not entered, or the details of the birth certificate of your child were entered incorrectly. In this case, your child is in line.

18. When applying to the Portal for information about the place in the queue for kindergarten h , does mean the status “Sent to DS No…”?
This status means that you have been issued a referral to enroll your child in kindergarten. You need to apply within 30 calendar days from July 1 to July 31 (after mass summer recruitment) and within a month of current recruitment to the multifunctional center of the city of Shakhty to receive a referral, then to the indicated kindergarten (and not to the Department of Education) for enrollment. After the conclusion of the contract in the specified kindergarten, your status will be “Enrolled in the preschool educational institution”.
You need to conclude an agreement with the head of the kindergarten to which your child was sent (to have a passport of one of the legal representatives, a copy of the child’s birth certificate
), BEFORE September 01 of the year of enrollment. Otherwise, the municipal service is considered provided, and the next child in line will be sent to your place.

19. Is it possible to transfer a child from one kindergarten to another?
For objective reasons (moving and changing residence, changing family circumstances, etc.), parents need to transfer their child from one kindergarten to another. The procedure for transferring a child is regulated by the administrative document of the department:
1) Parents (legal representatives) of the child must contact the kindergarten attended by the child with a personal statement addressed to the head of the MBDOU about the need for transfer, indicating the kindergartens desired for transfer, and justify the reason for the transfer. 2) Within one working day from the moment of submitting a personal application, the administration of the kindergarten notifies the department of the need for a transfer. 3) Within three working days, the specialists of the department in the “Electronic Kindergarten” system record the need for translation. 4) The transfer is carried out when a free place appears in the desired kindergarten. Moreover, it is impossible to staff the kindergarten for vacant or unclaimed places until the application of the parents (legal representatives) for the transfer is satisfied. 5) In case. if there are several applications for transfer to the same kindergarten, to a group of the same age category, the applications are satisfied by the date the parents (legal representatives) apply for the transfer.

transparent and unpredictable – Tatcentr.ru

In March last year, an electronic queue system for kindergartens was launched in the Republic of Tatarstan. At the same time, the implementation of the Belekach program began, which ended with the mass distribution of children to kindergartens. From the very beginning, the electronic queue caused a lot of criticism, but on the whole, parents were pleased: the progress of the child in the queue could be monitored online. But the program ended, the queue remained. There are also problems associated with it.

The primary task of the electronic queue system was to personalize the queue for places in kindergartens, to put things in order in the issue of duplicating the queue in municipalities. And the ultimate goal is to simplify and speed up the procedure for placing a child in the queue, to make the process of his advancement in the queue open and transparent. At the same time, to save ROOO specialists from a flurry of calls and endless queues at offices. And in fact, the system allows you to register a child in the queue online. It is also easy to check your current position in the queue, at the same time tracking the possible appearance of “outsiders” in it. But this is only one side of the coin. The objective situation is as follows: there are still not enough kindergartens. And therefore, the electronic queue does not solve problems, but becomes a source of ever new questions, especially during the hot season of recruitment to preschool institutions.

Reference:

The first kindergarten built under the Belekach program was opened on September 14, 2011. Until the end of the year, 19 new gardens were put into operation. 5 buildings were reconstructed and returned to their specialized use, 64 additional groups were opened in the existing network of preschool educational institutions.

There, here, back. How unpleasant!

It’s a paradox, but the transparency of the electronic queue is its main problem. Parents regularly see various movements in the queue, but not all of them are clear. All this gives food for talk about the uncleanliness of specialists working with the system. Well, if the situation is standard: a beneficiary applied, and now your queue has shifted down one position. Or vice versa: one of those standing in front of you chose another kindergarten, and you moved upstairs. Actually, only these options are described in the “Frequently Asked Questions” section on the public services portal. Whereas there are many more reasons why the queue “jumps”.

“We have a beneficiary in the first place who joined the queue two days ago, and this is the queue of three-year-olds! Didn’t they know they were going to kindergarten until yesterday?” – the mother is outraged from the forum “Super Moms of Kazan”. After some time, the situation clears up: the child is transferred from another kindergarten. In this case, the waiting list is assigned the status “Wishes to change the preschool educational institution” and a new date for submitting the application. And since there are no more beneficiaries in this queue, the child legally leads it.

Or let’s take a situation where, over several days, children first disappear from the queue, while you move from 9th place to 4th, and then the same children reappear in the queue, and you return to your 9th place . Imagine the disappointment of parents who are already looking forward to getting their coveted place in kindergarten soon! And now one user of the system, cursing it for what the light stands, becomes more. But there is a simple explanation for what is happening: the children were distributed, but the parents, dissatisfied with the places they received, asked to return them back to the queue. But for some reason, on the phone of technical support, where my mother turned for clarification, they could not give a clear answer to the question. We limited ourselves to standard excerpts from the regulations, which are posted on the portal and have long been learned by heart. What’s left for parents? Cut off phones or knock on the thresholds of the ROO in the hope of getting answers to your questions. Whereas a detailed analysis of such emergency situations, their description and publication on the official resource could save both parents and ROO specialists from unnecessary headaches.

Inexplicable movements in the electronic queue also happened because parents standing in line for several kindergartens at once, closer to the distribution, began to rush about: refuse some kindergartens, change priority kindergartens. Therefore, in a few days it was possible to move from 15th place to 2nd and vice versa. According to Roza Bogdanova , head of the department for working with preschool institutions of the Kazan Department of Education , it was precisely such fluctuations in the queue that forced changes to the administrative regulations: now, when registering, parents have the right to choose only one kindergarten for enrolling a child. For the same reason, from June 1, 2012, it was decided to prohibit any change of kindergarten in the queue. In reality, it happens in different ways, as evidenced by messages on the forum of direct participants in the events: