Kid

The importance of loving care within children’s institutions — ScienceDaily

Nurturing caregiving from a few consistent individuals helps to minimize the potential emotional and mental-health development issues that can arise from spending the early years of a child’s life in an institution. Within such facilities, infants and toddlers reared in daily contact with responsive and warm professionals display better physical, cognitive, and social development. After they are placed into families, they have less aggressive and defiant tendencies and show fewer externalizing behaviors.

These are the primary findings of a newly released study led by researchers within the University of Pittsburgh School of Education’s Office of Child Development. A follow-up report to a previous in-depth research endeavor, the study acknowledges that infants and toddlers who reside in traditional institutions for extended periods are more likely to exhibit internalizing and externalizing behavioral problems even after being placed into families for some years. The recent study sought to determine whether positive interventions in these institutions would be associated with improvements in their behavior after transitioning into family care.

“Unfortunately, many children around the world are reared in a regimented fashion by a large number of individuals who provide only the basics of care and support in a businesslike fashion with very little else — no response to crying, no conversation, no play, no hugs,” said Robert B. McCall, one of the study’s lead researchers and a co-director of Pitt’s Office of Child Development. “The typical neglectful institutional method minimizes sensitive and responsive caregiver-child relationships and produces chronic stress, which leads to higher rates of deficient development and behavioral patterns. Conversely, improved caregiver-child interactions and relationships might be expected to minimize such adverse outcomes, leading to happier and more well adjusted children. We believe these findings are potentially significant to professionals seeking to improve alternative care facilities and train their staff to care for the children in their care. “

“This research shows that the characteristics of typical family life are important contributors to the development of infants and toddlers, even when implemented in an institution,” said Christina J. Groark, lead researcher and a co-director of Pitt’s Office of Child Development. “The quality and consistency of early caregiver-child interactions appear to be the most important elements of childcare, regardless of whether the children live in an institution or a family.”

The study, conducted with Russian colleagues, observed the children, facilities, and personnel of three separate institutions — also known as Russian Baby Homes — in St. Petersburg, Russian Federation. Researchers followed 135 children who had spent at least three months in one of the three institutions. Participating children departed for domestic families either during the study or up to six years later and resided in those families for at least one year. The children were between 18 months and ten years of age.

For the study, one Baby Home was allowed to conduct business practices as usual — representative of the status quo — while the other two were asked to install specific childcare interventions. Staff members within the second facility were instructed to interact with the children in a “parent-like” manner — expressing warm, caring, and sensitive mannerisms — the same as they would with their own children. The third institution was asked to implement the same parent-like mannerism intervention as well as a series of caregiver-child policy changes. These changes included cutting the number of different caregivers the child experienced regularly and having those same one or two professionals consistently playing a role in the child’s daily life. In essence, the policy changes implemented in the second and third facilities looked to mimic parent-child relations as much as possible; in addition, the third Baby Home was made more “family-like” in operation.

When transferred into domestic families, researchers found that the parents of children from the intervention-implemented institutions rated them as being less indiscriminately friendly with strangers and that the children displayed fewer incidents of aggressive behavior, especially when compared to children who experienced longer stints in the status quo group home.

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Materials provided by University of Pittsburgh. Note: Content may be edited for style and length.

Loving Care Children’s Learning Center

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Loving Care Children’s Learning Center

Our goal is to produce an environment of care, concern and consideration that will help your child grow and learn with a positive self-image.   We strive to offer a wide variety of learning tools and programs to enhance each child’s learning experience. Welcome to our web site! *A Keystone Stars Participant* 4th STAR at Folsom & Glenolden I am proud to announce that we have the highest rating as an educational program with a 4th STAR in the Keystone STARS Program.  We are required to go through 3 inspections a year to prove that we have the highest standards in Early Childhood today.  One inspection is through Department of Public Welfare and the other two are through the Keystone STARS Program.  We meet with the STARS Program at least 3 more times around the inspections and require improvements in policy and paperwork.

Welcome to Loving Care Children’s Learning Center Web Site!  Thank you for considering our center for your family’s needs. We are confident that our program will meet your child’s physical, social, emotional and intellectual needs.  Our curriculum is based on the educational and development needs of the pre-school age child. Your child will be given the opportunity to have fun in a program filled with art, science, problem solving, reading, writing and lots of memorable trips. We are a state licensed facility and adhere to the statutory requirements for childcare centers.  A copy of the current regulations are posted in the building for your convenience. Our staff consists of individuals with a variety of backgrounds and experiences in Early Childhood Education, Elementary Education, and Speech and Communication.  All employees are required to be certified in First Aid.  Staff training is always ongoing at our center. The purpose of this Webpage is to share information with parents to promote communication between parents and staff. We pride ourselves as being an “Equal Opportunity Care Provider.”   Sincerely, Diane S. Lavin Executive Director

Send us an e-mail to the Folsom or Glenolden Centers. [email protected] [email protected]

(Un)Unconditional acceptance: why unhappy children grow up in loving families

Author of the Monsikov Academy methodology for developing emotional intelligence in children on how to learn to unconditionally accept your child and let him live his own life

In the first months of life the child does not separate himself from his mother, and therefore, as he grows up, he accepts her attitude as the most true, fundamental and irrefutable. So it turns out that mom is not just love and care. Mom is a colossal responsibility, a source of great opportunities or, on the contrary, great restrictions.

Love and acceptance are inextricably linked. This connection is manifested in all relationships, but especially in the relationship of parents and children. A child who is not accepted by the family will not be able to accept himself. Looking around, we see people who, even growing up, get stuck in their souls in this period of childish rejection. These are closed, constrained people who do not know what they want, have very low or too high self-esteem. They are potential victims or tyrants, deprived of their basic right to be themselves, having lost their talents and desires in the pursuit of parental approval. Even having matured and left the zone of family control, it is very difficult for such people to fulfill themselves. The attitudes instilled in the family usually last a lifetime and, what is most tragic, are very often passed on to their children. And this does not mean at all that such children are not loved. They are loved, but with a condition.

6 barriers to unconditional acceptance. Dedicated to loving mothers

But if we love our children, what prevents us from accepting them unconditionally? Imagine that six glass barriers were placed between you and your child: some are cloudy, some are colored, some are cracked. This is our expectations, ideas, conventions. Will we be able to see behind this screen his real childish feelings and manifestations? And almost every mother faces such barriers, because very often we ourselves are hostages of behavior patterns instilled in us in childhood.

1. Mom and her past. Relationships with parents in childhood have a strong influence on our actions and reactions in the present. It will be very difficult for a perfectionist child, for whom a score of “4” is a failure, to rebuild in the future from this model. And even if we once swore to ourselves not to do this to our children, we very often find ourselves with horror that we repeat their pattern of behavior. Unwittingly, we act out the “scripts” laid down by our parents.

What to do? First, accept yourself and your past. Forgive your parents and thank them for all their efforts and care. Even if your parents are not around, you can imagine their image and say everything that has accumulated over the years. Once children’s hurts and tears are forgiven, give them your unconditional love. So you will feel light.

2. Mom and her present

The state of dissatisfaction is familiar to many mothers after the birth of their first child. Boundless devotion to the new role of motherhood sooner or later leads to fatigue, dissatisfaction and even depression. And the feeling of guilt for the state that I can give the child only 20 minutes a day often leads to aggression, either on the child or on myself.

What to do? Learn to enjoy the here and now. Forgive yourself that communication with a child is only 20 minutes a day. The main thing is that in these moments you are completely with the child. And also determine for yourself the fundamental moments of joy that you do not want to lose and allocate at least a couple of hours a week for them. Will it be fitness, massage or meeting with friends – the main thing is that it gives you a new charge of strength and energy.

3. Mom and her future

Motherhood often imposes two of the most common thought patterns. The first involves fear of the future, when the mother is afraid of being unnecessary and unfulfilled, the second – when the mother completely dissolves in the child and connects her future only with him.

Destructive model “Who will need me later?” involves a whole range of tasks to develop goal-setting and strengthen self-esteem. For business moms, this often turns into a workaholism syndrome, in which we prove every second to ourselves and the world that right now this is the most important thing. So I’ll do it and then … But then it never comes. The most dangerous thing is that we feed this model at the level of hormones. In this way, we constantly stimulate the production of the hormone dopamine, a neurotransmitter that helps to better perceive and remember information. But if we constantly stimulate its production by quickly switching attention, filling things up, without balancing deep immersion, then the effect of “addiction” occurs.

What to do? Start by identifying what really brings pleasure. Write down 10 favorite activities on a piece of paper – reading books, meeting friends, shopping, etc. And then grab one verb from each sentence – meet, read, walk … Your task is to clearly understand what kind of ACTION is hidden behind each desire. Reformulating desires into actions allows you to clearly understand what exactly needs to be done in order to achieve success and feel joy.

With the syndrome of hyper-custody, the main danger lies in the fact that behind the future planned and drawn by the mother for the child, she does not see real feelings and his desires at all. As a rule, this is accompanied by excessive demands on children.

What to do? To determine the overprotective syndrome, do a simple exercise-experiment: take a rope with your spouse and pull it so that the child can climb over it. Each time, lift the rope higher and higher until the child can physically step over it. After that, pass the rope to the child and let him lead the height that you must overcome. Pay attention to how high, higher and higher he will lift it for you. If this height clearly exceeds your capabilities, think about it. After all, it is through play that children unconsciously “return” to us the demands that we make on them.

4. The child and his past

Often our perception of a child’s past is connected with the difficulties of the first year of his life. Despite strong love, this year is psychologically very difficult for mom. It is during this period that we are faced with a new rhythm of life, with the health of the child, with the difficulties of adaptation. Negative feelings and experiences of the past can leave a mark on the attitude towards the child in the present.

What to do? To understand that everything is behind us, and this colossal experience has already been worked out. Leave for yourself all the brightest and most pleasant memories of the first year of a child’s life, for example, in the form of a photo album, film or diary.

5. The child and his present

It is not easy to see a child at that age, in the condition and mood he is in now. After all, grandmothers, girlfriends, magazines impose their standards on us from the outside, and often our child may not meet them. This is where the main trap for the mother lies – involuntarily she begins to compare her own with other children, and if the child is still small, she seeks to instill in him a lot of new knowledge and skills and not notice the talents and abilities inherent in the child by nature, thereby violating the basic balance .

What to do? Recognize the right of the child to his individuality. Here the best helpers are the practices of developing emotional intelligence (EQ). It should be remembered that the child in the first years of life is interested in everything or almost everything. Give him the opportunity to choose the game, activity or activity that is most attractive to him at the moment. And forget templates. It is also important to teach your child how to properly express their emotions. You can start with yourself, and the child will follow the mother’s example. A simple phrase: “I feel _________ because ________, and I would like _________” will help to more accurately express both the joy from the moment of playing together and my fatigue after work, and, therefore, to build boundaries correctly.

With an enhanced parental “mode” of new knowledge and skills, it is important for a child to find an opportunity to convey new information to him in a soft, interesting, and most importantly, understandable way for him. For example, you can introduce your child to dinosaurs through drawing, reading, modeling, watching documentaries, visiting a museum, and putting on your own home performance.

6. The child and his future

The most difficult thing is to find a balance between the present and the future. Now you look at the child and see how something does not work out for him. But you have already imagined his dizzying career and success in the future. This state of inconsistency between his present and the future that you want to create for him makes it difficult to see real steps for growing up.

What to do? In fact, if you have already gone through the previous five steps, learned to hear and understand yourself, see and accept the uniqueness of your child, then this stage will be very easy for you. After all, whoever your child decides to become, the most important thing is his self-confidence, his ability to communicate with other people, his feeling of maternal support, and, of course, the belief that at any moment – the happiest or the most difficult – he will be able to return to you for this support.

Unfortunately, unhappy children in a loving family are far from being an exception. Happy children in a host and understanding family is the rule. At the moment when all barriers between you and the child are destroyed, you can see the true image of the child and love him with an accepting, pure and unconditional love.

“Sometimes I Wish It Wasn’t There”: Stories of Women Who Don’t Love Their Children and Motherhood

Talking about motherhood may not bring joy is not accepted, and many women experience postpartum depression and burnout, raise children alone and feel cut off from the outside world. We talked to heroines who do not feel happy as a mother and do not feel love for their children.

“I hate motherhood for having to constantly sacrifice myself for others”

Maria’s story

36 years old, lives in St. Petersburg, three children: the eldest is five years old, the middle one is three years old, the youngest is one year old

At sixteen, Maria left her parents for Moscow. Having entered the university, she began to engage in hiking and outdoor activities. In the summer, she led excursions around Solovki. The rest – traveled to different countries. This went on for fifteen years. And all this time, Maria did not think about children at all. But seven years ago, she decided to stay in Solovki for the winter – one woman offered to live in her house for free, and Maria agreed. There she met her future husband, four months later they got married, and Maria became pregnant almost immediately. At that time, she was deeply immersed in Orthodoxy, so she had thoughts about her family and children. But at the same time, both marriage and the first child, as the heroine now understands, were rash, spontaneous events.

Two years before her pregnancy, Maria had a very active life, she went in for yoga, sports, swam in an ice hole, went skiing. “I was in excellent physical shape. Apparently, the Lord gave me these two years of breathing room. Now I’m in terrible shape, I’m practically falling apart,” she says.

After giving birth, Maria didn’t have time to either get euphoric or depressed – she immediately returned to work, started moving and doing other things. Depression covered her later – six months later, when she began to stay alone with the child: “My husband was at work from 7 am to 8 pm, with one day off. I sat with the child all day long. All my childless friends have safely forgotten about me, as if I had ceased to exist. And that was the hardest part: the endless routine, my son’s colic and bad sleep.”

The husband always helped whenever possible — he, as Maria says, is one of the helping husbands. But still, the family lived according to the traditional distribution of roles: the man goes to work, the woman stays with the children. “Everyone thinks that this is the norm,” says Maria. – They constantly told me: “What are you complaining about, you are sitting at home with one child.” In fact, it’s hard, because I’m not in my life, there is only a child . As soon as I turn away, he starts squeaking. As soon as I start doing my own business, he immediately requires attention.

According to Daria Utkina, a psychologist, doula, and the author of the Take Care of Yourself project, the standards and expectations of mothers in the modern world are much higher than they were in the 20th century. Now they have to not only try hard, but also in no case go too far in their desire to be a good mother in the stream of intensive motherhood. And being just a housewife is no longer enough. At the same time, there are fewer and fewer traditional support practices: in many countries, gardens and nannies are expensive, decrees are short, and a normal family income should consist of two salaries. It often happens that grandparents are far away, there is no help, plus the city is not intended for children. “Against this background, it is difficult for women in the 21st century not to notice how dramatically expectations from them and reality do not coincide. Or they have to put in too much effort to meet these expectations,” Daria explains.

“Modern motherhood is becoming more and more diverse,” says sociologist Olga Savinskaya. – On the one hand, there is one trend for modernization – the desire for equality, changing the established roles in the family, a sense of the trends of the future. But in parallel with this, a conservative ideology is advancing to preserve the traditions and foundations that successfully existed in the past. People who share conservative principles consider them time-tested and therefore true. Seeing different practices and values ​​of parenthood around them, the younger generation is becoming more reflective: they are more and more thinking and making choices about how to build relationships with a spouse and a child. Therefore, instead of following traditions, they begin to follow their own individual path. It is this reflection that prompts public talk that motherhood is not easy and simple, it is hellish work . Women are talking more and more about how physically difficult it is: to endure, not to sleep, to be on the alert, to always remain positive towards a little person who still does not know how to take into account the needs of mother and father

Thoughts that Maria is tired of motherhood, finally came along with the third child. Three days before she found out she was pregnant, she sold her travel company. Left without support and being physically exhausted, Maria began to think about abortion, despite her religious beliefs. “We left everything and flew with my family to Thailand because I wanted to run away. There I already had toxicosis, and I physically felt that I was a child. And, of course, there could be no thought of any abortion.” Maria recalls that at that time she felt only confusion and fear for the future: “I thought what I would do with three children?! Only on the horizon appeared a way out to people, and here again these rags and diapers.

Maria never keeps her emotions to herself. She can send the children to another room, if she needs to mind her own business, she can shout. The husband condemns her: he does not like that she can sit on the phone instead of playing with the children, he does not accept when they raise their voice at the children. “If I’m tired or I need to be alone, I can even say it in a rude way. Unlike my husband, he endures to the last. He thinks that everything is for children. But I don’t: first I will eat myself, and then I will feed them. This is my burnout valve. I will send everyone if I want to sleep. I won’t play with them. I don’t know if this is good or bad. But I am quite open in my manifestations, even if this behavior is not accepted in society.”

“Most often, mothers experience burnout in Western countries where there is individualism, where women are more independent: the USA, Canada, European countries. The United States has the most burnout mothers,” says psychologist Alena Prihidko. – Of course, when a woman is tired, in particular, from trying to strive to meet the standards of a good mother and constantly worrying about her child, this leads to the fact that the mother is on the verge of exhaustion. And when you are exhausted, it is very difficult to feel the feeling of love.”

There are no statistics on maternal burnout in Russia. But Daria Utkina explains that out of the 1.5 million births that occur in the country every year, approximately 300 thousand women experience postpartum depression. About the same number, according to the first studies, experience symptoms of post-traumatic stress disorder (PTSD) after childbirth. Another part of them were extremely tired and burnt out. These are not separate groups, many are faced with everything at once, but someone gets one thing.

It is difficult for Mary to be a mother, because her children do not allow her to live the life to which she is accustomed and which brought her pleasure. But at the same time, she tries not to blame the children for this. “I love my children, but I hate motherhood,” Maria says. “Children touch me with their faces, stupid actions and funny jokes. I hate motherhood as such – for the need to constantly sacrifice yourself for the sake of others.

“I was terribly tired of sitting at home with them, playing these stupid games, cleaning up after them. Everyday life also plays a big role in this, because endless cleaning, which has no gratitude or feedback, is tiring.

You do everything automatically, like the attendants of your children. It’s hard for me to get emotionally involved in them. The older one wants to tell me something, the middle one wants to hear how beautiful she is, the younger one just needs physical contact. And it turns out that I’m fucked up and constantly touched by them.”

Maria is sure that it will never be easier for her . Perhaps it will become easier when the children grow up, but there will be other problems, for example, financial ones. All those close to her told her that it was hard only up to a year, and then it gradually became easier. But she doesn’t feel it.

“When I tell my mother that I hate my children, she replies: “Mash, these are your children. All this will pass, don’t think about it.” For some reason, we have such an attitude towards the feelings of mothers. That’s it, you gave birth – be patient. They were sitting with you, and now you are sitting.”

Among the different range of emotions that mothers experience, hatred is the most noticeable. “Any mother has an attitude that she must constantly feel love for her children,” says Alena Prihidko. – And for the first time, when she experiences a feeling of dislike, this event becomes very bright and frightening for her. She begins to analyze it for a long time and as a result can come to a variety of conclusions. Like thinking she’s a bad mother.”

“Now I’m trying to accept motherhood,” Maria says. Realize that for at least another fifteen years they will be children. I try not to forbid myself to feel all the emotions that I have. Perhaps this will help me become a full-fledged mother, and I will stop running away from my motherhood.

“You don’t have to tell me this will pass.

It doesn’t work for me”

Olga’s story

37 years old, lives in the USA, the eldest son is three years old, the youngest is one

“ When women say that it’s hard for them, it means that it’s hard for them . There is no need to say that everyone has it, ”says Olga, mother of two boys. She gave birth to her first son at 34. The boy is suspected of Asperger’s Syndrome (AS), which is expressed in problems of communication and social behavior, with concomitant dysfunction of sensory integration (this is a condition in which signals from different senses are not organized into an adequate behavioral response. – Approx. ed. .). He does not feel hungry until he has stomach pains. He does not understand when he wants to go to the toilet, he is afraid of loud sounds. Despite the fact that he can talk, he expresses his desires and negative feelings through hysteria, aggression or auto-aggression (causing psychological or physical harm to himself. – Note ed. ).

Before the birth of her son, Olga worked with children and knew that it was hard, that parenthood meant certain efforts and sacrifices. She understood that titanic work was behind the upbringing of a child, but at the same time she liked the children.

Immediately after giving birth, Olga did not feel the euphoria that many women talk about: “I only had a feeling of relief that it was finally over. Not to say that the birth was very difficult. I gave birth at home with a midwife. But the process itself was terrible. And when he was born, I exhaled.” In the first two weeks, Olga started having problems with breastfeeding. The child was constantly crying and slept very little. Up to seven months, she remembers only the constant cry of her son, there are practically no other memories. Then, when the baby learned to crawl, it became a little easier.

One of the manifestations of AS is lack of attachment. “It is hard to raise a child who is not attached to you. This is a very big problem. My son can run away at any moment, he can be cold and distant when talking to me – he doesn’t look into my eyes, doesn’t smile, doesn’t hug. Until the age of three, he screamed a lot. All his emotions were expressed through op. Imagine that there is a screaming person next to you all the time. He does not communicate with you in a different way, only through op. In our house, the glass is ringing from his screams. With him, as with no other, the proverb is true: what you sow, so you reap. And you need to sow a lot there.”

There were bright moments when the son behaved less anxiously. Sometimes it lasted for two or three weeks. Then Olga and her husband woke up with hope that everything could work out. But each time everything started anew: “ This is being in constant slavery . Your needs do not exist at all: neither to eat, nor to go to the toilet, nor to sleep – everything is ignored at any time of the day or night.

Olga had no help: up to a year she sat with her son all day long. The husband was at work during the day, grandparents did not help: “In the evenings, after work, the husband connected to the care of his son. He was very tired, he also began to burn out. As a result, we accumulated irritation with each other.” Olga tried her best to calm her son down, but there came a moment when her strength was running out. Then she simply went to another room to exhale herself, then returned and again consoled the baby for hours. When the baby learned to walk, Olga began to close herself in the bathroom with headphones. Almost none of her relatives could just listen and support her, everyone tried to give advice, insisting that “everything will soon pass.” Olga was always very annoyed by this: “You don’t need to tell me that this will pass. It doesn’t work for me. Yes, it becomes easier in some ways, but harder in some ways. In my case, in order for something to change for the better, constant titanic work is needed. I just want to be listened to: no comments, no evaluation, no advice. ”

Mothers often face devaluation of their experiences. At the same time, it is difficult to achieve empathy from the source of experiences – a child. “Moms need to learn to sympathize with themselves on their own,” says Alena Prihidko. – There is no point in waiting for sympathy from children – they are at a completely different level of development and are not capable of this until a certain age.

It is important to give yourself understanding and support. You can take care of yourself by talking to yourself the way you would talk to the person you love.

Or maybe even think about the fact that along with you, hundreds of thousands of mothers also experience the same feelings and get tired. In such cases, people are needed who can listen, give warmth and support. People who will help create a space where you can pour out your pain without being judgmental.”

Olga recalls that she was full of strength before childbirth and entered the role of mother with a good psychological resource. But a few months later, burnout began, followed by postpartum depression: “I keep everything in myself, I tried to work with a psychologist, but, unfortunately, it was unsuccessful. And my anger turns into auto-aggression. If I experience severe stress, then I begin to harm myself – I can open my fingers to the point of blood, for example: this calms me down. I won’t cut my hands, of course. But some obsessive movements calm me down.”

When the baby was two months old, Olga kissed him on the cheek, and he started crying because of it. Over time, she realized that it was impossible to hug her son again, because it was unpleasant for him. “He didn’t smile at us. Imagine that an aggressor has appeared in our life, how can we love him ?

All the time Olga was internally struggling with herself, experiencing constant emotional swings — from pity to hatred: “It seems that I’m about to push myself a little and I’m definitely going to love him. It seems you hold on, hold on – and fall down again. You scold yourself for not working out.” At the same time, Olga responsibly treats her mother’s duties: she spends a lot of time on classes with her son and education, does without screaming and punishment.

When the youngest son was born in Olga’s family, the eldest became jealous. She was afraid to leave the children alone in the room, even for a couple of minutes, because she knew that the eldest son could harm the youngest. He could run up and hit the kid with his head on his head. “I was blown away by the tower at such moments, I was ready to just strangle him right away and throw him out the window,” says Olga.

Almost all mothers have an attitude that children should be loved, Alena Prihidko explains. We are living people, and we can have a variety of emotions in relation to children. When mothers begin to scourge themselves for negative emotions, they enter a vicious circle: they got angry with the child, scolded him, and then themselves for being a bad mother. “Love is an emotion, all emotions are short-term, that is, they cannot last long. They last for tens of seconds, and then replace each other,” says Prihidko. – Love is the same emotion as shame, joy, fear. And it’s impossible to love a child 100% of the time. It is difficult for a tired mother to experience a feeling of love, because against the background of burnout, she has other feelings. When a child is the main cause of fatigue, then in relation to him, the mother can experience completely different emotions, including negative ones. For example, as the psychologist explains, anger is an absolutely normal negative reaction of a mother in a situation where a child does not obey because his behavior creates an obstacle for her. Anger arises when we want to change the way the other person thinks, and we want them to start thinking differently. If someone does not respect us, we get angry because we want to change it. The second common reason is injustice. And parents feel injustice all the time: they do a lot for children, but they do not appreciate it and do not reciprocate, because they are not yet capable of it.

Now, three years later, Olga admits that she was able to accept her son: “The theory of attachment helped me a lot. Even his behavior began to improve little by little. You can leave your husband, you can not communicate with your parents, but you can’t get away from the child. He was already born, already exists, even if you left him somewhere and abandoned him (which I can’t imagine at all), he still exists somewhere, and you bear this responsibility. You can divorce your husband and after a couple of years you no longer know where he is and what he is. It won’t work with a child.”

Many psychologists who specialize in motherhood work with attachment theory. It boils down to the fact that an adult takes full care of a child until the child can take care of himself. When an adult develops attachment, he feels responsible for the child – this helps the parent not only take care of the child and help him, but also enjoy this process. At the same time, attachment does not have to be associated with love. According to this theory, a child who receives enough care from an adult becomes independent more quickly.

When asked if Olga loves her son, she honestly answers: “During the first three years, I sincerely admitted to myself that I did not love my son. But I always wanted to love him.

Communicated with friends, asked for advice. I realized that many people are sailing in the same boat, they just do not admit it to themselves. In society, it is not customary to talk about the dislike of parents, especially mothers, for children.

“I would like society, especially in Russia, to reconsider their attitude towards mothers and motherhood,” says Olga. – This attitude “has given birth – stay at home” is felt in everything. Not everywhere there are changing tables, not everywhere there are places for a child, not everywhere you and your children are welcome at all. And the phrase “everyone is like that” is annoying. I remember that my girlfriends constantly told me: “Well, what are you doing, children – this is such a joy. ” And I thought that something was wrong with me, that I was so flawed. And it turns out that society sometimes hammers the last nail into the coffin. I think that I could have accepted my son much earlier if there were more caring people in my environment.”

“Sometimes I just want her to be gone”

Anna’s story (the name was changed at the request of the heroine)

41 years old, lives in Moscow, two children: the eldest daughter is fifteen years old, the youngest son is two

“There are problems in any motherhood, but when you raise a child without love for him, this is a prison,” says Anna. She gave birth to her first daughter at the age of 26 – due to problems with the reproductive cycle, the woman was sure that she would not be able to conceive a child without appropriate treatment. Therefore, the news of pregnancy came as a surprise to her.

“I had a severe stomach ache, I couldn’t wear tight clothing. And I thought I had a tumor or cancer. In such a state of terrible horror, I went to the doctor, and they told me that I was in my ninth week, ”says the woman. By that time, Anna was already thinking about parenthood, although she did not plan to become a mother in the near future. But she did not have any thoughts about abortion – she knew that in this case, she had too high a chance to be left without children at all.

Anna broke up with the father of the child at that time. He was younger, she did not have serious feelings for him. But after the news of the pregnancy, they got together, began to live together and soon got married. At that time, Anna was studying at a party at Moscow State University and she did not want to quit her studies. My husband’s mother came to the rescue – she took over all the main duties of caring for the child and around the house.

For almost the entire pregnancy, Anna and her husband were expecting a boy – this was shown by several ultrasounds done in different clinics. But in the seventh month, they suddenly found out that there would be a girl: “It seems that I then cried for a week. That is, yes, I realized that I have a living healthy girl in my stomach. But I mourned my boy. It may seem ridiculous, but at that moment it was a tragedy for my mind.”

“The birth was very difficult,” recalls Anna. – The doctor wanted to perform a caesarean section on me, although there were no indications for him. And I wanted to give birth myself. As a result, the process still did not go in the most natural way. I was alone, frightened, I was in pain: I lay under a drip at night, and the doctor went to bed. And when she woke up, the child already had hypoxia. Everyone immediately ran, took me to the operating room, and the doctor on the way said: “Well, I told you.”

Due to complications, Anna was only able to see her daughter three days after the birth. Against the background of all the other children, Sophia (name changed) for Anna was the most beautiful – the baby had smooth skin and long eyelashes. But the woman did not feel the feeling of closeness: “It seemed that she was simply given to me. A very pretty, cute baby. But what about me, it was not clear. There was no connection between us and no feeling that I was somehow involved in her appearance .

After arriving home, the feeling of alienation towards her daughter only intensified. According to Anna, the grandmother wanted a daughter all her life, and therefore she was extremely happy with her granddaughter. At some point, Anna felt like a guide through which Sophia came into the world for her grandmother and father. Since her grandmother practically took on the role of a mother, Anna was able to quickly return to her ordinary life – to study and work – without spending a lot of time caring for the child.

According to Daria Utkina, a mother can have a feeling of alienation towards her child for various reasons. The most common of them: unwanted child or unexpected pregnancy, pregnancy due to violence, prolonged separation from the child, when someone else becomes the main adult for him, emotional burnout, severe fatigue, depression (not necessarily postpartum). Sometimes a feeling of alienation towards a child can be a manifestation of a feeling of alienation in relation to any relatives in general. Most often, the formation of such an attitude is influenced by several factors at once, related both to the emotional state of the mother and her experience, and to the circumstances in which she finds herself.

Sophia grew up very sensitive. Anna recalls that when her daughter was a child, any difficulty immediately made her hysterical. “It annoyed me to the point of shaking, to hatred. When she screamed hysterically non-stop over some little thing, I yelled, “Get this away from me.”

When Sophia grew up, Anna began to understand that her and her daughter’s feelings were mutual: her daughter also did not give her as much warmth as her grandmother. Watching how her husband’s mother treats her child – with unconditional love and acceptance – and comparing this with her attitude, Anna began to think that she was a bad mother: “I always thought that I was a mother-shit – and I have a child that’s why he’s so hysterical. I constantly had thoughts that I should give it somewhere. I thought, let her grandmother adopt her, because I cope very badly with her. I am horrified when they leave me alone with a child.”

“I don’t love her, it’s hard for me, I’m not interested. At some point, I just wish it wasn’t there. She does not bring me anything good, but at the same time she takes a lot of things from me, ”says Anna.

She admits that there were times when she wanted to harm her daughter by screaming or spanking, knowing full well that these were unacceptable methods of education.

From an early age, the grandmother began to take the child on vacation to Moldova, where she had a dacha. Anna loved this time and did not suffer in separation from her daughter. When Sophia was ten years old, her parents divorced. “After the divorce, I had a real depression, but there was a very biased attitude towards psychiatry. I thought I could handle it myself, but I did it very badly,” says the heroine. Grandmother then moved to Crimea, built a house there and offered to take her granddaughter for the summer. Anna immediately agreed, because she was sure that her grandmother in Crimea is much better than her mother, who is struggling with depression, and her father, who cannot decide how to live on.

Sofia has left. First for the summer, and then her grandmother invited her to stay for another couple of months of warm autumn. As a result, winter came, Sofia went to school, then enrolled in an art school. Every time Anna asked her daughter if she wanted to return home, the girl answered that she would stay with her grandmother for a little longer. As a result, through joint discussions, it was decided that the daughter would come to visit Anna several times a year.

“This feeling of alienation does not go away, and I am not sure that it will ever go away. My daughter is an unkind, unempathetic child. With age, everything becomes easier, simply because she becomes more independent. You can negotiate with her, you can switch to some other business. There is no longer such a total dependence. But love does not suddenly arise, ”says Anna. She also remembers the bright moments spent with her daughter, when it seemed to her that they were getting closer. And the moments when Anna felt love towards her daughter. But, according to her, this feeling is very fragile. And when another conflict happens, emotional kickbacks happen very quickly.

This is exactly what happened on my daughter’s last visit. When Sophia arrives in Moscow, she lives with Anna, her husband and younger brother, whom she, according to the heroine, is jealous of. Once Sophia wanted to meet her dad, she and Anna agreed that during the day her daughter would do housework, and in the evening she would go to her dad. But it turned out that only one key remained at home. As soon as Anna told her daughter about this, she immediately burst into tears, called her father and said in hysterics that her mother was locking her at home. The ex-husband called Anna and threatened the police if she did not immediately let the child out of the house. “I was shaking and pounding all over, I let her go to my dad. And in a couple of days, through my grandmother, I find out that my daughter is going to live with her father, ”says the woman.

After this situation, Anna wrote a post in a Facebook group for mothers asking for advice on what to do when the child’s father threatens the police. She described her story in detail, and in 15 minutes, fifty angry comments appeared under the post that Anna was a disgusting mother, and her daughter was very unlucky.

Anna admits that they do not feel guilty, although she has a feeling that she should have felt it: “A mother who deviates and does not comply with some traditions and norms will be condemned. The fact that I gave my daughter to my grandmother automatically makes me a monster, and hers an unhappy and poor child. But if I grew her on my own, killing my and her psyche, would that be right?

“Women regret motherhood in different ways,” explains Daria Utkina. “There are quite a few who experience only this feeling. More often these are ambivalent experiences: and regret, and love, and anger, and joy. And this is what happens the hardest. Because many people think that motherhood is only happiness, and it is strange and bad to experience all other feelings .

It is very important for modern mothers to know that it is normal to be angry with a child or regret that with the appearance of a child in life there is less freedom and more responsibilities.

Anna has completely different feelings for her youngest son. Despite the fact that the birth was much more difficult, Anna lost a lot of blood and ended up in intensive care. But when she saw her son, she immediately felt a connection that she did not feel with her eldest daughter: “There were completely different feelings. Engagement immediately appeared: I knew this was my child, I gave birth to him.

Now Anna regrets that she cannot have the same feelings for her daughter. She worries that her daughter cannot be close to her in the same way as with her grandmother. But she is sure that she has chosen the best layout for herself and for her.

Anna believes that involvement in a child is a guarantee of happy motherhood: “When you have it, even if it’s hard for you, you understand why you endure all this. And if there is no inclusion, then this is hard labor – you just have to wait until the child grows up, goes into adulthood, and you become free. And there are no guarantees that this involvement will arise in every mother. This violation of chemistry can appear at any time. And it is not clear what mothers should do in such situations. Knowing the theory of attachment and understanding that the child will not always be like this helped me a lot, she will grow up and change. And in general, understanding the psychology of childhood and upbringing can help reduce the level of adverse interaction with the child. Now I know how to make our relationship less traumatic and more acceptable, so that I myself can sow the ground for the healthy development of my child.

Tuition-Based Pre-K – Carrollton-Farmers Branch ISD

• Expert Teachers

• Pre-K Locations

• How To Enroll for Tuition-Based Pre-K

• Pre-K Scholarship

All Pre-Kindergarten teachers in CFBISD are certified by the State Board of Education in Texas. PreK teachers are also required to meet the High Quality PreK Teacher Qualifications set by the Texas Education Agency.

Teachers also receive specialized training in early childhood curriculum, play-based learning, differentiation, socio-emotional learning and much more.

All PreK aged students have a designated PreK location based on their home address. You can check your address to identify the designated PreK location at the following link cfbmaps.com.

Schools offering Pre-K:
Blair, Blanton, Carrollton, Central, Farmers Branch, Freeman, Furneaux, Good, Kent, Landry, Las Colinas, McKamy, McLaughlin Strickland, McWhorter, Riverchase, Rosemeade, and Stark.

Blair Elementary
14405 Heartside, Farmers Branch, 75234
Phone: 972-968-1000

Students from Blair.

Blanton Elementary
2525 Scott Mill, Carrollton, 75006
Phone: 972-968-1100

Students from Blanton.

Carrollton Elementary
1805 Pearl, Carrollton, 75006
Phone: 972-968-1200

Students from Carrollton.

Central Elementary
1600 South Perry Road, Carrollton, 75006
Phone: 972-968-1300

Students from Central.

Country Place Elementary
2115 Raintree, Carrollton, 75006
Phone: 972-968-1400

Students from Country Place will attend Pre-K at Good Elementary.

Davis Elementary
3205 Dorchester Dr., Carrollton, TX 75007
Phone: 972-968-1500

Students from Davis will attend Pre-K at Kent Elementary.

Farmers Branch Elementary
13521 Tom Field, Farmers Branch, 75234
972-968-1600

Students from Farmers Branch.

Freeman Elementary
8757 Valley Ranch Pkwy W, Irving, TX 75063
Phone: 972-968-1700

Students from Freeman and Las Colinas will attend full day Pre-K at Freeman Elementary.

Students from Freeman qualifying for the Bilingual Program will attend Pre-K at Riverchase Elementary.

Furneaux Elementary
3210 Furneaux Ln., Carrollton, 75007
Phone: 972-968-1800

Students from Furneaux and Sheffield
(Note: Due to construction, students from Sheffield who are in Kindergarten will also attend Furneaux Elementary.)

Good Elementary
1012 Study Lane, Carrollton, TX 75006
Phone: 972-968-1900

Students from Good and Country Place.

E.L. Kent Elementary
1800 W. Rosemeade Parkway, Carrollton, 75007
Phone: 972-968-2000

Students from Kent and Davis.

Tom Landry Elementary
265 Red River Trail, Irving, 75063
Phone: 972-968-2100

Students from Landry qualifying for the Bilingual Program will attend Pre-K at Riverchase Elementary.

Las Colinas Elementary
2200 Kinwest Parkway, Irving, TX 75063
Phone: 972-968-2200

Students from Las Colinas qualifying for the Bilingual Program will attend Pre-K at Riverchase Elementary.

La Villita Elementary School
1600 Camino Lago, Irving, TX 75039
Phone: 972-968-6900

Students from La Villita will attend full day Pre-K at Riverchase Elementary.

Students from La Villita qualifying for the Bilingual Program will attend Pre-K at Riverchase Elementary.

McCoy Elementary
2425 McCoy Road, Carrollton, Texas 75006
Phone: 972-968-2300

Students from McCoy will attend Pre-K at Rosemeade Elementary.

Charlie McKamy Elementary
3443 Briargrove, Dallas, 75287
972-968-2400

Students from McKamy.

McLaughlin/ Strickland Elementary
3030 Fyke Road, Farmers Branch, TX 75234
Phone: 972-968-5700

Students from McLaughlin/Strickland.

Kathryn S. McWhorter Elementary
3678 Timberglen, Dallas, TX 75287
Phone: 972-968-2600

Students from McWhorter.

Rainwater Elementary
1408 Frankford Rd. E, Carrollton, TX 75007
Phone: 972-968-2800

Students from Rainwater will attend Pre-K at Rosemeade Elementary.

Riverchase Elementary
272 S. MacArthur Blvd. Coppell, TX 75019
Phone: 972-968-2900

Students from Riverchase and La Villita will attend full day Pre-K at Riverchase Elementary.

Students from Riverchase qualifying for the Bilingual Program will attend Pre-K at Riverchase Elementary.

Rosemeade Elementary
3550 Kimberly at Raleigh
Carrollton, TX 75007
Phone: 972-968-3000

Students from Rosemeade, McCoy, Rainwater and Thompson.

Sheffield Elementary
18111 Kelly, Dallas, 75287
972-968-3100

Students from Sheffield will attend Pre-K at Furneaux Elementary
(Note: Due to construction, students from Sheffield who are in Kindergarten will also attend Furneaux Elementary. )

Janie Stark Elementary
12400 Josey, Farmers Branch, 75234
972-968-3300

Students from Stark, Freeman (Bilingual only), Landry (Bilingual only), La Villita (Bilingual only), Las Colinas (Bilingual only), Riverchase (Bilingual only)

June R. Thompson Elementary
2915 Scott Mill Rd., Carrollton, TX 75007
972-968-3400

Students from Thompson will attend Pre-K at Rosemeade Elementary

• If your child does not qualify for free Pre-K, you can apply for admission before you can move forward with enrollment. Space is limited. Applications will be approved on a first-come, first-served basis. In order to reserve a spot, a completed and approved application along with a non-refundable fee of $100 must be received by CFBISD.
  • Apply online – when applying, choose Early Learning (Parents Pay for Pre-K) in the menu.
• The following items are required for registration:
  • Child’s Birth certificate
  • Child’s Immunization Record or Notarized Exemption
  • 2 Proofs of address (Utility Bill and Lease or Mortgage)
  • Copy of Parent Identification (Government Issued Photo ID)
  • If Applicable: Proof of Guardianship, Child’s previous school records

Pre-K Scholarship

Carrollton-Farmers Branch ISD strives to support our youngest learners! The district awards a limited number of Pre-K Scholarships based on an application and lottery basis. Students who do not traditionally qualify for free Pre-K but fall within a designated income bracket will be eligible to apply for the scholarship and enter the lottery. PreK Scholarship applications will be reviewed and awarded the second week of school.

Students who attend CFBISD’s Pre-K program have demonstrated higher levels of academic achievement than students who do not attend. With the scholarship program, CFBISD is increasing students’ access to a high-quality Pre-K program with certified and specially trained teachers. We are excited to provide this opportunity to students in our community.

The application opens Friday, April 15 and closes Friday, August 5.

Apply Now

Pre-K Virtual Open House

Montgomery GI Bill Selected Reserve (MGIB-SR)

The Montgomery GI Bill Selected Reserve (MGIB-SR) program offers up to 36 months of education and training benefits. If you’re a member of the Army, Navy, Air Force, Marine Corps or Coast Guard Reserve, Army National Guard, or Air National Guard, you may be eligible for this benefit. Find out if you qualify.

Am I eligible for education benefits under the MGIB-SR program?

You may be eligible for education benefits under this program if you meet these requirements.

One of these must be true:

• You have a 6-year service obligation (you agreed to serve 6 years) in the Selected Reserve, or
• You’re an officer in the Selected Reserve and you agreed to serve 6 years in addition to your initial service obligation

Note: Your obligation must have started after June 30, 1985, or for some types of training after September 30, 1990.

And all of these must also be true:

• You complete your initial active duty for training (IADT), and
• You get a high school diploma or certificate of equal value, like a High School Equivalency Diploma or GED, before finishing IADT (Note: You can’t use 12 hours toward a college degree to meet this requirement), and
• You stay in good standing while serving in an active Selected Reserve unit
  (Note: You’ll still be eligible if you’re discharged from Selected Reserve service due to a disability that was not caused by misconduct)

You can receive benefits until your eligibility period ends or you use all of your entitlement, whichever comes first. “Entitlement” means the number of months of benefits you may receive.

We may extend your eligibility period if you’re called to active duty. If this happens, we’ll extend your eligibility for the amount of time you’re mobilized plus 4 months. For example, if you’re mobilized for 12 months, we’ll extend your eligibility period for 16 months. This extension still applies even if you leave the Selected Reserve after mobilization.

This depends on the reason you left. Your eligibility for this program usually ends the day you leave the Selected Reserve. But there are exceptions to this rule.

You can still qualify for MGIB-SR benefits for 14 years from the date of your first 6-year obligation if any of these descriptions are true for you.

At least one of these must be true:

• You separated because of a disability that wasn’t caused by misconduct, or
• Your unit was deactivated between October 1, 2007, and September 30, 2014, or
• You involuntarily separated (not by choice) for reasons other than misconduct between October 1, 2007, and September 30, 2014

What benefits can I get?

How do I get these benefits?

Follow the steps here to apply for these benefits.

1. Get your Notice of Basic Eligibility (DD Form 2384-1) from your unit

   Your unit will also code your eligibility into the Department of Defense (DoD) personnel system so we can verify it.

2. Make sure we’ve approved your program

   Before you enroll, contact the school or use the GI Bill Comparison Tool to find out if we’ve approved your program for VA education benefits. If you have questions, call us at 888-442-4551. We’re here Monday through Friday, 8:00 a.m. to 7:00 p.m. ET. If you have hearing loss, call TTY: 711. Or submit a question online through Ask VA.
   Use the GI Bill Comparison Tool
   Contact us online through Ask VA

   Note: If you want to enroll in a program that we haven’t approved, you’ll need to ask the school to request approval. We can’t take any action until an official from your school (not you) requests approval. And you can’t use the benefit until we’ve approved it. If we don’t approve your program, you’ll have to pay all costs at the school, including tuition and fees.

3. Apply for the MGIB-SR program

   If you haven’t started training

   Submit your Application for VA Education Benefits (VA Form 22-1990) online.
   Apply online now

   You can also apply by mail, in person, or with the help of a trained professional.
   Learn more about other ways to apply

   If you already started training

   Fill out an Application for VA Education Benefits (VA Form 22-1990).
   Get VA Form 22-1990 to download

   Take your application and your Notice of Basic Entitlement to your school or employer. Ask them to complete VA Form 22-1999 and send all 3 forms to us.

4. Ask your school or training program to certify your enrollment

   The certifying official may be someone in your school’s financial aid, Veterans Affairs, registrar, admissions, or counseling office. For on-the-job training or an apprenticeship, the official may be someone in your school’s training, finance, or human resources office.

   Note: You’ll then need to verify your enrollment at the end of each month to keep receiving payments. You can verify your enrollment online through our Web Automated Verification system (called “WAVE”) or by phone by calling 877-823-2378.
   Verify your enrollment online
   Get more information about WAVE

How can I use my MGIB-SR education benefits?

You can use your benefits in many ways to advance your education and training.
Find out how to use your GI Bill benefits

In some cases, we may help you pay for:

• Remedial courses (classes some students must take to build up their basic skills in math, reading, or English before they can take regular college courses),
• Deficiency courses (classes some students must take in order to be admitted to a certain college)
• Refresher courses (brief courses that help people review and improve their knowledge in a certain subject area)

Check current payment rates

Can I qualify for more than one VA education benefit?

Yes. If you’re eligible for more than one benefit, you’ll need to decide which to receive. You can’t receive benefits under more than one program at a time.

We can help you make this decision. Call us at 888-442-4551. We’re here Monday through Friday, 8:00 a.m. to 7:00 p.m. ET. If you have hearing loss, call TTY: 711.

Last updated: March 9, 2022

Free Books for Children, Support for Student Athletes and Creative Expression

Published: Sep 30, 2022

Governor Newsom takes final action of 2022 legislative session
SACRAMENTO – Governor Gavin Newsom today took action on the final bills of the 2021-22 legislative session, including measures that will offer free books to the youngest Californians every month, prevent creative expression like rap lyrics from being used inappropriately as evidence in criminal cases, and allow student athletes training for the Olympics in California to qualify for in-state tuition.

Governor Newsom signed SB 1183 by Senator Shannon Grove (R-Bakersfield), expanding Dolly Parton’s Imagination Library Program to children statewide. Under the initiative, launched to inspire a love of reading at an early age, California children under the age of five will be eligible to enroll in the program to receive a free book every month through a direct mail program starting in June 2023.

Click Here to Watch the First Partner’s Message on the Dolly Parton Imagination Library 

Joined virtually by award-winning rappers, record producers and record industry executives, Governor Newsom signed AB 2799 by Assemblymember Reginald Byron Jones-Sawyer, Sr. (D-Los Angeles), a first-in-the-nation bill that limits the use of creative expression like rap lyrics as evidence in criminal cases to protect against bias.

Governor signs AB 2799 joined by Meek Mill, Assemblymember Jones-Sawyer, record executive Kevin Liles, Ty Dolla $ign, E-40, YG, Killer Mike, CEO of the Recording Academy Harvey Jay Mason Jr. , Too $hort and TYGA
In a virtual ceremony, Governor Newsom signed AB 2747 by Assemblymember Adrin Nazarian (D-North Hollywood), which will make Olympians, Paralympians and elite Olympic hopefuls who train in California eligible for in-state tuition.

Governor signs AB 2747 joined by Olympic Gold Medalist Kristi Yamaguchi, student athletes and advocates, Chairman of LA28 Casey Wasserman, Chief Athlete Officer for LA28 and Olympic Gold Medalist Janet Evans and Assemblymember Nazarian
A full list of bills the Governor signed is below:

• AB 30 by Assemblymember Ash Kalra (D-San Jose) – Equitable Outdoor Access Act.
• AB 512 by Assemblymember Chris Holden (D-Pasadena) – State highways: relinquishment: infrastructural barriers.
• AB 547 by Assemblymember Kevin McCarty (D-Sacramento) – Domestic violence: victim’s rights.
• AB 775 by Assemblymember Marc Berman (D-Menlo Park) – Contribution requirements: recurring contributions.
• AB 1164 by Assemblymember Heath Flora (R-Ripon) – Dams and reservoirs: exclusions: publicly owned or operated regulating basins.
• AB 1355 by Assemblymember Marc Levine (D-Marin County) – Public social services: hearings.
• AB 1406 by Assemblymember Tom Lackey (R-Palmdale) – Law enforcement agency policies: carrying of equipment.
• AB 1426 by Assemblymember Devon Mathis (R-Porterville) – California Advanced Services Fund: Broadband Adoption Account.
• AB 1432 by Assemblymember Evan Low (D-Campbell) – LGBTQ+ Pride Month.
• AB 1445 by Assemblymember Marc Levine (D-Marin County) – Planning and zoning: regional housing need allocation: climate change impacts.
• AB 1613 by Assemblymember Jacqui Irwin (D-Thousand Oaks) – Theft: jurisdiction.
• AB 1637 by Assemblymember Jim Cooper (D-Elk Grove) – Criminal profiteering: asset forfeiture: unemployment and disability insurance fraud.
• AB 1780 by Assemblymember Phillip Chen (R-Yorba Linda) – Corporations: shareholders’ meetings: remote communication.
• AB 1800 by Assemblymember Evan Low (D-Campbell) – Driver’s licenses: bone marrow and blood stem cell registry.
• AB 1863 by Assemblymember Jacqui Irwin (D-Thousand Oaks) – Income tax: CalFile: online tax filing: Volunteer Income Tax Assistance.
• AB 1899 by Assemblymember Devon Mathis (R-Porterville) – Crimes: false personation.
• AB 2098 by Assemblymember Evan Low (D-Campbell) – Physicians and surgeons: unprofessional conduct. A signing message can be found here.
• AB 2107 by Assemblymember Heath Flora (R-Ripon) – Clinical laboratory testing.
• AB 2147 by Assemblymember Philip Ting (D-San Francisco) – Pedestrians.
• AB 2194 by Assemblymember Christopher Ward (D-San Diego) – Pharmacists and pharmacy technicians: continuing education: cultural competency.
• AB 2229 by Assemblymember Luz Rivas (D-Arleta) – Peace officers: minimum standards: bias evaluation.
• AB 2275 by Assemblymember Jim Wood (D-Santa Rosa) – Mental health: involuntary commitment.
• AB 2301 by Assemblymember Jim Wood (D-Santa Rosa) – Alcoholic beverage sales: beer manufacturers: licensed premises.
• AB 2307 by Assemblymember Marc Berman (D-Menlo Park) –  Alcoholic beverages: beer manufacturers: branch offices.
• AB 2319 by Assemblymember Mia Bonta (D-Oakland) –  Surplus land: former military base land.
• AB 2344 by Assemblymember Laura Friedman (D-Glendale) – Wildlife connectivity: transportation projects.
• AB 2424 by Assemblymember Blanca Rubio (D-Baldwin Park) – Credit services organizations.
• AB 2436 by Assemblymember Rebecca Bauer-Kahan (D-Orinda) – Death certificates: content.
• AB 2466 by Assemblymember Sabrina Cervantes (D-Riverside) – Foster children.
• AB 2526 by Assemblymember Jim Cooper (D-Elk Grove) – Incarcerated persons: health records.
• AB 2594 by Assemblymember Philip Ting (D-San Francisco) – Vehicle registration and toll charges.
• AB 2629 by Assemblymember Miguel Santiago (D-Los Angeles) – Juveniles: dismissals.
• AB 2647 by Assemblymember Marc Levine (D-Marin County) – Local government: open meetings.
• AB 2747 by Assemblymember Adrin Nazarian (D-North Hollywood) – Public postsecondary education: tuition and fees: Team USA student athletes.
• AB 2799 by Assemblymember Reginald Byron Jones-Sawyer, Sr. (D-Los Angeles) – Evidence: admissibility of creative expressions.
• AB 2870 by Assemblymember Miguel Santiago (D-Los Angeles) – Firearms: gun violence restraining orders.
• AB 2872 by Assemblymember Dr. Akilah Weber (D-San Diego) – Domestic violence: victims: address confidentiality.
• AB 2880 by Assemblymember Mia Bonta (D-Oakland) – Taxation: credits: College Access Tax Credit.
• SB 38 by Senator Bob Wieckowski (D-Fremont) – Beverage containers.
• SB 216 by Senator Bill Dodd (D-Napa) – Contractors: workers’ compensation insurance: mandatory coverage.
• SB 233 by Senator Thomas Umberg (D-Santa Ana) – Civil actions: appearance by telephone.
• SB 298 by Senator Bill Dodd (D-Napa) – Brewpub-restaurant licenses: bona fide public eating place license.
• SB 307 by Senator Mike McGuire (D-Healdsburg) – Great Redwood Trail Agency: County of Humboldt: state moneys: compatible offices.
• SB 467 by Senator Scott Wiener (D-San Francisco) – Expert witnesses: writ of habeas corpus.
• SB 644 by Senator Connie Leyva (D-Chino) – Health care coverage outreach. A signing message can be found here.
• SB 656 by Senator Susan Talamantes Eggman (D-Stockton) – Stockton-East Water District: water rates.
• SB 858 by Senator Scott Wiener (D-San Francisco) – Health care service plans: discipline: civil penalties.
• SB 863 by Senator Dave Min (D-Irvine) – Domestic violence: death review teams.
• SB 922 by Senator Scott Wiener (D-San Francisco) – California Environmental Quality Act: exemptions: transportation-related projects.
• SB 942 by Senator Josh Newman (D-Fullerton) – Low Carbon Transit Operations Program: free or reduced fare transit program.
• SB 975 by Senator Dave Min (D-Irvine) – Debt: coerced debts.
• SB 1029 by Senator Melissa Hurtado (D-Sanger) – One Health Program: zoonotic diseases.
• SB 1046 by Senator Susan Talamantes Eggman (D-Stockton) – Solid waste: precheckout and carryout bags.
• SB 1183 by Senator Shannon Grove (R-Bakersfield) – The California State Library: Statewide Imagination Library Program.
• SB 1184 by Senator Dave Cortese (D-San Jose) – Confidentiality of Medical Information Act: school-linked services coordinators.
• SB 1228 by Senator Scott Wiener (D-San Francisco) – Criminal procedure: DNA samples.
• SB 1384 by Senator Dave Min (D-Irvine) – Firearms: dealer requirements.
• SB 1394 by Senator Susan Talamantes Eggman (D-Stockton) – Conservatorships: gravely disabled persons.
• SB 1425 by Senator Henry Stern (D-Los Angeles) – Open-space element: updates.
• SB 1500 by the Committee on Health – Public health: federal regulation.

For full text of the bills, visit: http://leginfo.legislature. ca.gov.

# # #

My View: How ESAs can ‘save our kids’ to improve Arizona education standards

Fred Upton (R-MI-6) 38.5% / 56.5%

Sheila Jackson Lee (D-TX-18) 7.7% / 11%

John Kennedy (R-LA) 80% / 83%

Mark Warner (D-VA) 0% / 7.6%

Joni Ernst (R-IA) 81.8% / 77.7%

Angie Craig (D-MN-2) 0% / 2%

Dan Bishop (R-NC-9) 100% / 100%

Bob Casey (D-PA) 0% / 5%

Rand Paul (R-KY) 100% / 98.4%

Tammy Baldwin (D-WI) 0% / 7.6%

• Educational Freedom,
  Parents Rights
• Op-Ed

• By:
  Tamra Farah
• 09/29/2022

On Sept. 24, Save our Schools (SOS) turned in 141,714 petition signatures for verification in an attempt to overturn Arizona’s comprehensive version of Empowerment Scholarship Accounts, or HB 2853, thus blocking the expansion of parental choice in education.   

Let’s face it – SOS is a special interest group focused on propping up a largely failed, one-size-fits-all bureaucratic public education system. It’s a system that does not meet the needs of all children to succeed. Even their name betrays them, announcing a primary focus on “schools” not kids.

A teacher supporting the Save our Schools efforts, Sarah Martino, says ESAs will take funds away from public-school classrooms like hers. Martino complains that she wasn’t provided with funds for much needed support staff and supplies and that she had to buy supplies with her own money. Rather than using this as a talking point to stop ESA expansion, her story exposes the poor stewardship and misallocation of funds in the state’s education budget. 

Billions of dollars continue to be invested in Arizona’s public schools, and yet they fail to set kids up for success. From 2015 to 2020, according to the Arizona Education Progress Meter, the attainment goal was for 72% of third graders to advance to the next level of reading by the end of the school year.  Instead, it merely moved from 41% to 46%, or 1% per year, during that five-year period.

Parents deserve the right to have access to the average of $6,500 a year from an ESA to put toward educational options outside of public schools. In Arizona this includes their choice of private school tuition and homeschooling expenses, online schooling, and transportation expenses to schools. And let’s put ESAs in perspective. To date, only 12,000 students have used the program, including mostly those in adoptive or foster care, special needs and military students. So far ESAs are not exactly draining public school coffers.

Education should focus on parental rights

Still, the Goldwater Institute shares stories of how ESAs have helped a mom with an autistic child, enabling her to make the educational choices the family knew were best for their son because they know him the best. Another family’s autistic son was in a class in public school with students of varying needs and felt their sons’ specific needs were being overlooked.  This is an example of the one-size-fits-all environment that characterizes government school classrooms. 

In the 20th century leading up to the present we have seen the expansion of gross government overreach as it monopolized the K-12 system and gained control over parents and their kids.

But we must remind ourselves who is in the driver’s seat of a child’s education. The 1979 law that established the U.S. Department of Education states that it is the primary responsibility of parents to direct the education of their children, and it is the primary responsibility of states and localities to support that. Save our Schools does not have the rights of parents at heart in their drive to force children to conform, and often putting a round peg into a square hole. America is about opportunity, freedom of choice and parental rights when it comes to setting up kids for success; not being forced to bow to special interest groups that want to dictate to you how to educate your child.  

In 1958, Arkansas Senator J. William Fulbright (1905–1995) opined on the real purpose of education as “the rigorous training of the intellect rather than the gentle cultivation of the personality. Courses in life adjustment and coed cooking will not do the job. Mathematics, languages, the natural sciences, and history must once again become the core of the curriculum.”  

And now look how much further we have fallen. In today’s schools we would sub in transgender and noncomforming gender student plans and critical race theory for life adjustment and coed cooking. 

The bottom line is parents know best – and that is why at FreedomWorks we are coming alongside parents across this country to build a Better Education for Students and Teachers.

Tamra Farah is senior adviser for Strategic Partnerships with the BEST Education Initiative at FreedomWorks.

GMU joins all other Virginia public colleges and universities to freeze tuition for in-state students – Royal Examiner

(Parker Michels-Boyce / For the Virginia Mercury) Volunteers for “Operation Eagles Wings” are using surveys in eight states to seek support for conspiracy theories.

This article was originally published by Votebeat, a nonprofit news organization covering local election administration and voting access.

Two of Donald Trump’s most prominent allies in his fight to overturn the 2020 election are leading a coordinated, multi-state effort to probe local election officials in battlegrounds such as Michigan, Arizona, and Texas ahead of the November election.

The America Project, an organization founded by Michael Flynn, a retired three-star general, former national security adviser, and former Overstock CEO Patrick Byrne, has so far interviewed or attempted to interview officials in nearly 200 counties across eight swing states, according to copies of notes, recordings of the interviews, and other documents Votebeat found on web pages associated with the organization. The survey questions reflect the same debunked conspiracies and misleading information about elections that Flynn and Byrne have been propagating for years.

The survey questions appear intended to detect potential weaknesses in local election systems and gather detailed information about how elections are run. Election experts say the information could easily be used to fuel misinformation campaigns, disrupt voting, or challenge results.

“It seems consistent with their efforts to really understand how to manipulate the machinery of election administration in this country,” said Ben Berwick, counsel at national nonprofit Protect Democracy, a research and advocacy group.

In 2020, Byrne and Flynn were among the Trump loyalists who devised a plan to seize voting machines across the country and dig up enough evidence of fraud to persuade state lawmakers, Congress, or the vice president to overturn the election results. Now, they are focusing their efforts on the midterm election, with new strategies. A group backed by The America Project, for example, is attempting to purge voter rolls in Georgia ahead of the election.

The surveys are part of The America Project’s latest mission, dubbed “Operation Eagles Wings,” which is organized on foramericafirst.com, with web pages for each of the swing states the group is focused on. Key to the effort is building relationships with local election officials, according to two manuals for local volunteers on the organization’s websites. The officials are asked their opinions on debunked conspiracy theories to determine whether they are like-minded individuals. Interviewers are also marking down which clerks are particularly helpful.

Berwick points out that it’s the mission of prominent Trump supporters to fill positions of power — from governors down to local clerks — with people who believe their allegations of election fraud and improprieties. Noting who does and does not support the cause, he said, may be the group’s way of determining “who will be sympathetic to their efforts in the future.”

Election officials have generally been friendly to their interviewers, but have also repeatedly assured them that their elections are fair, voting machines are secure, and voter rolls are accurate.

In Harris County, Georgia, an election official repeatedly assured the interviewer that no one voted on behalf of deceased voters in the county.

“In some counties they did,” the interviewer insisted. “They weren’t removed from the rolls. And there have been some reports. It’s down to the proof. Prove it.”

The America Project and its officers did not respond to phone and email requests for comment about the surveys.

Surveys probe administrators on debunked theories

The survey questions vary slightly by state, though nearly all ask if counties remove deceased voters from the rolls. They also request contact information for vendors who service voting machines, and whether the county will consider designating a “neutral” third-party group to provide “training and support” for poll watchers. Some ask whether voting machines are connected to the internet, and if the local election officials are confident that local advocacy groups register voters “without bribery, intimidation or coercion.”

Interviewers asked the officials whether they support counting votes using a “manual process like that used in France. ” This is a common talking point of such activists, who routinely praise the country for efficiently hand-counting votes and use it as justification to end the use of vote-counting machines. “If France can do it, we can do it!” shouted Trump’s former White House chief strategist Steve Bannon on his War Room podcast earlier this year. Mike Lindell, his guest and a prominent conspiracy theorist who is also the owner of MyPillow, agrees. “Terminate the machines!” yells Lindell. There are several differences between French and U.S. elections that make hand counting more effective in that country.

Byrne and Flynn have both voiced strong support for these ideas, routinely claiming without evidence that voting machines were manipulated and that left-leaning activists routinely facilitate mass voter fraud. “Our country and its founding principles are under attack by globalists and their allies in government, Wall Street, the legacy media and by others which make-up the political left in this country,” the Georgia for America First website states. “The weapon of choice is our vulnerable election system.”

The America Project was the top funder of the Arizona Senate’s election review, and Byrne supported the now-discredited investigation of voting machines in Antrim County, Michigan. Both have said they’ll continue to work to remake American elections.

“This will be our last shot,” wrote Byrne in his book, “The Deep Rig,” which he self-published last year. The book declares: “If we do not restore election integrity by then, then next election will also be rigged [sic], and we will have tipped our way into a fascist, authoritarian dystopian version of America, run by Goons.”

“Operation Eagles Wings”

A key goal of Operation Eagles Wings is to create small volunteer teams across the country who observe the entirety of the election process, starting in part with the surveys, according to the manuals Votebeat found.

It’s the expansion of what they have dubbed “the Virginia model,” which refers to the work of Cleta Mitchell’s Election Integrity Network in Virginia to create a network for the state’s 2021 election, according to the manuals. * The America Project provided funding to that effort.

The larger Operation Eagles Wings initiative is aimed at educating “election reform activists on everything from grassroots training to election canvassing and fundraising,” according to The America Project’s website. The site claims the group provides training “for Americans who want to make sure there are no repeats of the errors that happened in the 2020 election.”

“We need to do everything in our power to protect the voting process from election meddlers who care only about serving crooked special interest groups that neither respect nor value the rule of law,” the homepage says.

Along with the surveys, the initiative encourages election skeptics to serve as poll workers and observers, perform in-person “voter registration audits,” and to visit “large farms, factories, businesses and especially care homes,” and ask residents whether anyone is forcing them to vote, according to the manuals.

Election officials’ top concern? ‘Misinformation.

’

Volunteers have conducted interviews in Arizona, Florida, Georgia, Michigan, Pennsylvania, Texas, Virginia, and Wisconsin, according to copies and audio recordings of the interviews that Votebeat found online. Most of the documents are stored on what appear to be unlisted pages of a site called libertyshepherd.com, which had no active homepage as of Friday, while the Florida documents are accessible from the state’s page on foramericafirst.com.

Election administrators surveyed by the group told Votebeat they weren’t bothered by the questions themselves, inviting them as opportunities to debunk misinformation.

Many election officials told the interviewers that their top concern about the upcoming election was misinformation. In Sterling Heights, Michigan, City Clerk Melanie Ryska told the interviewer that people insinuate “that we aren’t doing something right, that we are hiding something, that our [absentee] ballots are not legitimate, that we have early voting when we don’t, that we are trying to sway the vote somehow. ”

Ryska told Votebeat in an interview that she is glad when people come to her for information rather than get it elsewhere.

“I just think it is great that different organizations are actually talking to clerks now and trying to get their side of the story, if you will because the misinformation dramatically hurts the election administrators, their team, the process,” she said. “Because it just creates so much mistrust in the process.”

Susan Nash, city clerk in Livonia, Michigan, said she was interviewed by two women with the group this summer. “Nothing wrong with questioning,” Nash told Votebeat. “It’s better to contact the clerks instead of getting misinformation elsewhere.”

Most interviews were conducted in person or by phone, with the interviewer filling out the survey themselves. Two election supervisors showed the completed surveys and told Votebeat the volunteers had not accurately recorded their answers.

Cortney Hanson, city clerk in Novi, Michigan, said the interviewers recorded most of her responses correctly, except for one question. They used their own words to mischaracterize the funds the city accepted from the Center for Tech and Civic Life before the 2020 election, writing that she accepted “Zuck bucks” — a term championed by some conservatives referring to the grant, which had been underwritten by grants from Facebook founder Mark Zuckerberg and his wife, Priscilla Chan.

“It’s not a term I would ever use,” Hanson said.

Wendy John, the county recorder in Graham County, Arizona, told Votebeat by email that the recorded answers “did not accurately reflect my response at all.” She did not elaborate.

Loaded questions

The range of questions asked by the survey puzzled experts. Barry Burden, a political science professor at the University of Wisconsin, said the survey was made up of an odd “scattering” of questions, few of which would elicit useful information about the systems used by the counties in question. He said that they would burden election officials who are already swamped with work and records requests given the upcoming midterms.

Flynn and Byrne, he said, “don’t have a good record of being fact-based and practical.”

The manuals say that Flynn and Byrne intend to post survey results publicly, something Burden said risks circulating incorrect information.

For example, several of the questions ask about security practices — such as whether counties use a specific database to remove deceased voters from the rolls. The state may use the database, but not the county —  a nuance that wouldn’t be captured by the survey.

In some surveys, election administrators were asked how many households in their jurisdiction have “more than 7 individual registered voters living at the same address.” While this appears to address bloated voter rolls, there are many instances where more than seven voters might lawfully live at the same address, such as college campuses and assisted living homes. Activists around the country have been filing voter challenges on those and other grounds, which are routinely thrown out by local election offices and courts.

At the end of the survey, the interviewer is asked to “characterize your interaction with the Supervisor of Elections as (circle all that apply): Helpful, polite, defensive, unhelpful, antagonistic.”

“They could be trying to find friends and enemies among election officials,” Burden said. “It’s really not clear. It’s just another strange part of the survey.”

The volunteer who interviewed Supervisor of Elections Lori Edwards in Polk County, Florida, in June circled helpful and polite and wrote that she was “super nice, very friendly and accomodating [sic].” The volunteer who interviewed Brenda Hoots, supervisor of elections in Hendry County, Florida, characterized her as “defensive.” Below his circled response, he wrote, “One of the most defensive interviews to date.” He placed stars next to the comments.

Hoots said she always tries to be very open about their procedures and wants the public to understand elections, but the person conducting the survey got mad when she tried to clarify her answers.

“Am I defensive?” she told Votebeat when shown the survey results. “Yes. This is my job. This is what I do. When you question this, you are questioning my integrity as a person.”

Correction, Sept. 30: This article originally misidentified the Election Integrity Network as the Election Integrity Group.

Reporters Oralandar Brand-Williams and Natalia Contreras contributed to this article.

Jen Fifield is a reporter for Votebeat based in Arizona. Contact Jen at [email protected].

by Jen Fifield, Votebeat, Virginia Mercury

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Virginia Mercury is part of States Newsroom, a network of news bureaus supported by grants and a coalition of donors as a 501c(3) public charity. Virginia Mercury maintains editorial independence. Contact Editor Sarah Vogelsong for questions: [email protected]. Follow Virginia Mercury on Facebook and Twitter.

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Teaching children to count

Along with such skills as reading and writing, the ability to count is very important. Despite this, many parents prefer to focus their efforts on teaching their child other skills. However, we do not advise you to delay this, because early learning to count will serve your child as an excellent service in the future.

In favor of this, we will give several arguments, and at the same time answer the question: why does a child need to be able to count at all?

Contents:

1. Why is it important to teach a child to count
2. Features of teaching children to count
3. Stages of teaching children to count according to A. M. Leushina
4. When to start teaching children to count. Initial Teaching Methods
5. How to explain to a baby the concept of the number
6. Counting quotes from famous people

Why it is important to teach a child to count

One can talk endlessly about the benefits of reading, but we will only point out the main reasons and benefits of teaching a child to count:

• Mathematical calculations are considered one of the highest functions of the human brain. Only humans can count. Mastering counting skills has a beneficial effect on brain development.
• Mastering counting skills develops mathematical thinking and thinking in general.
• Learning to count instills an interest in mathematics, which means that from an early age you can prepare a child for studying in a mathematical class and participating in arithmetic Olympiads (if, of course, interest is maintained over time and does not disappear).
• Mastering counting skills contributes to the development of memory, logic and attention.
• The ability to count is always useful in life, because many professions, and life situations often require a person to be able to count.

This list can be continued, but the bottom line is that the development of numeracy is part of the full and harmonious development of the child’s personality. It is extremely important that parents develop their child in different directions during upbringing, and counting is one of those.

But how can you start developing your baby’s first counting skills? Are there any rules to follow? We will answer these questions in the next section.

Features of teaching children to count

Unfortunately, there is no consensus on teaching children the science of counting. For example, Anna Mikhailovna Leushina, a well-known teacher, doctor of pedagogical sciences and a recognized specialist in preschool education, believed that one should not rush to learn counting at all, and one should learn to count only after mastering the simplest operations on sets.

The fact is that the account is an activity that has its own specific characteristics, namely: the goal, means, methods of implementation and results, expressed in the form of a final number as an indicator of the power of the set.

The meaning of counting as an activity is to establish a one-to-one effect between the elements of a certain set and the numbers of the natural series as a standard set of numbers, where all these numbers reflect a certain class of sets.

A huge number of psychological and pedagogical studies carried out at one time by such specialists as V. V. Danilova, G. S. Kostyuk, A. M. Leushina and others showed that children begin to master the account gradually, and this process itself goes through a series stages.

Stages of teaching children to count according to AM Leushina

It is always necessary to teach children to count from practical operations with sets, their splitting into components and comparison of adjacent sets. Account activity can be divided into the account stage and the total stage. Based on this, there is a correlated account and a final account. Correlated account, i.e. the process of counting, expressed in naming a number, is much easier for children to master, and it is more difficult to master the result of counting.

Thus, AM Leushina identified six basic stages in the development of counting skills in children. The first two stages are considered preparatory. Passing them, children carry out operations with sets without using numbers. The quantity is estimated by means of the words “none”, “one”, “many”, as well as “more”, “less” and “equally”. In other words, the first two stages are pre-numeric stages, and the other four are numeric. Let’s talk in more detail about each of the stages.

First stage

Typically, the first stage corresponds to the second and third years of a child’s life.

The purpose of this step is to familiarize yourself with the structure of the set.

The main methods of learning are the selection of components in the set, as well as the compilation of a set of elements. At this stage, kids compare one and many.

The second stage

The second stage refers to the same age period. But the difference with the first is that kids learn to count by going through special math classes.

The purpose of the stage is to teach the child to compare element by element adjacent sets – sets that differ in the number of components by one unit.

The main methods of learning are comparison, application and overlay. Thanks to them, the child masters the skill of establishing equality from inequality by adding or eliminating one element.

The third stage

The third stage corresponds to the fifth year of life.

The goal is to familiarize the child with the formation of numbers.

At this stage, children learn to compare adjacent sets and establish equalities, as a result of which they master the result of counting, indicated by a number. It turns out that at first the baby learns to count, and then he understands its result – the number.

Fourth stage

The fourth stage is realized in the sixth year of life.

The goal is to introduce the child to the ratio of adjacent numbers of the natural series. As a result, he comes to understand the basic principle, according to which each number has its place, each next number is more than the previous one by one, and each previous one is one less than the next.

Fifth stage

The fifth stage corresponds to the seventh year of life.

The goal is to explain to the child the group count (counts in groups of 2, 3 or 5). As a result, the child begins to master the decimal system of calculus.

In most cases, at the fifth stage, preschoolers finish learning to count.

Sixth stage

The sixth stage also corresponds to the seventh year of life.

Aimed at improving children’s skills in decimal calculus. The child learns how the numbers of the second ten are formed, begins to understand how any number is formed, that there are ten units in one ten, that when ten units are added to one ten, two tens are obtained, etc.

These are the main stages of teaching children to count, established by AM Letushina. If you take this information into account and build the process of teaching your child to count, guided by it, the material will be absorbed much more efficiently, and the results will please you and your child.

Now it is worth talking about when you can directly start practical actions, and what methods are most effective at each age.

When to start teaching children to count. Initial teaching methods

As it has already become clear, it is better not to hurry with learning to count, but it is still necessary to gradually prepare the baby for mastering the count. This system can be followed:

• While the baby is not a year old. The child’s brain is not yet ready for the full perception of information, so there is no point in teaching counting. However, you can start preparing it.
• Period from 1 to 3 years. Introduce the little one to what is little and what is much. For example, one toy is in the pen, but there are many toys in the box. Use dolls, nesting dolls, cars and other toys that fit easily in a child’s hand. It is not necessary to conduct classes for a long time, otherwise the child will quickly get tired. As soon as you see that interest is gone, take up another activity.
• Period 3 to 4 years. Go to comparison. In the process, you can use absolutely everything that can be compared. Offer your baby objects of different sizes and in different quantities.
• Period 4 to 5 years. Start counting a little. It is convenient to start with picture cards so that the child learns the relationship between the concept of the number and the number of objects. Provide as much visual information as possible – show cards with the number of objects and name their number. In addition, introduce the child to the numbers, again showing the cards. Bending and unbending your fingers, learn to count to ten. Use “Stoschet Zaytsev” in your work. Explain the numbers figuratively: the number “1” looks like a thin man, the number “2” looks like a swan, etc.
• Period 5 to 6 years. At this stage, move on to solving simple problems. Strive to convey to the child information about the quantitative meaning of the number, i.e. three is three ones, four is four ones, and so on. Buy a number line from a bookstore and show which numbers are bigger, which ones are smaller, which ones are ahead, which ones are further, etc. Be sure to spend time solving problems like “How many bears?”, “Which is more: cubes or balls?” etc.

Remember that you need to teach counting only gradually and systematically. In future lessons, we will talk about the methods of teaching counting in more detail. In the meantime, our task is to understand the principle of future actions.

And summing up the introductory lesson, we want to tell you about how you can explain to a child what a number is.

How to explain the concept of number to a child

The concept of number can safely be called the basis of counting and mathematics. But it, like any concept from the field of mathematics in general, is an abstract category. For this reason, difficulties often arise when explaining to a child the essence of a number.

To make this easier, here are some good tricks:

• Read nursery rhymes (some can be memorized). The counters are most effective – they can become the basis for understanding the concept of number. The counting rhymes are extremely simple: “One, two, three – look at your mother”, “One, two – we go for firewood”, etc. Even before the moment when the child notifies you that he has four cubes, he will already be able to pronounce counting rhymes, thereby studying the pronunciation of numbers and recognizing their features.
• Compare pictures where there are similarities and differences in terms of the number of objects depicted in them. Ask the child what is the difference between the pictures, and also give him the task to independently draw on paper a different number of objects – houses, animals, trees, people, etc.
• Use counting sticks. Ask the little one to put three sticks on the table, and then ask how many sticks are in front of him. You can spread the sticks on different sides of the table and ask how many sticks are on which side. Do as many manipulations with these sticks as possible.
• Everywhere and always count: climbing stairs, eating porridge with spoons, collecting a pyramid of cubes, bending and unbending fingers on arms and legs, etc. Try to draw your child’s attention to what is happening around, wherever you are and whatever you do. And always be interested in how much of this or that he sees next to him.
• Even at the smallest age, one can not only name numbers, but introduce elements of mathematical operations. For example, like this: “There are five benches in the yard, you and I have already sat on three. How many benches have we not sat on yet?”, or “Look, there are only ten steps, here we have passed one. How many steps are left”, etc. Let the baby still not understand what you want from him, but he will subconsciously perceive the incoming information, which will certainly manifest itself in the future.

Understand the most important thing for yourself: learning to count should be fun for the child, and he should enjoy it. Therefore, in no case do not force the child to study the account and numbers. It is better to turn all activities into a game. It is also very important to show the growing little man why you need to be able to count and what is the use of it. However, we will talk about all this later.

In the second lesson, you will learn the most common approaches to learning to count, some exercises and the secrets of successful learning.

Lesson 1. The most common methods of teaching children to count

The ability to count makes even an adult’s life much easier, because it allows you to be more efficient at work, save time, and achieve better results. As for children, oral counting skills are needed so that they can more successfully master the exact sciences when they study at school, and also competently operate with objects of the world around them.

As it has already become clear, it is necessary to think about how to teach your precious child to count long before the moment when it is time to go to the first grade. It is precisely because of the need for appropriate teaching methods and the relevance of this issue in general that not only specialists in preschool education, but also parents themselves, for many years, learning from their mistakes, came up with various ways to teach children to count.

Lesson 2. Advantages and disadvantages of the main methods of teaching children to count

In the second lesson we talked about the most common methods of teaching children to count. In the same lesson, we will analyze in more detail the methods of Nikolai Zaitsev and Glen Doman we mentioned earlier, talk more specifically about counting on fingers and mental counting, and also point out the pros and cons of all these methods.

We have already understood that the ability to count, together with the ability to read and write, belongs to the first step in home schooling. It is likely that you have already tried your hand at teaching a child to count, and most likely noticed that success can be achieved even without special didactic tools and pedagogical skills.

Lesson 3. Preparing for counting for the little ones: tips, activities, games, books

Any child can be taught to count. The only question is how to do it. Despite the fact that counting (including quick calculations) is not a serious difficulty, some children are given it almost in the blink of an eye, while others understand the information with difficulty. Not knowing how to convey seemingly elementary things to the baby, some parents resort to all sorts of tricks, while others give up altogether. In the matter of the full-fledged upbringing and development of the personality, neither one nor the other is completely suitable, and there is only one way out of the situation – to know how, when and what to do. We will talk about this.

Lesson 4. Studying numbers

Any teaching of counting and numbers should always begin with the assimilation of elementary quantitative concepts, such as “a lot”, “few”, “more”, “less”, “equally”, etc. . And children easily understand them even at a toddler age. Your main parental task is simply to help them with this. The skills of quantitative comparison can be formed in the process of everyday life. So, together with the baby, you can compare the number of sweets or sandwiches, apartments on the playgrounds and steps on the stairs, pigtails and bows for girls, etc. However, it is not necessary to take on large groups of objects at once, because everything should start small.

After mastering quantitative concepts, it’s time for the baby to get acquainted with the world of numbers. As you already know, this should happen in an interesting and exciting way for the child, for which the methods we discussed in the first lessons should be applied.

Lesson 5. The principles of learning to count. Counting up to 10, up to 20 and up to 100. Counting in a column

As soon as children reach the age of 2-3 years, it is time to deal with counting with them more seriously than just telling them what is “little” and “a lot” and how much will be “2 + 2”. This age period is characterized by maximum cognitive activity, and cognitive abilities reach their peak. That is why the children themselves are distinguished by curiosity and the desire to learn something that they did not know how to do before. As a result, the incoming information falls on fertile ground, and then begins to be actively used by children in their interaction with surrounding objects and people.

But when teaching a child to count, one should always keep in mind that some data can be somewhat problematic to assimilate. The child may, for example, miss some numbers from the number series or completely change their order. The reason for this is the selectivity of children’s memory – for the most part, it lingers in what caused an emotional response in the mind, in particular, interest. Therefore, training should be built with a foundation on several fundamental principles that you definitely need to get acquainted with.

Lesson 6. Studying the multiplication table

The numbers are studied, the basic mathematical concepts are mastered, the child freely counts up to a hundred, adds and subtracts – all this suggests that it is time to start studying the multiplication table.

The multiplication table can be given to a future student more difficult than the basics of mathematics, and as a parent interested in the development of his child, you are obliged to support him in this matter. As before, you will need a fair amount of patience and perseverance.

Lesson 7. Eliminating problems with mathematics

In this lesson we will try to consider not so much the problems with the technical side of mastering mathematical knowledge, but the problems of a more global, one might say, psychological nature.

There are several reasons for this. You will learn about them in this lesson.

Lesson 8. How to make a child fall in love with mathematics

You can endlessly do math with your child, learn the multiplication table, solve hundreds of examples, but still you can’t get him to begin to have warm feelings for this subject. For many children, mathematics is not only difficult, but also a very boring subject. As a result, numbers, examples and tasks are not interesting for children, and are given to them with great difficulty. Many parents in such cases come to the conclusion that their children have a humanitarian mindset, but not always the reason lies in the lack of abilities for technical sciences and all kinds of calculations.

As you know, attitude towards something automatically affects the desire to deal with it. Remember yourself: how often does it happen that you don’t like something, as a result of which, even if you have to interact with it (do some things, solve some tasks, communicate with specific people), you show absolutely no enthusiasm. The situation is exactly the same in the context of our topic. It is likely that the child’s failures in mathematics are due to the fact that he simply does not like it. And in order to remedy the situation, you need to know the ways by which you can instill in your child a love of mathematics. Remember that, first of all, your task, as a parent-teacher, is to convey to the mind of the child that mathematics can be both interesting and useful, and in general, you can enjoy it.

Lesson 9. Basic math tricks

Having covered the most important questions and the most difficult moments in the process of teaching children to count, now we can afford to relax a little. Today we will get acquainted with ten simple mathematical tricks, which, firstly, will help your child realize that mathematics is simple and interesting, and secondly, will teach him to enjoy computing. However, it will be useful for you, as parents, to brush up on arithmetic knowledge and, perhaps, discover something new for yourself.

The following math tricks will improve your precious child’s skills and speed up their mental math skills.

• Firstly, the presented section of our course is devoted to teaching counting to children, mainly preschool and primary school age.
• Secondly, many technical problems have already been discussed in the first lessons of this section, and we have given a lot of information on how to avoid the most common mistakes that cause technical problems.
• Thirdly, the psychological aspect is important because already at a young age it is possible to trace whether the child has difficulties in mastering the material, whether he has a craving for mathematical knowledge, what he gravitates more to – to the humanities or the exact sciences.

Next, we suggest taking a break and getting a charge of additional motivation to complete the course.

Quotes from famous people about numeracy0007 quotes from famous people

about numeracy:

Everything that is known has a number, because it is impossible to understand anything, or to know without it.

Pythagoras

A purely mathematical mind will work correctly only if all definitions and beginnings are known to it in advance, otherwise it gets confused and becomes unbearable, because it works correctly only on the basis of clearly formulated beginnings.

Blaise Pascal

Mathematics contains not only truth, but also the highest beauty – cold and austere beauty, like the beauty of a sculpture.

Bertrand Russell

The Lord created whole numbers, the rest is the work of man.

Leopold Kronecker

Mathematics is the queen of sciences.

Carl Friedrich Gauss

The Book of Nature is written in the language of mathematics.

Galileo Galilei

Mathematics is proving the most obvious things in the least obvious way.

George Poya

The structure of our world is incomprehensible without knowledge of mathematics.

Roger Bacon

Anyone who cannot understand mathematics is not quite human. At best, a harmless subhuman who has learned to wear shoes, wash himself and not litter in the house.

Robert Heinlein

This life is only good for two things: learning about mathematics and learning mathematics.

Simon Poisson

And now it’s time to move on to the first lesson.

Kirill

1 Teaching methods →

Teaching children abroad | Insight-Lingua

March 02, 2017

Education abroad

Studying at school is one of the most important stages in the life of every person. During this period, the foundation of knowledge is laid and the formation of personality takes place. The formal system of domestic education does not meet modern requirements for the quality of knowledge, does not develop the strengths of the child and does not provide opportunities for successful self-development. Therefore, thousands of schoolchildren go to study in foreign schools for quality education and invaluable experience.

Sending a child to study abroad is a serious and responsible step for parents. However, the benefits are worth putting aside doubts and making an informed, correct decision.

1. High quality education. Studying a child abroad is a high quality education. The educational process is structured in such a way as to maximize the development of the talents of each student, based on his abilities. In the classroom, the focus is on practice, not dry theory. Teaching is conducted according to modern methods with an individual approach to each child. Schools have laboratories with modern equipment, sports complexes where children can go in for swimming, football, hockey, tennis, gymnastics and other sports.
2. Preparation for higher education abroad. Studying a child abroad at a school or college will best prepare him for further studies at a foreign university. By the time of graduation, the child already knows the language well, is adapted to living and studying abroad. Having a certificate obtained in the country of study, it is much easier to enter local universities.
3. New friends and acquaintances. Going to study abroad, your child will meet students from around the world. New friends will help him learn a foreign language faster and adapt to the requirements of the school.
4. Adaptation to independent life. Studying abroad much faster and more effectively adapts children to independent life, teaches them to make decisions and take responsibility for them. Children quickly realize that their parents are not around, and they must rely only on themselves.
5. Studying abroad will help your child become part of the global community. Education abroad will provide an opportunity to absorb the culture, languages ​​and traditions of another country. Growing up takes place in a democratic environment, where the main values ​​are the individual qualities of the individual, and not the position or condition of the parents.

3 most common misconceptions about studying abroad

Myth 1. Studying abroad leads to a weakening of the bond between the child and parents.
Many parents are afraid to let their children go away for a long time. And therefore, they consider the possibility of teaching a child abroad only for the time of receiving higher education. Of course, the lack of the possibility of physical contact always remains a problem, but thanks to modern communications, you can maintain a full-fledged mental and psycho-emotional connection with the child. The experience of many parents shows that in many cases, family ties become even stronger.

Myth 2. You cannot “try” to study in a foreign school.
Teaching a child abroad is not cheap. How to understand that the chosen educational institution is suitable for your child? Often, parents give up the idea of ​​sending their child abroad for a full-fledged education, fearing that the child will not be able to integrate into school life. However, not everyone knows that in many educational institutions there is the possibility of introductory training during a semester or trimester. This is a great way to understand if this school is suitable for a child and whether he can quickly adapt to its requirements.

Myth 3. Education of children abroad is very expensive.
The cost of studying at a foreign school or college depends on the chosen educational institution, country and educational program. Offers have a wide price range, among them you can always choose the option that best fits into your family budget.

Choosing a school: advice. What to look for

The choice of school or college is based on a whole range of factors:

• the main goal of studying abroad
• planned duration of study
• country of study
• maximum possible value

Before choosing an educational institution, you need to decide on the language of instruction . It is best to improve English in English-speaking countries – Great Britain, USA, Canada, French – in France, German – in Germany or Austria.

It is better to give preference to a school or college with high academic standards . Enrollment in such educational institutions is made by an objective selection of students, and not on the basis of the payment made.

School rating is another factor worth paying attention to. However, it is also important to take into account the atmosphere in the school itself, the requirements for children and the readiness of the administration to support the adaptation process.

It is necessary to take into account in which country the child then plans to receive higher education , what specialty he would like to choose.

A child’s education abroad can take place in a co-educational school where boys and girls study together, or in an educational institution with separate education. The choice depends only on the attitude of the parents and the child to this, because each of these approaches has its own advantages and disadvantages.

Be sure to consider how sociable your child is, how quickly he converges with children. It depends on where he will be more comfortable – in a small boarding school or in a large educational institution, where more independence is required from children.

Preparing for a child’s education abroad

Studying abroad should be a conscious choice and desire of the child himself. Only in this case, the training will be successful and bring positive emotions. It is best to start the psychological preparation of a child for studying abroad 1-2 years before the trip.

After a preliminary selection of several schools, we recommend that you make study trips, visiting one or more of them with your child. You will be able to talk with teachers and children on the spot, get acquainted with the features of the educational process. You can also take the opportunity to unlearn a trial semester to understand how the educational institution is suitable for your child.

To enroll in the selected school, you will need to collect an impressive package of documents. Its composition depends on the requirements of a particular educational institution.

The minimum required set of documents includes:

• certificate of grades for recent years;
• recommendation from teachers or director of a Russian school;
• foreign language test result;
• international passport;
• motivation letter.

Education of children abroad is carried out in a foreign language, so before the trip it is worth “pulling up” the level of the language. Language courses abroad for children will help improve their foreign language skills. Immersion in the language environment will help develop conversational speech, enrich vocabulary and improve communication skills.

Note that in a secondary educational institution the child will be provided with everything necessary. Children are provided with housing, food and round-the-clock supervision. Feedback from schoolchildren who received education at a boarding school abroad indicates that the educational institution is becoming a second home for them.

How to enter a foreign school?

On the Internet and at educational exhibitions, you can find many offers from foreign schools and colleges. It is quite difficult to understand on your own the features and nuances of educational programs. After all, for an objective choice, you need to compare the conditions and requirements for admission in the educational institutions you are interested in, get acquainted with the ratings and reviews.

Our staff can help you sort through our many options. At a joint meeting with parents and the child, we will determine the degree of readiness for education, advise what to pay attention to, which country and school to choose, how to prepare for admission.

The company “Insight-Lingua” specializes in providing a full range of services:

• advising on the selection of an educational institution
• assistance in preparing a package of documents
• information support on all questions of interest
• supervision during training

Our company cooperates only with reliable schools and colleges abroad. We will prepare for you a detailed comparative analysis of educational programs so that you can make an objective choice.

Choose a secondary school abroad

Request for program selection

E-mail *

Phone

City where you live *

Make an appointment

Choose an office

• Moscow
• St. Petersburg
• Kaliningrad
• Krasnoyarsk

Country of study

choose a country

• Australia
• Austria
• Argentina
• Belgium
• UK
• Hungary
• Germany
• Greece
• Ireland
• Spain
• Italy
• Kazakhstan
• Canada
• Cyprus
• China
• Latvia
• Lithuania
• Malaysia
• Malta
• Morocco
• Netherlands
• New Zealand
• UAE
• Poland
• Portugal
• Russia
• US
• Singapore
• Slovakia
• Turkey
• France
• Czech Republic
• Switzerland
• Sweden
• Estonia
• South Africa
• South Korea
• Japan

Training program

Choose a program

• Higher education
• Camps for children and youth
• University preparation
• Professional courses
• Secondary education
• Language courses for adults

Student age

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Children’s motorcycle school in Moscow, teaching children to drive a motorcycle

Motoschool “MOTO-TRACK” will be glad to see you and your child visiting us.

If you have questions and clarifications about the work of the children’s motorcycle school in Moscow, we will be happy to tell you everything. Come to us, give your child a course in a dream!

GIFT CERTIFICATE

TEACHING CHILDREN TO RIDE A MOTORCYCLE

Why the children’s motorcycle school, today, attracts more and more boys and girls in Moscow who want to learn how to ride a motorcycle.

SIGN UP FOR CLASSES

In childhood, each of us has a cherished dream, which is not always realized in life. The world around us is progressing in its development, but children at any time see it a little differently than we do. The world for children is huge and incomprehensible. What a child learns at an early age accompanies him throughout his life. Skills acquired in childhood will never match the quality of the skills we acquire by learning as adults.

So that your child’s acquaintance with a motorcycle (and sooner or later it will happen) does not happen spontaneously and without tragic consequences, you made the right decision – to send your child to a children’s motorcycle school. And it does not matter whether he becomes a professional biker or not, the important thing is that in the modern, rapidly developing world, possession of the skill to control a bike is sometimes simply necessary.
Therefore, the children’s motorcycle school, today, attracts more and more boys and girls in Moscow who want to master the skills of driving a motorcycle.

Motorcycle school “MOTO-TRACK” is pleased to present to your attention a course on learning to drive a motorcycle for children. Which of the boys and girls does not dream of riding a two-wheeled miracle? Maybe you yourself once wanted this as a child? Now you can give your child such a gift.
But parents need to make sure that their child is in experienced hands and under reliable guidance, so we invite you to attend classes. It will not be superfluous for you to make sure that an experienced motorcycle instructor with extensive experience in teaching children is engaged with the child, especially since in the early stages your support will be very useful.

Moscow, 3rd Khoroshevskaya st. d. the rising young generation.
When he grows up, your child or younger friend will be very grateful that you were not afraid to send him to a motorcycle school. According to statistics, every child from about the age of 7 has a great desire to learn how to ride a motorcycle. In the courses of our motorcycle school designed for children, we begin by introducing the child to various two-wheeled vehicles, explaining the need and obligation to use protective equipment, the responsibility of driving such equipment, etc.

For your child, learning to ride a motorcycle in our children’s motorcycle school in Moscow is not only a vivid experience, but above all it is knowledge, an understanding of how important safety is when handling this vehicle. Our instructors, first of all, explain to children the safety rules for driving and using a motorcycle. Therefore, a child who has studied at our motorcycle school, from the first lesson, learns the principles of safety, which remain in his mind throughout the period of growing up.
In the process of learning, the child also gets acquainted with different types of two-wheeled vehicles, this is both an exciting and educational process for your baby. After classes, the child will excitedly tell you about what he learned in class, what he learned today. To a certain extent, these stories will enrich your ideas about “motorcycle life”.
We understand that every child is unique, so after the first introductory lesson for your child in a children’s motorcycle school, an individual program is drawn up, based on his skills, needs and interests. And only after you review and approve this program, we will be able to start its implementation.

Basic Rules for Teaching Children:

• Students aged 4 to 15 are accepted.
• Duration of one lesson 45 – 60 min. (depending on the age of the child)
• Parents can also be present at the initial lessons with their children, helping to sit down, get up, run side by side, removing the psychological barrier from the child during the first trainings. Gradually, independence is developed and the interactions of the Trainer with the Student become friendly and give excellent results.

SIGN UP FOR CLASSES

As we approach the cold season, there are quite a few unique seasonal challenges and our instructors will teach you how to drive safely in the coming winter months.
Riding on snow-covered tracks can be a special pleasure for both experienced motorcyclists and novice bikers, but the first steps in riding a motorcycle, especially in winter, are best done on a specially prepared area and in the presence of an experienced instructor.

Students aged 4 to 15 are accepted.
Duration of one lesson 45 – 60 min. (Depends on the age of the child)
Parents may also be present at the initial lessons with their children, helping to sit down, get up, run alongside, removing the psychological barrier from the child during the first trainings. Gradually, independence is developed and the interactions of the Trainer with the Student become friendly and give excellent results.

Today MOTO-TRACK motorcycle school is pleased to present to your attention a motorcycle riding course for children. Which of the boys, and sometimes girls, does not dream of riding a two-wheeled miracle around the big city? Maybe you yourself wanted this as a child? You have the opportunity to give your child an unforgettable gift, to give a sea of ​​emotions and impressions. But if you think about it, learning to ride a motorcycle is a gift for parents too, because:
You will be calm for your child, because he will be taught by an experienced motorcycle instructor who has extensive experience in teaching children and teenagers to ride a motorcycle. At the first lessons, you can be present and encourage your child, and at the same time make sure that he is in experienced hands and under reliable guidance.

More about the prices at the rate >>>

Teaching children to play drums in Moscow

I want to study online

Learning steps

Musical

diagnostics

We need to understand your current level and find out your goals. After all, goals can be very different – from studying one composition to raising the general level of musicality.

Individual

plan

Depending on your level and your goal, we will draw up a plan, the speed of achievement and progress will depend on your diligence.

Performance

on stage

Yes. It doesn’t end with learning. “Virtuosos” hold regular concerts where their students perform. You can also perform on stage!

Progress control

Experienced teachers monitor your progress in every lesson. You always get up-to-date feedback and keep moving to the top.

Teaching children the drums in Moscow at the school “Virtuosos” is an exciting process, at the end of which the child gets an amazing result. It will help your kid discover his musical talent, learn to listen and hear music.

You will get real public speaking practice

Any kind of music

Music club

Over 100 events per year.

Choose when you’re ready to take the stage!

More than 100
events
per year

Percussion course teachers

We will select a teacher with whom it will be comfortable for you to achieve your goals and pleasant to communicate on general topics

Why is teaching children on the drum kit at the Virtuosi drum school in Moscow so effective?

We make learning easy, fun and affordable for children. Children can start from the age of 5. Thanks to games, practice, performances, boys and girls themselves do not notice how more and more complex techniques are being played.

Stories of students

The school has more than 1500 permanent students and this is not the limit.
Here is what they themselves tell about their achievements.

Liza Kosilova

Course: Drums, Drums for kids
Lecturer: George Lordkipanidze

Our rates

Trial lesson

30 minutes.

700 rub
Per lesson offline
Buy for 700r
70% more profitable

Free
Per lesson online
Make a request
100% more profitable

1 lesson

55 min.

2150 rub
Per lesson offline
Buy for 2150 rubles

1100 rubles
Per lesson online
Buy for 1100 rub

4 lessons

55 min.

1938 rub
Per lesson offline
Buy for 7750r
More profitable by 10%

990 rubles
Per lesson online
Buy for 3960r
10% more profitable

8 lessons

55 min.

1813 rub
Per lesson offline
Buy for 14500r
More profitable by 16%

970 rubles
Per lesson online
Buy for 7760r
12% more profitable

12 lessons

55 min.

1717 rub
Per lesson offline
Buy for 20600r
More profitable by 20%

950 rubles
Per lesson online
Buy for 11400r
14% more profitable

24 lessons

55 min.

1646 rub
Per lesson offline
Buy for 39500r
More profitable by 23%

930 rub
Per lesson online
Buy for 22320r
16% cheaper

Frequently asked questions

Is it possible to learn drumming online?

For unprepared students, we recommend the first few months of study with a teacher at school. In the future, you can partially or completely switch to an online learning format.

How are the lessons going?

Each lesson is one-on-one with the teacher. After each lesson, the student receives homework.

Why is it better to study drums at school?

Private lessons with a teacher – this is the most effective learning format. It helps not only to learn how to play your favorite melody, but also gives an understanding of how the instrument works, helps to develop an ear and a sense of rhythm.

At what age can one come to the drum lessons at the Virtuosi School?

Children from the age of 5 study at our school. There are drum courses for children and adults.

Branches of schools in Moscow

Come, call
,
we are glad to see you

General number:

8 (495) 120-17-14
10:00 – 22:00 (no days off)

Start learning with a trial lesson

Courses for children in Nizhny Novgorod, additional education programs – Ucheba.ru

TOP Computer Academy, Nizhny Novgorod

Price:

from 173 400 rubles

Duration:

30 months

TOP Computer Academy, Nizhny Novgorod

Price:

43 290 rubles

Duration:

10 months

“AMILEN”, training center

Price:

13 900 rub.

Duration:

1 month

Systematics, online school

Price:

from 1 900 rubles

Duration:

from 1 month

Computer Training Center “Specialist” at Moscow State Technical University. N.E. Bauman

Price:

14 990 rub.

Duration:

36 days

“Ai Class”, educational center

Price:

52 000 rub.

Duration:

2 months

Training center “ProfDevelopment”

Price:

5 000 rubles

Duration:

152 ac. h

International School of Creative Technologies TUMO Moscow

Price:

6 900 rubles

Duration:

12 months

School of Journalism

Price:

3 200 rub.

Duration:

20 days

Russian Language Institute of Peoples’ Friendship University of Russia

Price:

135 500 rubles

LogicLike

Price:

390 r.

Duration:

1 month

ARTKLASS, online school of creativity

Price:

899 r.

Duration:

1 month

Talentsy, online university

Price:

150 000 rubles

Duration:

12 months

Italian School of Fashion and Style Online

Price:

20 900 rubles

Duration:

4 months

School of beatboxing and music creation Connect School

Price:

5 800 rubles

Duration:

1 month

TOP Computer Academy, Cherepovets

Price:

28 560 rubles

Duration:

12 months

Systematics, online school

Price:

3 900 rubles

Duration:

7 weeks

University “Synergy”

Duration:

2 months

“Ai Class”, educational center

Price:

43 500 rubles

Duration:

3 months

MetaSchool, online clubs and olympiads

Price:

3 000 rub.

Duration:

1 year

Training center “ProfDevelopment”

Price:

7 900 rubles

Duration:

144 ac. h

ARTKLASS, online school of creativity

Price:

1390 r.

Duration:

3 months

Talentsy, online university

Price:

150 000 rubles

Duration:

8 months

School of beatboxing and music creation Connect School

Price:

10 200 rub.

Duration:

2 months

TOP Computer Academy, Cherepovets

Price:

28 560 rubles

Duration:

12 months

Systematics, online school

Price:

from 190 r.

Duration:

from 1 week

University “Synergy”

Duration:

2 months

MetaSchool, online clubs and olympiads

Price:

3 000 rub.

Duration:

1 year

Training center “ProfDevelopment”

Price:

4 900 rubles

Duration:

40 ac. h

Alibra School, Kazan

Price:

5 600 rubles

Duration:

1 month

Education of children with disabilities

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2. Health saving

   Conditions for education of children with disabilities and children with disabilities in the MAOU “Lyceum No.

   82″

   To provide access to the building of the lyceum for the disabled and persons with disabilities, the porch is equipped with a ramp and hinged doors.

   Classes with students, including disabled people and persons with disabilities, can be held in rooms 25, 29, 30 and the library, which are located on the 1st floor. All classrooms are equipped with a computer with Internet access, a printer, a projector and interactive whiteboards, which makes it possible to access information systems and information and telecommunication networks.

   The access of the disabled and persons with disabilities to the assembly hall is provided.

   Conditions for protecting the health of students, including disabled people and persons with disabilities, are provided with access to the medical room.

   Access for disabled people and persons with disabilities to the premises located on the 2nd-4th floors of the lyceum is not possible due to the technical characteristics of the building.

   There are no special technical means of training for collective and individual use for the disabled and persons with disabilities.

   ---

   Regulations on the organization of individual learning at home (Download)

   ---

   Roadmap to ensure the introduction of the federal state educational standard for primary general education of students with disabilities in the Lyceum No. 82 (Download)

   ---

   Inclusive education

   Inclusive education – ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.

   A child, whatever it may be, is, first of all, a unique personality. And, despite the peculiarities of development, he has equal rights with other children. Inclusive education enables all children with developmental disabilities to fully participate in the life of the kindergarten team, school, institute, in preschool and school life. Inclusive education has the resources to promote student equity and participation in all aspects of community life, and to develop all children’s communication skills.

   ---

   Teaching children with disabilities

   1. The federal law “On Education in the Russian Federation” (clause 16, article 2) refers to students with disabilities as individuals who have deficiencies in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission (hereinafter – PMPK) and preventing education without creating special conditions.

   2. Features of the organization of educational activities for children with disabilities are established by part III of the Procedure for organizing and implementing educational activities for basic general education programs – educational programs for primary general, basic general and secondary general education, approved by order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015 (hereinafter referred to as the Procedure), as well as directly by parts 5, 6 of Article 41 and Article 79.

   ---

   Rules for organizing the education of children with disabilities at school

   It is quite difficult to teach children with disabilities at school. In view of this, it is necessary to clearly know the rules according to which the learning process should take place. This will make it possible to correctly build the learning process and see the result. The first thing everyone should keep in mind is the change in terminology, it is now recommended to refer to children with disabilities as children with disabilities (CHD). This abbreviation is more common in laws relating to children with disabilities. In 2008, Russia adopted the Convention on the Rights of Persons with Disabilities, which guarantees every child with a disability access to “inclusive, quality and free primary and secondary education in their places of residence”.

   Before the start of the school year, specialists conduct a conversation with the class teacher, teachers and students of the class. When teaching, emphasis is placed on the development of tolerance and kindness towards each other, the provision of assistance and support to such children. The child is introduced to the elementary school teacher in advance, and then to all the teachers in the middle and high schools. The child must adapt to the new space, the office system, a large number of people, to the different requirements of teachers and learn to communicate with peers. And also accept the school rules, without restrictions. If earlier it depended on one person, now everything will depend on the team community of teachers, specialists and classmates with the active involvement of parents. Of course, one must understand that all children are completely different, therefore, in addition to collective support, individual assistance will also be needed.

   There should be a specialist next to the child who will connect him with the outside world, explain and explain what others want from him. This person should not only be constantly included in the process of teaching the child, but should also be in close contact with the parents. Teachers, in addition to special training, must take into account the characteristics of the child, so as not to aggravate the existing problem. It is necessary that the child feels complete and protected. Classmates should be under constant supervision, as all children are different. A child with a disability at school may be the object of close attention from teachers and medical personnel. It is necessary to involve other children who would communicate with such a child at recess, after school, playing and helping with homework.

   ---

   Recommendations for teachers

   It is necessary to maintain a situation of fairness in the classroom, but not to equate all children according to one rule, but to evaluate them as much as they are able to give the maximum positive result. In the classroom, a “success situation” should be created for special children, so that the child feels that he can do it too, and in front of his peers. Maybe even organize a little support so that children come for help and explanations to a child with disabilities.

   The teacher must understand why all possible efforts are being made for this child. You can divide the class into different levels of learning. During the year, not only teachers, but also psychologists, speech therapists and other specialists should additionally deal with such a child. The organization of the educational process should be maximally interacting both according to the general chosen rules and according to some individual requirements in different subjects. It is necessary to celebrate the achievements of the child together with the parents.

   ---

   Advice to parents

   Active support of the child with an understanding of his difficulties, but without the manifestation of pity and concessions. The definition of the development bar should be carried out not only by specialists, but also by parents. Constant contact with teachers, especially with the teacher “accompanying” the child. The requirements of all family members to the child should be the same. Any child learns only in a “state of success”, which means that he should be given all the help and support that parents are able to give.

Frequently Asked Questions (FAQs) | Sylvan Learning


Tutoring Programs

Does Sylvan offer online tutoring?

Yes! Our Sylvan centers offer the same programs online that you would find in-center.

With our online tutoring programs, your child will keep skills sharp with Sylvan’s proven, digital curriculum; interact live with certified tutors through face-to-face online sessions; and keep his or her momentum going through these uncertain times.

Plus, you’ll rest easier knowing that your child is on track as you juggle it all.

Whether you’re navigating take-home packets, online lessons from school, ACT or SAT Prep, or something else, Sylvan is here to help your child.

Learn more about online tutoring.

What kinds of tutoring programs does Sylvan offer?

Your child isn’t one dimensional. Neither are our programs. Sylvan gives you options, so your son or daughter can learn in the way that works best.

If your child is struggling with scores and confidence, and has slipped behind, we recommend our Personalized Tutoring programs that use our proven Sylvan Method™. We combine the best in teaching and technology to create a truly personalized learning plan for your child. This ensures you will achieve your goals and your child will get the best results. In fact, with our Personalized Tutoring programs, we guarantee progress!

If your child needs more practice with a particular subject outside of the classroom, needs an extra boost, an added challenge or help with homework and tests, our Academic Coaching program is for you! Your child can get proactive expert support to sharpen skills or get extra guided practice time to help keep up and get ahead with homework and school performance. Discover how our affordable monthly packages will fit into your schedule and budget!

If you want your child to stand out in elementary school, to rock advanced higher-level classes, or score high on the SAT and ACT, our advancement experts are ready! Through our Advancement and Test Prep programs, we can help your student accelerate skills, take on tough workloads and get a jump on the 21st century opportunities ahead.

No matter what your needs are, we’ll create the right learning solution for your goals. And Sylvan is happy to work around your schedule. We offer sessions at convenient times across the week, including after school, evenings and even weekends.

Check out more details on our programs. 

What kind of training do Sylvan tutors have?

Our tutors are the heart and soul of who we are. Trained and certified in Sylvan instructional techniques, each tutor has his or her own expertise and understands your local curriculum — ensuring your child will be more successful in the classroom. Our tutors also partner with your child’s teacher, so you can feel confident that your child’s learning plan is on track. Meet our tutors and discover what makes learning at Sylvan so personal. 

I want my child to have individual attention from a tutor — can Sylvan tutors provide that?

Absolutely. We believe that learning should be personal, and at Sylvan, it is. Our tutors are more than traditional tutors. They get to know each student and provide the positive reinforcement and motivation that leads to success — and not only on tests and homework but beyond the classroom. Although most of our tutoring is done in small groups, each student does get focused one-on-one attention during every session. He or she will then also get time to work on skills independently, which is crucial for truly mastering concepts and skills. It’s a combination that gets results (for millions of successful students and counting!). Learn more about how our proven process works.

But will my child really like coming to a Sylvan center?

It may be hard to believe, but it’s true! Kids love coming to Sylvan. (Nothing like a good dose of confidence, a cool tutor, and the latest technology to make learning fun!) But Sylvan is a place where students also feel inspired to learn and are comfortable asking questions and trying their best. We combine the professionalism of a great staff, the enthusiasm of amazing tutors and the coolness factor of digital learning to make going to Sylvan the highlight of your child’s day (and ours as well!).

Hear from our students and see for yourself why kids and their parents love coming to Sylvan.

Does Sylvan offer bilingual services for Spanish-speaking families?

We’re happy to say that yes, many Sylvan centers have Spanish-speaking staff and tutors. However, we recommend you check with your local center to make sure that the staff and tutors there speak Spanish.

Do Sylvan tutors work with my child’s teacher or school?

Yes — collaborating with your child’s classroom teacher plays a key role in the success of his or her learning program. With your permission, our tutors communicate with your child’s classroom teacher and partner with him or her on a regular basis. This ensures that the progress you see in our tutoring program is reflected in the classroom.

But Do Sylvan’s Tutoring Programs Work?

What makes Sylvan’s tutoring work?

At Sylvan, we believe the best kind of learning — the kind that makes students not only smarter but more independent and confident — has to take into account that each child is unique, with his or her own learning style. That’s why our Personalized Tutoring programs use our proven Sylvan Method™, which makes learning personal and meaningful. We assess your child’s academic strengths and needs, pinpointing the skills and attitudes that your child needs to strengthen. The result? Magic, high-five, big-smile moments when learning clicks.

My child has already had a school assessment. What makes Sylvan’s assessment different?

We believe learning should be personal, designed for each child. The cornerstone of our approach is the insight provided by not only an academic assessment but also observations from a Sylvan tutor and attitude surveys that students complete themselves. These go deeper than standard assessments: we don’t just try to answer what your child needs to learn, but also why he or she needs extra help, from academic needs to self-limiting beliefs. Your child’s learning plan is tailored to exactly what he or she needs to learn and thrive — both in the classroom and beyond.

How will I know that my child is really making progress?

Results matter to us too, so our tutors are available to share progress reports and to schedule regular monthly conferences to keep you in the loop. And because we know feeling on top of things is important when you have a to-do list a mile long, we created mySylvan^TM, a personalized website for your on-the-go family. Available anytime, anywhere, mySylvan gives you real-time information on your child’s progress, educational activities for your child and resources for you.

Pricing and Payments

How much does tutoring at Sylvan cost?

No matter what your need is, Sylvan has learning programs to fit every budget. All our Sylvan centers are locally owned and operated, so pricing varies by location. It’s best to contact your local Sylvan center for specifics but here’s a general idea of what you could expect for our various programs:

Personalized Tutoring programs for grades K-12: If your child needs to get grades and test-scores up, our proven, intensive tutoring programs improve skills, scores and confidence. We guarantee progress! The best in tutoring starts at $49 per hour.

Academic Coaching programs for grades K-8: If your child needs more practice, an added challenge, or help with homework, tests or harder workloads, we provide academic support and practice to sharpen skills, stay challenged and keep up with homework. Our affordable monthly packages with full, one-hour sessions start at $199 per month.

Advancement and Test Prep programs for grades K-12: If your child is on the fast track or needs help with advanced coursework, homework and big tests, our enrichment, college prep and career readiness programs will set your student up for a great future.

We have several options based on your needs and goals:

• Tutoring starts at $49 per hour
• Classes and camps start at $199
• ACT and SAT Prep classes start at $999

Each of our Sylvan centers is locally owned and operated, so pricing varies slightly by center. Check out the rates for the Sylvan center near you.

Our STEM programs are a great way to educate and get kids excited in STEM early on. They’re very affordable and are priced competitively with other after-school programs. (Many start at $99!) And our workshops and camps can be even less.

Sylvan parents say our programs are worth every penny because they get results. (And we’re glad to say, they’re more affordable than you may think!) We always work with you on your needs and can develop a payment plan and schedule that best fits your family’s budget.

Do you offer payment plans and financing?

We understand that raising a family can get expensive (to say the least!), so affordability is one of our top priorities at Sylvan. Explore our payment plans that offset the cost of tutoring, such as flexible monthly payment options.

Do you have any special offers for families new to Sylvan?

We were hoping you’d ask! Our tutors and staff love meeting new faces and are eager to get to work inspiring your child to learn. Simply provide your contact information and you’ll receive a Sylvan coupon for $100 off your child’s personal tutoring program.

Scheduling

How often does my child need to attend?

If your child needs intensive tutoring to get back on track, we recommend two or three tutoring sessions per week in our Personalized Tutoring programs in order for your child to see real progress. We believe that type of consistent frequency really makes a difference, which is why we guarantee progress!

If your child is doing well but you just want to ensure they stay on track and get extra practice time or help with homework, our Academic Coaching programs are a great way to get that proactive support once or twice a week. Our affordable monthly packages range by location, so to find out if it’s available in your area, contact your local center today.

We know juggling a whole family’s activities in any given week can make that seem almost impossible! To help that problem, we offer convenient after-school, evening and weekend sessions. But talk to us if you’re still finding it hard to schedule sessions — we’ll work together to create a schedule that works with your family.

And how long does my child need to attend?

A very good question! Your child’s learning program is geared to your child, so how long he or she needs to attend depends on the goals you’ve set. We take the time to identify precisely what your child’s needs are and map out a progression of lessons that makes sense. We assess the progress your child makes at each lesson and adjust as needed, so your child stays engaged and enthusiastic, not frustrated.

Tutoring

My child doesn’t seem to like school anymore. How do I know if my child needs a tutor?

It’s normal for kids to have good days and bad days. And what inspires one child to learn at school might not be the same for another. However, there are some clear signs across the board that a child may need a tutor.

Does your child:

• Seem to have lost that “spark” with learning?
• Struggle to focus on reading or homework?
• Get poor test scores?
• Seem to be developing low self-esteem?

If so, you’re doing the right thing to seek help and give your child a better chance at success. Great teachers inspire, and our tutors strive not only to help students learn concepts and develop better study habits  — they also help your child grow into a confident learner who enjoys learning. 

My child has lost all interest in doing well in school. Can Sylvan tutors help my child get motivated?

To us, the words “connect” and “motivate” point to what we do best. Our tutors love engaging our students in a way that builds their confidence as well as their passion for learning. And we don’t just talk about it: at Sylvan, your child will interact with great teachers and the latest technology as cool teaching tools— an amazing combination that engages learners at all skill levels. Interactive lessons adjust to your child’s skill level and pace, making learning rewarding instead of frustrating. Our teachers don’t just instruct, they challenge and inspire.

Etc

Does Sylvan have any benefits or rewards programs?

YES! Our Friends & Family Benefits Program is our way of rewarding our Sylvan families with great ways to keep learning momentum up and to potentially earn free Sylvan tutoring. That’s because, when you enroll your child in Sylvan, you’re family for life! For every family you refer that enrolls, they get a FREE week and you get a free week too! Additionally, you have Lifetime Rewards Benefits that include a free annual assessment for the student who first enrolled and a free annual assessment for up to two siblings of the student.

Our lawyers always want to make sure you have the opportunity to know the fine print. So here it is: The Friends and Family program is valid at participating Sylvan Learning locations only. Some restrictions apply. Contact us for details. Valid for new enrollments only. New family must enroll in a qualifying Sylvan Learning program. Annual Assessments limited to two siblings. Cannot be combined with any other Sylvan offer, promotion, coupon or discount. Void where prohibited.

Kids Learning Center | Welcome to Kids Learning Center!

Welcome to Kids Learning Center! Kids Learning Center continuously strives to raise the quality of our program. All of our schools are licensed by the state in which they operate and adhere to the highest standards of safety, cleanliness, teaching and care. KLC admits students of any race, color, sex, disability, and religion, national and ethnic origin. 11500 Quail Roost Drive Miami, FL 33157 Phone: 786-573-3017 Fax: 786-573-3018 License No: C11MD0327 10869 Caribbean Blvd. Cutler Bay, FL 33189 Phone: 786-573-2123 Fax: 786-573-2501 License No: C11MD0172 10825 SW 184 Street Miami, FL 33157 Phone: 305-253-3613 Fax: 305-232-2556 License No: C11MD1388

Guitar lessons for children in Yekaterinburg, teaching children to play the guitar

REGISTRATION OF CHILDREN FOR CLASSES 2023

We conclude contracts. We accept financial capital. 6 branches are waiting for the guys! Experience since 2009. License. Return of personal income tax – 13%. .

Teaching schoolchildren aged 8-14 to play the guitar. (“Bard” and classical guitar)

Details by phone. 226-04-42 or fill out the form on the website.

PAIR AND INDIVIDUAL LESSONS, 1-2 TIMES A WEEK.

RESULT IN 3-4 MONTHS. REPORTING CONCERTS 2 TIMES A YEAR.

WE HAVE THE BEST TEACHERS OF THE CITY WITH MORE THAN 5 YEARS EXPERIENCE.

ACOUSTIC GUITAR PROGRAM (Bard style)

Any parent is concerned about the all-round development of their child. This is not an easy, but interesting task that requires an integrated approach. A necessary condition for such development is the disclosure of the creative potential of the child. One of the best ways to develop creativity is to play music. Playing a musical instrument develops a sense of rhythm, the ability to listen, imagination, imaginative thinking, memory and perseverance.

The most suitable instrument for teaching music is the guitar, the popularity of which is explained by the low entry threshold. This means that your child will be able to perform a simple melody already in the first lesson. Learning the art of playing the guitar, it is impossible to get bored, because a huge number of works of any genre have been written for this instrument. In addition, an important advantage of the guitar is its democratic nature – there are a large number of instruments of different price categories on the market.

We are sure that there are no children incapable of music. Our guitar learning experience and theory-based curriculum will help you unleash your child’s creativity.

Course program:

1. Position of the right hand. Apoyando, tirando. Exercises.
2. Pieces to consolidate the techniques of apoyando and tirando.
3. Acquaintance with tablature, durations. Doing exercises, reading from a sheet.
4. Plays: analysis by tabs.
5. Arpeggio. Forward, reverse, undulating, broken arpeggio. Doing exercises.
6. Chord Chains: Practice chord rearrangement while playing arpeggios.
7. Consolidation of the material covered on musical works (analysis of songs performed by arpeggios).
8. Reporting lesson.

Classes for children 7-14 years old are held in mini-groups of 2-3 people or according to an individual program according to your needs.

ELECTRIC GUITAR PROGRAM

Course program:

1. Positioning of hands (if necessary).
2. Exercises on the technique of playing the electric guitar.
3. Elements of music theory.
4. Riffs.
5. Solo.
6. Faces (cliches) of famous guitarists.
7. Recording works by ear.
8. Practice recording electric guitar (studio work).
9. Improvisation and creation of own compositions.

Tutor in solfeggio and music theory:

What is solfeggio ? In a broad sense, solfeggio is singing from notes, singing with naming notes. By the way, the word solfeggio itself is formed by adding the names of the notes sol and fa, which is why this word sounds so musical. In a narrower sense, solfeggio is an academic discipline that is studied in music schools, colleges, colleges and conservatories.
Why do we need solfeggio lessons? To cultivate an ear for music, to cultivate it from a simple ability to a powerful professional instrument. How does ordinary hearing turn into musical hearing? With the help of training, special exercises – this is exactly what they do on solfeggio.

How does solfeggio training begin? First, they learn to read and write notes – there is no way without this, therefore, mastering musical notation is the very first stage, which, by the way, ends very soon.

Music theory is a certain complex of educational and scientific disciplines of musicology that deals with theoretical aspects of music. All this forms the main basis for creating music.

Here are just some of the disciplines (sections of music theory):

Instrumentation – studying musical instruments

Orchestration – A presentation of music for the orchestra

Harmony – Discipline on the organization of music

Polyphony – Study of polyphonic compositions

Rhythmics – studies meter and rhythm musical form – discipline on the building of

This also includes additional courses on the theory of musical content, modern composition, musical textology and much more.

There is also such a thing as elementary music theory. This is such a simplified version of the set of theoretical provisions about music. As a rule, it is intended for the initial development of musical literacy.

All this is waiting for you in our training center “Genius”!

We are waiting for everyone! You choose your own time!

st. Victory, 16
st. People’s Will, 113
st. Repina, 78
st. Opalikhinskaya, 16
st. Soviet, 46

Robotics for children in Yekaterinburg, school of robotics in the Genius educational center

REGISTRATION OF CHILDREN FOR THE NEW ACADEMIC YEAR 2023. DISCOUNTS UP TO 10% !!!

Classes 1-2 times a week, morning-afternoon-evening.

Modular training system, designed for 2-3 years.

As a result, it develops: fine motor skills, three-dimensional imagination and representation, a systematic approach, emotional stability, performance, technical skills and competencies.

We conclude contracts. We accept financial capital. 6 branches are waiting for the guys! Experience since 2009. License. Return of personal income tax – 13%.

Registration for classes by phone. 226-04-42 or through the website.

– groups of preschoolers 4-6 years old

– groups of schoolchildren 7-9 years old

– groups of schoolchildren aged 10-12

– groups of children 14+

3 modules of complexity. We conduct and participate in competitions according to WRO rules.

“WeDo” PROGRAM (level 1), 5-7 years

• development of fine motor skills by working with small parts of designers;
• math and counting skills: comparison of details by size and count within 10-15;
• first programming experience;
• design skills, familiarity with the basics of mechanics.

NXT PROGRAM (Level 2), 7-14 years old

• application of existing knowledge in various fields of science as a key to the discovery of new subjects and technologies;
• teamwork: the robot is usually done by two or three people;
• presentation skills: when the project is completed, you need to talk about it.

EV3 PROGRAM (Level 3), 7-14 years old

• programming at a higher level;
• research work in a team contributes to the acquisition of communication skills, exchange of experience, joint activities;
• the technique significantly increases interest in engineering disciplines and professions that have now faded into the background.

The essence of the development of technical thought is working in teams of 2-3 people, the guys learn to create and program robots of various designs and purposes. Working with educational design sets allows children to learn important laws of physics, statics, kinematics in the form of an educational game and develop the skills necessary for further adult life. When building a model, many problems from different areas of knowledge are affected – which is quite natural. Programmable construction kits and software for it provides an opportunity for a child to learn from their own experience. All this makes children want to move on the path of discovery and research, and any success adds self-confidence.

Robotics, level 2.

Entry-level ROBOTICS section – building and programming LEGO WeDO robots. This program offers the use of educational LEGO WeDo construction sets. This constructor in the line of LEGO robots is intended primarily for children 7-8 years old.

The purpose of the program: To develop children’s interest in technical creativity and teaching them to design through the creation of the simplest models and the management of finished models using simple computer programs. The skill of working in a group is developed.

Robotics, level 3.

The MINDSTORM NXT 2.0 constructor allows you to create thousands of different robots! Intelligent robots that can see, speak, feel and move. Build and program your robot with the LEGO NXT software and watch the robot come to life!

Children develop spatial thinking, technical logic, design skills and teamwork.

Lesson program

In the world around us, there are many robots: in the production of cars, various manipulators, robotic assistants in medicine. They accompany people everywhere. Lego-constructors are currently of great importance among educational robots. They invite children to the fascinating world of robots, allow them to immerse themselves in the complex environment of information technology.

This program offers the use of educational LEGO WeDo construction sets. This constructor in the line of LEGO robots is intended primarily for children 7-10 years old. Working individually, in pairs, or in teams, children can create and program models. Working with constructors allows children to learn many important ideas and develop the skills necessary in later life in the form of an educational game. When building a model, many problems from different areas of knowledge are affected – which is quite natural. Programmable construction kits and software for it provides an opportunity for a child to learn from their own experience. All this makes children want to move on the path of discovery and research, and any success adds self-confidence.

Purpose of the program: Development of children’s interest in technical creativity and teaching them to design through the creation of simple models and management of finished models using simple computer programs.

Program objectives:

1. Educational task : the formation of design skills, gaining experience in solving design problems in mechanics, getting to know and mastering programming in the LEGO WeDo computer simulation environment.
2. Cognitive task : development of interest in robotics.
3. Developmental task : development of creative activity and independence in decision-making in various situations. Development of attention, memory, imagination, thinking (logical, creative). Ability to express thoughts in a clear logical sequence.
4. Educational task : education of responsibility, communication skills.

The training of work in a team and the development of independent technical creativity are very important. Simplicity in building the model, combined with the great design capabilities of the LEGO WeDo constructor, allows children to see a model made by themselves at the end of the lesson, which performs the task they themselves set. Assembling simple mechanisms, the guys work with their hands (which helps the development of fine motor skills), develop elementary design thinking, imagination, and study the principles of operation of many mechanisms.

The stage is learning. At this stage, the guys assemble models according to given schemes. They try to understand the principle of connecting parts in order to subsequently use it to assemble their own projects. Schemes for assembling LEGO WeDo constructors are presented simply, competently, their step-by-step study is understandable to children.

In the process of working on projects, tasks of a different nature are sequentially solved:

1. Selecting a project topic;
2. Collection of information on the chosen topic;
3. Clarification of the technical problem, statement, which requires the creation of a model of the future design;
4. Determination of ways to solve the problem;
5. Execution of the planned plan. Here, the guys independently select the necessary LEGO WeDo parts, do practical work, and turn ideas into a real model.

The number of seats is limited, please contact the branch administrators for all the details!

Enroll

mental arithmetic

Chess school

After graduation you will be able to

Basic ideas in the field of engineering culture will be formed.