Child care prospect: THE Top 10 Daycares in Prospect, CT

THE Top 10 Daycares in Prospect, KY

Daycares in Prospect, KY

Description:

What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

Description:

La Petite Academy Child Care-Prospect is a La Petite branch located in Prospect, Kentucky. This Academy provides early child education for children ages six weeks to twelve years. Its services include infantcare, preschool program, prekindergarten program and age-appropriate programs such as before/after school program and summer camp. This school maintains a constant communication with the students’ parents by sending reports daily….

Description:

Prospect Preschool, Inc. in Prospect, KY prepares the children to succeed as individuals while recognizing that they have unique personalities, talents, and learning styles. This child care organization commitsto working within the student’s comfort zone to ensure their optimal educational, social, and emotional results while bringing enriching and new experiences….

Description:

Chicken Little Day Care provides a friendly, safe and educational environment for toddlers to school-age children. It is open Mondays through Fridays, serving the children’s growth and developmental needs from6:00 AM to 6:00 PM. Chicken Little Day Care has a capacity of six children and can participate in the subsidized child care program….

Description:

Little Robins Childcare Ministry exists to serve families in the community by providing a Christian-based program that nurtures the child and the parents.
We offer the lowest teacher:child ratio so thatyour child can get the attention he or she needs. We provide daily opportunities for their physical, emotional, social, developmental and spiritual needs to be meet. A typical day will include gross motor skill playtime, a snack with prayer time, Bible Story, craft or other fine motor activity, music and movement and playtime with friends.
In addition, we offer flexible scheduling. As your schedule changes, so does your childcare needs. We understand that and can adjust the schedule to meet your needs for that week, month, etc.
We have been nicknamed a “glorified parents day out program” because we don’t operate like a daycare or childcare center. We get to know you and your child and want you to become a part of our family.
We are conveniently located to Prospect, Springdale, the east end of Louisville and surrounding areas with easy access to both the Gene Snyder and the Waterson Expressway….

Description:

we offer pet and child care

Description:

Little Hands Academy in Louisville, Kentucky is a Child Care provider that can accommodate up to 179 children from six weeks to twelve years of age. Their curriculum seeks to provide a high quality, nurturing,fun and safe learning environment that is appropriate for the child’s overall growth and development….

Description:

Discovery Preschool and Childcare, LLC in Louisville, Kentucky is a Child Care provider that can accommodate up to 117 children from infants to school age. Their curriculum seeks to provide a high quality,nurturing, fun and safe learning environment that is appropriate for the child’s overall growth and development….

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FAQs for finding daycares in Prospect

In 2022 what type of daycare can I find near me in Prospect, KY?

There are a variety of daycares in Prospect, KY providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.

How can I find a daycare near me in Prospect, KY?

If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 36 in Prospect, KY as of November 2022 and you can filter daycares by distance from Prospect or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.

What questions should I ask a daycare provider before signing up?

As you visit daycare facilities in Prospect, KY, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Prospect, KY.

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Additional Daycare Resources

All Prospect CareKentucky Daycare

La Petite Academy of Prospect in Prospect, KY | 9505 U.

S. Hwy 42

Your School La Petite Academy on Valley Quail Blvd S.

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La Petite Academy on Valley Quail Blvd S.

Welcome to Our School

Welcome to La Petite Academy!

Our outstanding Infant, Toddler, and Preschool programs are complete with a milestone-based curriculum that is catered to the individual child. Our loving, well-trained teachers care for and teach your children as they progress through our School Readiness Pathway. This, along with our option of flexible scheduling, ensures that you will receive the best care and education for your child!

We are a community of children, parents, and teachers. We strive to maintain a warm and welcoming environment where doors are always open, and lines of communication are maintained. You can rest assured that we are always here for you and your family if you have any questions or concerns, or just want to chat!

We’re committed to providing simple ways to keep you connected throughout the day while your child is in our care. With live streaming video, you can view your child’s classroom from any device or computer. Plus, get real-time updates with our family communication app.

We closely follow recommendations from state and local authorities, to maintain a clean, safe, healthy environment.

If you are located in the Prospect area, including Jefferson and Oldham counties, stop by or schedule a tour today. I look forward to meeting you here at La Petite Academy in Prospect, KY!

Here’s what people have to say

5 out of 5 stars

We have been so lucky to have enrolled our little one at LPA. We feel like we’re truly part of a family. I feel 100% comfortable leaving our toddler with all of the staff. I feel like they truly care about their well-being.

Verified Shopper

I feel comfortable leaving my grandson. He likes going and likes his teachers. I can see growth and development. Communication and friendliness with his teachers has been excellent.

Verified Shopper

I could not be more pleased with the environment than LaPetite Prospect has provided for us! We genuinely love her teachers and classmates.

Verified Shopper

La Petite has really been an incredible experience for us. When we realized we needed to find a daycare for our baby, La Petite was recommended to us. We toured the facility and met the teachers and knew it was for us! The teachers are so down to earth and you can tell they truly care about each child. We love it.

Verified Shopper

My daughter has flourished from the amazing teachers and their curriculum. From day 1, we always felt welcomed and plan to keep her at La Petite until its time for her to start Kindergarten in a few years. I would recommend this school to ANYBODY!

Verified Shopper

As I said, this daycare has exceeded every expectation. The price is comparable to other similar daycares, but you get so much more for your money, particularly when it comes to the staff and their treatment of your child. I feel so comfortable leaving my baby in their very capable hands. Not to mention the providing of diapers!!

Verified Shopper

i love that i know the school is safe for them. everything is so clean and they all are nice to my kids. the preschool is added bonus for our older child. really puts our minds and hearts at ease knowing they are well taken care of when we are busy working. the flex scheduling works great for parents with shift work that is on rotation.

Verified Shopper

Grow Your Connection

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Learn About Electives

For an additional fee, go beyond regular classroom learning experiences with our enhanced series of fun, interactive enrichment programs exploring a variety of activities. We offer:

Fitness, Soccer, Music, Yoga, Spanish, Phonics, Handwriting & Advanced Math

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Learn More

Meet Our Staff

Megan Coggeshall , Director

Education: Commonwealth credential

Certifications: CPR/First Aid Food Health and Safety Certification

Hello! My name is Megan and I am the academy director here in Prospect Kentucky. I have been with the company since June of 2020 and I love being apart of the La Petite family. I have worked in childcare for over 10 years and along the way have completed many trainings as well as obtained my Kentucky Commonwealth Credential. I am also a mother to a spunky little girl who has also attended La Petite Academy. Come stop by and say hello!

Meet Our Staff

Samantha Teague, Assistant Director

Education: Kentucky Commonwealth Credential

Certifications: CPR

Hello! My name is Samantha and I am the assistant director at the Prospect KY location. I’m so excited to be apart of the La Petite team! I have worked in child care for over 10 years and love working with children. I am from Oldham County, currently living in Trimble county with my Husband of 12 years and our two daughters!

Local School Phone Number: 502.228.1631502.228.1631


License #: 353687

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Practice, problems and prospects for the work of day care groups for preschool children using the “language nest” technology

In April 2019, it was two years since a language nest began to work in the village of Vedlozero, Pryazhinsky district of the Republic of Karelia. “Language Nest” is a variable form of day care for preschool children in combination with ethnocultural pedagogical support without the implementation of a preschool education program.

The language nest is a significant part of the measures to revitalize, revive in a particular area the Karelian language, which belongs to the languages ​​of national minorities and is endangered. The purpose of the language nest is to create conditions for the upbringing of preschool children, under which children can master, in addition to Russian, their genetically native language. A language nest is being introduced where there is a conscious desire of local residents to do everything possible to save and develop the Karelian language, which is dying out for various reasons.

The village of Vedlozero is famous in the Republic of Karelia for the fact that its inhabitants are aware of their involvement in the Karelian ethnos and are proud of it. According to the results of the last population census, 69% of the inhabitants of Vedlozero indicated in the column “nationality” – Karelians (an average for the region is 31%). The creation of the Karelian regional public organization “House of the Karelian Language” in Vedlozero, which was able to unite the population and build a house for the preservation and development of the native Karelian speech, can be considered a real achievement. All events are held here in the Karelian language and are focused on strengthening family values ​​in the local community.

Activists of the public organization “House of the Karelian Language” proposed to organize day care for preschool children using the “language nest” technology on the basis of premises owned by NGOs.

It was not possible to organize a language nest in the conditions of a regular municipal kindergarten for various reasons: there are not enough additional resources to separate the “language nest” into a separate group; the educational process in the Karelian language contradicts the standards of preschool education; there are not enough specialists who are fluent in the Karelian language.

The public organization “House of the Karelian Language” also could not independently implement its idea without outside support. The subvention funds allocated to the municipality for pre-school education can only be used for a kindergarten that has a license for educational activities. It would be very difficult to obtain a license for an NPO, because the premises of the House of the Karelian Language will not meet modern (rather redundant) sanitary and fire safety requirements.

As a result of combining the resources of NGOs and local authorities, such a unique socio-cultural phenomenon has emerged as a group of day care for children of preschool age according to the “language nest” type. The public organization provided premises, conducted a survey in the village of Vedlozero and formed a group of children, and what is especially valuable, they selected for work several specialists with a pedagogical education who speak Karelian as their native language. The district administration provided funds from a grant from the Fund for Supporting Children in Difficult Life Situations, and also partially compensated for the costs of teachers’ salaries from the local budget.

From April 2017 to the present, the language nest group has been consistently attended by 9 children throughout the day (10 hours) and 5-6 children come to classes (2-3 hours). The premises of the House of the Karelian Language, built from environmentally friendly natural materials, are equipped with everything necessary for the care of children and for their development. There is furniture, toys, didactic materials, kitchen and table utensils, computer and household appliances, sanitary equipment.

Teachers of ethno-cultural profile are engaged with children in manual labor, drawing, modeling, speech development, music, acquaintance with the outside world. During the entire stay in the playroom, adults communicate with children only in Karelian; children understand this language, try to answer adults, but communicate among themselves, of course, in Russian, often using Karelian words or whole phrases. In other words, the language nest supports the bilingualism of preschool children. Two teachers and one cook work with children every day. In fact, all the activists of the House of the Karelian Language became a collective educator of children. Communication of children with people of the older generation, who are native speakers of the living Karelian language, can be considered especially valuable. Activists of the House of the Karelian Language are sure that through the study of the native language, it is possible to harmonize relations in the families of children visiting the language nest.

Absolutely all parents are ready to help in arranging life in the House of the Karelian Language. All families take part in the improvement of the playground on the street and in the yard, participate in subbotniks, take turns delivering drinking water, bringing food from their plots (forest and garden berries, vegetables, meat and fish). Not a single child and not a single family fell out of the “nest” while it was working in project mode. On the contrary, new applicants appeared. The precedent created in the work of the public organization served as the activity of a large number of residents of the village of Vedlozero.

The project, in which the activists of the House of the Karelian Language took part, lasted 18 months and ended in September 2018. Analyzing the results, all participants in the creation of the language nest and external experts recognized the positive experience of the project implementation and the uniqueness of the language nest as a sociocultural phenomenon.

The uniqueness of this practice manifested itself in many ways. For example, that the founder was a public organization; that the idea is supported by multi-channel funding – grant funds, the district budget, NPO own funds, voluntary donations. The norms and rules that have developed in the language nest are based on common sense, the traditions of folk education, and the trust of parents. The daily routine was formed not from prescriptions, but from the needs of children, and the food is as close as possible to traditional home cooking.

In the course of the analysis, the risks that arise after the implementation of the project were also identified: whether children will lose their language abilities when moving to school, in the context of a limited regional component of the curriculum; Will the existence of an alternative group lead to a reduction in the number of children in the municipal kindergarten, and in the future to the restructuring of the institution? And the main question – how can you support this form of preschool education after the end of the project?

Immediately after its completion, compensation of wages to teachers by the local government was suspended (previously this was a condition for co-financing under the grant). Activists of the public organization took upon themselves all the cares for the maintenance of the day care group, while the rest of the parties believe that they have no legal grounds to provide financial support to the language nest in the current conditions. Or help is offered under such conditions that the original meaning of such a variable form of preschool education as a language nest is lost.

Why?

Perhaps because this phenomenon turned out to be at the intersection of several branches of the social sphere: education, social protection and national policy. Even if the public organization “House of the Karelian Language” enters the register of social service providers in order to receive state support, the question will arise: what kind of services? After all, any attempt to attribute the language nest to any of the branches either creates new obstacles or emasculates the idea.

If we take as a basis the thesis that the language nest is the supervision and care of children of preschool age, then it should be classified as social services in accordance with the all-Russian classifier of types of economic activity. But the service of supervision and care in itself does not contain the main meaning of the language nest, the essence of which lies in the ethno-cultural language support, in the creation of a dense language environment. In this sense, the language nest serves to satisfy ethnocultural needs and can be attributed to the sphere of national politics.

It is possible to receive state support in this area only by participating in competitions for grants for various projects for NGOs. This source of assistance has long been mastered by social activists, is actively used, but it does not provide stability in financing and forces the authors of the project to model (or break) the idea of ​​the project every time to fit the priorities of the fund that is the grantor. In addition, national policy projects mainly involve funding events, activities, but not processes and current work.

And the third point in the triad of problems in determining the status of a language nest is the sphere of education, more precisely, preschool education. Education is a highly regulated branch of the social sphere, subject to multilateral control at all levels, from an ordinary employee to a founder. Therefore, neither the heads of kindergartens nor local governments are willing to take responsibility for the creation and functioning of a language nest in a legal vacuum.

There are several obvious obstacles to the operation of a language nest as a structural unit of an educational organization, which are related to licensing requirements. First, the requirements for the structure and content of the educational program, if the language nest acts as a preschool group with the right to implement the educational program of preschool education. In accordance with the Law “On Education” of the Russian Federation and the Republic of Kazakhstan, educational activities are carried out in the state language of the Russian Federation. In the Republic of Karelia, the Karelian language does not have the status of the state language, therefore, in order to meet the standard of preschool education, it is necessary to observe the proportions in the use of Russian and Karelian in the educational process in favor of the state language. And this already violates the “language nest” technology in its purest form.

Of course, with the help of the law “On State Support for the Karelian, Vepsian and Finnish Languages ​​in the Republic of Karelia” (Article 50) and the Law “On Education in the Republic of Karelia”, it is possible to create conditions for learning the language by forming a separate group as a structural unit of the kindergarten. But it will be language learning, not mother tongue education. In addition, the additional expenses of the municipal budget associated with the allocation of a separate group and the need to expand the staff for the language nest are not compensated in any way under regional legislation. The increasing coefficient to the funding standard for each student studying their native language is applied only to schoolchildren, but not to preschoolers.

If a language nest is created in the form of a family preschool group without implementing a preschool education program, then the situation is simplified in terms of the content of the work, but at the same time it becomes more complicated in terms of accommodation requirements. The current norms and rules of sanitary safety apply to two types of premises: either this is a typical building of a preschool educational organization using SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations”; or this is a residential building using SanPiN 2. 4.1.3147-13 “Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock.”

Premises owned by NPOs are not residential, so community members do not have the opportunity to use more loyal sanitary standards for supervision and care groups. It turns out that the only option for officially recognizing a language nest and transferring it from project mode to regular mode is to obtain a license for preschool education with all the aggravating consequences associated with the use of SanPiN for kindergartens. This is a reliable option, but not rational for NGOs, because the work of a language nest is not the only direction of their activity, and the cost of a one and a half meter fence, video surveillance, redundant food unit equipment and other chores is unbearable for the budget of a public organization that exists mainly on voluntary contributions. .

How is it possible in the current situation to support the initiative of a public organization to create a language nest?

At the local government level:

1. Approve the position on the language nest, without adjusting its essence to the patterns of the existing regulatory framework. Provide in this provision the possibility of using a more gentle version of SanPiN 2.4.1.3147-13

“Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock.” Even though this document does not contain the three actual letters “NPO”, it also contains specific requirements for the premises. If the municipal commission examines the NPO premises used as a language nest and establishes that the conditions comply with the requirements of SanPiN 2.4.1.3147-13, is it really so important that they are not “residential”?

2. Conclude a cooperation agreement between the administration of the national municipal district and a public organization on the transfer of part of the authority to meet the ethno-cultural needs of the population and provide a small subsidy to compensate for the costs associated with the maintenance of the language nest.

This could be stopped, if we do not consider that the preservation of the Karelian language in the Republic of Karelia is a matter not only of a municipal scale, but also of a regional one. Therefore, we would like to have support measures in the form of regional programs aimed specifically at spreading the practice of language nests and subsidizing them.

In order for this technology to be strengthened not only through social activists, but also through kindergartens, it is necessary to extend the multiplier coefficient to each child learning their native language, not only to schoolchildren, but also to preschoolers. By the way, almost twenty years ago, the regional legislation provided for a standard for each child for whom education (school and preschool) is conducted in their native language. But the opportunity now to return to such a position is in conflict between the requirement of the federal standard for preschool education in terms of the language of education and the lack of state status for the Karelian language.

As for positive changes in federal legislation that could simplify this situation, it is appropriate in the sanitary rules and regulations to expand the range of entities providing preschool education or childcare services, as well as facilities in which these services are provided . In particular, to include there NPOs, with which social partnership is declared, but in reality is complicated by many formalities.

Of course, the situation with the language nest created by the Karelian Language House in the village of Vedlozero, Pryazhinsky National Municipal District of the Republic of Karelia, can be considered local, almost private. But it, like a drop of blood, reveals the whole set of problems that impede the promotion of progressive ideas from the provinces: interdepartmental disunity, fear of supervisory authorities, the scarcity of local budgets, the lack of consideration for regional specifics in federal legislation and its catching-up nature, suspicion of the activities of NGOs and other difficulties.

Despite this, the language nest in Vedlozero continues to work with children, it has more and more allies who share the idea of ​​​​preserving the Karelian language through the upbringing of children and express their readiness to jointly overcome problems, a partial solution of which would like to be found in the year of indigenous languages.

Palliative care for children: definition, content, perspectives | #06/12

Today, palliative care for children is developing along with palliative care for adult patients, and in some developed countries there has been a trend towards the formation of an independent medical specialty and an independent direction of medical and social care for children [1]. At the end of 1970s the first home care service for children diagnosed with cancer was established in the United States – Edmarc Hospice for Children – a children’s hospice in Virginia, 1978 [2]. Then came the Helen & Douglas House children’s hospice in Oxford (England) in 1982, and in 1985 – St. Mary’s Hospital in New York (USA) [3, 4].

In Russia, the development of this area of ​​medical and social assistance to children has begun. To create an effective system of palliative care for children in our country, it is necessary to understand its essence, differences from palliative care for adults, study the experience of other countries and the pioneers of domestic palliative care for children.

In 2002, the World Health Organization defines palliative care for children: “Palliative care for children (with various nosological forms of life-threatening diseases / conditions (cancer, brain injuries), as well as diseases, as a rule, leading to premature death of a child or his severe disability) is an active, comprehensive care for the child’s body, his psyche and soul, as well as support for his family members. It begins from the moment the diagnosis is established and continues throughout the entire period of the disease, including against the background of ongoing radical treatment. Caregivers should assess and alleviate the child’s physical and psychological suffering and provide social support to the family. Effective palliative care requires a broad, multidisciplinary approach, involving the child’s family and community resources; assistance can be successful even with limited resources. It can be organized in tertiary care facilities, community health centers and even orphanages” [5].

Palliative care for children is not only medical care and care for children in the terminal stage of cancer. We are talking about children / adolescents with various nosological forms of diseases / conditions that threaten life (cancer, brain injuries), as well as diseases, as a rule, leading to the premature death of a child, his severe disability, which require the provision of qualified medical, psychosocial assistance child, as well as psychological and spiritual support to his family members.

Palliative care for children is based on the same principles as palliative care for adults, but it also has its own specifics. The incidence of malignant neoplasms in children is much lower, but children at an early age suffer from severe anomalies and malformations, genetic diseases, a number of chronic progressive diseases, including cystic fibrosis, myodystrophy, etc.

The time to start palliative care is sometimes difficult to determine. In fact, it is quite individual: one child may need palliative care from infancy, while another child with the same condition will not need it for many years.

Variants of the ratio of the volumes of palliative care and radical treatment aimed at prolonging life are not the same at different stages of the development of the disease. Palliative care is not limited to end-of-life or end-of-life care for a child with a life-threatening illness. Palliative care may be required immediately after diagnosis, but its scope throughout the course of the disease varies depending on the situation.

The organization of palliative care for children, both with oncological and non-oncological diseases, is essential. The statistics of American authors published by M.A. Bialik et al. is interesting. (2002, 2004), about the problems requiring palliative care for children and the diseases in which they are expressed (Table) [6].

Based on the study by the author of the accepted definitions [7-14], primarily the definition given by the Association for Palliative Care for Children of Great Britain (2008), at present, it is possible to give the following interpretation of palliative care for children – active comprehensive care for children / adolescents with oncological and other life-threatening and leading to premature death of chronic diseases, the purpose of which is to identify and meet the physical, psychological, social and spiritual needs of a sick child and his family members, improve their quality of life from the moment the disease is detected, throughout the illness until death and during the period of bereavement.

To understand the definition, it is necessary to formulate what “conditions leading to premature death” and “life-threatening conditions” are.

Life-limiting Conditions – conditions in which there is no reasonable hope of a cure and from which the child / adolescent will die either before the age of 40 or before the death of his parents (as defined by the Children’s Support Association with life-threatening and terminal illnesses and their families, Royal College of Pediatrics and Child Health) [13]. With a number of such diseases, a progressive deterioration in the child’s condition occurs, leading him to complete dependence on parents or guardians.

Life-threatening Conditions – conditions in which there is a high risk of death; radical treatment may be feasible, but often fails. This group does not include children in long-term remission or after successful radical treatment. The following is a classification of such conditions.

Classification is not easy, and the examples given are not limited to all conditions in which palliative care is urgently needed for a child. Making a diagnosis is only part of the process; it is necessary to take into account the differences in the course of the disease, its severity, the complications it causes and the need for action, as well as the nature of their impact on the child and his family.

Below is a classification of life-threatening and premature death conditions in which palliative care is provided to children [13].

Category 1. Life-threatening conditions for which definitive treatment may be feasible but often fails. If radical treatment fails, the child receives palliative care. This group does not include children who are in long-term remission or after successful radical treatment (terminal stages of incurable diseases) (for example: malignant neoplasms, irreversible/malignant heart, liver and kidney failure).

Category 2. Conditions in which premature death is inevitable, but prolonged intensive treatment may prolong the life of the child and keep him active (eg, cystic hypoplasia of the lung/polycystic lung).

Category 3. Progressive incurable conditions, usually lasting for many years, when only palliative care is possible (eg: Batten disease/neuronal waxy lipofuscinosis/Tay–Sachs disease ¹ ; mucopolysaccharidosis; muscular dystrophy).

Category 4. Irreversible/incurable but not progressive conditions/diseases that cause severe disability of the child, predisposition to frequent complications and the possibility of premature death (for example: severe cerebral palsy; multiple severe disabling consequences of diseases and injuries, for example, the consequences of trauma to the head or spinal cord).

These four categories describe the four types of disease course that will require palliative care (Fig.). This classification is important in terms of planning and assessing palliative care needs. Therefore, it is very important, in cooperation with the health authorities, to establish a comprehensive database of children with life-limiting diseases. However, this does not mean that all children and young people in these four groups need active palliative care throughout their illness. Some of them, such as children in the second group, may have long periods of relatively good condition and, even if they are largely disabled, can do without active palliative care. Others in the same group may need active palliative care already at an early stage of the disease. Therefore, the need for palliative care should always be determined on an individual basis [13].

While it is generally accepted that palliative care for children and palliative care for adults have much in common, it is important to highlight their key differences.

The unique characteristics of palliative care for children dictate the need to create institutions for children separate from adults, which should be taken into account when planning a pediatric palliative care service.

1. The structures of the causes of infant mortality and adult mortality are absolutely different, which makes the principles of palliative care for the adult population inappropriate for palliative care for children. The development of standards for pediatric palliative care is now becoming a priority worldwide.
2. Many childhood illnesses are rare, and the duration of illness can vary greatly from a few days to several years. The child may survive into early adulthood, requiring years of palliative care. Children with diseases leading to premature death require multidisciplinary and multidisciplinary services over a long period of time.
3. Children are constantly developing physically, emotionally and mentally, so meeting their medical and social needs, as well as psychological support in understanding illness and death, is an extremely difficult task. Providing education to sick children is a very important task and their legal right.
4. The tasks of palliative care are to provide support to parents, brothers and sisters of a sick child, grandparents. It makes more sense to create services at home. There may be several sick children in the family, so genetic counseling of parents is necessary. Pediatricians take an active part in the process of treating children and caring for them.
5. Children have been shown to receive more aggressive treatment at the end of life compared to sick adults, which may require a specific approach to managing pain and other symptoms throughout the treatment period.
6. Children perceive death in a very different way than adults, and this is important for talking with children about death and dying, depending on their ability to perceive this information. An important distinguishing feature of the symptomatic treatment of children is the difficulty in assessing the severity of symptoms, in particular pain, which often cannot express their feelings and experiences.
7. Extremely high psychological stress of the staff and emotional burnout due to the premature death of children being cared for.

All these features determine the fact that palliative care for children develops independently and is formed into an independent medical specialty, requires special training of doctors, nurses and psychologists, social work specialists and teachers to work with this special group of patients. In some countries, there are certification courses in palliative medicine, for example, in the UK, the USA and Australia, and the curriculum for medical students includes a section on palliative care [4, 14].

Palliative care is a professional activity, for most diseases it is specialized pediatric care. Therefore, professionals providing palliative and hospice care must be specially trained. In the UK, for example, to become a pediatric palliative care specialist, a doctor must study for 2 years. Moreover, the principles and philosophy underlying palliative care have not yet been adopted in our country.

Unfortunately, people who come to work in palliative care units and hospices, both for adults and children, do not realize that they are not prepared to work in a palliative care facility – they do not know how to properly manage symptoms, how to talk with parents and relatives, how to determine one’s emotions and one’s worldview, starting medical activities “between life and death”. Hospice is not just an equipped department, comfortable rooms, it is people and a specific organization of work and medical, psychosocial assistance. The experience of organizing palliative care departments and hospices has already been accumulated, you need to open your mind and heart in order to absorb this experience. This needs to be learned. Only then will the created hospice be not a house of death, but a house without pain and life to the end.

In Russia, the emergence of palliative care for children began in 1993 with the organization in Moscow by a pediatric oncologist, Professor E. I. Moiseenko, “Hospice at Home for Children with Cancer”. Later on, on this basis, an autonomous non-profit organization “The First Hospice for Children with Cancer” arose, which works in collaboration with the Institute of Pediatric Oncology of the Russian Cancer Center. N. N. Blokhin RAMS. This organization was a pioneer in the development of palliative care for children in Russia.

Since 2003, a non-state medical institution “Children’s Hospice” has been organized in St. Petersburg under the leadership of Archpriest Alexander Tkachenko. The activity of the hospice as a charitable organization was to provide not only socio-psychological, but also specialized medical care to children at home. In 2010, the first children’s hospice hospital in Russia was opened in St. Petersburg. The hospice has 18 inpatient beds, 20 day care beds, and a mobile team. The children’s hospice received licenses for all necessary activities, including the use of narcotic painkillers. Hospice patients are children with severe malformations and malignant neoplasms.

In the same year, a children’s palliative care department was opened at the Scientific and Practical Center for Medical Care for Children with Craniofacial Malformations and Congenital Diseases of the Nervous System in Moscow (previously it functioned as an outreach service). Stationary hospices for children exist today in Izhevsk – a children’s hospice with 10 beds (since 1997), this is a nursing care department in the structure of an orphanage, and 20 children’s beds in a hospice in Volgograd.

In Russia, according to the Ministry of Health and Social Development, 6,000 children need palliative care. In 2010, representatives of the ministry announced that they intended to create a system of palliative care for children in Russia.

In 2011, the first children’s hospice in the republic was opened in Almaty. In 2012, it is planned to open children’s hospices in Kazan, Rostov and Yekaterinburg. According to the Ministry of Health and Social Development in 2011-2012. children’s hospices will be organized in 74 regions of the country; a regulatory framework is being prepared for the development of palliative care for children.

The new Federal Law of the Russian Federation (adopted on November 21, 2011) No. 323-FZ “On the Basics of Protecting the Health of Citizens in the Russian Federation” defines palliative care for the first time in the history of Russian healthcare (Article 36). For the first time, palliative care is recognized by law as one of the types of medical care provided to the population (Article 32). The law states that palliative care “…is provided by medical professionals trained to provide such care” (Article 36), and also notes that “palliative care in medical institutions is provided within the framework of the program of state guarantees of free provision of medical care to citizens… » (Article 80). Article 83 specifically refers to the financial provision of palliative care to citizens [16]. With the adoption of the new law, new opportunities are opening up for the development of palliative care for both adults and children.

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