Child works preschool: Childworks Preschool – A Child’s Work is Play!

Опубликовано: January 7, 2023 в 9:47 am

Автор: alexxlab

Категории: Child

Pandemic Policies – Childworks Preschool

Childworks Pandemic Policy

In the event of a disease prevalent over a whole country or the world, the following guidelines would be put into place. Closing and reopening Childworks will be consistent with applicable state and local orders. Childworks follows the Mongomery County Office Of Public Health “COVID-19 School Exclusion Recommendations”. https://www.montcopa.org/DocumentCenter/View/28389/Final-Version-COVID-19-School-Exclusion-Guide-002

Families will be updated as new information is received from the state of Pennsylvania and CDC as this policy changes.

Parent Drop-Off and Pick-Up

Children and employees will be screened upon arrival for symptoms and history of exposure to disease before entering the Childworks building. Parents/guardians will be asked to pre-screen at home to confirm that the child does not have fever, shortness of breath or cough.
A visual inspection of the child will be made for signs of illness which could include flushed cheeks, rapid breathing or difficulty breathing (without recent physical activity), fatigue, or extreme fussiness. This screening also includes: taking non-touch temperature, persons who have a fever of 100.4⁰ (38.0⁰C) or above or other signs of illness should not be admitted to the facility, disinfecting hands with at least a 70% alcohol solution.
The following screening questions will be asked:
- Have you or anyone in your household had any of the following symptoms in the last 21 days: sore throat, cough, chills, body aches for unknown reasons, shortness of breath for unknown reasons, loss of smell, loss of taste, fever at or greater than 100 degrees Fahrenheit?
- Have you or anyone in your household been tested positive for COVID-19?
- Have you or anyone in your household visited or received treatment in a hospital, nursing
- home, long-term care, or other health care facility in the past 30 days?
- Have you or anyone in your household traveled outside of Pa. in the past 21 days?
- Have you or anyone in your household traveled on a cruise ship in the last 21 days?
- Are you or anyone in your household a health care provider or emergency responder?
- Have you or anyone in your household cared for an individual who is in quarantine or is a presumptive positive or has tested positive for COVID-19?
- Do you have any reason to believe you or anyone in your household has been exposed to or acquired COVID-19?
- To the best of your knowledge have you been in close proximity to any individual who tested positive for COVID-19?

Health and Safety

Hand Washing is done before and after completing an activity, touching a toy, eating, or toileting.
All students over the age of two years old and employees must wear face masks. https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/Waivers/MaskWearing/Pages/default.aspx
Children cannot be forced to wear a face mask and will be taught to social distance.
Cleaning, sanitation, and disinfecting with a bleach solution, and ventilation are intensified.
Cleaning and disinfecting will take place throughout the day on surfaces and objects that are frequently touched, especially toys and games, doorknobs, light switches, classroom sink handles, countertops, tables, chairs, cubbies, and playground structures.
When surfaces are dirty, they will be cleaned using a detergent or soap and water prior to disinfection.
All cleaning materials will be kept secure and out of reach of children and not used near children. There will be adequate ventilation when using these products to prevent children from inhaling toxic fumes.
Social Distancing is encouraged through increased spacing, small groups and limited mixing between groups.
Activities and procedures to limit sharing of items such as toys, belongings, supplies, and equipment are in place. Children have individual scissors, markers, crayons, glue, and sensory bins.
Employees are trained on health and safety protocols

Ongoing Monitoring

Signs and symptoms for signs of illness of children and employees will be monitored daily upon arrival and midday.
Anyone who is sick will be required to stay home.
When anyone in contact with anyone at Childworks tests positive for COVID 19, it must be reported by Childworks to DHS, DOH, local authorities, employees, and families.
If there are cases in the facility or an increase in cases in the local area, CDC, Pa. Department of Health, and OCDEL guidelines will be followed.

Social
Distancing Strategies

Classes will include the same group of children and teacher each day.
All group special events such as Buddy Night, Stay and Plays, Bookmobile, etc are postponed.
All daily group activities that may promote transmission have been halted.
- Each group of children is in a separate room.
- There is no mixing of children. Playground times are staggered.
Arrival and drop off times are staggered and a teacher is outside the facility to escort the children as they arrive. Curb side drop off and pick up limits direct contact between parents and staff members and adheres to social distancing recommendations.
There is no early scheduled drop off.

Clean and Sanitize Toys

Toys that cannot be cleaned and sanitized will not be used.
Toys that children have placed in their mouths or that are otherwise contaminated by body secretions or excretions are immediately set aside until they are cleaned by hand by a person wearing gloves. These toys will be cleaned with water and detergent, rinsed, and sanitized with an EPA-registered disinfectant, rinsed again, and air-dried. A mechanical dishwasher can also be used.
Machine washable cloth toys will not be used at all. If used these toys will be washed before being used by another child.
Children’s books, like other paper-based materials such as mail or envelopes, are not considered a high risk for transmission and do not need additional cleaning or disinfection procedures.

Diapering

When diapering a child, the teacher and the child’s
hands are washed before beginning. Childworks diaper changing procedures,
following DHS instructions, are posted in all diaper changing areas.

After diapering, the teacher’s (even if wearing gloves) and
child’s hands are washed and the diapering area is first cleaned with soap and
water and then disinfected with a fragrance-free bleach that is EPA-registered
as a sanitizing or disinfecting solution.

Washing Hands, Assisting in the Bathroom, or Holding a Child

It is important to comfort crying, sad, and/or anxious
children, and they often need to be held. To the extent possible, when helping
at the sink, in the bathroom, or holding very young children: teachers can protect themselves by wearing an
over-large button-down, long sleeved shirt and by wearing long hair up off the
collar in a ponytail or hair tie.

Teachers will wash their hands, neck, and anywhere touched by a child’s secretions.
Teachers will change the child’s clothes if secretions are on the child’s clothes. They will change their own clothing, if there are secretions on it, and wash their hands again.
Contaminated clothes should be placed in a plastic bag or washed in a washing machine.

Healthy Hand Hygiene Behavior

All children and staff should engage in hand hygiene at the following times:
- Arrival to the facility and after breaks
- Before and after preparing food or drinks
- Before and after eating or handling food
- Before and after administering medication or medical ointment
- Before and after diapering
- Before and after touching or using a toy or material
- After using the toilet or helping a child use the bathroom
- After coming in contact with bodily fluid
- After playing outdoors
- After handling garbage
Wash hands with soap and water for at least 20 seconds. If hands are not visibly dirty, alcohol-based hand sanitizers with at least 60% alcohol can be used if soap and water are not readily available.
Assist children with handwashing, including those who cannot wash hands alone.
- After assisting children with handwashing, staff should also wash their hands.
Place describing handwashing steps near sinks.

Food Preparation is Only For Lunchworks (optional lunch program)

Teachers and Children wash hands prior to and immediately after eating.
Teachers wash their hands before setting out lunch bags and after helping children to eat.
Children will bring their lunch in a small paper bag. All lunch items must be disposable and cold/ready to eat. Lunches will be placed in the Childworks refrigerator until lunchtime.
Lunchworks children will be socially distanced from each other when eating and may be in the same classroom with children from another group/pod.
Children will not eat snack in the 2. 5 hour period that they are in school unless there is a medical need documented by a doctor.

Vulnerable/High Risk Groups

Based on
currently available information and clinical expertise, older adults and people
of any age who have serious underlying medical conditions might be at higher
risk for severe illness from COVID-19. To protect those at higher
risk, it’s important that everyone
practices healthy
hygiene behaviors.

Staff members or teachers age 65 or older, or with serious underlying health conditions, are encouraged to talk to their healthcare provider to assess their risk and to determine if they should stay home.
Children with underlying health conditions are also at a higher risk and should contact their pediatrician. Children’s health care action plans for underlying health conditions must be followed.
Children with IEP’s and IFSP’s will consult with their case managers. Childworks cannot have auxiliary specialists in and out of the building and visiting other schools in one day. When a specialist (PCA, TSS, BCBA, etc.) spends the entire session time or is routinely in the classroom with the child the specialist is treated as part of the class. The same COVID screening procedures are used for everyone.
Student Teachers may also be added to the classroom[JC1] .

[JC1]

Childswork Learning Center – SE Portland Preschool

For Ages 3-5

Classes are filling up but we still have space in some classes!

Now Offering Tours of Both Campuses! Classes are available for 3-year-olds to 5-year-olds.

Call 503-234-3611 ext. 101 to reserve your spot for:

Cherry Blossom- August 11th, October 11, November 15th.

Tabor-August 12th, July 28, October 18th, November 16th.

Tours start at 9:30 (All participants must wear masks). Please contact Mary Beth to RSVP or for more information.

Current and Incoming Families Check your Brightwheel for your Welcome Letters Containing Important Information for the Upcoming School Year!

Important Dates for Fall 2022

Sept 6-7: Classroom Meet & Greet

Sept 8-9: First Days of School

Sept 14: Back to School Night @ Cherry Blossom

Sept 15: Back to School Night @ Tabor

Sept 22: All-Staff Meeting (No Explorers)

October 6: ALL-SCHOOL Playdate from 5:30-7:00 @ Tabor

Oct 14: Professional Development Day (No School)

Oct 20: All-Staff Meeting (No Explorers)

Oct 26-28: Fall Sharing Festival

Oct 31-Nov 1: Parent-Teacher Conferences (No School)

Mission Statement:

At Childswork, we respect children’s natural capabilities and share our passion, empathy, and enthusiasm in a reflective and collaborative way. We provide a supportive, nurturing, and encouraging environment for children and their families to develop relationships, to discover new ideas, to construct knowledge through play, and to cultivate a joy for learning.

Our Philosophy:

Play is a child’s work. Play is a child’s response to life. It is the way children discover themselves and the world around them.

“PLAY IS THE HIGHEST FORM OF RESEARCH” – ALBERT EINSTEIN

Our Core Values

Collaboration

At Childswork we partner with children, families, colleagues, and community members to support life- long learning in children and adults. We support this continued learning through inclusive ongoing dialogue, planning and investigating knowing that extraordinary experiences full of joy, wonder and discovery await us all.
Integrity

At Childswork we are a credible organization, dedicated to providing a developmentally appropriate program with intentionality, self-reflection, and professionalism. We are transparent with ourselves and our community, honest and genuine with our children, and passionate about our craft.
Respect

At Childswork respect is expressed in an environment that honors the time and space that an individual needs to grow and learn, through interactions in a safe sacred place. Communicating, listening, and reflecting guide our actions toward others, materials, common shared spaces and ourselves.
Community

At Childswork we foster community within our school and surrounding neighborhoods. Purposefully building relationships and engaging families we reach individual needs in a safe, trusting, and inclusive environment.
Inquiry

At Childswork we believe children are capable of using their natural sense of inquiry and wonder to construct knowledge about the world around them. We support children’s right to explore their natural interests by encouraging independent and collaborative experimentation and theory-building.

Childswork Learning Center is a non-profit preschool and childcare center located on two campuses in Southeast Portland, Oregon. Since 1984, our early childhood education center has served a diverse population of children and families, focusing on the development of the whole child with respect and compassion. Childswork is a safe place for children to explore, take chances, make messes and learn through play. At Childswork we nurture wonder, we embrace joy, and we foster discovery.

Child Works Pre-School – Care.com New London, CT

Costimate^™

^$125

per week

Ratings
(1)

★★★★★

Availability

Costimate^™

^$125/week

Ratings
(1)

★★★★★

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

Child Works Pre-School provides a quality, developmentally appropriate educational opportunity for children. The school serves children three to five years old that provides them with a balance of child-initiated and teacher-initiated activities. The school’s program aims to develop the whole child and his/her physical, social, emotional and intellectual growth.

In business since: 1992

Total Employees: 2-10

Care.com has not verified this business license.
We strongly encourage you to contact this provider directly or

Connecticut’s
licensing
department

to verify their license, qualifications, and credentials.

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potential care providers.

Monday :	7:00AM – 5:30PM
Tuesday :	7:00AM – 5:30PM
Wednesday :	7:00AM – 5:30PM
Thursday :	7:00AM – 5:30PM
Friday :	7:00AM – 5:30PM
Saturday :	Closed
Sunday :	Closed

Type

Preschool (or Nursery School or Pre-K)

Program Capacity:

Costimate^™

^$125/week

At Care. com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.

OFFERINGS

Full Time (5 days/wk)

10/03/2017

Atrocious. I walked by the center and heard an employee screaming at a crying child, who looked about preschool aged. The child was hyperventilating and so distraught looking. The two women outside with the children appeared completely uninterested, unqualified and unintelligent. I wouldn’t trust them to watch my child for even five minutes.

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Happy Time Nursery School

119 High St
,
Mystic,
CT
06355

United Methodist Child Care Center

10 Chapman Ln
,
Gales Ferry,
CT
06335

Stepping Stones Discovery & Development Center

177 Pleasant Valley Rd S
,
Groton,
CT
06340

Kiddie Kampus Learning Center

245 Flanders Rd
,
Niantic,
CT
06357

The Children’s Gathering

221 Roxbury Rd
,
Niantic,
CT
06357

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“You need to capture the personality of the child”: how the digital platform for preschoolers works

Another story from the world of EdTech. Elena Ignatieva, founder of Smart School Pro, talks about the individual approach to preschool education and the features of her project.

Smart School Pro is a digital platform for preschool educational institutions (DOE). Its task is to create an individual trajectory for the development of the child. To do this, we use psychophysical diagnostics and monitoring of the development of children. The platform helps to automate routine processes, provides communication within the preschool educational institution and creates a communication channel with the family.

Kindergarten is not a business for children

I have two higher educations, both economics: Rostov State University and The London School of Economics and Political Science. From 1996 to 2000 I worked in international investment banks. Then my first child was born, and the sphere of professional interests changed dramatically.

In 2003, my friend and I decided to set up a language children’s center at our own expense. This is how the Anglo-Russian club Kids’ Estate appeared. At first, the children were brought for several hours. They learned English, played, did theater, sports, preparation for school. In 2005, the club turned into a private kindergarten, where children of different nationalities came. We also took children with special needs. Over time, I began to understand that I was cramped within the kindergarten – I wanted to generalize the accumulated experience and develop further. In 2019Kids’ Estate was sold to the French company People&Baby, which manages 550 gardens in seven countries. I completely switched to a new project.

Unsplash

How to take into account individuality in practice

I started developing the Smart Pro educational platform in 2016, when I was still managing the Kids’ Estate. Today, more than 20 people are working on its creation.

The most difficult thing was to assemble the team: it was important that they both understood the idea and had high qualifications. It didn’t work the first time – it took two years.

When we talk about an individual approach, it seems to everyone that an individual program should be prescribed for each child. In fact, an individual approach for a preschooler is to realize his personal characteristics, see, catch, if they exist, and correct minor difficulties in his development in order to avoid bigger problems at school later. To ensure such work, analytics is needed, which on our platform is represented by the psychophysical diagnosis of the child and the monitoring of the educational process.

The main indicator of a child’s readiness for school is the maturity of his regulatory function, in other words, arbitrariness. In a preschooler, memory, attention, thinking, perception are involuntary, and self-regulation is formed.

A child can be arbitrarily smart, according to parents, but if he does not withstand the teaching load during the lesson, he will not be able to study normally.

Parents love to slyly argue about awkward kids, claiming that their kids are awkward because they are the smartest in the class and have no interest in school. Very often the reason for “not interested” lies in the fact that children have a delay in the formation of the regulatory function, they cannot control their actions, track the processes that are happening around, follow the course of the lesson. By the seventh year, arbitrariness to the extent of incubating classes should be formed. And if not, then this is a bell about the lag in development, and not an indicator of its advance.

We were looking for a simple and convenient tool for pedagogical observation, which would allow us to determine the individual-group picture of the development of children in accordance with age-related developmental norms. For psychophysical diagnostics, profiles were created for ages from two to seven years, which describe the qualitative and quantitative indicators of the development of children for each age group.

After that, tests were selected and protocols of observations were compiled for each line of development and age, criteria for evaluating indicators, a mechanism for interpreting the results and comparing them with the age norm were developed. Based on this, our system creates and describes an individual profile of each child, which can be compared with conditionally normative indicators. Graphically, the result looks like a cobweb or a gear.

The accumulation of data based on the SSP will help educational authorities in solving problems at the federal and regional levels. For example, the accumulation and structuring of data on the development of children by regions of Russia will make it possible to specify the normotypical profiles of children, taking into account regional specifics.

On the basis of monitoring, it will be possible to compare the effectiveness of educational programs and approaches.

We have already implemented the following modules: contracts, employees (with individual access settings), diagnostics, mailing and interaction, parent office, profiles of children and groups, health and nutrition, schedule and calendar. The work on the “monitoring” module is being completed. A knowledge base and a mobile app for parents are under development. We also want to make billing, a media library, a calendar organizer for employees. We also need to deal with the personnel and management block: for now, there are only accounts for specialists, but there will be full-fledged pages, like those of children.

Unsplash

Nationwide

Over the past year, the Russian Investments group has invested more than $1.5 million in the project. The Agency for Strategic Initiatives is helping to implement the platform. Together with him, the approbation of the project began in several regions. Each selected 15 institutions where the platform will be implemented. After the news on Rusbase, the project was noticed in Skolkovo and offered to join the club.

Testing has already started in the second quarter of this year in the Tambov region, Perm and Khabarovsk regions. Plans are being discussed with several other regions. We connected 20-25 kindergartens, and there will be 50. Plans are also being discussed with the Novgorod region and other regions, because we want to connect 50-70% of kindergartens out of 47 thousand to the platform. The project was provided to private kindergartens and networks in Moscow and the Moscow region.

Despite the stereotype that platforms are needed for distance education, we created ours to accompany offline processes, without which preschool education is meaningless.

The introduction of the platform was slowed down a bit by the pandemic. But even despite a temporary slowdown, by the end of the year we plan to connect more than 2,000 preschool institutions to the platform in at least ten regions, and within the next three years we will enter the European market.

Troubleshooting: EdTech features

There are a number of problems that preschool education faces:

large groups of children;
a lot of bureaucratic demands and paperwork;
low level of qualification of teachers and lack of specialized specialists;
there is no systematic support for those who work with children;
there are no convenient tools for collecting, analyzing and accumulating information on the development of children;
There are no unified quality monitoring criteria in preschool education.

Therefore, when creating EdTech startups, it is necessary to think over a single scale of criteria by which achievements and results will be measured. In the work, you need to rely on the fundamental knowledge of developmental psychology and pedagogy – without this it is impossible to create a working tool or methodology.

It should be borne in mind that many age teachers are not well versed in modern technologies, so the platform interface and work with it should be as convenient and intuitive as possible.

You need to understand the EdTech industry: what a kindergarten or school wants, what their needs are. Developers must communicate with a potential client, have good methodological support, understand why each element is introduced into the system – such startups can burn out on this.

Cover photo: Shutterstock/Standret

0001

Kindergarten – non-children’s business

In 2005 the club turned into a private kindergarten, where children of different nationalities came. We also took children with special needs. Over time, I began to understand that I was cramped within the kindergarten – I wanted to generalize the accumulated experience and develop further. In 2019Kids’ Estate was sold to the French company People&Baby, which manages 550 gardens in seven countries. I completely switched to a new project.

Unsplash

How to take into account individuality in practice

I started developing the Smart Pro educational platform in 2016, when I was still managing the Kids’ Estate. Today, more than 20 people are working on its creation.

The most difficult thing was to assemble a team: it was important that both the idea was understood and that they had high qualifications. It didn’t work the first time – it took two years.

A child can be arbitrarily smart, according to parents, but if he does not withstand the teaching load during the lesson, he will not be able to study normally.

Parents love to slyly argue about awkward kids, claiming that their kids are awkward because they are smarter than everyone in the class and have no interest in school. Very often the reason for “not interested” lies in the fact that children have a delay in the formation of the regulatory function, they cannot control their actions, track the processes that are happening around, follow the course of the lesson. By the seventh year, arbitrariness to the extent of incubating classes should be formed. And if not, then this is a bell about the lag in development, and not an indicator of its advance.

On the basis of monitoring, it will be possible to compare the effectiveness of educational programs and approaches.

Work on the monitoring module is being completed. A knowledge base and a mobile app for parents are under development. We also want to make billing, a media library, a calendar organizer for employees. We still need to deal with the personnel and management block: so far there are only accounts for specialists, but there will be full-fledged pages, like those of children.

Unsplash

Nationally

Despite the stereotype that platforms are needed for distance education, we created ours to accompany offline processes, without which preschool education loses its meaning.

Troubleshooting: EdTech Features

There are a number of challenges facing early childhood education:

large groups of children;
a lot of bureaucratic requirements and paper work;
low level of qualification of teachers and lack of specialized specialists;
there is no systematic support for those who work with children;
there are no convenient tools for collecting, analyzing and accumulating information on the development of children;
There are no uniform criteria for quality monitoring in preschool education.

It should be borne in mind that many age teachers are not well versed in modern technologies, so the platform interface and work with it should be as convenient and intuitive as possible.

Cover photo: Shutterstock/Standret

Development of mental actions in preschoolers

Logical mental actions include comparison, generalization, analysis, synthesis, classification, seriation, analogy, systematization, abstraction. The formation and development of the child’s logical sphere in the methodology refers to the formation of logical methods of mental activity, the ability to understand and trace the cause-and-effect relationships of phenomena and build the simplest conclusions.

The formation of these techniques is important both for the general development of the child and for the development of his thinking. The question is only what means and on what content the logical skills of a preschooler most successfully develop.

Series – construction of ordered ascending or descending series. A classic example of seriation is pyramids, nesting dolls, loose bowls, etc.

Seriations can be organized by size (length, height, width) if items of the same type are used (dolls, sticks, ribbons, pebbles, etc.), or “by size” (indicating what is considered “size”): for example, height if different types of items are used. Seriations can also be organized according to color, according to the degree of color intensity.

Analysis – selection of object properties, or selection of an object from a group, or selection of a group of objects according to a certain attribute.

For example, the attribute “all sour” is set. First, each object from the group, or the selection of a group of objects according to a certain attribute “sour”.

Developing the ability for analytical activity in preschool children, complicated games “It happens – it doesn’t happen”, “Two objects”, problem situations that put the child in front of the need to apply existing knowledge are used.

Synthesis – the combination of various elements (features, properties) into a single whole. In defectology, analysis and synthesis are considered as mutually complementary processes (analysis is carried out through synthesis, and synthesis through analysis).

Tasks for the formation of the ability to identify elements of an object (features), as well as to combine them into a whole, can be used from the first steps of a child’s mathematical development. For example:

– Task to select an item from a group on any basis : take the red ball. Take the ball, but not the red one. Choose round but balls.

– Assignment to select several items according to the indicated attribute : select all balls, select round ones, but not balls.

– Assignment to select one or more items according to several specified characteristics : choose a small blue ball, choose a large red ball. The task of this type involves the combination of two features of the object into a single whole.

For the development of a child’s productive analytical-synthetic mental activity, he should be offered tasks in which it is necessary to consider the same object from different points of view. The way to organize such a comprehensive consideration is the method of setting different tasks for the same mathematical object:

– Which of the figures is superfluous? Why? (square, all other circles)

– From a set of circles of different colors, choose an extra one (3 circles are red, 1 is green).

(The square that differs in color from the rest will be superfluous.)

A similar task – in size.

For the development of visual analysis , tasks are used to select an “extra” figure (object). For example:

Among these figures, find the odd one. How is it different?

A more complex type of such task is the task of selecting a figure from a composition formed by the superposition of several figures. Such tasks can be offered to children in preparation for schooling.

Synthesis develops in a child earlier than the ability to analyze. On this basis, it is possible to build the formation of analytical-synthetic activity: if the child knows how it was assembled (folded, constructed), it is easier for him to analyze and isolate its constituent parts.

The activity that actively forms the synthesis at preschool age is construction. At first, this is a purely synthetic activity with a “do as I do” pattern. At the first stage, the child learns to reproduce the object, repeating the entire construction process after the teacher; on the second – repeating it from memory and, finally, proceeds to the third stage – self-restoration of the method of constructing the second object (tasks of the “make the same” type). The fourth stage is already the fulfillment of a creative task: build a tall house, build a garage for this car, lay down a rooster, etc. The tasks are given without a sample, the child works according to the idea, but must adhere to the specified parameters – the garage is for this car.

Mosaics, constructors, cubes, split pictures are used for construction, age-appropriate and make the child want to work with them. In this case, the adult plays the role of an unobtrusive assistant, his goal is to help bring the work to the end, i.e. until the intended or required integer object is received.

Comparison is a logical method of mental actions that requires identifying similarities and differences between the features of an object (object, phenomenon, group of objects).

Comparison requires the ability to single out some features of an object (or group of objects) and abstract from others. To identify various signs, you can use the game “Find it according to the indicated signs,” didactic games “Looks like – not like”, “Find a pair”, “Geometric lotto”. With middle-aged children, the “Find the differences”, “Find exactly the same” games are more effective, in which children learn to compare objects, separating already significant features from non-essential ones. Children of older preschool age already know how to confidently compare objects, so the comparison tasks are gradually becoming more difficult. Preschoolers learn to compare not only explicit, but also hidden signs, compare objects and their images at the verbal-conceptual level. The result of the work on the formation of the mental operation of comparison is the formation in preschoolers of the ability to draw conclusions about the difference and similarity of objects in accordance with the goal.

Classification – division of a set into groups according to some feature, which is called “ basis of classification “. Classification can be carried out either according to a given basis, or with the task of finding the basis itself (this option is more often used with older children, since it requires a certain level of formation of synthesis and analysis, comparison and generalization operations).

Young children are taught to classify objects according to visible signs. For example, in the game “Doll’s Birthday”, children lay out treats: only sweets in one plate, cookies in another, and bagels on the third. In middle-aged children, we develop the ability to independently classify objects on the basis of highlighting their essential features, to select a group of objects for a specific concept (clothes, furniture, animals, dishes). The peculiarity of older children is that they can classify according to several characteristics (size, color, shape) and specific concepts (toys, mushrooms, appliances).

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