Growing kids preschool childcare: Growing Kids Learning Center – Childcare And Preschool In Northern Indiana

Preschool South Bend – State Road 23 Center

All parents, from all backgrounds and from all types of places, have one thing in common: they want the absolute best for their child. Parents want their child to have the best possible quality of life, and recognize that a huge factor for this is providing an exemplary education.

A high-quality education is essential for opening so many doors in life, a fact that’s known by virtually everyone. But what many people don’t realize is that early childhood education is the foundation for academic and overall success, at all stages of life. Preschool is one of — if not the — most important steps in an educational journey, and with the Pre-K options through Growing Kids Learning Centers, your child will be receiving the best early childhood education that the South Bend area can offer.

Our State Road 23 location has childcare, preschool, and before and after school options for your child, all of which are designed with your family in mind. Take a look at what Growing Kids Learning Centers can offer for your family, and enroll today to give your child the absolute best.

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CONTACT

Phone: (574) 273-9048
Fax: 574-273-9231

LOCATION

17475 State Road 23
South Bend, IN 46635
Located 1 mile south of University Park Mall

Monday – Friday
6:30 am – 6:00 pm

PROGRAMS

• Infant care
• Toddler care
• Young preschool care
• Preschool
• Before & after school care

EXTRA

• Summer, fall, winter and spring camps are also offered.
• Care is available on days when schools are closed.
• Snow day care
• Interact with LifeCubby, a safe and convenient digital platform for receiving your child’s Daily Report, along with photos of your child’s day.

Growing Kids Learning Centers are among the premier childcare and early childhood education providers in the area, all state licensed, and state inspected.   Family owned and operated since 1995, providing care for children 6 weeks through elementary age.

5 REASONS TO CHOOSE GROWING KIDS LEARNING CENTERS

When you want to provide exceptional care, compassionate education, and the best possible opportunities to help your child grow, you want Growing Kids Learning Centers. Our State Road 23 location has the childcare and preschool options your family deserves. You, as a parent, will love the peace of mind and flexibility that our daycare and preschool centers offer, and your child will love learning and having fun in our warm and kid-friendly environment! Contact us to get started, and to provide your child with the best. We look forward to seeing you!

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CONTACT US FOR MORE INFORMATION

Recent Posts

May 20, 2022

Welcome to Growing Kids Learning Center! We offer a variety of programs for children of all ages, from infants to toddlers to preschoolers and even school-aged children. We are committed to providing a…

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May 17, 2022

At Growing Kids Learning Centers, we know that making sure your child is ready for preschool is a concern for many parents. Finding the right children’s learning center is important — and the…

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Preschool Valparaiso – Campbell Street Center

As a parent, it’s your goal to provide the absolute best for your child. From the food they eat to the amount of sleep they get and everything in between, their care and well-being is your top priority. This understandably, transfers into your child’s education. Parents know the importance of education, and how important it is for their child to do well in their academic path, because this opens up so many more doors and opportunities throughout the course of their life. When you choose Growing Kids Learning Centers for early childcare and preschool, your child is set on a path to grow and succeed to their fullest potential.

At our Valparaiso location, you can find the preschool, daycare, kindergarten and before/after school care options that will not only meet your family’s needs, but exceed them. We’ve been the top choice for parents just like you, who have wanted to find an exceptional childcare option that helps their children thrive — as well as provide the peace of mind that their kids are in the best hands possible. See some of the options that are available, and call us today to ensure your child has a spot with Growing Kids Learning Centers!

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CONTACT

Phone: 219-462-7777
Fax: 219-462-7772

LOCATION

3400 Campbell Street
Valparaiso, IN 46383
Located on Campbell @ Bullseye Lake Road

Monday – Friday
5:45 am – 6:00 pm

PROGRAMS

• Infant care
• Toddler care
• Young preschool care
• Preschool
• Before & after school care

EXTRA

• Summer, fall, winter and spring camps are also offered.
• Care is available on days when schools are closed.
• Snow day care
• Interact with LifeCubby, a safe and convenient digital platform for receiving your child’s Daily Report, along with photos of your child’s day.

Growing Kids Learning Centers are among the premier childcare and early childhood education providers in the area, all state licensed, and state inspected.  Family owned and operated since 1995, providing care for children 6 weeks through elementary age.

5 REASONS TO CHOOSE GROWING KIDS LEARNING CENTERS

When you’re trying to get incredible childcare, preschool, or kindergarten for your young one, you want Growing Kids Learning Centers. Our Valparaiso center is the perfect place for your child to embark on their educational journey. So many families have felt the strongest sense of relief when enrolling their child with Growing Kids Learning Centers — you deserve to feel the same. Give us a call and get in touch with one of our dedicated staff members today to begin — we look forward to hearing from you!

Virtual Tour

CONTACT US FOR MORE INFORMATION

Recent Posts

May 20, 2022

Welcome to Growing Kids Learning Center! We offer a variety of programs for children of all ages, from infants to toddlers to preschoolers and even school-aged children. We are committed to providing a…

…Read More

May 17, 2022

At Growing Kids Learning Centers, we know that making sure your child is ready for preschool is a concern for many parents. Finding the right children’s learning center is important — and the…

…Read More

April 26, 2022

Parents always ask us what are the best books for preschoolers, so they can enjoy high-quality reading time with their kids at home. Below, we’ll go over some of our favorites, and we…

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Features of the development of a modern child | RAO

The modern world is constantly changing. The rate at which our lives are undergoing transformation is much faster than it was twenty or thirty years ago. In the recently gone twentieth century, the child developed in a small society (family, courtyard company, pioneer organization) with a clear link to a specific adult. Today, the child is placed in a situation of broken connections and a chaotic flow of information without structural and logical connections. Modern children are very different not only from those described in their writings by I. G. Pestalozzi, Ya. A. Komensky and V. A. Sukhomlinsky, but also from their peers of the last decade of the twentieth century. Social changes have led to psychological changes. According to psychologists, at present there have been shifts in the onset of crises of 7 years and adolescence. Thus, the crisis that children of the last century went through before entering school (in the preparatory group of the kindergarten) is now experienced by younger students (at 7–8 years old). And this entails a revision of teaching methods in elementary school. Girls now pass the pubertal crisis three years later, and boys – four [7].
At present, children grow up and develop in the conditions of the post-industrial information society. From birth, they are faced with modern high-tech achievements. All technical innovations become the life of the younger generation. Computer games, interactive toys and museum expositions, commercials and cinema novelties. How does technological progress affect the psyche of a child? What is the modern child? Today, scientists are seriously puzzled by this question.
In this period, attempts are being made to comprehensively study the modern preschooler [8]. The opinions of practitioners are also taken into account. In 2001, a round table was held, at which teachers of Moscow preschool institutions “painted” a portrait of a modern child based on their own observations. Of the positive characteristics: developed, inquisitive, intelligent, erudite, liberated, free. Of the negative: impulsive, capricious, whiny, pugnacious, aggressive, pedagogically neglected, brought up by the TV [3].
A specialist in the field of early language development, N.A. Gorlova [2] names the following features of modern preschool children: the predominance of systemic-semantic consciousness over systemic-structural; increasing the tone of the body, perseverance, exactingness, sensitivity, emotionality, the need to perceive information; excitability, hyperactivity, anxiety, aggressiveness.
Children are well informed. They talk about “adult” topics, watch series, understand the intricacies of love lines, remember well everything that happens to the heroes of passions and retell the series in detail to grandmothers and mothers. Preschoolers sometimes make such unexpected conclusions and conclusions in non-childish situations that adults seriously begin to think about the premature maturation of modern children. This issue is debatable. Rather, it is “hearing”, under which, unfortunately or fortunately, there is no experience.
Great awareness has a downside. Modern children in the development of thinking and mental abilities are by no means ahead of their age. Moreover, due to health problems, many have a delay in mental and speech development. Most children 5 years old need the help of a speech therapist. A modern preschooler speaks a lot (if he speaks), but poorly. Teachers are sounding the alarm. The lowest indicators of the implementation of the program of training and education most often refer to the section “Development of speech”. Not only the “Coherent Speech” section suffers, but also the “Dictionary”. Awareness of children does not lead to an increase in vocabulary. In this situation, I recall the problem described in one of the old textbooks on child psychology. The child, under the influence of his parents, talks about the theory of the core, but cannot follow the teacher’s elementary verbal instructions.
Well-known psychologist E. O. Smirnova cites UNESCO data that 93% of modern children from 3 to 5 years old watch TV 28 hours a week: “The first generation of “screen children” is growing up” [5, p. 254]. She draws disappointing conclusions about the impact of television viewing on the mental development of children. The first and most deplorable is the delay in speech development. Primitiveness and poverty of speech is noted.
“Speech coming from the screen remains an incomprehensible set of alien sounds, it does not become one’s own. Therefore, children prefer to remain silent, and express themselves with shouts or gestures” [5, p. 255].
Uncontrolled information flow leads to a lack of emotional-personal and emotional-business communication with the mother in infancy and early childhood, which leads to an increase in the number of children who do not master the curriculum in kindergarten and school. The neuropsychologist T. V. Akhutina sees the main reason for poor progress in reducing the arbitrariness of attention (along with poor ecology and stress). A bright toy attracts the child’s attention for a long time not by itself, but in interaction with the mother, in the event of positive emotional reactions, a revitalization complex. The scientist writes: “For the formation of sustainable attention, it is necessary that the deep departments work well enough, and they just suffer the most from trouble in the period of pre- and perinatal development. The maturity of the deep sections affects the activity of the child, his ability to maintain wakefulness. Another “component” of attention is the frontal sections… These sections act as organizers and conductors of behavior: they must interact harmoniously with other parts of the brain… The fact is that the brain is “finished” in the course of active work and the number of nerve cells increases in the process of child development from birth up to a year … If a child during his early development does not receive enough information from the outside, if the nerve cells do not work, then their physiological death occurs. First of all, we mean tactile and visual information coming from the mother” [4].
Observations of children show that in kindergartens such a phenomenon as the absence of the so-called “middle peasants” has begun to occur. Children in the group are divided into successful and unsuccessful, assimilating and not assimilating the training program. Whether this observation is a regularity or a feature of a particular preschool institution, it is necessary to check on a larger sample.
The next conclusion of OE Smirnova about the impact of watching television programs on children is “the inability to self-deepen, to concentrate on any activity, lack of interest in business. This type of disease is especially pronounced in learning and is characterized by hyperactivity, situational behavior, increased absent-mindedness” [5, p. 256]. Modern children are in constant, continuous movement, it is difficult to keep them in one place. During concerts, in cinemas, they move freely in an unfamiliar space. A child can listen to a fairy tale and build from a constructor at the same time. Children are hyperactive. In organized activities, they often cannot concentrate, they still need playful and interesting moments. The time of arbitrary concentration of attention, characteristic of age, did not increase. The younger generation has a “clip consciousness”, nourished by advertising and music videos. Indeed, the films of cult directors, from which it is impossible to protect children’s perception, are distinguished by discontinuity, abrupt transitions from one storyline to another, when the viewer must keep pictures in memory so as not to lose understanding of the meaning of what is happening. Or maybe this is exactly what the director’s work is aimed at? The aesthetics and means of expression of the new cinema meet modern trends, otherwise it would not be in demand.
And, finally, the third conclusion of O. E. Smirnova – “a sharp decrease in the imagination and creative activity of children. Children lose the ability and desire to do something for themselves. They make no effort to invent new games, to compose fairy tales, to create their own imaginary world. They are bored with drawing, constructing, inventing new stories. They are not interested or interested in anything. The lack of self-content is reflected in the relationship of children. They are not interested in talking to each other. It has been noticed that communication with peers has become more superficial and formal: children have nothing to talk about, nothing to discuss or argue. They prefer to press the button and wait for new ready-made entertainment” [5, p. 257]. Although modern preschoolers are technically “savvy”, they easily manage TVs, CDs, electronic and computer games, but they build from the designer in the same way as their peers of past years, without being ahead of them in anything.
A serious problem is caused by the “departure” of the role-playing game from the life of a modern child. Experimental studies of the role-playing game among preschoolers aged 6–7 showed that the game does not reach the highest level of development (according to D. B. Elkonin). Consequently, school motivation, generalization, the ability to plan, build relationships with peers are not formed at the proper level. The result is a decrease in indicators of readiness for learning in primary school. Despite the fact that researchers and practitioners have thoughts about the need for a role-playing game for a modern preschooler, a positive answer is unconditional. Moreover, the federal state requirements for the structure of the main general educational program of preschool education again put forward the game as the basis for organizing all types of activities for children attending kindergarten.
Among the factors influencing the mental and personal changes of a modern child, D. I. Feldshtein names the orientation of society and, accordingly, children to consumption, marginalization, the growth of deviations, and the restriction of children’s independence by parents. The result is a “rejuvenation” of diseases treated with antidepressants, an increase in anxiety and aggressiveness, a decrease in behavior control and the development of addictions. There were children who did not want to grow up. Studies have shown that this is due to the “inheritance of the experience of family failures”, which occurs as a result of children experiencing parental problems in the family and professional spheres, introduced into the daily life of the child [7].
Summarizing the fundamental academic research of recent years, Academician D. I. Feldstein outlined a range of 16 significant changes in modern children and adolescents [7]:
1. A sharp decline in the cognitive development of preschool children.
2. An increase in emotional discomfort and a decrease in the desire for action.
3. Departure from the life of a child of a plot-role-playing game and, as a result, a decrease in arbitrariness and a motivational-need sphere.
4. Reduced curiosity and imagination in preschoolers, underdevelopment of the internal plan of action.
5. Insufficient formation of fine motor skills and, consequently, graphic skills in preschool children indicate the underdevelopment of the corresponding brain structures, including those responsible for voluntariness.
6. A significant decrease in social competence and independence in decision-making.
7. The growth of “screen” addiction.
8. Restriction of communication with peers, the appearance of a feeling of loneliness, confusion, disbelief in oneself.
9. Increasing number of children with emotional problems.
10. Decreased selectivity of attention and evaluation of information, reduced working memory in adolescents.
11. Asthenization of physique and decrease in muscle strength.
12. Rising every ten years by 10-15% of major forms of mental illness.
13. Increasing number of children with disabilities.
14. Increasing the number of gifted children.
15. In adolescence – the growth of individualization, criticality towards adults, the search for the meaning of life and the assertion of one’s uniqueness.
16. Changes in the value orientations of adolescents (I place – intellectual: education; II – strong-willed: perseverance, achievement orientation; III – somatic: good health, presentable appearance). In the hierarchy of values, the last places are occupied by moral, emotional, cultural and social ones.
It is interesting to see what a grown-up modern preschooler will become. This can be done by analyzing the value orientations of modern adolescents and young people (that is, future parents). In 2005, studies were published by a research team led by L. V. Kashirina [6]. Scientists have compiled a psychological portrait of young residents of Khabarovsk at the turn of the 20th and 21st centuries. The value orientations of young people aged 17, 24 and 29 were identified.years. For the longitudinal survey, a scale of 18 values ​​was compiled. The same questions were asked to respondents upon reaching a certain age.
The results of the survey showed significant changes in the value orientations of the youth of Khabarovsk. In particular, the number of young people who consider themselves free and financially secure has significantly decreased. One of the first places is given to health as a value, while the number of respondents who consider themselves healthy and make efforts to maintain their health is decreasing. The attitude towards marriage as an institution of the family has undergone serious transformations. Many recognized their families as unstable, the number of civil marriages increased, and the number of those who wanted to have children decreased.
The values ​​that received the least number of choices are “knowledge”, “creativity”, “happiness of others”.
The leading values ​​of 17-year-olds were health, love and good friends. Scientists note an increase in the state of tension in connection with the expectation of the future and the obstacles that will have to be overcome. For 29-year-olds, material security and happiness in the family are important. At the same time, they revealed a discrepancy between their life plans and achievements, the growth of individualism against the background of a decrease in collectivism and altruism.
Today’s youth choose higher education (often for the sake of a diploma), success, material well-being, a good specialty. Professions from which high expectations of worthy material rewards have come to light have come to light – a businessman, an economist, a lawyer. Professions that do not arouse interest are a teacher, a scientist, a farmer, an artist. Young people are not embarrassed by the fact that there is an overabundance of specialists in the economic and legal sectors and, consequently, a high risk of unemployment. According to recruitment agencies, there is a demand for workers and engineering specialties. Respondents from Khabarovsk in most of their answers presented the following requirements for work: high wages, prestige of the company, comfortable working conditions and “interesting” work performed. Along with an increase in demand for a secure life, young people showed an increase in tolerance for possible violation of the law and frowned upon forms of behavior: marriage of convenience, traveling without a ticket on public transport, obscene language, taking bribes and tax evasion. And also to such “little things” as taking what is “badly lying”, getting it by force or cunning. Young people do not hide their positive attitude towards actions condemned in society and are confident in their own rightness. There is a distortion of moral values.
Young people devote their leisure time to computers and listening to music. And sleep … Apparently, modern loads, including informational ones, and a high pace of life affect the endurance of a young organism.
Of the positive trends, Khabarovsk scientists have identified an increase in patriotism and pride in the history of the Fatherland and democratic reforms [6].
In 2007, the All-Russian research project “Psychological Portrait of a Generation” was launched. The socio-psychological study covered about 5000 children from the first to the eleventh grades. An attempt was made to find out the children’s ideas about the goals for the near future, about the dream of adulthood and the business to which they want to devote their lives. According to the results of the answers, the children were divided into groups depending on their life goals, worldview, self-image. 15% of the sample are called “whole personalities”. These are those who see their life as a “single strategy”, implemented even in changing conditions, and for whom the dream acts as a compass in solving life’s problems. The largest group (up to 50%) were “effective functionaries”. These are children who set specific professional and career goals for themselves, allowing them to earn good money, support their families and children, open their own business, become influential and rich. It was noted that the number of children – “public figures” and “housewives”, that is, those who want to benefit society, help people, and those who set as their goal the creation of a good family, has decreased [1].
Thus, the problem of the development of a modern child remains relevant. Serious interdisciplinary research is needed at the intersection of psychology, pedagogy, sociology, and physiology. Structuring the information flow, its “pedagogical” reorientation will solve a number of problems of education. Identification of the features of modern preschool children is an important material for updating the content and organization of the educational process, the direction of pedagogical activity in the direction of the formation of the personality of the Human of the Future.
Literature
1. Gobova E., Ignatova O. Psychological portrait of a generation. Typology of ideas about oneself // School psychologist. 2007. No. 6. URL: http://psy.1september.ru/article.php?ID=200700612.
2. Gorlova NA Modern preschoolers: what are they? // Hoop: education, child, student. 2009. No. 1. S. 3–6.
3. A generation in diapers or a collective portrait of a modern preschooler. Round table // Preschool education. 2001. No. 9. URL: http://dob.1september.ru/2001/09/1.htm.
4. Generation of the inattentive. Interview with T. Akhutina // “School Psychologist”. URL: http://psy.1september.ru/article.php?ID=200201810.
5. Smirnova E. O., Lavrentieva T. V. Preschooler in the modern world. M.: Bustard. 2008. 270 p.
6. Stepura I. The tribe is young. Unfamiliar // Russian newspaper – Far East. 2005. No. 3912. October 28.
7. Feldshtein DI Priority areas of psychological and pedagogical research in the context of significant changes in the child and the situation of its development // Bulletin of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation. 2010. No. 4. S. 20–32.
8. Shkolyar LV On the state and prospects for the development of scientific research of the Institution of the Russian Academy of Education “Institute of Art Education” // Pedagogy of art: electronic scientific journal. 2010. No. 4. URL: http://www.art-education.ru/AE-magazine/archive/nomer-4-2010/shkolyar12-12-2010.pdf.

Private kindergarten or How to expand preschool services

Ensuring the availability of quality preschool education has become a national policy.
Expansion of the network of preschool institutions in the Korsakov urban district as a result of the construction of new buildings has reduced the queue for the provision of preschool educational services. However, despite the measures taken, the existing network of preschool educational institutions does not fully satisfy the growing demand of the population for preschool education services.
Priority analysis over the past three years has shown an increase in the need of families for pre-school education of children from an early age. At present, in the Korsakov City District, the problem of providing places in preschool educational institutions for children from 3 to 7 years old has been 100% solved. However, parents of children from 1.5 to 3 years old still have to wait for the turn to get a place in kindergarten. Thus, in the socially significant market of preschool education services in our district, a favorable situation has developed for the development of competition. After all, among parents there are those who are ready to send their children to private groups for supervision and care, to pay for this type of services in a timely manner and in full.
The whole problem is that while there is sufficient demand for preschool educational services, there are still few offers for their provision from individual entrepreneurs and caring citizens, as is already observed in many Russian cities.
It’s actually not that hard to start a private pre-school daycare group at home. No license is required to carry out such activities. You may need start-up capital, but you can (as an option) attract investors to your project. In addition, in accordance with regional regulations, the Ministry of Education of the Sakhalin Region provides subsidies based on the competitive selection of small and medium-sized businesses in the provision of preschool education services and maintenance of preschool children.
“The Law on Education in the Russian Federation” divided the functions of providing free public preschool education and the functions of supervising and caring for children in organizations engaged in educational activities, and outside such organizations – in the form of individual activities, in preschool groups of supervision and care for children. base of parent communities, in family preschool groups and other forms. The care and supervision of children is understood as a set of measures for catering and household services for children, ensuring their compliance with personal hygiene and daily routine (clause 34, article 2 of the Federal Law of 29December 2012 No. 273-FZ “On Education in the Russian Federation”).
The service for the care and supervision of children aged 2 months to 3 years without the implementation of the educational program of preschool education can be provided by individual entrepreneurs registered with the tax authorities under OKVED 85.32 “Provision of social services without providing accommodation.”
The provisions of the Housing Code make it possible to organize groups for preschool children in residential premises (clause 2 of article 17 of the Housing Code establishes that it is allowed to use residential premises for professional activities or individual entrepreneurial activities by citizens legally residing in it, if this does not violate the rights and the legitimate interests of other citizens, as well as the requirements that the dwelling must meet).
The fire safety requirements updated in 2013 make it possible, when organizing such groups, to apply to their fire-fighting equipment the standards established for residential premises, and not for preschool organizations.
Decree of the Chief State Sanitary Doctor of the Russian Federation dated 12/19/2013 No. 68 (as amended on 08/14/2015) “On the approval of SanPiN 2.4.1.3147-13” Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock “approved sanitary and epidemiological requirements for the device, content and organization of the mode of operation of family groups located in residential premises. These sanitary rules establish “lightweight” requirements for groups of small occupancy, including those organized by individual entrepreneurs in residential and adapted premises.
It is important to understand that the level of requirements of parents, as consumers of services, is now quite high. No one will pay solid money to an individual entrepreneur for low-quality services, and reducing costs by reducing the quality of services, equipment, food, etc. will lead to an immediate outflow of customers. And yet, it is quite realistic to provide a quality service for the supervision and care of children of preschool age at home. Persistence, patience, love for children and the desire to realize oneself will help to achieve success. Relatives, familiar friends, colleagues with small children will be pleased to know that they can no longer wait for their turn in a municipal institution, but entrust the care and care of children to you.
We draw the attention of citizens currently providing childcare and care services without registration to the fact that unregistered childcare and care activities are not allowed. Individuals engaged in such activities in violation of the legislation of the Russian Federation shall be liable in accordance with the legislation of the Russian Federation. All revenues received from such activities are subject to collection in the income of the relevant local budget in the prescribed manner.
Citizens who wish to provide services for the care and care of young children, as well as those currently providing services for the care and care of children without registration, can contact the education department of the department of social development of the administration of the Korsakov city district.