First kids preschool concord nc: First Kids Preschool – First Presbyterian Church Concord

TOP 10 Preschools in Concord, NC

Preschools in Concord, NC

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….

ABC Preschool

200 Branch View Dr, Concord, NC 28025

Starting at $110/wk

Description:

Quality childhood education is ABC Preschool passion. Their center is located at 200 Branch View Dr, Concord, NC. They strive to provide and maintain a safe and comfortable learning environment that encouragetheir young ones to learn and grow at their own pace….

Description:

Poppies Nursery School LLC offers childcare and preschool programs to the community of Concord, NC. The center gently guides the child’s first steps away from home and provide them with skills they will needto succeed in their years of elementary school and beyond….

TABBYS DAYCARE

538 RAILWAY PLACE SW, Concord, NC 28025

Costimate: $188/wk

Description:

I am a single Mother of three children and have open my doors to caring for children for 11 years. I am licensed with the State of North Carolina, CPR/SIDS certified and enjoy sharing my home and love withchildren. I currently care for infants 6 weeks through 4 year old. Open 6 a.m.-6 p.m. and can work some weekends. I offer a smoke free, happy and loving environment for you infant/toddler or preschooler to feel safe and loved. Please call for more information….

LA PETITE ACADEMY

3505 S Ridge Ave, Concord, NC 28025

Costimate: $204/wk

Description:

La Petite Academy is a five-star licensed daycare facility that offers center-based child care and early learning programs. The company’s services are open to infants up to school-age children. La PetiteAcademy also offers before and after-school programs and enrichment classes….

Description:

The Beverly Hills Kids Plus provides a childcare program in Concord, North Carolina. They encourage the children’s holistic growth through play-based and child-centered activities. They also aim to develop thechildren’s social skills, emotional growth, and physical coordination. The Beverly Hills Kids Plus provides a safe and happy environment for children before and after school hours and has a Five Star rating from the state of North Carolina….

Winecoff Kids:Plus

375 WINECOFF SCHOOL ROAD, CONCORD, NC 28025

Costimate: $196/wk

Description:

Winecoff Kids:Plus is the only before and after school child care located at each elementary school, eliminating the need to transport school aged children off site. They are dedicated to providing the bestpossible care, in a financially sound manner, for the children. Their program is dedicated to providing quality school-age care. They provide a balance of structured and free-choice activities designed to stimulate the child’s social, emotional, intellectual and physical development….

Description:

Coltrane-Webb Kids:Plus provides before and after-school care and enrichment programs designed for school-age children. The company aims to support the holistic development of young kids in a safe andstimulating learning environment. Coltrane-Webb Kids:Plus also provides child care subsidy to qualified families….

Description:

Dixon Academy At Northeast Bright provides quality child care for the families in the community. The center focuses on teaching children through developmentally appropriate activities the importance of learningthrough play. Their goal is to plant the seeds for each child’s lifetime of learning….

Description:

The R. Brown McAllister Elementary School is an educational facility that serves the community of Concord, North Carolina. It offers Kids:Plus, an after-school educational child care program, in a stimulatingand nurturing child-centered environment that meets the growth and developmental needs of children. It provides children with educational activities that enhance their academic performance and develop their physical abilities and social skills….

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FAQs for finding preschools near you in Concord, NC

How much does preschool cost near me in Concord, NC?

How much you will spend to send your little one to preschool can vary significantly depending on where you live, the quality of the preschool, and what services they offer. While the average hourly pay rate for preschools near you in Concord, NC is $14.53, this rate can look quite different depending on each unique preschool and your family’s needs.

In 2023 what types of preschool can I find near me in Concord, NC?

There are two main types of preschool programs you can send your kids to near you in Concord, NC. The first is a full-time preschool program that usually works well for parents working full-time shifts. The second is a part-time preschool program where you can enroll your child for two to three days per week and typically choose between a morning or afternoon shift. A part-time preschool can be a great option if you want to ease the transition of this new learning experience for your child. You can also check your options in Concord, NCfor traditional preschool centers, or private home-based preschools.

What should I look for in a good preschool program near me in Concord, NC?

When you begin looking for preschools near me in Concord, NC ask about the ratio of learning time to supervised play time so you can get a good sense of whether you believe your child’s needs will be met. From there, ask about what a typical day consists of, what the safety protocols are and how discipline will be handled. Also, make sure to check directly with the preschool for information about their local licensing and credentials in Concord, NC.

How can I find a preschool near me in Concord, NC?

When looking for a preschool near you in Concord, NC on Care.com and you can filter the local results by distance from your zip code. From there, you can compare between preschool programs by traditional facility-based preschools and private, in-home preschools. Be sure to check reviews from other families in Concord, NC who have previously sent their kids to any of the preschools you are interested in.

How can I ensure safety when looking for a preschool near me in Concord, NC?

As a parent, safety is likely top of mind when you look for a preschool near me in Concord, NC. We request that all preschools listed on Care.com complete an annual background check called a CareCheck. Any preschools who complete a CareCheck have a badge on their profile that displays the date the background check was run. While a CareCheck is a great jumping off point, we strongly recommend that you do your own due diligence when choosing a preschool. It’s a good idea to request references from other clients and to tour multiple preschools near you in Concord, NC.

“Infant Childcare Concord, NC | Kids ‘R’ Kids of Concord

At no other stage of life does learning occur so rapidly. Find comfort knowing your child is in the right place at the right time!

Our Infant Child Care Program is more than your average daycare serving Concord! We provide every child with a nurturing experience that not only caters to their emotional needs but also stimulates and nourishes their critical and creative thinking abilities. Our Big Steps Curriculum^® supports the development that your baby needs to succeed in learning, literacy, and life! We understand just how essential it is for your infant childcare to create healthy bonds with family members and caregivers. At Kids ‘R’ Kids Learning Academy of Concord, you can be assured that your child is in a safe, supportive learning environment and is receiving the attention and affection they deserve.

Infant Kids ‘R’ Kids – Tour Our School

VIDEO: Discover why Kids ‘R’ Kids is the Smart Choice for your child’s first early learning experience

What We Provide Our Youngest Learners

• Safe and Secure Environment — Where your child can learn and grow, and families can rest assured that the appropriate security, monitoring and safety standards are in place
• Social and Emotional Development — A safe and comforting place that focuses on love and trust
• Language Development — American Sign Language techniques to help non-verbal children maximize their initial communication skills
• Physical Development — Weekly lesson plans cover all of the new, stimulating activities your child will practice and learn with us
• Cognitive Development — Weekly lesson plans cover all of the new, stimulating activities your child will practice and learn with us
• Daily Reports — keep parents informed about their child’s emotional, physical, and educational development

Contact us today!

At Kids ‘R’ Kids, we believe in balancing learning with love and laughter, engagement with encouragement and fitness with fun. Between all of the love, hugs, and one-on-one attention given by our highly-qualified and compassionate staff, our Infant Childcare Program serves as a valued extension of the lessons learned at home – providing the nurturing reinforcement your child needs to thrive!

Knowing your baby is safe is crucial to your peace of mind

Safety

• Clean Classrooms: Include a personal place for your child’s belongings, disinfected toys and play areas, and child-sized sinks for washing hands
• Certified Teachers in: Infant/Child and Adult CPR, and First Aid
• Glass Walls: Unlike typical day care centers or childcare providers, our classrooms feature tempered glass walls for maximum visibility and safety. This promotes an open, bright atmosphere, as well as a clean environment
• Monitoring for Choking Hazards: We ensure every item your child interacts with meets safety standards to prevent choking
• Regular Drills for: Tornado, fire, hurricane and school lock-down

Secure environments put the focus where it belongs…on your baby

Security

• Electronic Security: Coded entry so only authorized visitors may enter the facility
• Hiring Process: All staff undergo extensive state-mandated background checks
• Front Desk: Our front desk is always staffed so that a watchful eye is supervising the facility, ensuring authorized entries only
• Security Cameras: Every classroom in our facility has security cameras that are monitored at the front desk. The owners and staff can easily observe classroom activities throughout each day. Families can login to a secure, password-protected website to check in on your child periodically

Proper nutrition serves as fuel for growing bodies AND minds

Meals

• Bottle-fed babies are held and rocked by our staff while promoting language with mimicking sounds
• Babies eating cereal or jar foods are buckled securely in high chairs while our staff sits at eye-level for meal time
• A cheerful voice is used to encourage your infant to eat
• Simple stories are told during mealtimes
• Infants are encouraged to grasp their own bottle once they reach this milestone. Our staff never props a bottle for feedings
• Infants are encouraged to wipe or wash their hands with assistance at the sink.
• Each family is required to complete and update an infant feeding plan. This plan ensures our staff completely understands your child’s specific diet and meal times

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While at Kids ‘R’ Kids, your infant will engage in activities designed to shape and advance the many aspects of their being. Our whole-child approach is guaranteed to ensure your baby grows into a happy, healthy and engaged child. Our program taps into your baby’s natural curiosity and enhances his or her growth through actions designed to encourage Brain, Social, Emotional, Physical and Behavioral Development; and while aiding communication, language and literacy.

Expand your baby’s mind infinitely

Brain Development

Our Infant Childcare Program is designed to engage infants and provide each one with the stimulation that is so crucial for early brain development. Our teachers ensure that your child:

• Responds to music and experiments with vocalization and sounds
• Explores simple art materials and shows preference for visuals
• Shows interest in rhymes, finger plays and stories with props

We focus on the WHOLE child – heart and souL

Social & Emotional Development

We provide every child with a nurturing experience that not only caters to their emotional needs but also enhances their ability to create healthy bonds with family members and caregivers. Our teachers observe to see if your child:

• Responds to their image and name
• Makes sounds, facial expressions or body movements to express simple emotions of contentment or discontentment
• Responds to negative and positive reactions and observes peers who are experiencing a need or discomfort

We provide an atmosphere where your baby can thrive

Physical & Behavioral Development

Our infant care program provides learning centers equipped with educational and developmentally-appropriate toys and activities designed to promote learning in a fun and exciting environment. Expanding the imagination and strengthening the muscles is a big part of our program, so we ensure that your child:

• Initiates active play and engages in some physical activity
• Responds to what they hear, see, touch, taste and smell
• Demonstrates beginning coordination and balance, often with support
• Selects an item of interest by pointing and/or reaching for objects
• Examines a toy, rattle, or object for a brief period
• Repeats actions to make something happen again

The art of expression is vital to your baby’s developmental growth

Communication, Language & Literacy

Our teachers constantly monitor your child for the beginning steps of communication by observing if they are:

• Responding to simple direction, words, phrases and familiar people
• Communicating feelings through facial expressions
• Showing interest in books and reaching for books to explore through touch

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Formation of cognitive interest in children of primary preschool age through experimentation

Allow me to introduce myself, I am a teacher of MADOU No. 332 Kireeva Anna Nikolaevna. I have only recently been in kindergarten, but I can already conclude that small children are explorers by nature. This is explained by the fact that visual-effective and visual-figurative thinking is inherent in younger preschoolers, and experimentation, like no other method, corresponds to these age characteristics.

Here is the theme of my work. Experimentation at preschool age is the leading way of knowing the world. Kids want to experience everything themselves, to be surprised at the unknown.

I have studied and analyzed the work of teachers and psychologists who are on the screen.

In order to find effective methods of work in this area, I participated in the work of creative meetings of the preschool educational institution, teachers’ councils, seminars of the preschool educational institution, competitions, showed an open lesson for teachers.

The Federal State Educational Standard pays due attention to the development of activity, independence, initiative of children. The relevance of the experimentation method lies in the fact that during the experiment:

Children get real ideas about the various aspects of the object under study and its relationship with other objects and with the environment.

The child’s memory is being enriched, his thought processes are being activated. Speech develops. That is, children’s experimentation is an important means of intellectual development of preschoolers. By developing cognitive activity in preschoolers, we develop children’s curiosity.

At preschool age, experimentation is the leading, and in the first three years – practically the only way to know the world, rooted in the manipulation of objects, as L. S. Vygotsky repeatedly spoke about. Modern researchers (A. I. Savenkov, A. I. Ivanova, I. E. Kulikovskaya, O. V. Dybina, etc.) recommend using the experimentation method in working with preschool children.

At the first stage, cognitive development was diagnosed according to the method of LN Prokhorova. The results showed that the cognitive activity of children in our group is not high enough, which affects the development of speech, logical thinking, the development of memory, attention. Children do not show curiosity, exploratory interest in the world of animate and inanimate nature, preferring other activities.

Thus, it became necessary to carry out purposeful systematic work using experimentation.

Before you on the screen is the purpose and objectives of my work:

The leading idea of ​​my work is the development of cognitive and research activity in children, curiosity, the desire for independent knowledge and reflection.

Children’s experimentation is not an isolated activity. It is closely connected with all types of activity, and, first of all, with such as observation and work. On the other hand, the presence of labor skills in children and observation create favorable conditions for experimentation, on the other hand, experimentation, which arouses great interest in the child, contributes to the development of observation and the formation of labor skills. The ability to clearly express one’s thoughts facilitates the experiment and contributes to the development of speech. The more developed the visual abilities of the child, the more accurately the result of the natural history experiment will be recorded. For these activities, the development of observation and the ability to be aware of what they see are equally important. The connection between experimentation and the formation of elementary mathematical concepts is obvious. During experiments, it often becomes necessary to count, measure, compare, determine the shape and size. Experimentation is also associated with other activities – reading fiction, with musical and physical education, but these connections are not so pronounced.

The main requirements for the environment as a developmental tool is to ensure the development of active independent children’s activities. The experimentation center has been improved: a mini-laboratory has been created for conducting experiments and storing materials.

In my work I use only elementary experiences and experiments.

Their elementality lies in:

• Firstly, in the nature of the tasks being solved: they are unknown only to children;

• secondly, in the process of these experiments, scientific discoveries do not occur, but elementary concepts and conclusions are formed;

• thirdly, they are practically safe;

• Fourthly, such work uses ordinary household, gaming and non-standard equipment.

When organizing work on experimentation, we use various forms

: they are in front of you on the slide

In each experiment, a sequence of successive stages can be distinguished:

To activate the process of experimentation, problematic questions can be asked, such as, for example: • Why does a pencil draw, but a wand does not;

• What happens if snow is brought into the room? etc. In the process of experimentation, children often receive completely unexpected information, which leads to a significant restructuring and change in their activities. This shows the flexibility of children’s experimentation – the ability to restructure their activities depending on the results obtained.

The organization of work on experimentation at a young age goes in three interconnected directions, they are on the slide

So we conducted the following experiments with the children of our group: etc. These experiments gave the children the knowledge that the air is around the vehicle, it can be felt, seen, and a number of actions can be performed with its help. Experimenting with water allowed the children to compare different levels of water. “I see – I don’t see”, “Where is the water?” etc. Experimenting with sand gave children the opportunity to identify new properties of sand for themselves “Properties of wet sand”, “Sand cone”, etc.

It is known that not a single upbringing or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and the teacher. Our work has shown that experimental activity involves, “attracts” not only preschoolers, but also their parents.

Based on the requests of parents, a consultation day was organized for parents on the topic “Experimental activities at home”. Also developed booklets and memos for parents. There is a permanent section in the parental corner “Let’s experiment!”, in which educators offer parents various forms of conducting experiments and experiments jointly with children.

The result of this work is interesting stories of children and parents about how they made soap and paper together at home, grew crystals, dyed fabric, made colored ice cubes and a photo report in front of you.

Teachers involve parents in creating a learning and developmental environment in the group. Parents help in equipping the experimentation corners, replenishing them with the necessary materials, and help to satisfy cognitive interests by experimenting at home.

Summing up the development of children at the end of the school year, she noted that children became more inquisitive, active, their vocabulary expanded, susceptibility to phenomena and objects of the world around them, an initial understanding of the physical properties of liquid and solid bodies. Observations showed that the children began to show a desire to solve the tasks, the children had positive emotional experiences when overcoming difficulties in their activities, they began to ask many questions, a sincere desire to cope with all the difficulties appeared.

Noting the positive results of my work, I would like to dwell on the aspects that determined the range of my contribution to the development of education With my work, I took part in competitions of pedagogical skills.

Analyzing all of the above, we can conclude that specially organized search and research activities allow our students to obtain information about the objects or phenomena being studied, and the teacher to make the learning process as efficient as possible and more fully satisfy the natural curiosity of preschoolers, developing their cognitive activity .

In conclusion, I would like to quote the words of K. E. Timiryazev: “People who have learned … observations and experiments acquire the ability to raise questions themselves and receive actual answers to them at a higher mental and moral level in comparison with those who have not gone through such a school “.

Features of the development of the musculoskeletal system in a child of the first year of life

Among the clearly expressed diseases and deformities of the musculoskeletal system of infants, in practice there is a large number of unstable, transient disorders that cause concern to parents. These are calcaneal and calcaneal-valgus feet in a newborn, apparent flat feet, asymmetry of skin folds on the thighs and buttocks, varus (O-shaped) curvature of the legs, erratic movement of the arms, limited abduction of the legs bent at the hip and knee joints, etc.

To distinguish a pathological condition from a normal one, it is necessary to know the characteristics of the child’s development, his motor abilities.

So, non-fixed calcaneal-valgus installation of the feet, as a rule, occurs due to intrauterine pressing of it, and quickly disappears after birth. Gymnastics and massage, bandaging a soft cotton roll to the back of the foot accelerates the process of restoring normal foot function.

The absence of a longitudinal arch of the plantar surface of the feet, which is characteristic of adults, does not yet indicate the presence of flat feet, because the arch is formed during the first years of life, and before that it is weakly expressed due to the thick fat layer on the plantar surface. In this case, it is necessary to monitor whether there are any conditions conducive to the formation of flat feet (obesity, overweight, weakness of the muscular-ligamentous apparatus, including rachitic origin, deformities of the knee joints and feet). In all these cases, preventive measures will be gymnastics, massage, limiting the load, wearing orthopedic shoes, etc.

As for varus (O-shaped) deformity of the lower extremities, it is typical for newborns and disappears with time, but with the slightest increase in curvature, it is necessary to take preventive measures (reducing the load on the lower extremities, combating obesity in the child, taking anti-rachitic measures, massage , gymnastics, baths).
The child normally moves the arms randomly, but the erratic hand movements of a properly developing child should become purposeful by 2-3 months.

Often in newborns and infants, asymmetry of the skin folds on the thighs and buttocks is detected. In this case, attention should not be paid to the folds on the hips and their number, but to the gluteal-femoral and popliteal folds, which, during dislocation and subluxation of the hip, are located asymmetrically at different levels. Experience has shown that in almost 80% of children, the asymmetry of the skin folds on the hips is not accompanied by dysplasia (underdevelopment) of the hip joints, and only 20% are accompanied by dysplasia.

Normally, hip abduction with bent legs in children of the first months of life is achieved up to 80-90`. Limitation of abduction at this age may depend on increased tone of the adductor muscles, rather than on anatomical changes in the hip joint. Such a physiological increase in muscle tone in children during the first months of life creates a picture of limitation of movement in various joints, including the hip joint. But if it is limited and impossible more than to the position of 70-75`, such a child should be examined and taken for treatment by an orthopedist, as suspicious for dysplasia. In this case, it is necessary to check the stability (stability) of the hip joints. Cracking and clicking in the hip joint or (both joints) an indicator of joint instability or slipping of the femoral head from the glenoid cavity (dislocation or subluxation of the hip). In these cases, treatment is mandatory. It comes down to a wide swaddling: two diapers are folded several times and laid between the legs of the child, bent at the hip and knee joints and retracted to 70-80` (such swaddling can be recommended for all children, because in this position the hip joints develop better and it is physiological in the first days of a child’s life).

A delay in the development of statokinetic functions of crawling, sitting, standing up often frightens parents, but it must be borne in mind that the timing of mastering these functions is very individual, and if a child has not yet begun to walk a year, this does not mean that he is sick.