Kid to kid daycare: Kids ‘R’ Kids Academy – Greenville & Mauldin

Our Founders

Sarah Cudnik, Owner & Executive Director

With a Master’s Degree in Elementary Education, and eight years of primary classroom teaching experience, Sarah has an extensive knowledge of early childhood curriculum and a wealth of creative ideas.

“I grew up in my Mom’s in-home daycare, the original Kids’ Work, and believe that children learn best when they are loved, supported, and provided with the opportunity to explore the world around them. Kids’ Work Chicago was born out of a wish to maintain my career as an educator, have a family, and spend as much time with my children as my mom spent with me.”

Lynda MacHaila, Owner

Lynda’s nurturing personality and hands-on approach towards learning have provided a secure and enlightening environment for many generations of children and parents. As the original founder of Kids’ Work, Lynda has provided licensed care for a little over thirty years.

“Helping children explore and learn in a hands-on environment brings me happiness and I’m committed to the continued growth and evolution of Kids’ Work Chicago. It is here that we’ll learn something new and laugh every day and in doing so, we’ll change the world.”

Our Programs

Infants

6 Weeks – 14 Months

Toddlers

15 – 23 Months

Preschool

2 – 4 Years

Junior Kindergarten

4 – 6 Years

Infants

6 Weeks – 14 Months

Toddlers

15 – 23 Months

Preschool

2 – 4 Years

Junior Kindergarten

4 – 6 Years

Kindergarten

5 – 7 Years

Infants

6 Weeks – 14 Months

Toddlers

15 – 23 Months

Preschool

2 – 4 Years

Junior Kindergarten

4 – 6 Years

Kindergarten

5 – 7 Years

Summer Camp

3 Years – 7 Years

When to Keep Your Child Home from Child Care

In today’s world of two-income families and single parents, many young children spend a lot of their time in child care. Many school-age children are in before and after school child care programs, as well.

What’s the Policy?

When choosing a child care setting for your child, do not forget to take into account this crucial factor— what is the policy concerning sick children?

To reduce the risk of becoming sick, your child, the child care providers, and all the children being cared for must be up-to-date with the immunizations recommended by the American Academy of Pediatrics (AAP) and the Centers for Disease Control and Prevention (CDC). To view the most up-to-date immunization schedules,
click here.

Common Sicknesses in Child Care:

The viruses responsible for colds or the flu cause the most common sicknesses in child care facilities. Even though your child has had immunizations, he or she can get still get viruses causing colds, sore throats, coughs, vomiting, and diarrhea.

Children of any age will experience a lot of infection in their first year of group child care. However, if a first year of child care is during infancy, a child may
have as many as 8 to 12 colds more than a child would have if cared for at home without exposure to siblings or other children. During the second year of child care attendance, the number of respiratory illnesses begins to decrease because exposure to so many germs causes rapid development of the immune system. Diarrhea occurs once or twice a year in the typical child.

AAP Child Care Recommendations for Exclusion:

The primary reasons for exclusion from child care or school are that the condition:

• Prevents the child from participating comfortably in activities

• Results in a need for care that is greater than staff members can provide without compromising the health and safety of other children

• Poses a risk of spread of harmful disease to others
  (see list of these conditions below)

Any child with respiratory symptoms (cough, runny nose, or sore throat) and fever should be excluded from their child care program. The child can return after the fever associated with these symptoms has resolved (without the use of
fever-reducing medicine).

To reduce the risk of becoming sick with the flu, child care providers and all the children being cared for must receive all recommended immunizations, including the
flu vaccine. The single best way to protect against the flu is to get vaccinated each year. This critically important approach puts the health and safety of everyone in the child care setting first. The flu vaccine is recommended for everyone 6 months of age and older, including child care staff.

Note: Children 6 months through 8 years of age may need two doses spaced one month apart to get the full benefit. These children should receive their first dose as soon as the vaccine is on hand in their community.

Conditions that require exclusion include:

• When the child appears to be severely ill, is not responsive, irritable, persistently crying, having difficulty breathing, or having a quickly spreading rash.

• Fever (temperature above 101°F [38.3°C] by any method) and behavior change or other signs and symptoms (e.g., sore throat, rash, vomiting, or diarrhea). For infants less than 2 months of age, an unexplained fever should be evaluated by a health professional. For these infants younger than 2 months of age, get urgent medical advice for temperature above 100.4°F [38.0°C], whether or not other symptoms are present.

• Diarrhea—Exclusion is required for all diapered children whose stool is not contained in the diaper and toilet-trained children if the diarrhea is causing “accidents,” and for children whose stool frequency exceeds 2 stools above normal per 24-hours for that child while the child is in the program or whose stool contains more than a drop of blood or mucus. Diarrhea is defined by stool which is occurring more frequently and/or is less formed in consistency than usual in the child, and not associated with changes of diet.

• Vomiting 2 or more times in the previous 24 hours, unless the vomiting is determined to be caused by a non-communicable/non-infectious condition and the child is not in danger of dehydration.

• Abdominal pain that continues for more than 2 hours or intermittent abdominal pain associated with fever or other signs or symptoms.

• Mouth sores with drooling that the child cannot control unless the child’s primary health care provider or local health department authority states that the child is noninfectious.

• Rash with fever or behavioral changes, until a primary care provider has determined that the illness is not a communicable disease.

• Skin sores that are weeping fluid and are on an exposed body surface that cannot be covered with a waterproof dressing.

Other conditions with specific diagnoses as follows:

• Streptococcal pharyngitis (i.e., strep throat or other streptococcal infection), until the child has had two doses of a course of an appropriate antibiotic 12 hours apart.

• Head lice, scabies, ringworm until after the first treatment (Exclusion is not necessary before the end of the program day. ) Treatment may occur between the end of the program day and beginning of the next day—not requiring any exclusion.

• Chickenpox (varicella) until all lesions have dried or crusted (usually 6 days after onset of rash) and no new lesions have showed for at least 24 hours.

• Rubella, until 7 days after the rash appears

• Pertussis, until 5 days of appropriate antibiotic treatment (21 days if untreated)

• Mumps, until 5 days after onset of parotid gland swelling

• Measles, until 4 days after onset of rash

• Hepatitis A virus infection, until 1 week after onset of illness or jaundice or as directed by the health department
  

Make Sure You Are Reachable at All Times:

In many child care programs, as well as public and private schools, parents are contacted right away when their child shows signs of even a mild illness, like a cold. In others, children are allowed to continue the regular program as long as they can take part in most activities and do not have a condition that requires exclusion. Either way, be certain that the school or caregiver has a way to reach you at all times—make your phone numbers at home and work available, as well as your cell phone number.

When It’s OK to Stay in Child Care:

Except during outbreaks of influenza, as long as the first two criteria are met, children

do not need to be excluded for:

• Common colds

• Runny noses (regardless of color or consistency of nasal discharge)

• Coughs

• Yellow, green, white, or watery eye discharge without fever, even if the whites of the eyes are red (pinkeye)

• Eye pain or eyelid redness

• Fever in children older than 4 months above 101ºF (38.3ºC) from any site-(axillary, oral or rectal) without any signs or symptoms of illness

• Rash without fever and without behavioral changes

• Thrush

• Fifth disease

• All staphylococcal infections including Methicillin-resistant Staphylococcus aureus (MRSA) carriers or children with colonization of MRSA but without an illness that would otherwise require exclusion

• Molluscum contagiosum

• Cytomegalovirus infection

• Hepatitis B virus infection

• HIV infection

• Children who have no symptoms but are known to have a germ in their stools that causes disease—except when they have an infection with a Shiga toxin–producing Escherichia coli (STEC), Shigella, or Salmonella serotype Typhi. In these types of bowel infections, follow health department guidelines for return to care.

Additional Information & Resources:

• 
  Preventing the Flu: Resources for Parents & Child Care Providers
• 
  Germ Prevention Strategies
• 
  Hand Washing: A Powerful Antidote to Illness
• 
  Cleaners, Sanitizers & Disinfectants
• 
  Influenza Prevention and Control: Strategies for Early Education and Child Care Programs (AAP.org)
  ​

The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

A Kid’s World – Early Learning Center Serving Loganville, GA Since 1997

Where Safety & Security
Is The #1 Priority

Your peace of mind is important. Strict safety guidelines ensure your child is well cared for, properly supervised, and in good hands. Your little one’s safety stays a top priority with state-of-the-art security features such as:

• 17 internal use cameras throughout the facility
• An automatic magnetic lock with keypad
• A push-to-exit button that’s well out of reach of little hands
• Exterior exits for fire drills in all classrooms
• Inhouse streaming camera service

Stay Connected With
Convenient Parent Apps

The WatchMeGrow™ app allows you to see what your child is up to at any time throughout the day. This service, paired with the parent communication app, Procare® Connect, keeps you updated, informed, and confident that your child has exceptional care.

Christian-Themed Values In
A Family-Like Atmosphere

Proudly family-owned and operated, teachers model Christian-themed values such as respect and compassion—a holistic approach to developing the whole child through nature, community, and kindness. Your child explores the bible and incorporates these values to better understand and appreciate their faith. 

A Proven Curriculum
For A Brighter Future

Your child engages in regular play-based learning to encourage their individual rate of development. Age-appropriate and flexible curriculums like Mother Goose Time© and Frog Street© incorporate research-based early learning standards to prepare your child for educational success.

Early Language Programs
For Brain Boosting Learning

The only preschool in the area with an early language and literacy-focused grant that develops language and communication skills. LENA uses a mix of “talk pedometer” technology and books to measure your child’s interactions and continuously improve their learning quality.

Low Child-To-Teacher Ratios
In An Immersive Environment

Your child receives personalized attention through low child-to-teacher ratios and creative, hands-on learning experiences. Teacher-led exploration through asking fun questions and mirroring your child’s interests immerses your little one in self-discovery and sets them up for lifelong learning.

Passionate, Educated Teachers
With High-Standards Of Care

Many of your child’s teachers have longstanding tenure with the center. Every lead teacher has an associate degree, and all teachers attend training courses and earn the Child Development Associate® (CDA) credential—the most widely recognized certification in child care.

All Teachers Require Background Checks, CPR, First Aid, & 18 Hours Of Continuing Education Per Year

Playing Outdoors Boosts
Minds & Builds Muscles

Your child develops their large motor skills on an extra-large playground double the size of the center. They also plant seeds and tend to the garden (which includes chickens!) while learning about gardening from an expert who visits weekly.

Learning In Nature Improves
Mood, Motivation, & Interest

Your child is one of the select few with access to a Certified Nature Explore® outdoor classroom. There are only 8 of these classrooms in GA! Spending time outdoors improves mood and motivation and inspires learning through nature.

A Nature Education Provides
The Foundation For Stewardship

Your child learns the importance of empathy, collaboration, community, and kindness through various nature programs like:

• Planting seeds and tending to the garden
• Caring for and collecting eggs from chickens
• Learning from a gardening expert who visits weekly
• “Grow a Row” for the travelling farm stand “Farmacy,” which distributes farm-to-table meals to underprivileged families in the community 
• Partnering with “Walton Wellness” to encourage children to live a healthy lifestyle

Your Child Receives A Special Charm Bracelet From Walton Wellness & Anytime They Exercise Or Try A New Food, They Get A New Charm!

Chef-Prepared Organic
Meals At No Extra Cost

Healthy bodies help create healthy minds. An onsite chef prepares fresh, kid-friendly organic meals and snacks for your child to enjoy daily, all included in their tuition. Your toddler learns healthy food choices—and you’re welcome to take some garden veggies home! 

Recognized By The Governor
For A Commitment To Wellness

A commendation from the governor for committing to the Farm to Early Care and Education initiative lets you know that your child’s nutrition and physical development paired with supporting the local agricultural community, remains a top priority.

Engaging Enrichment Programs
Included In Your Child’s Tuition

Your child participates in unique enrichment programs like the music educational program, Garden Club, and yoga classes to offer a balanced learning experience that keeps them engaged. And bonus points for you—it’s all included in their tuition! 

In-House Visitors Make
Learning More Exciting

Your child can’t wait to discover the magic of science wizards, reptile wranglers, mascots, magicians, and even a bearded dragon named Lizzie the Leaping Lizard! These in-house visitors bring the excitement of field trips to the center, so their learning never stops.

Specializing In Preparing Your
Little Learner For Kindergarten

Many schools and pre-Kindergarten programs refer children with school readiness challenges here. Teachers and staff prepare your little learner for Kindergarten and give them the best chance of having a positive start to school by:

• Determining their academic level
• Creating personalized lesson plans
• Partnering with parents and, on occasion, inclusion officers through the state
• Offering a 6-week intensive academic summer program for rising kindergarteners who meet the application criteria. This program is free for those who qualify

Being A GA Department Of Care & Early Learning Literacy Grant Site Means Free Daycare To Income-Qualifying Families

Routine Cleaning Keeps
Your Child Safe & Healthy

Regular hand washing paired with routine cleaning and sanitizing of all surfaces keeps germs at bay, so your little one stays happy, healthy, and ready to go about their day feeling at their best.  

Why does a child need a kindergarten

Why does a child need a kindergarten

Why does a child need a kindergarten? How important is it for a child to communicate with peers from an early age? Dealing with the complexities of parenting.

Mother’s care is the main thing in the life of a baby. Until the age of 3, a child constantly needs a mother. As the child grows, it expands its living space and social circle, more contact with the outside world. The mother’s arms are getting tighter. In order for the physical, intellectual, emotional development of the child to be harmonious, he needs interaction with peers, correct and systematic training, a certain amount of independence, and sufficient activity. All this is fully provided to the child in kindergarten. Childhood is the time when the foundations of health, personality, and intelligence are laid.

Why do we need a kindergarten?

Sometimes parents doubt why they should send their child to kindergarten. This question is especially often asked if the mother is a housewife, grandmothers live in the family who are ready to “sit” with their grandchildren, or there is an opportunity to hire a nanny. “What is the importance of a son or daughter growing up without peers,” they say.

Communication with adults will not replace the child’s contacts with peers, the experience of building relationships in society. For proper development, the baby must master different models of relationships. Classes with parents are a weak alternative to learning from experienced teachers who know the intricacies of child psychology and the peculiarities of the perception of knowledge depending on age. The importance of kindergartens cannot be overestimated. After all, the successes of an adult, like his problems, come from childhood.

The main benefits of the kindergarten:

• active, versatile communication and learning to interact in a team;
• acquisition of new skills;
• identification and diversification of abilities, proper development;
• balanced baby food;
• teaching discipline and independence.

About tasty and healthy food

What is better: mother’s homemade pies and pancakes, sweets from a loving grandmother or a complete, balanced diet compiled by experienced nutritionists? The answer is obvious. In the family, the child is often pampered, fed with delicious, but unhealthy food: chocolates, lollipops, cakes, ice cream. There is little benefit from such products. Children’s health suffers from excess sugar, dyes and fat. In the garden, the child will receive the necessary calories, vitamins and trace elements in strict accordance with the needs of the body and the recommendations of nutritionists.

Kindergarten with correct regimen

Do children strictly observe the correct day regimen at home? Does your child often stay up late watching TV? Do adults obey “from the first word”? Parents are aware of the importance of a clear schedule in the life of the baby, but do not always find the strength to comply with it. In the garden, the teachers adhere to the established routine, constantly maintain discipline. A child who is used to doing everything “by the hour” will later find it easier to adapt to strict school rules.

“At home” children are often deprived of sufficient activity. They spend a lot of time indoors watching cartoons and playing games on their tablet. Such activities are not beneficial, the child’s body needs movement. In a preschool institution, exercises are carried out with the kids, they are given the opportunity to run and frolic on a walk, organize relay races and sports competitions.

Developing the right way

Well-meaning parents often strive to make their child a boxing champion, a polyglot, a brilliant mathematician or a violin virtuoso. Sometimes a child does not have a free minute just to play with his favorite car or doll, his time is scheduled in seconds. In the garden, educators know what a child’s body needs at a certain age, how much time he should learn new things, how much to play and relax.

In pursuit of fashion, parents give their children to swimming, ballet, horseback riding, English or Chinese, without regard to the inclinations and desires of the child. The child’s mind is not prepared for the perception of complex information that moms and dads are trying to impose on him. In a preschool institution, teachers are able to discern in the baby the ability to be creative, learn languages ​​or play sports. If the kid is torn to the easel and paints, they will give him the opportunity to draw, but they will not force him to learn the scales for hours.

Homework with a child is usually irregular and unsystematic. The kindergarten has developed a program for the development of children of different ages and their preparation for school. Boys and girls will not only learn letters and numbers, master the skills of reading, modeling and drawing, but will learn to work independently and consistently, the ability to achieve their goals.

The strength of the team

At home, the baby gets a certain role. He is either a “silly fool” in need of constant guardianship and teaching, or a “king and god”, all of whose whims are instantly fulfilled, or “hope and pride”, designed to embody the unrealized dreams of adults. In the team, the child is one of many peers. Here he can be himself, communicate with different children, learn to find a common language with everyone and defend his position. Attending a kindergarten is necessary for the development of the right communication skills, behavior in society.

How children’s development is taken care of “with us” and “with them”

The importance of kindergartens is recognized all over the world. In different cultures, they understand what the team gives the child. The first kindergarten was organized in Scotland at the beginning of the 19th century. Innovation came to Russia in the 60s of the last century. Today in the Russian Federation there are about 60,000 preschool institutions. The upbringing of the child is carried out in accordance with the programs developed by teachers, doctors, psychologists.

In the USA, babies are admitted to the nursery from 1.5 months, in South Korea, Japan, the Netherlands, Israel – from 3 months. In Germany and Sweden, they go to the garden from the age of 1. In France, compulsory attendance at preschool institutions by children from the age of three is legally enshrined.

In Russia, a child will be admitted to a preschool of the younger group from 2 months old, and to a regular preschool from two years old. In our country, on average, 65% of boys and girls are covered by collective preschool education. Of the remaining 35% of babies, most stay at home not at the request of their parents, but because of the lack of places in kindergartens and nurseries.

To be or not to be in kindergarten

The final decision on whether a child should go to kindergarten is made by parents. After weighing all the pros and cons, dad and mom usually come to the conclusion that you need to start joining the team from an early age. It is important not to miss the moment when the child is ready for independence and is able to easily accept changes. It is more difficult for older boys and girls to do this: the child develops persistent habits, character traits.

If you choose a preschool institution wisely, going to kindergarten will be interesting, useful and fun for your child, and parents will be happy to watch the success of their son or daughter.

To the list of articles

Is it obligatory for a child to go to kindergarten?

We all come from childhood. So – from kindergarten. Perhaps our parents lived in a certain sense easier than we do now. In any case, no one raised strong doubts about the words “kindergarten” and such a flurry of questions as we see today. Kindergarten attendance was nothing short of a “mandatory program” for most kids. “Home” children who were under the care of caring grandmothers were an exception to the rule. Moreover, usually the social life of kids did not even begin with kindergartens, but with a nursery. Let’s not forget that a three-year-long maternity leave is a relatively recent conquest.

The problem of choosing a kindergarten (and a nursery) arose only for a few parents who had a real opportunity to choose at least something. The vast majority were “free” from such troubles: a nursery and a kindergarten in the yard, at the place of registration – and no frills.

Today the situation is completely different – more complicated and at the same time more interesting. Opportunities have increased, and most importantly, the needs of parents. We no longer want to send our child to “whatever” kindergarten, but we want to find one where our baby will be treated with respect, where they will find interesting activities for him, where he will be taught and developed, isn’t it? And different kindergartens have appeared: in addition to the standard state ones, there are kindergartens focused on Waldorf pedagogy, the Montessori system, there are just a variety of development centers. Yes, and ordinary municipal kindergartens, as it seems, are participating in an unspoken competition for the most magnificent and enticing name: there was a simple courtyard kindergarten – and now it has become “with a predominant moral and aesthetic development of pupils” or something like that . ..

Nowadays, people start thinking about kindergarten as soon as the baby is born. Does the child need kindergarten? And if needed, what kind – “artistic – aesthetic” or “physical culture – health”? How to make sure that the child goes to this kindergarten with pleasure? And is it worth complicating the situation at all, raising such a fuss around the problem of choosing a kindergarten?

After all, whatever one may say, but for most mothers the problem is solved simply: the child needs to go to kindergarten because the mother needs to go to work. You can understand everything very well about the psychological characteristics of the child, the shortcomings of the kindergarten, etc., but not all parents have a real opportunity to stay at home with the baby, pay for the services of a qualified nanny, children’s centers, clubs and early development schools.

And this is not at all a reason to worry, blame yourself for your financial insolvency and suffer from the fact that a precious child will be deprived of a happy childhood. Still, a kindergarten is a necessary thing (there are, however, exceptions, but about them a little later). However, it is impossible to neglect the individual characteristics and interests of the child, “handing over” him to the first kindergarten that comes across, refusing to see the problems of adaptation, counting on the fact that “he will get used to it – he will become stronger.” In order for a kindergarten to really turn out to be a pleasant and useful place for your baby, you need to think carefully and understand why exactly you and your child need it, calmly evaluate all the pros and cons of this or that decision, tune in to the fact that choosing a kindergarten and adapting to him the baby is a significant and important work that can and should end in success.

Success does not mean “walks like all normal children and doesn’t complain about anything”. Success is the developmental conditions that are optimally suited for your child and correspond to your capabilities. It is possible to create such conditions, although not always very easy. And in our days, marked by a constant increase in prices, if you wish, you can find a kindergarten that will delight you and your baby. In the same way, even a child who is very difficult to adapt to kindergarten can establish a lifestyle that will communication with other children and adults, developing and sports activities.

The main thing is not to rush, not to lose confidence in success, to be flexible and willing to look for and try different options. Then you will certainly succeed!

What’s good about kindergarten?

Does my child need to go to kindergarten? They say that “home” children are very difficult to adapt to school, because they are not used to being in a team.

Until recently, it was believed that kindergarten is a truly necessary link in the development of every child. Indeed, “home” kids often had difficulty adapting to school rules, to the rules of communication adopted in the peer group. Perhaps these difficulties were primarily due to the fact that there were very few such children, the vast majority were precisely “kindergarten” children. Often, children moved in whole groups from the “yard” kindergarten to the same “yard” (that is, in the microdistrict) school. And if a child who spent the first seven years of his life under his mother’s and grandmother’s wing fell into the same class, he, of course, had a hard time.

Today the situation is different. Children who have never attended kindergarten are no longer an exception. In addition, the very concept of “kindergarten” today is not as clear as it used to be. In addition to the standard state kindergarten, there are a number of other options for “employment” of a preschool child. So, children come to the first grade with the most diverse “luggage”: someone went to an ordinary kindergarten, someone – to some Development Center, and someone sat at home with a nanny.

And now, at first timid, but gaining strength, the voices of those who took it upon themselves to assert that “home” children are no worse than “kindergarten children” began to be heard. Of course, everywhere there are exceptions, but in general, a child raised at home, and not in an “institution”, may well be as developed, independent, proactive and sociable as a kindergarten pupil. Another thing is that for this, parents should not just “keep” a precious child at home, but work on developing all these qualities in him.

What exactly does kindergarten give a child? First of all – the opportunity to communicate with peers, inclusion in the group. You can be convinced individualists, withdrawn and uncommunicative, but you need to remember: from about three years old (and from four – for sure!) a child needs to communicate with other children. And you must give him this opportunity.

Of course, in kindergarten a child learns to communicate not only with other children, but also with adults. Before school age, parents are, of course, the only truly authoritative adults in a child’s life. But the experience of communicating with kindergarten teachers helps the child avoid difficulties in establishing relationships with school teachers in the future. The kid learns that in addition to the mother, there are other adults whose opinions need to be listened to, and sometimes simply obeyed.

In kindergarten, the child is introduced to certain rules of behavior and learns to observe them. The word “discipline” evokes a rather negative attitude for many of us, since it is associated with the “equalizing” drill, adopted both in kindergartens and in schools of the Soviet era. But if we ignore these associations and understand the word “discipline” as nothing more than the ability to adhere to the necessary rules of human society, then we should admit that these skills are necessary for a child.

Finally, in kindergarten, the child receives opportunities for intellectual and physical development . A child’s “kindergarten” education alone is not enough. In any case, parents should deal with the baby themselves. But if a “home” child spends whole days exclusively in front of the TV screen, then in kindergarten, of course, he will receive incomparably more. Drawing, modeling, construction, speech development, music classes and physical education – this minimal “gentleman’s set” will provide even the simplest municipal kindergarten .

In principle this is possible. But only if you are really ready for this very, very serious work. The most difficult thing in home education is, perhaps, not the intellectual or physical development of the child. Just in these areas, a caring and educated mother can give a child much more than kindergarten classes. It is much more difficult to create all the necessary conditions for the child’s social development.

Above, we have already talked about the main advantages of the kindergarten: the child gets the opportunity to communicate with peers and with adults other than parents, learns to behave “in society”, to follow the rules. And if you do not want to send your baby to kindergarten, you need to think carefully about how you will provide these opportunities to your child.

“At home” child should spend a lot of time in playgrounds playing with other children. In addition, it is highly desirable to provide him with some kind of permanent friend-the same age – or rather, several friends. You need to take him to visit and invite other children to your home.

This task is quite feasible. But we must not forget about another important point – the communication of the child with adults. It is no secret that women who prefer to stay at home with their children until it is time to go to school often have a heightened sense of parental duty and the desire to be perfect mothers without fail. Some rather unfavorable consequences follow from this laudable desire: such mothers are almost always convinced that they simply do not have the right to entrust their precious baby to someone else (moreover, all other people often fall into the category of “outsiders” – including closest friends , and grandparents).

If you don’t send your child to a kindergarten because you don’t trust caregivers and think that no one but you will be able to properly treat your child, find the right approach to him, you need to urgently change this point of view! Of course, the child cannot be given into the first hands that come across. But you can’t limit his world only to your own person either. You need to understand that a child needs experience with other adults besides mom – even if this mom is really the best in the world!

If you don’t want to send your beloved child to kindergarten – give him to some circle, section, play group. Arrange with one of your friends that from time to time your child will spend the day with her. The best thing is if among your friends there are young mothers just like you. You can create a “visiting schedule” by taking turns hosting other kids. Let your private “kindergarten” “work” only a few hours a day, at least a couple of times a week: this will already bring great benefits to the kids. They will learn to communicate with each other, and little by little they will get used to the fact that sometimes you have to obey not only your mother.

Pay more attention to how your child interacts with other children on the playground. Is he easy to get to know? Does he know how to play, follow the order and rules of the game. Can share toys and, if necessary, defend his property and his interests. These are very important criteria for his social development, and if by the age of five the child still does not acquire the appropriate communication skills, it is worth consulting with a child psychologist and finding some kind of replacement for kindergarten – a development group, a play group, a kids club, etc.

Suitable age: does it make sense to send a child to a nursery?

The most optimal age for going out is four years. Yes, no less! And please, try not to listen to the persistent advice of experienced grandmothers, who are always ready to explain to us that “the sooner the better – you’ll get used to it quickly”! Because it’s not true.

A one-year-old toddler, of course, can “get used” to the fact that for some reason his beloved mother was replaced by someone else’s, not too affectionate aunt. To get used to means to put up with it and suffer silently, reacting to stress “only” with frequent colds and other illnesses, bad mood, and a decrease in interest in the outside world. Such passive resistance is far from being a trifle, it has a very negative impact on the further emotional, intellectual and physical development of the baby.

Today, most nurseries accept children from only one and a half years old. But this is too early! A year and a half is the age when the so-called separation anxiety is just beginning to subside. Simply put, the baby is still too strongly attached to the mother and reacts very painfully to her absence, and equally to the appearance of strangers, especially if they try to get too close to him.

It’s no secret that “unfavorable” children adapt best in the nursery, that is, those who do not live very well at home. Kindergarten teachers are well aware of this. They sadly talk about the fact that in each group there are one or two kids who do not want to leave the kindergarten in the evenings: parents come, call from the threshold of the group, and the child … turns his back, hides behind a shelf with toys. And the point here is not at all that the baby “played” too much, was too carried away by some of his important baby affairs.

For a one and a half year old toddler, meeting with his mother, the opportunity to cling to her tightly and not let go anywhere is the most important thing, by definition, due to age characteristics. Starting from this age, the fear of unfamiliar adults is gradually smoothed out, but it does not completely disappear for quite a long time (although different children differ greatly in this). Interest in other children wakes up in kids only by the age of three. At the same time, at first they are drawn to comrades older than themselves, then they begin to be interested in those who are younger, and only in the last turn they pay attention to their peers.

So, a nursery at the age of one and a half can only be justified by the most extreme necessity. Before deciding to give the child to a nursery, you need to go through all the possible options that allow you to leave the baby at home. Look for work at home, try to negotiate with familiar mothers that you will take turns “grazing” your kids. Believe me, there are no hopeless situations, and if you wish, you can always find some alternative to the nursery.

It is a little easier for a two-year-old child to get used to the nursery. The general rule remains the same – early! But there are quite a few exceptions to this rule. By the age of two, the baby can be really very sociable, and if the kindergarten (primarily teachers!) Is good, the child may like it there. Anyway, you can try to take the child to the nursery, if you have already made sure that he is not afraid of other children and adults, has the necessary self-care skills (he knows how to use the potty, can eat on his own), survives your absence without much suffering.

At the same time, you must definitely observe the behavior, mood of the baby, his state of health. If you see that your two-year-old is difficult to adapt to the nursery – in no case do not insist, do not persist in your intention to accustom him to the “institution” right now. The saying “be patient – fall in love” in this case does not work! The negative experience of visiting the nursery will have an impact in the future: in a year or two, when “home” children come to the group and adapt to the kindergarten without any problems, your baby will still perceive the kindergarten as a place of confinement, will often get sick, cry for mornings and evenings.

In this case, such folk wisdom is applicable: “The miser pays twice.” Sending a two-year-old who is not ready for this to a nursery does not win anything. Returning to work will result in regular sick leave. It is much wiser to spend time wisely: gradually, without haste, but persistently and consistently prepare your baby for kindergarten. Such an “investment” of your time, your care will pay off in full. Let it sound trite, but still: what can be more precious than the health of a beloved child – both physical and psychological?

Some mothers send their two-year-olds to a nursery not because they really need to go to work, but for “pedagogical” reasons: they say that in a group a child will be taught to be independent, he will develop faster, etc. Yes, communicating all day with other people’s aunts and being just one of fifteen or twenty of the same little ones, your child will probably learn to hold a spoon and pull on his pants faster than his “home” peers. But is it really that important in and of itself? At home, he also learns independence, masters all these necessary everyday skills – but how could it be otherwise? This, of course, requires your attention, your work and your patience.

Note to mom

A child who is not well adjusted to a nursery or kindergarten does not necessarily show this clearly. He can behave quite obediently and even submissively, expressing his feelings in some indirect way. The most common form of passive resistance in toddlers is frequent colds.

But there are other points that you should definitely pay attention to. This is sleep, appetite, the behavior of the child at home in the evenings, after kindergarten. For the first time after starting a nursery or kindergarten, such “charms” as a decrease in appetite, difficulty falling asleep and even crying at night, domestic whims and a somewhat reduced or irritable mood can be considered “normal”. But if after three or four weeks the situation does not improve, we can say that the child does not adapt well to kindergarten or nursery.

In this case, it is advisable to save the baby from visiting the kindergarten for the next year, and if this is completely impossible, try to mitigate the traumatic situation: leave him in the kindergarten only for half a day, give him an extra day off in the middle of the week, look for a garden or a nursery with fewer children per group.

These recommendations may not seem very realistic. Nevertheless, the experience of many mothers shows that they can be performed if desired. And the efforts justify themselves, because as a result you preserve the mental well-being of the child, and therefore your own.

At what age is the best time for a child to start kindergarten?

Most psychologists today consider four years to be the optimal age, and three is quite acceptable. By the age of three, the child is no longer afraid to remain without a mother for some time, begins to be interested in communicating with other children, and has self-service skills. But he will really enjoy playing with peers only closer to four years.

The ideal option is to gradually, without haste and making strict requirements, start introducing the child to kindergarten at three to three and a half years, then leave him in kindergarten for half a day.

If it turns out pretty quickly that the child is willing to spend time in a new environment, you can move on to regular kindergarten attendance. If the baby does not express any particular enthusiasm, there is nothing wrong with the fact that until the age of four he will attend the kindergarten according to a “sparing” regimen.

There is no need to worry that he will lag behind his peers in some way. The main thing is that after three years he does not remain in a closed home space, one on one with his mother or grandmother, but gradually expands the boundaries of the familiar world.

Note to Mom

Here is a very important, albeit purely “technical” warning. All the advice given by psychologists, authors of various books and manuals regarding kindergarten is somewhat theoretical. Smooth, soft and unhurried adaptation to kindergarten is an ideal to strive for. But in fact, unless you have sufficient financial resources to enroll your child in a private “family” kindergarten (and most of us do not have such opportunities), be prepared for the fact that life will make its own adjustments to your ideal scheme.

And the first thing you will encounter is the queue. Yes, yes, the good old queue to kindergarten from your own childhood. Even seven or eight years ago, mothers could really slowly move from one kindergarten to another, compare and choose the one that is better.

The birth rate in the country was low, kindergartens were empty and closed, and those that remained afloat were ready to take almost everyone into their walls, regardless of registration in the desired microdistrict. (Nurseries, by the way, have always been overcrowded, but there are far fewer of them than kindergartens.) Today there are more children. So draw your own conclusions. Walking the streets with a stroller in which your newborn lies, get to know the mothers of older children, find out which kindergartens they go to, whether they are happy with them.

The child does not want to go to kindergarten at all…

Can any child be taught to kindergarten?

Doctors, psychologists and parents call some children “non-kindergarten”. What is behind this definition? Are there really children who under no circumstances can adapt to kindergarten?

To be honest, there are probably no such children. The only question is how much effort the child and his parents need to make in order for adaptation to kindergarten to take place, and whether these efforts are justified, that is, whether they need to be made.

Children can be divided into three groups according to how they adjust to kindergarten.

The first group – children who react to a change in the situation with a real nervous breakdown. Frequent colds are almost always added to this.

The second group – children who do not show signs of nervous strain, “only” begin to get sick often.

The third group are kids who get used to kindergarten without any problems or difficulties.

So, every second child belongs to the first or second group. Does this mean that only half of the children who go to kindergarten have a chance to “take root” there, while all the rest should stay at home until school age? Of course not.

In most cases, adaptation problems can be solved, and it does not take very long. Kindergarten is stressful for a child, but stress is quite manageable. Only the baby must be helped to cope with this new and very serious experience. Such a large number of children experiencing difficulties in adapting to kindergarten is largely due to their unpreparedness for a new way of life. You can not throw a child into an unfamiliar environment, like into water, in the expectation that he will immediately learn to “swim”. It is worthwhile to devote time and attention in advance to preparing for visiting the kindergarten, and then your baby will most likely be in the third, prosperous group.

Despite all my efforts, the child still cannot get used to kindergarten. What explains this and what can be done?

Indeed, in some cases even thorough preliminary work does not help. Despite all your efforts and good intentions, the child continues to protest in one form or another against attending kindergarten. What’s the matter?

First of all, the baby may not yet have reached the right age (we discussed this issue in detail above). In addition, as already mentioned, a child’s attitude towards kindergarten can be greatly spoiled by a bad experience attending a nursery. A conditioned reflex can work here: even a small child remembers (at least on a subconscious, emotional level) that he has already been within these walls and felt bad. If this is the reason, then it is best to postpone the “publicity” for some more time (at least for six months), while continuing to maintain contact with the kindergarten during this period – go for walks, make friends on “neutral territory” with someone from the kids who go to the same group.

Difficulties in adapting to kindergarten may also be due to the child’s temperament. Temperament is an innate characteristic, it cannot be changed, but “on the other hand”, unfortunately, it can be suppressed, forcibly distorted. Sanguine babies usually adapt to a new environment quite well, but choleric and phlegmatic people often have a hard time. Children with a choleric temperament turn out to be too active and noisy, but slow phlegmatic people can suffer even more – they simply do not keep up with the others. And in the kindergarten it is important to keep pace: eat on time, get dressed or undressed on time, complete some task…

Watch your child carefully, ask the teacher about how the child spends the day in the group. And if you decide that the difficulties in adaptation are connected precisely with the “uncomfortable” temperament for the kindergarten, be sure to discuss this with the teachers. Explain to them that the baby is behaving in an “inappropriate” way, not because he is guilty of something, but because he cannot do otherwise. Do not be shy to be persistent and firm, informing the educators that in no case should your phlegmatic little one be constantly tugged at, urged on, and even more so scolded for slowness. Tell them (and, of course, keep in mind yourself) that under pressure from adults, a phlegmatic child only becomes even more slow and passive. His nervous system functions in such a way that, with excessive stimulation, “emergency braking” is generally switched on, and the child falls into a real prostration. But, if such a child is not disturbed, he knows how to bring what he has begun to the end, is calm and balanced, accurate and reliable. As for slowness, as the child grows and develops, it will gradually smooth out. The pace of the phlegmatic will still be somewhat reduced compared to sanguine and especially choleric – the pace, but not the effectiveness! While the hurried choleric man pulls all his clothes inside out and upside down twice, and the teacher finally changes his clothes correctly, the phlegmatic child will just have time once, but correctly and accurately, fasten all the buttons and even, perhaps, tie the shoelaces.

All this must be explained to teachers so that they remember: the less they pull and rush your “slow mover”, the faster it will “level out”, get used to the kindergarten environment and begin to have time to do everything that needs to be done.

And what to do with those very hurried choleric people who do not sit still for a second and in general often resemble a small tornado? It is clear that such a temperament does not cause much enthusiasm among kindergarten teachers. But again, it is necessary to talk to the staff and explain that the baby “rages” not because of a lack of education, but because of the innate personality traits. Tell the educators that it would be good for your “hurricane” child to engage in some kind of active activity if possible. If he scattered toys, then he will surely collect them with the same pleasure and speed – if he is asked, and not forced. As a rule, in kindergartens, children are still allowed to move quite freely – run and jump (they are allowed, if only because it is impossible to force twenty-three-year-olds to sit quietly and for a long time on high chairs!).

Finally, in search of the reasons for a child’s poor adaptability to kindergarten, think about this: do you easily adapt to new conditions yourself? Do you like to be in noisy companies? If a child grows up in a society of closed, little sociable parents, then, most likely, he himself will prefer quiet games alone. For such a baby, an ordinary crowded kindergarten can really be contraindicated, but at the same time, in no case should he be left in isolation! It certainly needs to be “brought to light”, although it should be done unobtrusively and carefully, in small “doses”. It is very good to define such a “recluse” in a play group in which there are few children and where you do not need to spend the whole day.

Who better to stay at home? This does not mean that such children cannot be sent anywhere at all. You just need to consider that if your baby is not too healthy, this means his increased sensitivity, vulnerability. It must be approached with extreme caution, and the kindergarten should be chosen even more carefully than in the case of an “ordinary” (if there are such a thing in the world!) Child. There are special health-improving kindergartens, but one should not rely on the name alone: ​​if there are fifteen people in the group and one teacher for two shifts, visiting such a garden will not bring your baby a big healing effect.