Kids r us daycare: Gwinn Child Care | Gwinn Daycare

Kids R Us | Conway AR

About the Provider

Description: Kids R Us is a Licensed Child Care Family Home in Conway AR, with a maximum capacity of 16 children. The provider also participates in a subsidized child care program.

Additional Information: 1 Stars Better Beginnings;

Program and Licensing Details

• License Number:
  28370
• Capacity:
  16
• Rate Range
  Infant 0 to 18 Months $14.50 per day (Less Than 7 Hours)
  Infant 0 to 18 Months $20.00 per day (7 Hours or More)
  Toddler 18 to 36 Months $13.50 per day (Less Than 7 Hours)
  Toddler 18 to 36 Months $20.00 per day (7 Hours or More)
  Preschool 36 to 72 Months $12.50 per day (Less Than 7 Hours)
  Preschool 36 to 72 Months $19.00 per day (7 Hours or More)
  School Age 60 to 156 Months $10.00 per day (Less Than 7 Hours)
  School Age 60 to 156 Months $17.00 per day (7 Hours or More)
• State Rating:
  1
• Enrolled in Subsidized Child Care Program:
  Yes
• Type of Care:
  Licensed Child Care Family Home
• District Office:
  100 Weaver Avenue, Batesville AR-72601
• District Office Phone:
  (870) 698-4353 (Note: This is not the facility phone number. )
• Licensor:
  Linda Cruz ([email protected])

Inspection/Report History

Stepping Stones Academy – Rosenberg…

Please enable JavaScript

Stepping Stones Academy – Rosenberg TX Licensed Center – Child Care Program

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Visit/Complaint Date	Type	Details
2021-12-08	Facility Visit	No Violations Cited
2021-08-26	Facility Visit	800.801.1.The homes building, grounds and equipment shall be clean, kept in good repair, and maintained as needed to protect the health and safety of the children. If the home has sustained structural damage the caregiver shall immediately notify the Child Care Licensing Specialist. 900.902.1.The area shall be free of hazards or potentially hazardous objects.
2021-04-13	Facility Visit	No Violations Cited
2020-11-09	Facility Visit	100.109.1.b.The following persons shall apply to the Identification Bureau of the Arkansas State Police for a nationwide criminal records check, to be conducted by the FBI, which shall include a fingerprint check: (The individual is responsible for the cost of the nationwide check.) Fingerprints submitted will be used to check the criminal history records of the FBI. Individuals with results showing a prohibited offense shall be advised to contact the Licensing Unit for procedures to obtain the results and for procedures to update or make corrections to the record of their individual history. Each staff member Prior to employment and every five (5) years thereafter 600.603.3.e.Medical Records shall include:An authorized record of up-to-date immunizations or documentation of a religious, medial or philosophical exemption from the Arkansas Department of Health (The caregiver shall maintain a roster of children who have not completed the minimum immunization requirements. A current immunization schedule is provided in the appendix of this publication.) 900.902.1.The area shall be free of hazards or potentially hazardous objects.
2020-01-14	Facility Visit	No Violations Cited
2019-07-31	Facility Visit	No Violations Cited
2019-01-23	Facility Visit	800.801.11.Outdoor equipment that requires use zones and protective surfacing shall require the same use zones and protective surfacing if used inside the facility. (This does not apply to equipment specifically designed for indoor use only.) 900.909.3.a.Use zone protective surfacing depths shall be as follows: Minimum compressed loose-fill protective surfacing depths Inches – Loose-Fill Material – Protects to Fall Height of:6 inches – Shredded/recycled rubber – Protects to Fall Height of 10 feet *Shredded/recycled rubber loose-fill protective surfacing does not compress in the same manner as other loose-fill materials. However, it is recommended that care be taken to maintain a constant depth as displacement may still occur.
2018-10-25	Facility Visit	900.902.2.Equipment that has been determined by the Division to be unsafe for the children shall be removed from the play area, or enclosed by a fence or other suitable barrier so the children will not have access to it. 900.909.1.There shall be use zones and protective surfacing under and around all equipment that is over 18 in height at the highest accessible point. (The highest accessible point is defined as the highest surface on the piece of equipment where children would stand or sit when the equipment is being used as intended.) Use zones shall extend a minimum of 6 in all directions (unless otherwise specified) from the perimeter of the equipment. (Playground equipment that is between 18 inches and 24 inches at the highest accessible point and that was installed prior to the enforcement date of this revision is allowable without protective surfacing, as long as it meets all other requirements.)
2018-08-02	Facility Visit	900.909.3.a.Use zone protective surfacing depths shall be as follows: Minimum compressed loose-fill protective surfacing depths Inches – Loose-Fill Material – Protects to Fall Height of:6 inches – Shredded/recycled rubber – Protects to Fall Height of 10 feet *Shredded/recycled rubber loose-fill protective surfacing does not compress in the same manner as other loose-fill materials. However, it is recommended that care be taken to maintain a constant depth as displacement may still occur.
2018-06-22	Facility Visit	300.301.1.e.ONENumber of Children: 10 – Ages of Children: 3-up
2018-06-15	Facility Visit	No Violations Cited
2018-06-08	Facility Visit	No Violations Cited

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

Reviews

Be the first to review this childcare provider.
Write a review about Kids R Us. Let other families know what’s great, or what could be improved.
Please read our brief review guidelines to make your review as helpful as possible.

Email address (will not be published):

Display name:

Which best describes your experience?:

Select from belowI have used this provider for more than 6 monthsI have used this provider for less than 6 monthsI have toured this provider’s facility, but have not used its servicesI am the ownerI am an employeeOther

Rating (1=poor, 5=excellent):

Select your Rating1 star2 star3 star4 star5 star

Review Policy:

ChildcareCenter. us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
only the opinion of the writer. We ask that users follow our
review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
the provider.

Kids R Us Home Daycare | Joliet | Illinois

1. Home
2. html”>
   State
3. Illinois
4. Joliet
5. View Details

• Top Daycare Centers is the Parents #1 source to find Daycare

Kids R Us Home Daycare, Joliet, Illinois

This website makes heavy use of JavaScript, please enable JavaScript in your browser to continue comfort use of the website.

Other Nearby Daycare Locations

0 of 10
Joseph E Fisher School

n/a

0.06 mi

0 of 10
Joliet Catholic Academy

9-12

0. 12 mi

5 of 10
Hufford Junior High School

6-8

0.15 mi

3 of 10
Carl Sandburg Elementary School

K-5

0.46 mi

0 of 10
Gah Dillard Harris Educational Center

6-12

0.55 mi

0 of 10
Guardian Angel Community Services

n/a

0.55 mi

0 of 10
Guardian Angel – Intensive

n/a

0.55 mi

4 of 10
Taft Elementary School

K-5

0.57 mi

4 of 10
Joliet West High School

9-12

1.08 mi

0 of 10
Joliet Montessori School

PK-9

1. 28 mi

View More SchoolsHide Schools

Kindergarten No. 257 Rostov-on-Don – MBDOU “Kindergarten No. 257” Rostov-on-Don

Attention!

Dear parents!

Based on the Decree of the Government of the Rostov Region dated July 3, 2020 No. 614, from July 6, 2020, the work of MBDOU No. 257 is resumed in full.

Due to the fact that the threat of the spread of coronavirus infection remains, the work of the MBDOU is carried out in accordance with the Sanitary and Epidemiological Rules SP 3.1/2.4. 3598-20 “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the work of educational organizations and other social infrastructure facilities for children and youth in the context of the spread of a new coronavirus infection (COVID-19)”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated June 30, 2020 No. 13.

In order to preserve the health of your children, we kindly ask you to be conscious and responsible, STRICTLY comply with the following requirements:

1. Access to the territory and building of the kindergarten (to the building only in case of emergency) of parents (legal representatives) STRICTLY in personal protective equipment respiratory organs (masks, respirators).
2. Daily admission of children is carried out after thermometry with entering its results in a journal (do not bring the child to kindergarten in case of malaise and signs of illness).
3. In case of a long-term absence of a child, his appointment is carried out after thermometry with the results recorded in a journal and with the obligatory presence of a certificate of the child’s health and lack of contact with an infected patient with a new coronavirus infection (COVID-19).
4. The planned date of the child’s entry into kindergarten must be notified to the administration of the MBDOU at least days before the release.
5. Reception of children is carried out from 7.00 h. until 8.00 on the territory of MBDOU. You can pick up children from 17.00 to 19.00.
6. If a child develops symptoms of acute respiratory viral infections during his stay in kindergarten, he is immediately isolated until the parents (legal representatives) arrive or the ambulance arrives, with the parent (legal representative) being informed.

Read more…

We are immensely glad to our virtual acquaintance!

Our site is addressed primarily to parents of pupils who attend a preschool institution, parents whose children are going to kindergarten and all those who are interested in the education and development of preschool children, who are not indifferent to the world of preschool childhood.

The site was created in order to make our organization more open to a wide audience.

The main goal of our kindergarten is to educate a comprehensively developed multifaceted harmonious personality.

We pay great attention to ensuring the emotional well-being of each child, the development of his positive self-awareness, the development of initiative, curiosity, the ability to creative self-expression; the inclusion of children in various forms of cooperation (with adults and children of different ages), the identification and development of inclinations, the formation on their basis of general and specific abilities, the individuality of the individual, the formation of citizenship in children, a sense of love and pride in their homeland, desire and readiness for deeds and act to increase her wealth.

Qualified specialists work with children, the educational process is built on the basis of close cooperation between the teaching staff, pupils and the parent community.

Our kindergarten is not boring education, entertaining development and exciting activities every day!

For you, we dedicate all the pages of our website, where you can:

• get acquainted with the management and teaching staff of the institution;
• to study the regulatory documentation , implemented programs;
• get to know the logistics and of our facility and security;
• get useful information about the rules for admission and stay of a child in kindergarten;
• use the service of prompt feedback with the management and employees of the preschool educational institution and get a qualified answer;
• evaluate the quality of the services provided;
• find out the most latest news from the eventful life of a preschool institution;
• read useful information ;
• take an exciting virtual tour of kindergarten ;
• visit photo, video gallery and get to know our talented children and teachers.

MBDOU has 6 groups:

• five general development groups:
  • one toddler group – 2-3 years old
  • four groups of preschool age – 3-7 years,
• one group of compensatory orientation speech therapy group for children with speech development disorders.

344072 Rostov-on-Don, Prospekt 40-letiya Pobedy, 37v

Tel./fax: 257-66-91

e-mail: [email protected]

Is a kindergarten really necessary?

Table of Contents

• “Momless Mothers”
• The main thing is home peace and tranquility
• But what about communication with children?
• How will it be at school?
• Who is not contraindicated in gardening?
• Volunteered
• New time – new dangers

I went to kindergarten from the age of three and clearly remember how people around me unanimously pitied me, unanimously stating that it was too early and why torture a child. However, not even from the age of three, but from the age of five, few attended preschool institutions then. There were very few such poor fellows in our class. All the rest sat at home with their grandmothers before school.

The situation has changed over time. And grandmothers were no longer in a hurry to retire, and there were more and more kindergartens, but until recently the need to send the child to kindergarten was perceived as a necessary measure. What is called, not from a good life. If my mother had the opportunity not to work, the question of the garden was not even raised. It goes without saying that before school she would take care of the children herself? Neither relatives nor acquaintances would simply understand her if, without going to work, she “shoved” the child into the garden. Significant progress has now been made in this respect as well. Increasingly, families appear on my professional horizon that have every opportunity not to take their child to kindergarten. Or the wife is not at all eager to work even “for the soul”, and the husband is quite able to provide for the family. Either the grandmother is ready to devote herself to her grandson, or the parents have money for a nanny. But … a child from three or four years old is still sent to kindergarten. And it would be nice if he enjoyed communication and collective games there! So no! The kid does not like kindergarten, whimpers in the morning, complains that he is offended, asks to stay at home at least a little. And the other goes without objection, but often gets sick. And the third became nervous, irritable, aggressive. I’m not talking about hyperactive children, which, unfortunately, are now more and more. For them, kindergarten is a completely unbearable psychological burden.

But when you start talking about it, you often come across an impenetrable wall. I first thought about the nature of this resistance a few years ago when a young couple with a four and a half year old boy came to me for a consultation. Styopa clung to his mother, hid his face in her knees, flatly refused to go into the next room without his parents to look at the toys.

– Does he always behave like this? I asked.

– With strangers – yes. When he gets used to it, he will, of course, be more relaxed, but in general he is clamped down with us. He doesn’t like to go anywhere, you can’t even take him out for a walk. Children are afraid to shiver in the knees. There are fewer adults, but they are also afraid.

I was absolutely sure that it had never occurred to the parents to send this child to kindergarten. But I was wrong! Styopa went to the garden from the age of three. For half a year, however, he was constantly ill when he went out into the world, then he sat on a chair all day long, not responding to calls to play with the children. Now he is no longer sitting on a chair, but the children are still shy.

“They are too noisy for him, they scream, they fight, but he doesn’t understand it,” mother said. – But at least the tantrums, as before, do not roll at parting – and that’s good. Styopa was brought in with complaints of fatigue, distracted attention, tearfulness, whims and bedwetting (enuresis). Moreover, at two and a half years, before kindergarten, no enuresis was observed in the child. There were no problems with him then: quiet, calm, flexible: a boy. He was afraid of strangers, but not at all like now. He even tried to play with children, but now he doesn’t want to hear about anyone.

The picture was very reminiscent of the psychotrauma inflicted on the child by an early separation from the family. What, to tell the truth, it was quite possible to guess for yourself, without consulting a specialist. But mom and dad didn’t want to see the obvious.

— Pick up from the garden?! Mom was horrified. — But… Where can he learn to communicate then? No you! It’s out of the question! At home, he is completely wild with us.

Although it was in the kindergarten, and not at home, that Styopa lost even those small communication skills that he managed to acquire before the age of three.

— What about getting ready for school? Dad picked it up. — No, we are not able to teach a child everything that is taught in kindergarten now.

Although Styopa’s attention was dissipated just in the garden, with nervous strain. And there were still two and a half years left before school – a huge time for a preschooler. And what is so special about kindergarten teachers? Why are people with higher education (technical and humanitarian) unable to master this wisdom? And how, until recently, grandmothers without any higher education quite successfully taught their preschool grandchildren to read and count? And some still teach …

The parents could not find answers to these and other questions, but it was clear that they were not even going to look for them. The main issue was resolved long ago, finally and irrevocably. Styopa will go to the garden under any circumstances, because IT IS SIMPLY IMPOSSIBLE WITHOUT A GARDEN.

The case was so striking, and the parental resistance so frankly irrational, that the idea of ​​the subconscious mechanisms of this resistance suggested itself. At the level of consciousness, there was nothing to object to. But the subconscious whispered the exact opposite to Stepin’s parents, and his whisper turned out to be stronger. Why?

“Mommyless Moms”

About 30 years ago in America they set up an experiment: they took away the cubs from the monkeys, fed them and began to watch how they would raise their babies.

It turned out that “motherless mothers” (that’s how scientists called the monkeys who grew up in human care) do not know how to take care of their cubs and do not feel kindred feelings towards them, because in their childhood they did not have before their eyes a model of maternal care. They have completely different early images (imprintings) imprinted in their memory. For the same reasons, many orphans, growing up, experience serious difficulties in building a family. The current young parents, of course, are not orphans, and certainly not monkeys, but this is perhaps the first generation that massively attended kindergartens.

— We “went to the garden — and nothing, grew up!” — they argue, forgetting, as often happens, their childhood grief and insults.

And it’s hard for them to imagine how they can do without kindergarten, because collective education is imprinting for them. And early impressions are very firmly rooted in the subconscious. We don’t seem to remember them, we don’t realize them, but they have not gone away and, like gray cardinals, they invisibly control our ideas and feelings.

The main thing is home peace and tranquility

Meanwhile, experienced doctors and teachers say that a preschool child needs maternal affection and a warm (especially psychologically), comfortable home, a calm, friendly atmosphere in the family. In such an environment, it flourishes and develops normally.

In fact, smart people warned about this more than a hundred years ago, when kindergartens were just beginning to appear. “No matter how rational the activities and games of children are in them,” wrote the famous Russian teacher K. D. Ushinsky, they can have a harmful effect on the child if he spends most of the day in them. No matter how clever the activity or the game that is learned in kindergarten, they are already bad because the child did not learn on his own, and the more intrusive the kindergarten in this respect, the more harmful they are.

Ushinsky warned that “even a noisy society of children, if the child is in it from morning to evening, must act harmfully.” “For a child,” he continued, “completely solitary and independent attempts at childish activity are necessary, not caused by imitation of children or adults.”

At that time, the terms “psychological load” or “stress” were not yet used, but the danger itself was correctly grasped. Now the same conclusions are being made on a scientific basis. A couple of years ago I had a chance to hear at a conference a speech by our largest pediatrician, Academician V. A. Tabolin. He spoke about the dangers of many experiments that were performed in the 20th century on young children, including . .. about kindergartens. Yes, yes, something with which we have become so accustomed that we can no longer imagine life without it, in fact, an experiment that has a relatively short history. Its essence was to remove children from the family and transfer them to the upbringing of the state. After all, the family, according to the ideologists of building a new society, should have died out soon. But practice has shown that no one can replace a mother’s child. Although the consequences of an early separation of the child from the family may come back to haunt much later. For example, in adolescence. Here is a very characteristic story:

“Before school, Masha was very attached to me. Even too much. Now my heart shrinks when I remember how she asked: “Mommy, let me not go to kindergarten today. Let’s stay at home for a while, I won’t disturb you.” But then I was not up to her. No, of course, I loved my daughter very much, tried to dress her beautifully, bought toys and sweets. But the work fascinated me much more. Yes, and in personal life there were different experiences. Now Masha is sixteen. We live with her in the same room, but there is an invisible partition between us. And it’s not about me anymore. I want to establish contact with her, but she does not let me into her world. She is used to doing without me, and although I feel that my daughter is lonely and suffering because of this, we cannot restore the lost connection. Probably because this connection was lost so early, before it had time to properly form.

What about communication with children?

People who have little knowledge of child psychology greatly exaggerate the need for preschool children in a children’s team. Children of three or four years old usually play, so to speak, side by side, but not together. Yes, and at the age of 5–6 they still do not have friends in the sense that we, adults, put into this concept. The friendship of kids is unstable, situational. Today one friend is on the playground, tomorrow another. Often, they don’t even bother to ask with the name of a “friend” and “What is the name of the boy who came to visit us today?” I repeatedly asked my eldest son (who, by the way, was then not five, but seven or eight years old!).

“I don’t remember… Friend,” Philip shrugged.

And the next day he brought home another boy, but he didn’t even remember the previous one.

The need for real friendship appears closer to adolescence, and it is enough for a preschooler to occasionally play with one of his peers, not even necessarily daily. He has not left the family circle yet. For him, while in the family circle, the most important relationships and the most important communication.

But now it often turns out the other way around. A preschooler is pulled out of the family and immersed in a children’s team for the whole day. Although it is difficult for an adult person to be in a strange society from morning to evening. What can we say about a baby who overworks faster, gets overexcited more easily?! The more difficult it is for him to communicate with children and adults, the more carefully this communication should be dosed. Otherwise, the child’s behavior will worsen, and the difficulties will grow like a snowball.

How will it be at school?

This question is always asked. But after all, at school, in comparison with kindergarten, conditions are much more benign. Are you surprised? – Judge for yourself. To communicate normally, without conflicts, quarrels and fights, many preschoolers and younger students still do not know how. But in kindergarten, kids spend almost the whole day, and in elementary school – only a few hours. At the same time, they are constantly busy at school and are “in free flight” only at recess. In kindergarten, on the contrary, purposeful classes do not last long. Most of the time is devoted to games and walks. And the teacher is not physically able to keep track of everyone, because the children in the group are 20-25 people. Someone will certainly begin to offend, tease. Others are also not averse to “supporting the company.” Therefore, a sensitive, touchy child in the garden has a very difficult time. And to demand from him that he remake himself is simply stupid. It would be much smarter not to put the child in such a difficult psychological situation. He can get communication skills that will be useful to him at school by playing from time to time with the children of your friends or by visiting a studio a couple of times a week, since now there are plenty of them for kids in every city.

Who is not contraindicated in gardening?

Of course, children are different. Some even need a garden. Active, enterprising children often get bored at home by the age of 5–6. Especially if this is the only son or daughter, and in addition to the parents, grandparents also live in the apartment. The child wants more independence, the old framework becomes cramped for him, and relatives are in no hurry to expand them. And how to realize the child’s need for leadership in such conditions? Who will he lead? One of my little acquaintances, psychologically fully matured into a children’s team, but languishing at home, because his mother was afraid to send him to kindergarten, tyrannized her and grandfather, like the most natural oriental despot. And at the same time he also “chased” a parrot (this is how his mother aptly described his method of training, because when Sasha did not know what to do, he poked a bird at the bird with a pencil, forcing it to rush about on his orders from one corner of the cage to another.) Such “leadership” , of course, neither mother, nor grandfather, nor the parrot, nor Sasha himself were pleased. When the boy was sent to kindergarten, his behavior returned to normal.

Accepted voluntarily

But the most important criterion when deciding whether to enroll a child in a kindergarten, in my opinion, should be his desire. (Provided, of course, that the circumstances allow this choice to be made.) Still, this is not a “work” yet, as adults often instill in a child. He will still have time to pull the strap in his life, let him enjoy his childhood at least a little.

And children who go to kindergarten with pleasure also meet. Although not as often as parents would like to believe.

My eldest son’s kindergarten experience was extremely unfortunate. Chronic otitis, resulting from constant colds, almost ended in deafness. Therefore, I was not going to determine my daughter in the garden. But at the age of three, she literally forced me to go to the RONO for a referral, because every day she whined and asked “to the kids.”

— But I won’t be in the kindergarten! I scared Christina.

Nothing! she answered cheerfully.

“You’ll have to sleep during the day,” I warned sternly. She agreed to this, although she forgot about daytime sleep at home at the age of two.

Anyway, I gave up. When Christina did not cry for the first time when parting with me, the teacher decided that this was a common story: the child had not yet figured out the situation. But, when, even a week later, my daughter calmly let me go, not paying attention to the roar of other three-year-olds, I was told that my child was unique. But in fact, there was nothing unique about Christina. She just made her dream come true. And if I imposed a garden on her by force, there would be a roar, and illnesses. And so she never even had an acute respiratory disease!

New time – new dangers

But on the other hand, now I would think ten times before sending my daughter to kindergarten. After all, my Kristinka was a preschooler in the mid-80s, when perestroika was just beginning, and the maximum that children could bring from the garden was some kind of swear words. Now, alas, morals have become so coarse that such incidents are considered in the order of things. Like, how else? Kids always teach each other all sorts of “nonsense” … Although this is not a fact at all! Previously, many children were “enlightened” in terms of obscene swearing much later. For example, having gone to kindergarten from the age of three, I recognized them only at the end of the third grade (that is, at the age of ten!). As I remember now, it happened at the dacha, and for most of my peers who were present at this, these expressions were also a curiosity.

Why are there cursing! Communicating with parents and teachers, I now often come across the fact that they are not shocked in the behavior of kindergarteners and many other things that would make adults’ hair stand on end before.

“Children still see something wrong on TV,” they repeat, finding some strange consolation in these, in fact, monstrous words. And they give examples of today’s children’s games and entertainment that you don’t want to quote – they are so obscene. Perhaps the mildest is the “bed episodes” in the traditional children’s game “daughter-mother”.

Such an environment is especially dangerous for demonstrative children who, like a sponge, absorb everything bad. Or for weak-willed children who easily fall under the influence of others. And, of course, for kids with some developmental delay and at the same time a craving for risk – they are always drawn to “exploits”, and the “brakes” are weak, they are poorly aware of what is happening. In such children, the bad influence of the environment can lead to the early formation of a criminal personality type.

“How do we protect the family from destructive influences? – said, answering the journalist’s questions, the father of twelve children, the priest Alexander Ilyashenko. “We never sent our children to kindergarten. At the same time, of course, you lose something, but you gain much more … In a family of children of tender age, you can save from the corrupt spirit of this world, where the terrible atmosphere in which our people lives is already absorbed with mother’s milk. These people, of course, cannot be condemned – they simply do not see anything else, good. But we tried our best to protect our children from the unnatural influence of the environment. They have a good social circle – among their friends are believers. We are one with them, and for them what is dear to us is just as dear, and the same is unacceptable that is unacceptable for us ”(Royal crowns, crowns of the cross. Family in the modern world. M., Danilovsky Blagovestnik. 2000).

Gradually more and more people begin to understand this. On the one hand, many Orthodox families prefer to do without kindergartens. On the other hand, Orthodox kindergartens are slowly springing up. In some places, parishioners unite, create home mini-groups and work together to raise children. And some agree to send the children to an ordinary kindergarten, but in one group, so that they form their own core there, which will no longer be particularly afraid of alien influences.

A couple of years ago, several guys from such a “state within a state” went to our psychological puppet theater, and a characteristic scene took place in the classroom. During the break, I had a conversation with my parents about the dangers of aggressive cartoons and other “achievements” of Western mass culture. Parents of unchurched children (who made up half of the group) began to vied with each other to complain that they could not keep their children from being carried away by all sorts of “Pokemon”, because the children imitated their peers and did not want to listen to anything.