Quality kids daycare: Quality Kid Care Center Inc

Опубликовано: October 16, 2022 в 11:11 pm

Автор: alexxlab

Категории: Kid

Quality Kid Care Center Inc

Quality Kid Care Center Inc – Care.com Rochester, MN

Costimate^™

^$250

per week

Ratings
(1)

★★★★★

Availability

Costimate^™

^$250/week

Ratings
(1)

★★★★★

Availability

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

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

In business since: 2014

Total Employees: 11-50

State license status: Active
(Care.com verified on 10/1/2022)

This business has satisfied Minnesota’s requirements to be licensed.
For the most up-to-date status and inspection reports, please view this provider’s profile on
Minnesota’s
licensing website.

Licensing requirements typically include:

Complying with safety and health inspections
Achieving the required levels of educational training
Maintaining a minimum caregiver-to-child ratio
Other state-defined requirements

Monday :	6:00AM – 10:00PM
Tuesday :	6:00AM – 10:00PM
Wednesday :	6:00AM – 10:00PM
Thursday :	6:15AM – 10:00PM
Friday :	6:00AM – 10:00PM
Saturday :	6:00AM – 10:00PM
Sunday :	6:00AM – 10:00PM

Type

Child Care Center/Day Care Center

Languages

English

Teacher/Student Ratio:

1:4

Program Capacity:

Costimate^™

^$250/week

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

OFFERINGS

Full Time (5 days/wk)

Full-Day

Extended Care (Before School)

Extended Care (After School)

PAYMENT OPTIONS

Personal Check|
Cash

07/16/2020

The staff at this center really put their heart into their work. When I go there, everyone is happy and upbeat. I’m so grateful for this center. It really is like a school.

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Child Care / Daycare / Daycare in Rochester, MN / Quality Kid Care Center Inc

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Little Rock — Quality Child Care

About Our Center

Better Beginning Certification

Level Two Better Beginnings certification.

Programs

Connecting with Infants
Adventures for Toddlers
Adventures in Learning for Pre-schoolers
Before & After Care for School Age Children
Summer Program for School Age Children
Arkansas Better Chance Program

Transportation

We offer transportation to and from the local schools in the area. If you request transportation, we will expect your child to be on the van everyday, unless you tell us otherwise. This is to guarantee the safety of your child.

Parents must notify the center at least one hour prior to school dismissal time if their child will not be riding the van in the afternoon. Ideally, a note should be written and given to QCC staff stating the dates of the days you know your child will not be riding in the van from school to the center.
Please do not assume that we will know your child is not riding the van if they did not ride in the morning or if a sibling is not at the center.
Roll is checked at the school and upon arrival at the center. You will be called to verify your child’s location if your child does not get on the van when expected.
Refusal to call and let us know your child will not be riding the van could result in a $5.00 fee for each offense.

Hours of Operation*

Monday through Friday from 6AM to 6PM

*ABC classrooms are open from 8AM to 3PM, Monday through Friday. If your child needs care before or after these times, you may enroll him or her in QCC’s before and/or aftercare program. Please see the “School Age Programs” page for more details. Ask your center’s director for pricing information.

IMPORTANT TIMES DURING THE DAY

8:00am – 8:30am Breakfast
11:00am – 11:30am Lunch
Naptime – 12:00pm – 2:00pm
2:00pm – 2:30pm Snack

Please note that from 11:30AM and 2:00PM children are preparing for naptime and resting. Dropping your child off during this time is strongly discouraged. This is not only disrupts other children that are trying to rest, but it may also upset your own child if they have to lie down for a nap as soon as they arrive.

Calendar

Holiday Closings

We will be closed on the following holidays. Should any of these dates fall on the weekend, we will observe the holiday on Friday or Monday, whichever day is the closest to the holiday. Tuition is not waived or altered for closings.

New Year’s Day
Memorial Day
Independence Day
Labor Day
Thanksgiving Day
Christmas Day

There will be other holidays, such as Black Friday, Christmas Eve, and Spring Break for which parents must sign up ahead of time in order for their child to attend. This allows us to plan staff scheduling and meals. Depending on the number of kids that sign up, Director’s will staff for those children only and may possibly close early. Each center will have this information posted so make sure you check with your facility about the closing time on these days.

Children enrolled in the ABC Program will follow the local school district’s calendar for holidays and school closings. If your child needs care when ABC classrooms are closed, please contact your center’s director.

According to Regulation 23.04 in the Arkansas Department of Education Rules Governing the ABC Program, we will follow the Establishment Clause in the First Amendment. ABC materials must be neutral with respect to religion, and no religious activity may occur during the ABC Day.

Tuition

Registration Fee

Supply Fee

Infants (6 weeks – 18 months)

Toddlers (18 months – 3 years)

Preschool (3 year old – 5 years)

Elementary

Full Week for Summer & Holidays – $145.00
Before School (Includes Transportation to School) – $75.00
After School (Includes Transportation from School) – $100.00
Before & After School (Includes Roundtrip Transportation) $90.00
Full Day During the School Year – Regular Weekly Rate + $20.00/day

Multiple Child Weekly Discount

Tuition Details

Parents will be expected to pay for the number of days agreed upon at enrollment, regardless of attendance.
Credit cards are preferred, but we accept checks and cash.
Prior notice needs to be made if additional days of care are needed. Drop in rates will apply and children will only be accommodated if there is space available.

Contact Information

Director

Veronica Nelson
Email [email protected]

Address

4218 South University Avenue
Little Rock, AR 72204

Phone

(501)562-5800

We struggle to measure quality child care — and even more to fund it

When Sasha Shunk first opened a child care center in her Maine home nearly 20 years ago, she knew she would have to stand out among the nearly 3,000 other home-based child care providers operating in the state at the time.

This story also appeared in Mind/Shift

“I always knew there were other child care providers a road away or the street down from me,” said Shunk, who cares for 12 children at $325 a week, each, and has about 40 more children on a waitlist. “I looked for training, I sought out ways to differentiate myself. ”

Over the years, she has earned a master’s degree in early childhood education. She’s earned accreditation from the National Association for Family Child Care, an organization in which she is now involved as a state representative. She revamped her program to offer an extensive outdoor classroom. And her center has reached the highest level of quality in Maine’s quality rating and improvement system, or QRIS, a voluntary program that is meant to encourage child care providers to meet high standards and, not incidentally, provide parents a way to find programs that are exceeding the state’s basic licensing requirements.

Sasha Shunk works with some of the children in her home-based child care program before the coronavirus pandemic. Families in her state have fewer options for providers than they did when she entered the child care profession nearly 20 years ago. Credit: Courtesy Sasha Shunk

But the family child care landscape has changed in Maine over the years. There are fewer than 800 care providers in the state now, Shunk said, and with the intense need for child care, those few don’t have any problem attracting clients. Shunk said the dwindling competition has made it harder for parents to find care, and has removed an incentive for providers to pursue quality.

Shunk says more providers must be brought into the industry and given the resources and incentives to improve. That takes time, but is a worthwhile policy goal, she said.

“When you’re entry-level, you are prioritizing the health and safety of the children, but there are different components that you can build upon,” Shunk said. “Just because a program is a level one doesn’t mean you shouldn’t send your child there,” she said, referring to the first step on her state’s child care ranking system. But hopefully, entry-level providers can develop plans to continue their growth, she said.

The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. The Biden administration’s signature domestic bill, Build Back Better, was the latest attempt by the federal government to increase both the number of child care providers and to ensure those providers offer safe and nurturing environments. But the bill was benched indefinitely in late December, when Sen. Joe Manchin, a Democrat from West Virginia, raised concerns about the overall cost of the legislation.

Now, child care advocates hope the fractures exposed by the pandemic will focus public attention on creating some kind of government support for improving a child care system that is currently on the ropes.

“What we have is breaking us,” said Mary Beth Testa, a policy consultant with the National Association for Family Child Care. “Leaving things as they are is not the answer.”

Related: The racist and sexist roots of child care in America explain why the system is in shambles

Testa’s organization had been particularly enthusiastic about provisions in the bill that would have greatly expanded the number of children eligible for child care subsidies, and that would have required states to base those subsidies on the cost of providing high-quality care. Currently, most states link subsidies to the market rate of child care in a given community, but the market rate can be much lower than the actual cost of a high-quality program.

Sasha Shunk runs a home-based child care center from her home in Portland, Maine. Over the years she has increased the amount of time that children spend outdoors, and now has an extensive “outdoor classroom.” Credit: Courtesy Sasha Shunk

An increase in funding is necessary because quality improvement efforts have long been grossly underfunded, said Susan Hibbard, the executive director of the BUILD Initiative, a national organization that helps states create systems to measure child care quality. Without sufficient funds, some programs have not been able to survive. For example, in 2017 Mississippi discontinued its QRIS program, citing financial reasons. State QRIS can often end up funneling limited resources to child care programs that are already doing well, Hibbard said, rather than investing in programs that need support to improve.

“You do want to give the three-star centers enough money to be able to maintain their quality,” Hibbard said, referring to centers that meet state measures of high quality. “But you also need to have something for all the smaller programs. That’s more important, and that needs to be the first thought.”

Some states are still energized around the issue of how to appropriately measure and motivate high-quality child care, even without the backing of a bill like Build Back Better, said Terri Sabol, an assistant professor of human development and social policy at Northwestern University. “We see states that even without federal funding seem to want to invest in this,” said Sabol, who studies the factors that lead to healthy child development. “Yes, it would be awesome if there were this federal system that supported it, but absent that there’s great appetite for figuring out how to measure quality.”

Related: After mass closures, too little support, post-pandemic child care options will be scarce

And yet, quality has proven incredibly challenging to measure in a sector that includes everything from a single provider caring for a few children in her home to for-profit entities with dozens of employees. It’s also difficult to nudge providers who are already operating on razor-thin margins to make extensive — and sometimes expensive — changes in their operations. One incentive used in some states is to give a larger child care subsidy to higher-rated centers. But not all providers take public dollars.

“It was very hard for centers to be responsive to any pressures to improve without any resources to put into it,” said Daphna Bassok, an associate professor of education and public policy at the University of Virginia, and a researcher in child care quality measurements.

“There’s a massive amount of instability in child care right now,” Bassok said. The focus from providers is “on a very baseline level of quality — how do I get enough teachers in this classroom every day?”

A child care classroom in Jackson, Mississippi. Mississippi ended its quality rating and improvement system in 2017, citing costs. Early childhood advocates say that more money is needed to give providers an incentive to make quality improvements. Credit: Jackie Mader/The Hechinger Report

State and federal government have tried many ways to incentivize quality. What child care advocates liked about Build Back Better is that it included generous federal incentives to increase the number of providers, encourage providers to make quality improvements, and pay for center renovations and repairs.

The bill also would have required that child care workers be paid enough to lift them above the federal poverty line. Child care workers earn less than $14 an hour, on average.

But Build Back Better did not require states to start from scratch when it came to measuring child care quality. States were expected to build on the framework that most of them already have, the QRIS. Nearly every state has a quality system, such as “Great Start to Quality” in Michigan, “Capital Quality” in the District of Columbia, Texas’ eponymous “Texas Rising Star” system, and the “Quality for ME” program in Maine, in which Shunk participates.

Many QRIS frameworks measure quality by combining scores on several different measures, such as teacher-child interactions, staff training, teacher-student ratios and family involvement. The framework then boils all those measures down into a simple four- or five-point scale. A center that meets minimum standards would earn a 1. A 4 or 5 rating indicates a top provider.

Related: A little-known program could be a model for how to spend billions in federal money on childcare

But research has found that while there might be notable differences between a minimally qualified provider and one of the best, it was hard to see meaningful distinctions between centers in the middle — those that might receive a 2 or 3 on a 5-point scale. A 2017 study of Oregon’s QRIS — which has since been revamped — reported that even though providers were ranked on a 5-star scale, there was no difference in observed quality “between programs rated 1 vs 2, or between programs rated 3 vs 4 or 5, or between programs rated 5 vs those rated 3 or 4.”

A bigger problem arose as researchers started to look even more closely at child outcomes. The provider ratings based on these composite scores weren’t predicting how well a child was prepared for school.

Children work on an art project at Sasha Shunk’s daycare in Portland, Maine. Shunk is licensed to care for 12 children and has about 40 more on a waitlist. Credit: Courtesy Sasha Shunk

In 2013, Sabol was the lead author on one of the first research papers to raise concerns about rating systems that attempted to boil several measures down to one score. A single measure — teacher-child interactions — was more predictive of good child outcomes than the composite scores.

More studies followed, with similar results. A 2019 report, prepared at the request of the U.S. Department of Education, looked at nine states that had conducted their own research on how they were measuring child care quality. That report also found that children who attended higher-rated programs did not have better developmental outcomes than those who attended lower-rated ones.

Measuring quality is still essential, Sabol said. But, she added, “those findings really highlighted the need for a more slimmed-down approach that really focuses on the key elements of quality that matter for the development of young children” — how providers teach, talk with and play with the children in their care.

States are responding to the research, in some cases by revising their child care rating systems to focus even more closely on the interactions between adults and children. Louisiana, for example, invested in a mandatory rating system that requires observers to rate teacher-child interactions in every early childhood classroom. Bassok’s research shows that, over time, those interactions have improved.

Investing in teacher training, however, is difficult in a field where educators may stay just a year or so before moving on. To help address this problem, Bassok is working on a program in Virginia that gives early childhood teachers $1,500 to $2,000 to stay with their employer for a year. The stipend has helped cut teacher turnover.

Sabol said the next generation of ratings systems should try to include even more nuanced measures of the elements that are known to affect young children. For example, ratings focus on an overall score for a center, but individual classrooms at the center could differ considerably. Even within a given classroom, children’s experiences could vary.

“Our work is showing there is just as much variation in kids’ classroom experiences between classrooms as there is between centers,” Sabol said. “We really need to be able to characterize classrooms accurately and not assume kids are having the same experience.”

If a massive federal investment in early childhood education does not make it out of Congress, expanding high-quality child care still has to be a priority, Shunk said.

“Clearly, [Build Back Better] is not going to pass the way we had originally hoped it was going to pass, but I am hopeful,” she said. “I can understand the cost being a concern, but that’s still some short-term thinking. We really have to look long-term to make this a sustainable early childhood system so that parents can be working and children are in quality environments from a young age.”

This story about QRIS was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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How to choose the right kindergarten

Recommendations for parents on raising children

How to choose the right kindergarten

Antonina Feneva

aspects to pay attention to. The mother of the future kindergartener has to pay attention to the nutrition of children in a preschool institution, and to the attitude of educators towards children in the group, in a word, to many aspects of the life of a beloved child who goes on his first big voyage. At the same time, you must not forget anything, because transferring a child from one preschool to another is not always an easy and painless process, so many parents hope to find “their own”, the most reliable kindergarten that will suit their child and help the baby find his second home.

Seven important tips for choosing the right kindergarten, which will help you focus on the most important aspects

1. Choosing a kindergarten: private or public

they are attracted by the conditions of (although more expensive, but in some aspects more reliable) private preschool institutions. First you need to figure out if the family can afford to pay for the services of a private kindergarten. If possible, but the second step could be to visit public and private kindergartens to actually identify the differences: strengths and weaknesses.

2. Decide on the goals of attending kindergarten

The next thing to pay attention to is the parents’ own goals regarding the specifics of the kindergarten. Ask yourself the question: “What is the most important thing for me in the educational process?”, Because your feeling of satisfaction with the work of the preschool educational institution staff will depend on this. For example, kindergarten staff pays maximum attention to the development of the child’s creative and physical abilities, while not focusing on quality child care. For parents who do not care at all what developmental methodology the preschool teachers work on, it will not be very pleasant to know that children while playing on the playground suffer from a lack of attention from educators, which leads to injuries and falls.

We determine the parental preferences:

High-quality supervision and care for the safety of the child in the kindergarten
Following the most effective methods for developing children’s abilities and character
Teaching children numeracy, reading, a foreign language and other useful life skills, such as the basics of healthy eating
Kindergarten is a territory of children’s communication, so the more interesting the children attending preschool, the better.

We make a choice in favor of one of the above directions and pay attention to it at the first visit to the kindergarten.

3. The distance to the kindergarten also plays a role.

Pay attention to the remoteness of the kindergarten from the child’s home. Think about how parents can facilitate the process of bringing the baby to preschool. If the kindergarten is located close to the place of work of the parents, then this can be another plus in favor of choosing a convenient kindergarten.

4. Collect all the necessary information in numbers

When choosing a good kindergarten from several options, you can make a table with important numbers. In this form, the collected information is better structured and helps to make the right choice.

The following information can be entered in the comparison table:

Kindergarten opening and closing times;
Number of children in the group;
Number of caregivers and nannies in the group;
Meal data (time for breakfast, lunch, dinner) ;
Data on payment and additional contributions;
Travel time to kindergarten;
Number of educational courses in the kindergarten programme;
The amount of payment for additional educational courses provided by employees of preschool educational institutions.

5. What do children eat in kindergarten? Take it seriously. For example, you need to find out whether food is prepared right on the premises of the institution or whether it is delivered. If the food is imported, then it may not be as fresh and healthy as compared to what is prepared in the kindergarten itself.

6. Reconnaissance in force

After choosing a few kindergartens you like and collecting all the necessary information from friends and acquaintances, try to find time and visit all the “suitable” children’s institutions in order to get to know the teaching staff, to feel the psychological atmosphere in which you will spend a large part of your preschooler’s day. At the same time, be a bit of a “scout” and keep an eye on all the “little things”:

Watching what happens to children on a walk
We pay attention to the style of communication between teachers and pupils
Do adults play with children or do children play by themselves
How adults resolve conflicts
What do teachers do when it’s cold outside: sit indoors all day or go on short walks
How is the quiet hour
What attention is paid to comfort in the premises of the kindergarten
Do you feel natural sympathy for the future teacher?
Are children reloaded with activities or given time for play and entertainment?
What smells in the dining room and from the kitchen? Delicious or unpleasant?
Do you feel peace, peace and tranquility in your soul?

Be sure to take your baby on a “tour” and listen to his feelings: if the child immediately felt that it would be boring in the “exemplary” institution and he would not be really dear and needed here, then feel free to go look for another Kindergarten.

7. The adaptation period is an important time in the life of a preschool child

Find out the peculiarities of the adaptation period, when you will go to kindergarten with your child. Make sure the teachers understand the importance of this activity and are committed to providing you with all the help you need to help your child get used to the new environment.

The reliability of a kindergarten depends on many factors: the professionalism of teachers and cooks, nannies and even a janitor; from the quality of toys and high-quality repair of premises. But it is quite difficult to make a choice right away, so full confidence in the correctness of the choice will come only after one or two weeks of visiting the kindergarten group. All efforts to find “their” kindergarten will be more than justified by the child’s quick adaptation to the team and life outside the home. This will manifest itself in the fact that the baby’s behavior will not undergo drastic changes, unexpected whims will not appear, and the parents will understand that the child is all right. The pleasure of visiting your favorite kindergarten is a rather pleasant reward for responsible parents who decide to choose the right kindergarten for their favorite miracle child.

Kinder City Kindergarten Services | Kindergarten in Gelendzhik

Our private Kinder City Kindergarten provides services under the Origins Program edited by L. A. Paramonova. The current program is an innovative educational document for preschool institutions. It maintains the best traditions of national education, at the same time being a modern innovative product. The creators of the program laid down several principles in the document. One of which is the most important is the preservation of the uniqueness and self-value of preschool childhood, as an important stage in the overall development of a person. A key feature of preschool childhood is familiarization with the values of culture, the socialization of the child in society. All this happens through the leading type of children’s activity, the game. The program was developed in accordance with federal state requirements, taking into account the latest achievements of science and practice of domestic / s foreign preschool education.

Basic kindergarten services:

Full day.

Kinder City Private Kindergarten invites children to full day groups. The group operates from Monday to Friday from 8:00 to 19:00. Here the child will be offered 5 meals a day and all the educational programs that take place in our kindergarten (educational games and activities according to the program, communication with peers, walks, sleep, exercises, hygiene procedures, exercise therapy).

Mini kindergarten (not full day).

If you do not want your child to attend a full-time kindergarten, then our Kinder City kindergarten offers a short stay group, which is open Mon-Fri until 12.30. (with lunch) or until 15.00. (with sleep). Here the baby will do the same as the children in the kindergarten groups (educational games and activities according to the program, communication with peers, walks). The only difference is that he will attend only those classes that are scheduled during the day.

Hourly stay.

Hourly stay is a convenient offer for parents who need to leave their child under supervision for a short time. Also, children who are just starting to get used to the kindergarten (adaptation group) are taken to the hourly stay group.

Weekend group.

Kinder City Private Kindergarten offers childcare on weekends, is also open 24/7. In the comfortable conditions of the playrooms, qualified th educator. The service involves individual work with a small number of children. Game activities, developmental activities, good nutrition, walks, daytime sleep. Your children are waiting for high-quality care and good attitude of the employees of our kindergarten.

Early childhood development.

Your child is your continuation. And the sooner you start investing in him certain knowledge and skills, the more success he will achieve in adulthood. And this is our sacred function, our parental mission – to do everything so that our offspring are better than we are. Smarter and more promising. This is the meaning of evolution, especially since many effective methods are available to you at the Kinder City Early Development Center! (link to development center)

Productive activities: modeling, drawing, appliqué, manual labor, construction, etc.;

Productive activity in kindergarten is a kind of cultural practice where the successful formation and realization of the abilities of pupils takes place, and which can be organized in the form of a joint activity of an adult with children. Productive activities include drawing, modeling, designing, embroidery, assembling mosaics and appliqué. These activities differ from the game in that they are associated with the creation of some final product. Such actions develop figurative forms of thinking, as well as purposefulness Th, the ability to plan and achieve results.

Speech development

Speech development in kindergarten is carried out not only in the classroom, but also in the joint activities of children with the educator and with peers, so it is important for the educator to include games for speech development in planning work. It can be all kinds of riddles, tongue twisters, games, etc.

Getting to know the outside world and social reality

In working with children of middle preschool age, the task of expanding children’s knowledge of the immediate environment, a gradual transition from highlighting pronounced qualities and properties (color, shape, size, etc.) to establishing more complex connections and relationships, essential characteristics , underlying the first generic concepts (toys, shoes, clothes, tools, etc. ). It is necessary to teach children to consider objects, highlighting the features of their subject content.

Social and emotional development .

One of the tasks of all specialists and educators in kindergarten is the moral development and education of preschool children, instilling in them the basic moral qualities and foundations that will later help them communicate with other people and adequately relate to their behavior and actions.

Musical education: theater, music classes.

In the kindergarten we are engaged in musical activities. We are working on the development of musical abilities, instilling aesthetic taste. The kindergarten and the family are the two main teams responsible for the development and upbringing of the child. Musical art is of great importance in mental, moral, aesthetic and physical education.

Physical education: physical education classes.

The basis for the correct development of the child is constant care, prevention and physical education of preschool children. Mastering natural movements, such as walking and running, crawling and overcoming obstacles, contributes to the rapid intellectual and functional development of children in kindergarten, stimulates growth processes and improves health. Proper physical education of children is one of the key tasks of preschool institutions.

Preparing for school: learning to read and write, learning to read, developing elementary mathematical concepts.

School preparation courses implement the main directions of development of a child of preschool age: teaching literacy, teaching reading, development of elementary mathematical concepts. The course program includes directly educational activities in the main areas: mathematics and logic, writing and reading, speech development and the world around, rhetoric.

Additional paid kindergarten services:

Educational activities for toddlers.
Preparation for school.
English.
Choreography.
Decorative good art.
Children’s massage.
LFC.
Extended day group.
Children’s yoga.
Swimming. (summer)
Child psychologist.
Children’s speech therapist.
Correctional teacher for working with special children (cerebral palsy, autism, Down syndrome)
Holding holidays (birthdays).

Kindergarten in Oktyabrsky village, private kindergarten “NYUSHA”

Regime moments	1.5-3 years	3-4 years	4-5 years	5-6 years	6-7 years old
Reception of children, examination, independent activities	7. 00-8.10	7.00-8.10	7.00-8.15	7.00-8.20	7.00-8.20
morning exercises	8.05-8.10	8.10-8.20	8.15-8.25	8.20-8.30	8.20-8.30
Preparing for breakfast, breakfast	8.10-8.40	8.20-8.50	8.25-8.50	8.30-9.00	8.30-9.00
Independent activity	8. 40-8.50	8.50-9.00	8.50-9.00	–	–
Direct educational activities	8.50-9.20 (by subgroups)	9.00-10.00	9.00-10.20	9.00-10.35	9.00-10.50
Lunch	9.20-9.30	10.00-10.10	10.10-10.20	10.35-10.45	10.50-11.00
Preparing for a walk	9. 30-11.30	10.10-12.00	10.20-12.10	10.45-12.20	11.00-12.30
Return from a walk	11.30-11.55	12.00-12.20	12.10-12.25	12.20-12.30	12.30-12.40
Dinner preparation, lunch	11.55-12.30	12.20-12.50	12.25-13.00	12.30-13.10	12.40-13. 10
Sleep preparation, naps	12.30-15.00	12.50-15.00	13.00-15.00	13.10-15.10	13.10-15.10
Lifting children, tempering procedures	15.00-15.15	15.00-15.25	15.00-15.30	15.10-15.40	15.10-15.40
Preparing for afternoon tea	15.15-15.30	15.25-15.45	15. 30-15.50	15.40-15.55	15.40-15.55
Directly educational activity, additional education, independent activity	15.30-16.20 (by subgroups)	15.45-16.30	15.50-16.35	15.55-16.40	15.55-16.40
Preparing for dinner, dinner	16.20-16.50	16.45-17.05	16.45-17.05	16.50-17.10	16.45-17.10
Preparing for a walk, walking, going home	16. 50-19.00	17.00-19.00	17.00-19.00	17.00-19.00	17.00-19.00

Regime moments	1.5-3 years	3-4 years	4-5 years	5-6 years	6-7 years old
Reception of children, examination, independent activities	7.00-8.10	7.00-8.10	7.00-8.15	7.00-8.20	7.00-8.20
morning exercises	8.05-8.10	8.10-8.20	8.15-8.25	8.20-8.30	8.20-8.30
Preparing for breakfast, breakfast	8. 10-8.40	8.20-8.50	8.25-8.50	8.30-9.00	8.30-9.00
independent activity, music activities, games, reading thin. literature	8.40-9.00	8.50-9.10	8.50-9.10	9.00-9.20	9.00-9.20
Lunch	9.00-9.10	9.10-9.20	9.10-9.20	9.20-9.30	9.20-9.30
Preparation for a walk, a walk (games, observations, work), physical education in the fresh air	9.10-11.30	9.20-12.00	9.20-12.10	9.30-12.20	9.30-12.30
Return from a walk	11.30-11.55	12.00-12.20	12.10-12.25	12.20-12.30	12.30-12.40
Dinner preparation, lunch	11. 55-12.30	12.20-12.50	12.25-13.00	12.30-13.10	12.40-13.10
Sleep preparation, naps	12.30-15.00	12.50-15.00	13.00-15.00	13.10-15.10	13.10-15.10
Lifting children, tempering procedures	15.00-15.15	15.00-15.25	15.00-15.30	15.10-15.40	15.10-15.40
Preparing for afternoon tea	15.15-15.30	15.25-15.45	15.30-15.50	15.40-15.55	15.40-15.55
Reading fiction, games, independent activities	15.30-16.20	15.45-16.30	15.50-16.35	15.55-16.40	15.55-16.40
Preparing for dinner, dinner	16. <- Предыдущий пост: Kid to kid cumming ga: Atlanta Stores – Kid to Kid Следующий пост: Our kids learning center dallas nc: Our Kids Learning Center, Inc. -> Uncategorized Home