Babies at daycare: Understanding the True Cost of Child Care for Infants and Toddlers

3 Risks of Starting Too Early

With a toddler, one of the many things you need to figure out is daycare. Daycares have many benefits, including providing young children with a place to play and socialize with other children, allowing them to gain important skills in cooperation, communication and independence.

Research published by the Journal of Epidemiology and Community Health even shows that children who attend good quality daycare services are better behaved and better adjusted than those who do not.

There is not really a worst age to start daycare, only a recommended minimum age of at least 12 months. Some people put their children in daycare as early as 8 weeks of age, while some wait until their child is a few years old. Just because 12 months is the minimum age many people find acceptable for starting daycare, that does not mean your child will be ready for daycare at that age nor does that mean it is not possible for your child to be ready earlier than that.   

The worst age to start daycare for your child is when they are not socially, emotionally, and physically ready for it yet. 

Deciding to enroll your child daycare depend on a number of factors, but it is ultimately a personal choice, affected by your child’s personality, the availability and quality of facilities in your area, the length of your parental leave and your family’s own work and time schedule.

3 Risks of Starting Daycare Too Early

1. Poorer Parent-Child Attachment

Between 0 and 18 months of age, stability and continuity of care is of utmost importance to a child’s development. Very young children thrive on one-on-one attention from a single caregiver who is sensitive to their needs.

This highly sensitive one-on-one care gives children the chance to recognize their primary caregivers and form strong attachment bonds which allow a child to feel safe and protected around them.

Putting a child in daycare too early for too many hours may result in impaired or insecure parental-attachment bonds, due to the reduced amount of time the child is able to spend with his or her parent(s).

In a daycare center, a single caregiver will more than likely have multiple charges, and a child will see multiple caregivers in a day, disrupting care continuity and inhibiting a child’s ability to form attachment bonds to a single caregiver.

Insecure attachment is most often seen when a child is left in hospital care without parental interaction for days or weeks at a time. This is of course very different from a daycare set-up where a child returns to their parent’s care at the end of the day.

On its own, daycare is not the biggest indicator in the formation of parent-child attachment. Maternal sensitivity is a much larger factor in the formation of secure parent-child attachment.

Putting very young children in daycare is not necessarily harmful or disruptive to parent-child attachment. Studies show that daycare’s negative effects to parent-child attachment only arise when in conjunction with low parental sensitivity and poor quality of daycare services and in the context of long periods of non-parental care.

Daycare can work perfectly well for young children and toddlers, as long as there is a low carer to child ratio that allows for a more consistent set of caregivers who are more likely to gain sensitivity and respond quicker to their charge’s individual needs.

2. Increased Stress Levels

Studies involving children attending daycare services have shown that their cortisol or stress hormone levels rose significantly in the mid-afternoon, as compared to when the same children were at home.

The increase in cortisol levels were also shown to be most prominent in toddlers and babies under 3 years of age.

This pattern of elevated stress hormone was recorded even in children who had been attending daycare consistently for a period of time, indicating that the increased stress levels were not simply the result of an adjustment period to a new environment.

Cortisol or stress hormone levels in humans naturally fluctuate throughout the day. Levels are normally highest in the morning and lowest in the evening to aid in natural sleep-arousal patterns (waking up in the morning and falling asleep at night).

It has been hypothesized that the high levels of peer interaction in daycare settings leads to the increase in stress levels. Being in loud, highly stimulating environments for a stretch of time is stressful for adults, let alone children.

Stress should not be harmful to anyone in small doses. For children under 3, sticking to half days in daycare or breaking up long daycare hours with an at-home babysitter or nanny may be a better option.

Transitioning is also important. Integrating daycare into a child’s routine slowly and in the presence of a parent lowers the stress and atypical cortisol levels in toddlers. Strong attachment bonds with a parent are also important. Research has found that children who have secure attachment bonds to their mother also had lower stress levels at daycare.

3. Behavioral Issues and Aggression

An article from the Journal of Early Child Development and Care links entry into long hours of non-parental childcare before the first birthday with an increased incidence of poor social behavior, behavioral problems and aggression.

When familial influences were considered however, maternal sensitivity was still the biggest indicator of behavioral outcomes in children and offsets the potential negative effects of early childcare.

The quality of daycare services also matters. Children who receive high quality daycare services at any age have better pro-social behaviors and fewer instances of aggression, irregardless of the number of hours spent in daycare.

Things to Consider Before Putting Your Child (of any age) In Daycare

Your Child’s Readiness

The most important thing you need to consider is your child’s readiness to start daycare. Children need to have some level of independence going into daycare, including being able walk without assistance and engaging in play with other children.

Another indicator of your child’s readiness to start daycare is their ability to communicate their needs to caregivers, physically, emotionally, and perhaps verbally.

Most daycares will have schedules which indicate nap times, meals, and play times. Your child needs to be able to adjust to routine to be able to adjust to daycare, especially if they are used to eating whenever they want and napping as long as they want. Simple ways of helping your child adapt to routine include serving snacks or reading bedtime stories at the exact same time every day.

Length of Time in Daycare

Children, especially those under the age of 3 experience heightened stress levels during their time in daycare. Daycare can be an enriching experience for toddlers and young children, but extended periods in daycare could increase their stress levels.

Children who are shyer and more reserved are more likely to experience emotional stress when left at daycare. Using short durations to slowly transition your child into non-parental childcare may help decrease daycare stress levels.

To avoid these high stress levels, try to keep daycare hours to a minimum, especially for children under 3. If you know your child is prone to anxiety, try incorporating at-home childcare with a nanny or babysitter along with daycare. Once your child is older and more comfortable with daycare, you can increase their number of hours at daycare.

Quality of Daycare Services

According to one study, high quality daycare in early childhood not only improved children’s behavioral and social outcomes, it also improved academic performance all the way up to adolescence.

Aside from having adequate safety measures and childproofing, policies and licensed trained staff, try to look at factors which will affect your child’s emotional, social, and cognitive well-being.

A good daycare center should have a caring, sensitive environment with a low caregiver to child ratio to ensure that every child’s needs are met. This is especially important if your child is high needs or has specific medical or dietary requirements. For infants under 15 months old, there should be at least a 1:4 ratio of caregivers to infants.

A high quality daycare should also have a low caregiver turnover rate. Having the same caregiver every day gives children a sense of stability and permanence. Ideally, infants should have the same caregiver for at least a year in order for them to form attachment.

The Takeaway

While there is no worst age to start daycare, putting your child in daycare before they are ready, for long stretches of time, or in a subpar daycare center can have negative effects.  

The effects of the quality and duration of non-parental childcare together are important. Using a high quality service as well as starting with shorter durations of daycare is important for minimizing stress and behavioral effects in young children. Being present with your child while they adapt to the daycare environment eases stress levels and improves secure attachment bonds between you and your child.

Whether or not your child thrives in daycare is also dependent on their emotional maturity. More outgoing and friendly children will have a better experience in daycare, while children who are quiet and prefer to keep to themselves may have a harder time adjusting to being in daycare.

Do not worry too much about the worst age to start daycare when going for non-parental child care. Focus your energy on helping your child while they transition into daycare and finding good quality daycare centers that will provide a healthy nurturing environment for your child at any age.  

Expert Infant Teachers Share What to Look for in a Daycare

7-minute read 

Going back to work after having a baby is a major life shift, whether you work from home or outside of the home. To help you meet this moment, we asked our early childhood experts—KinderCare teachers—what to look for in a daycare for infants: 

• Health and safety practices, especially at naptime. 
• Infant curriculum to help your baby grow and flex schedules to mirror what you do at home. 
• Clean and tidy center where infants are free to crawl and explore safely. 
• Teachers you can connect with and communicate with easily. 
• Licensing and accreditation for the daycare you choose.  

Going back to work after having a baby is a major life shift, whether you work from home or outside of the home. With so much to consider, it can feel overwhelming, but don’t worry. We’re here to help you create a new routine so you can meet this moment and find an infant childcare where your baby and your family thrive.

To get started, we asked our early childhood experts—KinderCare teachers—what to look for in a daycare for infants. Here are their top suggestions on how to find the perfect place for your new baby to begin their education journey.

Photo by David Hume Kennerly

1. Safety first

More than ever, safety is on everyone’s mind. As you are looking at infant daycare sites, check out their overall safety policy. At KinderCare, safety has always been and will continue to be, our top priority—and we are not shy about it. We post our health and safety policies, plus Frequently Asked Questions that families really want answers to and so much more.   

Another important thing to look for is that your potential daycare follows safe sleep practices. When you take a tour, virtual or in-person, check for see-through cribs. Naomi Lennis Hicks from the Park Avenue KinderCare in New York City says. “Teachers should be able to see your baby every moment of every day, even when they’re sleeping.” 

Also ask how they put babies to bed—and what’s allowed in cribs. According to the American Academy of Pediatrics, to reduce the risk of SIDS, babies should sleep on their backs on a firm surface, without pillows, blankets, or toys in bed with them. “At KinderCare, we strictly follow safe sleep guidelines,” Hicks says. Cribs are fitted with a firm mattress and tight-fitting sheet. To make sure naptime is safe, the only thing allowed in your baby’s crib (besides their adorable, sleepy self) is a pacifier. 

Everyone Belongs In Our Circle

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2.

Curriculum and flexible schedule

Yes, curriculum for your infant. It may sound strange at first, but this is one of the best times for learning. Watch this short, 5-minute video with our Chief Academic Officer, Dr. Elanna Yalow, talking to a new mom about early learning for infants and how teachers can help boost your baby’s brain development by building connection to people and things around them. Click here for even more advice for new families from Dr. Yalow.

Another key thing to look for is a daycare that will honor your sleep and feeding schedule. During your time at home with your baby, you’ve probably found a system that works best for your family. Although babies’ schedules are never 100 percent predictable, the right daycare will work with you to follow your routine as closely as possible. 

While some daycare centers enforce naps at certain times, look for a place that pays attention to when your baby needs to sleep. Teachers should know how to watch each child closely for signs of tiredness. Eye-rubbing, sucking on hands or fingers, and heavy-headed nodding are all signs that it’s time for some shut-eye. 

“Our teachers meet every child’s needs during naptime—it’s not a struggle or a fight,” says Millie Boychuk, a KinderCare Center Director in California. Whether your baby likes rocking, singing, being held, or using a pacifier, the right daycare will partner with you to learn what works best for your baby—and be there to comfort them right away when they wake up.

3. A clean and tidy environment

Ever since your new baby arrived, your house hasn’t been as clean as it used to be—and that’s okay! But your daycare should always be clean and tidy. On your tour, virtual or in-person, look to see that teachers clean up after each activity and keep their classrooms tidy. When classrooms are spick and span, it’s a great sign that a daycare knows what they’re doing—and that they likely have cleaning policies in place to make sure the space is safe for infants to crawl and play to their heart’s content.  

“For infant classrooms especially, keep an eye out for shoe-free policies,” Sheila Silveria from Mercantile KinderCare Learning Center in Boston says. “At KinderCare, we have a bootie- or sock-only policy, and many of our teachers even bring their own slippers just for the classroom,” Sheila says. “As soon as babies are ready to start crawling, it’s important to give them freedom to explore—and a shoe-free policy is the best way to keep their little hands and mouths away from germs and dirt while they discover the world.”

4. Teachers that you connect with

Maybe most important of all is choosing a daycare where you feel great about the people taking care of your baby. Teachers who take the time to really talk to you and answer your questions (no matter how many you may have!) when you are looking is a great sign that they will communicate with you every step of the way, even after you’ve enrolled. 

Whether it’s on Zoom or over the phone, it’s OK to ask about anything, no question is out of bounds, according to Kate Cassidy from Mercantile KinderCare Learning Center in Boston. She says, “A good daycare teacher has heard all of this before and will be more than happy to address your concerns.” 

Getting to know the teachers will help you figure out if your potential daycare keeps parents in the loop and how they communicate. Whether it’s quality updates, messages, and real time photos through an app or face-to-face connections at drop-off and pick-up (when possible) or even all of the above, choose somewhere that offers a form of communication that feels right to you.  

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5. Licensing and accreditation

Knowing the difference between a licensed center and an accredited one can help you make your final decision. For daycares, licensing is the minimum. Any daycare you consider should be licensed to operate. However, nationally accredited centers go above and beyond to make sure teachers are giving your child the very best education possible. These centers aren’t just safe places for your baby, they’re also places where children grow their minds and prepare for the future. 

“At KinderCare, we’re proud that 100% of our centers are nationally accredited,” Naomi says. “It means when parents are at work, they can always be sure that their babies are learning and thriving.”  Before you make your decision, it’s a great idea to make sure the daycare is accredited by an independent third party. The National Association for the Education of Young Children and the National Accreditation Commission are both great places to start your search. 

Now that you know what to look for, no matter what childcare center you choose, your baby will be safe, happy and able to thrive!

Signs Your Child Is Ready For Daycare

Believe it or not, one of the biggest dilemmas we hear from parents isn’t necessarily choosing the right daycare. It’s that they want to know why they have to choose daycare at all. More specifically, whether or not their child is ready for daycare.

It’s a common frustration. As a parent, you want what’s best for your child. And you want to nurture and protect them as much as you can. But daycare is an inevitable reality for many of us. And part of that reality also includes getting babies and toddlers ready for daycare.

Unfortunately, there isn’t any comprehensive answer. Many experts feel that 12 months old is an optimal time to transition an infant to daycare. It’s commonly held that separation anxiety peaks at 9 months by many childhood care experts. But what they don’t take into consideration is that each child is unique in both temperament and their relation to their environment. There’s no such thing as a universal barometer when it comes to infants and toddlers.

But there’s a concrete benefit to sending your infant or toddler to daycare early. According to a recent study from the National Institute of Health, there’s an association between early childcare at high quality daycare centers and future academic achievement—even extending into adolescence. Perhaps the question isn’t should you send your child into daycare early, but what are the signs they’re ready for daycare?

How Independent Is Your Child?

Emotional and physical attachment can be difficult to distinguish in a child because of their inability to communicate clearly, both verbally and emotionally. But they can express themselves physically (if you haven’t noticed already!) Here are a few physical signs which you may want to keep in mind:

• Are they able to walk on their own without assistance?
• Can they play with other infants and toddlers without constant supervision?
• Can they understand the relationship between cause and effect, such as what happens if they throw a cup on the floor?
• Are you noticing an attempt to form words instead of mere cries or reactions?
• Do they insist on choosing their clothing and dressing themselves?
• Have they learned to express themselves through scribbling or playing with blocks?

How Long Should They Be At Daycare?

There’s a direct correlation between the stress on children under 36 months indicated by elevated cortisol levels and extensive attendance at early childcare. However, we’ve also found that by gradually introducing younger infants into daycare—particularly if parents are present the first few days—stress and anxiety levels decrease significantly over time. Again, this depends on the emotional maturity of your child. And again, there’s no universal barometer. But if they can be left without supervision for gradually extended periods of time without severe emotional distress, there’s a strong chance they’ll be able to succeed at daycare without too much anxiety.

Can They Adjust To Routine?

The younger your child is, the less they have a sense of object permanence. They sleep when they want and for however long they want. They eat when they’re hungry (which tends to be around the clock!) In fact, for an infant day and night are virtually inseparable. But they also likely have a few anchoring points. A favorite stuffed animal. A blanket. Their crib. And of course, you. Naturally, they’re inclined to think the loss of any one of those anchors will be a permanent one—which can be even more stressful if daycare will be the first time they’ve had to get ready for a routine. We like to encourage parents to gradually introduce routine into their children’s lives. Even something as simple as having dinner at exactly the same time together or playing their favorite lullabies at the same hour of the day can go a long way towards fostering a sense of routine for a child.

Have They Stayed Away From Home Before?

If not, spending the night with a trusted family member, friend or godparent can help make the transition a more seamless experience. This shouldn’t imply that daycare is the same as a glorified babysitting service, however. The purpose of a qualified daycare center is to help nurture independence, creativity and social development in a child. That’s why their staff will be highly trained in early education and child development; ones who will engage them in both play and skill building. But spending extensive time away from home with a familiar and loving face can help make an early imprint on a child which can help them feel more secure about the process of separation.

How Curious Is Your Child?

Have they taken a sudden and intense interest in shapes and sounds? Are they trying to read age appropriate books, pointing out illustrations to you? Are they spending half an hour or more playing with blocks? Are they attempting to draw or scribble? If so, those are signs your child wants to learn more about the world around them. You might notice this as early as 12 months old. You may not see it until they’re toddlers. But they’re trying to tell you something in how they interact with their environment. And it’s up to you as a parent to help nurture it until they’re ready to take the next step towards their independence. Until they’re ready for daycare.

Daycare should be as much about your child’s development and independence as it is play. Come see the Montessori difference at Frederick Country Day Montessori School.

Transitioning to Daycare – A Guide for Parents – Primrose Schools

Making the move from at-home care to daycare is a big step – for both children and parents! Finding the best daycare for your little one may seem like the biggest hurdle, but for many families, adjusting to this new way of life can be even more challenging.

To help ease the transition, we’ve answered some of parents’ most common questions about making the move to daycare:

Infants

When can my baby start going to daycare?

Many childcare providers accept infants as young as six weeks old. Decide what timing works best for you and your family based on length of maternity/paternity leave, work schedules, etc.

What supplies should I send with my baby?

Check with your child’s childcare provider for a list of necessary items to bring. Some childcare providers supply certain items, and some require families to send them in. There may also be local licensing requirements that prevent you from bringing items such as glass, bibs with neck ties, etc. When in doubt, it is best to ask your individual school.

Make a checklist of the essentials: diapers (8-10 per day), wipes, change of clothing, bottles, baby food, and formula/breast milk. Don’t forget to label everything with your child’s name! It can also be helpful to include a feeding and naptime schedule for your child. Check with your daycare center in advance to learn what items are permitted.

Why has my baby stopped sleeping through the night?

As infants adjust to new routines, they may wake up more often. You can help your baby get back on track by maximizing evening quality time and sticking to established bedtime routines and sleep schedules.  

Toddlers/Preschoolers  

When is the right time for my child to begin childcare?

While there’s no official “right” time to make the transition to daycare, remember to take your child’s current developmental stage into consideration so you can provide support where needed. For example, the 18-month mark is a time when toddlers often experience separation anxiety. This may mean adjusting start dates a bit before or after, or establishing a drop off routine that helps your toddler navigate this stage. Your child’s teachers can provide helpful tips to make drop off easier.

How can I prepare my child for the transition?

Visit the center in advance, introduce him to his teacher and let him explore his classroom and play with the toys. Reading books about transitions – like The Kissing Hand by Audrey Penn or I Love You All Day Long by Francesca Rusackas – and then talking about how fun school can be is another great way to help him mentally prepare.

Kathy Krohn, curriculum director at Primrose School at Golf Village, offers this advice: “Powerful interactions with children are the key to helping ease anxiety on a child’s first day. Teachers should get down on their level, greet them with a warm smile and show excitement as you say goodbye. Before you leave, ask teachers to offer your child a puppet or favorite toy to hold and reassure them they are going to have a great day.”

What kinds of items should I send with my child?

Bringing a favorite toy or blanket can help some children feel more comfortable in their new environment. Check with your childcare center in advance to see what items are permitted. You can also consider sharing tips and instructions (her typical nap time, a song that calms her down, etc. ) with your child’s teacher.

What if my child starts acting differently? Is that normal?

Yes! New routines can make some children feel a bit anxious or “out of sorts,” which may result in them acting out or being sad or clingy. Some children also experience separation anxiety. Parents can take simple steps to help ease the fear.

“Toddler separation anxiety is a normal part of childhood development, and the good news is it is often resolved by the end of Kindergarten,” says Lynn Louise Wonders, early childhood development and parenting expert. “For now, comfort your child and remind her that you love her and will come back to get her.”

Why is keeping a routine so important?

Children thrive on routines, so maintaining a normal drop-off routine, dinnertime and bedtime process will provide a sense of comfort for your child. A little extra bonding time can go a long way, so make sure to factor in time for reading, cuddling or playing together, too.

Parents

As a parent, what can I do to help myself prepare?

Even though you’re busy getting your child ready to take this big step, it’s important to make time to think about yourself, too. Make mornings easier by creating a supply packing checklist and getting everything ready the night before. Set regular check-ins with your child’s teacher and/or find out what parent communication already exists at school so you feel involved in his day-to-day routine. Finally, remember that this is an emotional time for your family, so tears from everyone involved are completely normal!

While transitioning to childcare can be a stressful time for families, it is also an exciting new adventure! Remember to be patient while adjusting to this new routine and take things one day at a time.

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Childcare : what the science says | by criticalscience

I recently posted about errors in a ‘data driven’ parenting guide; the first comment asked:

Great, so if you were to write a science based, research backed rebuttal to this chapter alone, it would recommend what exactly? No daycare? Daycare in particular family instances at particular ages?

I ask knowing full well I likely won’t be able to meet the ideal, but I personally would prefer to know what that ideal is to attempt to get closer to it.

I know the research here, but I’ve always been reluctant to write about it: everything’s so politicised and parents (understandably) get very upset if they don’t think they’re doing the best by their children. So I promised to DM the commenter. And then this happened…

And more…

I am writing this article to avoid fielding requests for DMs for weeks and weeks. It’s for people who have genuine, upcoming choices about what kind of childcare to use. It’s not a commentary on anyone’s parenting choices, and it’s not for people who have to use daycare.

If you are looking for reassurance about past childcare choices, please stop reading. You did the best you could with the information you had, and some of the findings presented below may upset you.

Science and Authority

Books on parenting usually do this…

That’s the exact opposite of science. The whole point of the Enlightenment, of the dawn of reason, was that we moved away from appeals to authority. The only reason to believe a scientific finding is that someone points you at the supporting research. After each section below, I’ve linked to the most important research on the topic.

For academics: I’m discussing topics where the evidence from psychology, biology and economics converge, so that we can be quite confident about findings. If you feel anything is not adequately justified, please let me know here — but please absorb the evidence from outside your own discipline before you do. (Also NB I am writing for a general audience! Look at the substance, not the language.)

There’s a lot more research on center-based daycare than on other childcare options. I’ll go over that first and then talk more briefly about in-home care, etc.. Effects are always measured relative to children staying at home.

One important caveat: most research looks at the average effect on children. Many children are affected much more or less than average. I’m not going to write ‘on average’ before every sentence — but, please, take it as read.

Summary of effects

First, here are the effects of 15–30 hrs of daycare a week, broken down by age.

• For ages 3+, there are few downsides and substantial advantages. Daycare boosts both cognitive skills (literacy and mathematics) and social skills as measured in the first few years at school.
• For age 2, the findings are more mixed. This is the best age to start in terms of boosting later cognitive skills, but children are more likely to act out and be angry when they reach school.
• For age 1, childcare may improve cognitive skills a little, though certainly less than starting at age 2. But it also has even larger negative effects on later behavior in school. There is no boost to social skills.
• For children aged 0–12 months, daycare likely damages cognitive skills and children’s later behavior at school is even worse. There is no boost to social skills.

If there’s one thing you take away from this post, please let it be this: age makes a huge difference.

Compared to 15–30 hours, 30+ hours a week before 4 or so doesn’t give any cognitive benefits but makes children more likely to act out and be angry when they reach school. For children from “middle class and affluent families”, that much time in daycare has about two-thirds the negative effect on behavior of having “a moderately depressed mother”. Children spending long hours in any kind of out-of-home childcare have been found to be three times as likely to have “elevated levels of aggression”.

Note the age and long-hours effects are separate: putting 6-month-old children in daycare for long hours has a particularly large negative effect on later behavior.

All of that is for an average income family. Low-income children benefit from starting earlier, and high-income children from starting later. (It’s likely not just actual income that matters, but socioeconomic factors — but income is easy to measure objectively so researchers measure it.) The most deprived children can actually benefit from starting as 1-year-olds.

Age matters. Hours matter. Income matters.

Sources: The effects on cognition and the link between center care and later externalising behavior (“acting out”, etc.) at schoool have been found many times. See e.g. (NICHD, 2002), (NICHD, 2004),(Melhuish, 2004) and (Stein, 2013). (Loeb, 2007) is the best single source, though, as it splits results by age and income, and considers ages 0–5. Its findings about young children are borne out by later studies such as (Fort, 2016), (Kottelenberg, 2014) and (Morrissey, 2010). Over a dozen papers have shown negative effects of non-parental care in the first 12 months; see (Im, 2018) for a review. For differences in outcome by family income, see (Melhuish, 2015) and also (Votruba-Drzal, 2004) for cognitive aspects.

(McCartney, 2010) and (Huston, 2015) investigate the causes of the behavioral effect. Watch out for studies that rely on maternal assessments of behavior; those are known to be biased by e.g. maternal mental health and stress levels (e.g. Chen, 2017), and were abandoned by the NICHD SECCYD research team in the mid 2000s (Solheim, 2013). Reviews tend to be contaminated by studies with maternal questionnaires, so you really need to look at the original papers here.

Cognition vs Behavior

Those results might suggest a trade-off between cognitive skills and behavior, but that’s a shaky interpretation for two reasons:

• Parents likely impact cognitive skills more than daycare, but daycare impacts behavior somewhat more than parents. So e.g. parents can improve children’s literacy by reading to them at home, but it’s much harder to fix behavioral problems caused by daycare.
• Cognitive boosts probably fade out, although it’s not completely settled; skills needed to regulate behavior persist through life.

Sources: See e.g. (NICHD, 2002) study on parenting, but watch out for the fact that their measures include the effect of shared genes. For cognitive skills, contrast e.g. (Baker, 2019) and (Magnusun, 2004) which find fade-out with (Vandell, 2016) which shows persistence. On behavior, (Vandell, 2020) traces more time in daycare centers through impulsivity, risk-taking, behavior problems and police contact up to age 26, and has the relevant references to the older work.

(Baker, 2019) is a particularly useful large real-world study of the universal childcare expansion in Quebec; it gives some of the strongest evidence we have that cognition fades out while behavioural effects persist, and indeed that all the phenomena discussed in this article happen ‘in the wild’. I’ll say more about it below.

Social Skills

The part that I most often see parents get wrong is this: they assume sending young children to daycare will improve their social skills. It doesn’t: the one large study of this finds more time in daycare is linked to poorer social skills in primary school.

A likely reason is that children typically start playing alongside each other around 2 or 2½; playing together starts ~6 months later.* For children under 3, their main social environment isn’t other children; it’s you, their adult carers, who teach them about turn-taking and so on. Other infants are too chaotic and inconsistent to learn from. (Ever seen a baby try to crawl over another baby?) Daycare ratios mean less adult attention per child, so we’d expect social skills to develop more slowly.

*Two 1-year-olds may play with each other in calm, familiar environments with one-to-one adult support. So, not daycare…

From the first textbook on play I had at hand.

With less adult attention in daycare, children learn to interact aggressively instead — a study finds around one incident of physical aggression per 9 mins per child, excluding play-fighting. That in turn likely raises children’s stress levels, which I’ll discuss next.

Sources: The studies mentioned are (NICHD, 2005) on social skills and (Goldstein, 2001) on aggression. (Rubenstein, 1976) found 3% of peer interactions in home settings were aggressive, vs 40% in group settings. The remaining material is very standard, so easier to digest from textbooks like this than papers.

Cortisol and Stress

Why does daycare usage affect some children’s behavior years down the line? There’s strong evidence that it relates to children’s stress levels in daycare.

Measuring stress observationally is known to be unreliable, so researchers normally look at levels of cortisol, a stress hormone. There are many studies showing that e.g. substance abuse during pregnancy or growing up in adversity permanently affect children’s cortisol response, and that in turn has long-term consequences for behavior, memory and likelihood of mental illness.

The normal pattern (blue line below) is for cortisol levels to start high in the morning and decline during the day.

From a meta-analysis of high-quality centers (Vermeer 2006). Note the broken y-axis.

In daycare (pink line above) cortisol levels go up and up through the day. That is, children become increasingly stressed throughout whole-day daycare. This finding is very consistent and turns up in studies in (at least) the US, France, Germany, the Netherlands and Norway.

The graph above is for children in daycare morning and afternoon: children who are in for half-days show a less elevated cortisol response or even a normal one. This fits with the finding that children who spend 30+ hours a week are more likely to show behavioral issues later on in school. Higher quality settings cause smaller cortisol rises, which fits with their having smaller effects on behavior (as discussed below). Elevated cortisol depresses the immune system, which is one reason children catch so many bugs in childcare.

Aside: the research focuses on the long-term effects of stress, but I find that too clinical. If we’re making toddlers so stressed that we can measure effects on their behavior five years later, that’s very upsetting in and of itself. Plus long-term risk of mental illness worries me more than bad behavior.

A lack of responsive, individual care from adults has been proposed as a cause for the cortisol rise.

Sources: the pathway from early childhood stress to an altered cortisol response to later health issues and mental illness is well established; (Hunter, 2011) is a review and (Miller, 2016) presents relevant references compactly. For the childcare-cortisol link specifically, the classic review/meta-analyses are (Geoffroy, 2006) and (Vermeer, 2006). The review (Vermeer, 2017) updates the findings. Following references from those Vermeer articles reaches most other sources, so I won’t repeat them here. But note especially (Roisman, 2009), which finds time in daycare centers predicts altered cortisol levels at age 15. (Drugli, 2017) is too new to be mentioned in the reviews. See (Bowlby, 2007) on children’s need for a secure attachment to a responsive adult in daycare settings.

Quality

High quality daycare reduces all the negative effects I’ve discussed above, although it doesn’t eliminate them. It also has long-lasting positive effects on educational outcomes. That’s the good news. The bad news is that it’s hard to find; only 10–15% of daycare in the US is high quality, and many child care centers offer “disturbingly low quality programs”.

My friends always say that they’ve personally been lucky and found fantastic daycare settings. The sad thing is that researchers have found that nearly all parents rate their settings as great. Compared to trained observers, parents overrate infant-toddler rooms by about two standard deviations. That’s like saying parents overrate heights by six inches or IQs by 30 points!

The literature on child care quality is extensive. I’m not going to try to summarise it here. I know some of you will want to learn to evaluate quality yourself, but it’s not something you can pick up from an internet article — or at least, I worry that I’ll do more harm than good if I try.

Well, maybe one simple exception: look for settings with as few children per adult as possible. That’s been shown to make a difference.

Sources: Many sources in ‘Summary of effects’ above also discuss the effect of quality. (Cryer, 1997) is the classic on parents overrating quality. If you want to look into quality more, start with (Burchinal, 2017), which reviews the ‘modest’ links between care quality and outcomes; its bibliography points you at the key studies.

There are, sadly, very few high quality daycare centers in the US. (Helburn, 1995). Also see (NICHD, 2000) for similar data.

Effect Sizes

Researchers talk about small, medium and large effect sizes. Those are technical terms. Even Cohen, who invented them, warned against using them out of context. Unfortunately, they’re abused all the time to push various agendas to laypeople. I want to try to give you a sense of how large daycare effect sizes are in a way you can understand.

Suppose we were talking about an (imaginary) nutritional program. Rather than telling you it has a small-to-medium effect size, it’s more helpful to say that it will, on average, make your children an inch taller as adults. You can get a sense of what that means. It won’t make them into giants, but it’s noticeable. An extra inch would push them from the 50th percentile into the 63rd percentile. In a class of 30 lined up by height, they’d move about 4 places from the middle.

That’s the rough average effect size for all the things that affect children. Breastfeeding, lead exposure, maternal depression all seem to come in at around “one inch” of whatever each of them affects — IQ, behavior or whatever. Some are a little larger, some a little smaller, but they’re all around that amount. For middle-to-high income children, the effect of long daycare hours on angry/disruptive behavior also falls into this ballpark.

There are a few important things to note:

• Even with the boost from that nutritional program, many children will grow up to be short. (Just, on average, an inch less short than they would have been!) Similarly, even with extensive exposure to daycare, many children will grow up without behavioral problems or later mental health issues. Daycare and the other factors shift the odds; they don’t guarantee bad outcomes.
• A small shift in the average makes a big difference to the tail. If everyone was an inch taller, there’d be three times as many American men over 6’4″. The same applies here: the ‘inch’ of worse behavior caused by long hours in childcare results in triple the number of children with ‘elevated aggression’.
• Remember that average effects are measured. Some children will be much more affected and some less or not at all. Also remember research shows parents are bad at seeing the behavioral effects of daycare on their own children.

Sources: this is mostly basic statistics, but also draws on numbers from the sources mentioned in ‘Summary of Effects’ above. There’s also a lot of research on what factors make children more or less affected by daycare; see ‘Further Reading’ below for more on that if interested.

To run a good scientific study of two alternatives, you need a couple of hundred data points in each bracket. It’s (reasonably) feasible to find and engage 200 children in daycare and 200 cared for by their mothers. It’s much harder to round up, say, 200 children cared for by nannies. As a result much of the research compares daycare to maternal care; research on anything else is sparser, so this will be a short section. Here are the key points:

• All forms of relative care seem to be as good as each other. Mothers, fathers, grandmothers — doesn’t matter. Indeed, there are large studies comparing single fathers and single mothers and the differences are minimal.

Let me emphasise here: I have never seen any research supporting the idea that women are better than men at caring for children.

• Time with professional childminders (a.k.a. in-home daycare providers) can cause later behavioral problems, but much less so than daycare centers. Childminders do not however boost cognitive skills of older children as half-days in daycare do. (Usual caveat: such boosts probably fade out, whereas behavioral effects have long-term consequences.)
• How do nannies (who come into your home) compare to professional childminders (in their own homes)? Research is sparse, but it seems that nannies may cause fewer emotional problems than childminders, and (like childminders) do not give cognitive boosts.

Sources:

Many of the sources I discuss in the ‘Summary of Effects’ section also talk about relative care and non-center out-of-home care, especially (Morrissey, 2010), (NICHD, 2004) and (Stein, 2013).

Beyond those, (Downey, 1998) is a (large) comparison of single fathers and single mothers. For grandmother care, see (Fergusson, 2008). Note that both these last papers fail to correct for extensive multiple hypothesis testing, and so statistically speaking we would expect them to find one or two positive hypotheses among the mass they test even if all null hypotheses hold. Both do, and I have not read too much into it as AFAIK their findings have not been replicated. In both papers the results for externalising behavior in particular are negative.

If you read into this yourself, you may find assertions that non-maternal childcare is worse than maternal childcare. This is only true in the sense that if you group together children cared for by fathers, grandmothers, childminders and daycare centers, the average effect is worse than maternal care. That effect is driven by the non-relative care, not the fathers/grandmothers/other relatives.

Turning to nannies vs childminders, (Stein, 2013) compares them directly and finds that time with childminders causes more emotional and behavioral problems than time with relatives or nannies. (It actually finds childminders are on par with daycare, but that is certainly not consistent with other research.) (Dettling, 2000) and (Groeneveld, 2010) found cortisol levels rose through the day with low-quality childminders; (Gunnar, 2010) finds process quality affects cortisol but that structural quality does not. (Structural quality is objective things like caregiver training and experience; process quality is fuzzier things like whether caregivers are warm and caring.)

If you want to look into this more, there are a number of general reviews. (Bradley, 2007) and (Philips, 2010) are a bit outdated but short and readable. (Burchinal, 2015) has the more recent work; one thing to watch out for is that although it highlights issues with maternal questionnaires, it doesn’t catch all the papers that rely on them. (Melhuish, 2015) is also good, though be sure you look at the ‘general population’ half rather than the ‘disadvantaged backgrounds’ half. (Jacob, 2009) is a widely cited review of the effects of childcare on behavior. (Sylva, 2010) is a whole book of findings from a large British study.

I’ve left out some topics to keep this article at a sane length. Quality, for reasons mentioned above. Attachment theory, which goes a long way to explaining why younger children find daycare so stressful. How child temperament interacts with everything else. And finally gender — many studies suggest that behavioural effects are worse for boys, but I worry that people are simply picking up the fact that boys are more likely to act out to start with.* The reviews talk about all of these.

*This has been shown to be true by studies funded by your tax dollars!

In the first version of this article, I wrote a little about the evidence from economics on universal childcare programs. I was trying hard to keep it short, but that caused misunderstandings. So in more depth:

Quebec

Quebec implemented universal childcare from birth in 1996. The US NBER summarised the key paper in an article called ‘Canada’s Universal Childcare Hurt Children and Families’. Some quotes (my emphases):

Along virtually every one of these dimensions [of child well-being], children in Quebec see their outcomes deteriorate relative to children in the rest of the nation over this time period.

[..] this policy resulted in a rise of anxiety of children exposed to this new program of between 60 percent and 150 percent, and a decline in motor/social skills of between 8 percent and 20 percent.

[..] families became more strained with the introduction of the program, as manifested in more hostile, less consistent parenting, worse adult mental health, and lower relationship satisfaction for mothers.

• The paper picks up something that is specifically happening to preschool children, ramping up from 1996 to 2001. Nothing happens to older children, which makes it unlikely that it’s e.g. the Quebec economy.
• Quality standards were increased in 1996 as part of the program roll-out. Overall quality was actually pretty bad, but still ‘comparable to the quality of care provided in many other countries’. 25% of the centers were good quality, which is about double the figure for the US.
• Economists Steven Lehrer and Mike Kottelenberg heard about the results and flat-out didn’t believe them. So they replicated them. Lehrer writes:

Baker, Gruber and Milligan’s work is 100 per cent correct. It’s robust. If anything, in our own work, including a paper that came out in Canadian Public Policy and won “best paper award” for that year, it actually finds the effects get larger over time, on average.

From a public draft of Baker et al, 2019. The different lines show show crime rates go up in cohorts with more exposure to the universal childcare system. The lowest solid line is for children who were not exposed to the system.

• Most strikingly, the crime rate goes up by about 20% when the children who were in daycare become teenagers. That figure seems to shock people, but as far as we can tell it’s real. Here’s a way of looking at it. If I told you crime rates were higher among children who grew up in more deprived families, would you be surprised? Typical daycare centers have some similar characteristics. There’s less attention per child, more noise, people are more stressed, etc.. So you get the same effects on brain development and the long-run consequences of that, including in crime rates.
• The Quebec program covered ages 0–4; the negative findings were disproportionately driven by the youngest children. Hours seem to be long. And the program looks to have mainly changed the behaviour of advantaged families. So it’s not surprising that the outcome was so bad. (Age matters. Hours matter. Income matters.)

Boston

A very recent study looked at a1996 expansion of universal preschool in Boston.

• The study was only looking at 4-year-olds.
• Hours were relatively short; at most six hours a day (30 hours a week).
• The intake was ‘relatively disadvantaged with high shares of non-white and low-income students’.

All three of these are linked to good outcomes. (Age matters. Hours matter. Income matters.) And that’s exactly what the study found—in Boston, preschool improved high-school graduation and college attendance, and decreased juvenile incarceration.

Scandinavia

People talk admiringly about the Scandinavian childcare system, but the research is mixed. (Drugli et al, 2018) find elevated cortisol levels in Norwegian toddlers in childcare; (Berg-Nielsen et al., 2012) note that “sadness, tears and fears may simply be regarded as common and age-appropriate”. (Hårsman, 1984) observed babies in Swedish daycare for five months and reported that 52% of them were “sad and depressed in the day-care setting”.

We really need more research on the Scandinavian system. A psychologist anecdotally recounts being told it would not be funded in case it threatened the Nordic social model.

You didn’t ask about policies, but I’m going to tell you (briefly) anyway, as the only way to make life better for all our children is at the level of society. Feel free to skip this section.

Disclaimer first. If I tell you guaranteed parental leave makes children better off, you’ll think I’m left-wing. But if I tell you early exposure to/long hours in daycare are bad for children, you’ll think I’m a social conservative. I hate how every issue has become polarised nowadays. It’s why I don’t normally write about this stuff, since arguments and internet flame wars make me miserable. But there are crucial points about childcare that journalists and politicians miss (or choose to obscure). I’m hoping some of you are more thick-skinned than me and can get these facts out there.

• You sometimes hear that investing in early childhood has huge returns. (The ‘Heckman Equation’.) That’s specifically true for low income children. It’s based on an analysis of two high-quality interventions (1962 Perry Preschool and 1972 Abecedarian). The 200 or so children in those projects were all poor, and nearly all African American.
• Hours matter. There’s a big difference between being in a center 8am–6pm (50 hours a week) and being in a center 9am-3pm (30 hours a week).
• Above all else, age matters. Journalists keep missing this. If you muddle together all the evidence from studies on 12-month-olds and studies on 4-year-olds, it looks like the evidence on childcare is mixed. But that’s a completely wrongheaded thing to do.

I understand why many people desperately want to be able to put babies into childcare without any consequences. But that’s like wanting geoengineering to fix climate change without any costs. We live in a world of trade-offs, and in this instance the costs are paid by our youngest children.

What policies leave children and parents better off? For a start, paid leave is fantastic. It’s a hard political fight as it costs businesses, and they’ll push back hard — but we should fight for it. Pre-K for 4-year olds is also great and may be an easier fight.

There’s also one policy no-brainer which doesn’t cost anyone. That’s to replace government-run childcare programs for babies and toddlers with equivalent cash transfers to parents. (For this to work, the government has to regulate childcare quality because — as noted above — parents can’t measure it.) What would this policy mean for parents?

• Parents who need to can still spend the money on professional childcare. But because fewer people will use center care (‘reduced demand’), the cost of center care will go down, so parents using it will end up with cash in hand.
• For other parents, the money will mean that they, or relatives, are able to look after their babies themselves.

So everyone ends up better off. Why would we not do this?

Well, I guess I never answered the question.

Great, so if you were to write a science based, research backed rebuttal to this chapter alone, it would recommend what exactly? No daycare? Daycare in particular family instances at particular ages?

I ask knowing full well I likely won’t be able to meet the ideal, but I personally would prefer to know what that ideal is to attempt to get closer to it.

I hope you now have the information to answer that yourself, because there are a lot of nuances which I’m nervous glossing over. But if you want my own answer, for the average child:

• The best behavioral and cognitive outcomes come from starting half-days in daycare around 2½. Switching to full days provides no benefits and long days may worsen behavior until around 4.
• Before 2½, any relative as carer gives the best outcomes. Failing that, nannies are probably better than childminders (in-home daycare) and both are certainly better than daycare centers.
• All of the negative effects of non-relative childcare are more pronounced for younger children; childcare choices in the first 12 months make the most difference, as children are particularly dependent on their carers then.

Last major revision: September 2022

Should you be concerned about daycare if your baby has stranger anxiety?

If your baby cries in front of strangers, even if those strangers are just people he or she doesn’t see often (like grandma and grandpa, or aunties and uncles), you are not alone. This question thread, and others, will clearly show it happens to lots of parents. It can be embarrassing, and at times, it can keep you away from crowds. That can make it tough to attend your usual social events, even if babies are welcome at them.

And, when it comes to daycare, it can be hard to think: what will I do when I leave my child with caregivers? Will my baby cry at daycare? Should I be concerned that my baby has stranger anxiety?

It’s a heartbreaking prospect, we know. However, as we mentioned above, you are not alone.

Let’s discuss some strategies for helping you and your baby get through stranger anxiety.

With stranger anxiety, understand that the baby is still developing healthily

A baby that cries with strangers is one that can recognize faces. So that’s a good thing. And this instinct is what helps them know who to trust, and who takes care of them. The fact that your baby is not crying with you means they love you, trust you and know who you are.

When your baby cries around strangers, they have the sense that they may no longer be safe. They are guarding themselves, and instinctively trying to go back to that ‘safe zone.’ So if you think about it, this is healthy, and expected. In fact, multiple sources will say it’s part of normal baby development.

For an endearing tale of the normal developmental milestones surrounding separation anxiety and independence in a baby, take a look at the following article:

Developmental milestone: Separation and independence

Remember that babies can reach their maximum stimulation point

Babies are taking in a lot. Remember that the world is brand new to them. If your baby has stranger anxiety, and if he or she cries around strangers, you’ll want to mindful of too much activity. If your baby is overstimulated, he or she can get cranky, and the separation anxiety can be worse.

But this overstimulation in babies does not only happen around people, and not only with stranger anxiety. It can happen during play time too. These are called “disengagement cues” and it’s helpful as a parent to watch out for them. They can be your baby’s way of communicating with you.

So before you take a baby with stranger anxiety out to meet new people, be mindful of how much stimulation has been had during the day. And perhaps a nap would help (though we wouldn’t recommend waking baby up to see a bunch of strangers! That can backfire!)

Babies need time to get used to other people to get over stranger anxiety

You can help train your baby to overcome stranger anxiety. Try introducing more caregivers into his or her life. Perhaps take a break by being away for a few hours. You could probably use the break anyway. And if you’re overly anxious, why not try being in the next room, where baby can’t see you. That way, you can still jump in if it’s really too hard to listen to the wailing, or if the wailing won’t calm down after a short while. Give it practice, and repeat as necessary.

The other thing you can do if your baby cries in front of strangers, is show him or her that you’re totally ok with that ‘stranger’ nearby. As this resource says, you can ask the stranger to be slow and gentle. Then let the stranger play with the baby, but only while you hold him or her. Then progress to other stages. Let your baby stare at them for a while, it’s ok!

Another article by a doctor encourages that you act totally calm if you see someone you know, but that baby doesn’t know. Your baby will be sizing up that stranger based on your reaction. Remember – they are learning who to trust. Eventually, you can ask the stranger to play with your baby using a toy that may attract their interest.

Most of the time when people see a baby they want to hold, they can squeal and ‘ooooh and aaaahhh’ and try to immediately make baby noises, or touch the baby. Imagine this from the baby’s point of view. All of a sudden they are bombarded with a pack of humans who all want access to him or her. Baby doesn’t know why! Baby isn’t thinking ‘I’m so cute, I’m getting attention, hooray!’ Baby is thinking ‘what’s happening all of a sudden! Why! Help me!’

So take it easy. If there are too many people at an event, try to move to another room where there are fewer people. Help your baby get used to being in crowds by starting in small, quiet spaces. Perhaps a parent group would be a good first start, as they’re usually in the same boat, and would be able to understand easier, and help.

When it comes to daycare and separation anxiety…

The tough part will be working up to the point of going to daycare, especially at a young age when baby has already learned he is not one with you, and he might not be able to have access to you anymore.

In an article linked to above, we learn that abruptly leaving when your baby is distracted is probably not best. Instead, show up early to daycare and take the time your baby needs to understand that you are leaving. Yes, they might still cry, but they will likely get used to it.

Eventually, especially as they grow, your baby will retain a memory to know that you do in fact come back for them. Their separation anxiety tantrums will lessen. If you’re at a professional daycare, the child care workers will also be skilled at helping your baby eventually have a great time while you’re away. A crying baby is probably nothing new for them, so don’t worry that they may be having a hard time!

All in all, know that there is nothing abnormal about your baby having separation anxiety or stranger anxiety. It’s instinctive, and it’s part of their growing up. A daycare with qualified early childcare workers, or early childhood educators will be able to help you transition through the stranger anxiety phase.

See related on our blog:

• What is normal emotional intelligence in toddlers and preschoolers?
• The importance of sleep in early childhood
• What is social competence in the early years?
• 3 ways to build confidence in young children
• 3 Key tips to understand and solve temper tantrums in toddlers and young children

what you need to help you adapt

Unfamiliar environment, new people, different routine – not every adult will immediately get used to it, not like a kid who is barely three years old. In our selection you will find four books about kindergarteners who managed not only to cope with the stress of the first days in the garden, but also to form a really cool image of this place for themselves and their readers!

New hearth

Ksenia Chernaya / Pexels

Book heroes can not only be followed with interest – in our favorite characters we still often see our own reflection and personalities, whose thoughts and experiences we understand perfectly. Often they inspire us by their example and help us live through difficult experiences. For example, such as the first trip to kindergarten.

Contents of the article

“Anna goes to kindergarten tomorrow”

Maya Bessonova

Maya Bessonova, an experienced teacher and mother of many children, wrote seven short and tender stories about how three-year-old Anya goes to kindergarten for the first time. The girl does not know anyone in the garden at all and is very afraid to stay there without her mother. Fortunately, kind and caring teacher Lena and new girlfriend Dasha help the girl overcome shyness, get used to a new life, learn a lot of new things and make friends with the guys.

The first week in kindergarten is crucial and the most difficult. It needs to be properly prepared for it. The stories collected in the book “Anya Tomorrow in Kindergarten” will help the baby understand what awaits him and get used to the new environment in advance. They will also gently and unobtrusively teach you how to calmly leave your comfort zone and adapt in the first team.

“Kindergarten on Wheels”

Zulya Stadnik

Zulya Stadnik’s fascinating book “Kindergarten on Wheels” will help the child go through a difficult period of adaptation in kindergarten. This collection of funny stories about the little excavator Klushe will introduce readers to an unusual kindergarten for cars. Toddler cars are not much different from ordinary children. They also do not want to eat nasty soups and share toys, and they also love to be naughty and play pranks.

Klyusha and his faithful friend Shpunchik the engine learn to get along with other little cars, obey the strict bulldozer nanny Kerosin Benzinovich, eat healthy breakfasts and act together. And together with the heroes of the book, real kindergarteners learn the norms of environmentally friendly communication and good behavior.

“The Kindergarten of My Dreams”

Kseniya Valakhanovych

And under the cover of this bright and incredibly “smiling” collection you will find funny stories from the life of kids, sparkling humor, puns, and, of course, love for children in each line. The poems of Ksenia Valakhanovych are ideal for both home reading and recitation at a kindergarten matinee. They will easily create the most positive image of the kindergarten and introduce the child to all the key phenomena of kindergarten life.

The romance of pranks and pranks in the virtuoso performance of the author, as well as carefree joy and mild humor will make even the most serious reader smile. After all, “there is no boredom in the kindergarten of dreams”!

Kindergarten on Wheels. Middle group”

Zulya Stadnik

In continuation of the “Kindergarten on Wheels” cycle, the excavator Klyusha and the engine Shpunchik have grown up and now go to the middle group. Babies already feel like adults. So much so that they even decide to quietly escape from the kindergarten in search of delicious koloboks with gasoline cream. However, the wise nanny-bulldozer continues to protect restless kindergartners from rash acts and teaches them to be smart.

In the “Middle Group” Zulya Stadnik analyzed another batch of difficult situations that all kids face in kindergarten, circles and playgrounds. While reading these stories, parents will be able to discuss with their children how best to communicate with peers and teachers and what not to do in the garden, while the children themselves will meet their favorite characters and get to know new ones. In their company, re-adaptation, already in the middle group, will be much faster and easier!

How to prepare your child for kindergarten and school: online festival

On August 23, from 10:00 to 17:00, the Archipelago Publishing House will hold an online festival “Getting Ready for Kindergarten and School. Read, play, explore. Registration is free via the link. For many parents, educators and child-rearing specialists, the world of literature is an immense ocean, in which it is very difficult to navigate alone. This festival is addressed to those who want to find the right book for their child, as well as instill in him a love of reading, creativity and knowledge.

Did you go to kindergarten as a child?

We thank the Archipelago publishing house (Telegram, VK) for preparing the compilation.

I’m going to kindergarten

In order for the child to successfully go to kindergarten, feel cozy, comfortable and safe there, not only medical workers and teachers, educators, but you yourself must make some efforts. First of all, it is necessary to properly prepare the child for new microsocial conditions.

If you plan to send your baby to kindergarten, you must ensure that he is up to date vaccinated against all preventable infections. According to the national calendar of preventive vaccinations, by the age of 1, a child must be vaccinated against tuberculosis, hepatitis B, diphtheria, whooping cough, tetanus, polio, measles, rubella, mumps. Ask your local doctor about available additional choice vaccines.

Before entering the kindergarten, the child should be examined by specialist doctors so that there is time to prescribe additional tests or treatment, to give recommendations for rehabilitation in the conditions of the preschool educational institution.

But now your baby has passed all the preparatory stages and at first glance is ready to enter kindergarten.
If you think about it, the stress experienced by a child during the period of getting used to kindergarten is comparable to that experienced by an adult, torn from his usual environment and found himself on an unfamiliar island, where everything around is alien. This is a feeling of hopelessness.

New people, environment, food, rules of the game – everything is not the same as before! And, most importantly, there are no relatives, relatives nearby, no mother. In this environment, it is very important that the baby is able to rebuild, adapt to new conditions and go through this period with the least damage to himself.

We are talking about the course of the adaptation period. Let’s try to understand the concept of “stress”. We are accustomed to calling stress any excessive unpleasant event associated mainly with negative experiences. In fact, according to the definition of physiologists, “stress is a non-specific response of the body to any presentation of demands to it. ” The strength of stress depends on how much you need to rebuild.

The first days of a child’s stay in kindergarten can cause negative emotions. But so that they do not outgrow distress (a state of hopelessness when the body cannot rebuild), the baby needs help. First of all, long before the first trips to the kindergarten, the baby must be thoroughly explained why he goes to kindergarten. Not at all because it is very cool and insanely cool. Maybe in reality everything will turn out to be completely different – do not doom your little man to the hardest trials associated with disappointment. In life, this happens all too often. Tell the truth: children go to kindergarten when their mothers have to go to work. While the children are very young, mothers can stay at home, when the children grow up, mothers go to work, and the kids go to kindergarten. Show the child the building of the garden in advance, let the baby know that soon he will go to it. See how children play on a walk – accustom your baby to the idea that he will also walk and play here.
Patiently answer the child’s various questions about garden life: “Where do the children sleep in the garden?”, “Do they have toys? Who feeds them lunch? Who puts them to bed?” and others. The more such information a baby has, at least approximate, the easier it will be for him to get used to the garden.
And one more small but very important point: even if you are not really excited about the idea that soon the baby will have to go to the garden, try not to discuss this issue with your relatives or friends in front of him. Repeatedly listening to your emotional negative exclamations, the child will come to the conclusion that the garden is bad, and he will to some extent consider you a traitor to him, since you leave him in this “bad” kindergarten.

The main problem of adaptation is that there is no mother in the garden. In some cases, if the adaptation is difficult, in the first days (weeks) the presence of the mother in the group or for a walk is allowed. However, this often only aggravates the situation: by accustoming the baby to the fact that mom is always there, you will make the process of “weaning from mom” even more difficult. Therefore, it is better to gradually increase the time the child spends in the garden, starting from 1-2 hours. It is desirable that the mother in the first days, if possible, be somewhere nearby, so that the teacher can quickly find her in case of a negative reaction of the child (hysteria). After all, the first reaction is unpredictable, and it happens that for the first few days the baby perceives going to the garden with interest, and only then he realizes that this is not a game, and now it will be like this every day. The child closes or cries incessantly, not letting anyone near him – neither children nor caregivers. The next morning it is more difficult to persuade him to go to the garden. The child wants his mother to be with him all the time. Therefore, it is very good to have an album with photos of parents in the group – suggest doing this to the teacher at the parent meeting. In this case, the baby will be able to see his loved ones at any time and will not be homesick.

In addition to psychological problems, there are a number of more prosaic problems. It is important that the child be physically ready for kindergarten, have certain skills (eat independently, sit on the potty, etc.). It is necessary to start hardening procedures that strengthen the immune system in advance (the local doctor will advise). It is necessary to familiarize yourself with the regime of the kindergarten, the peculiarities of nutrition and adhere to such requirements at home.

Food in the garden is, of course, different from homemade food. It’s not that she’s worse – she’s just different. New dishes, an unusual combination of familiar foods – this is also partly stressful. The kid should learn to eat on his own, because even the most beautiful teacher or nanny will not have the strength and time to feed 15-20 people from a spoon. It often happens that a child who is used to eating slowly at home (“for mom”, “for dad”, etc. ), suddenly finds himself in a situation where no one asks him for anything, food just appears on the table, and through removed for some time. The child does not understand why he was not allowed to finish eating and cries. Therefore, at home, you need to explain to him in advance how the meal takes place in kindergarten, why you can’t endlessly sit at the table and train at home to eat on your own, beautifully and within reasonable time limits.

During the adaptation period, the child should not experience strong emotional experiences. At this time, it is recommended not to carry out traumatic procedures (vaccinations, cutting hair, nails, dental treatment, etc.) and not to introduce new dishes in the home diet. We need to take care of this the day before.

In the first days of visiting the kindergarten, all the organs and systems of a baby suffer, they are rebuilt and adapted to new requirements, to new conditions of existence. This can manifest itself as frequent diseases or in the form of neurotic reactions. By the way, experts say that the frequent illnesses of a baby who started attending a kindergarten are not at all due to the fact that the garden is full of microbes (there are no more and no less of them than everywhere else), but precisely because the child’s body reacts to a change of scenery (stress), which, as a result, reduces immunity. This is called psychosomatics. A child in the period of adaptation can become capricious, aggressive, or vice versa closed, lose hygiene skills. It is important not to scold, not to punish the child, to create a calm, favorable environment in the family.

The duration of adaptation is mild – up to 32 days, moderate – up to 2 months, severe – 6-12 months.

The increased incidence of viral infections, possibly with a complicated course, the development of neurotic reactions in the form of tics, enuresis require mandatory consultation of specialists.

It is recommended to fulfill the prescriptions of a pediatrician, neurologist, other doctors for the period of adaptation (adaptogens of plant origin, sedatives, vitamins, relaxing massage). It is recommended to strengthen the drinking regimen at home, lengthen daytime sleep on weekends.

Teachers, psychologist, medical a kindergarten employee monitors the course of adaptation from the first days of being in kindergarten. It is necessary to ask the teacher how the baby behaves, how he feels after the mother leaves. At the first signs of an incipient illness, it is recommended to keep the child at home, to prevent the disease from developing, because. it can manifest itself against the background of experiences more strongly than usual.

The task of the kindergarten:

• Development and consolidation of primary self-service skills;
• Formation from an early age of a healthy lifestyle;
• Socialization of the child, development of communication skills with the outside world;
• Broadening one’s horizons through educational programs, development of cognitive functions;
• Formation of motivation for schooling;
• Preparation for mastering the school curriculum;
• Education and hardening for the purpose of harmonious development of the individual in all spheres of life;

Remember : no matter how madly you love a child, the highest manifestation of love is the ability to let him go from himself, to give him the opportunity to live his own life of a person among his own kind.

the most common infectious diseases, their symptoms and prevention

Daniil Davydov

medical journalist

Author profile

Children who go to kindergarten get sick more often than adults.

This happens for three reasons:

1. Children’s immune system has not yet learned how to effectively repel the attacks of viruses and microbes. Therefore, for kids from two to six years old, it is normal to catch a cold up to 6-8 times a year, and for schoolchildren and adults – 2-4 times a year.
2. Many preschoolers still have insufficiently developed hygiene skills – they put toys in their mouths and wash their hands less often than adults. This means that they have a higher risk of encountering pathogens.
3. In kindergarten, children spend a lot of time in the same room and play a lot with each other. Therefore, sick children can easily pass the infection to healthy ones.

In this article, we have collected diseases that a child is at risk of encountering in kindergarten, added instructions on how to prevent them, and what to do if a child gets sick.

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What diseases do you learn about?.

Our articles are written with love for evidence-based medicine. We refer to authoritative sources and go to doctors with a good reputation for comments. But remember: the responsibility for your health lies with you and your doctor. We don’t write prescriptions, we make recommendations. Relying on our point of view or not is up to you.

No vaccination

Angina

The term “angina” in the sense of severe pain in the throat is obsolete. Instead, the National Medical Association of Otorhinolaryngologists proposes to use the international classification, and the condition when the back wall of the pharynx and tonsil becomes inflamed is called tonsillopharyngitis.

Acute tonsillitis and pharyngitis – Russian clinical guidelines 2021

What is tonsillitis – Mayo Clinic

Causes. Tonsils are like round pads “customs points” of the body, where there are immune cells on duty that can fight any pathogens. When immune cells trap viruses and bacteria and try to destroy them, the tonsils grow in size, become painful and inflamed. At the same time, inflammation often also affects the back wall of the pharynx.

Tonsils are located on the sides of the posterior pharyngeal wall. Normal tonsils on the left, inflamed tonsils on the right

Most often, tonsillopharyngitis is caused by viruses that are transmitted along with droplets of saliva that enter the air when talking and coughing. For example, adenovirus, parainfluenza virus, or Epstein-Barr virus.

In 15-37% of cases in children between five and fifteen years of age, inflammation of the throat and tonsils is associated with group A beta-hemolytic streptococcus – GABHS for short – and some other bacteria.

/glomerulonephritis/

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When I get sick more often. In Russia, the season of viral diseases begins in October and lasts until May, but in principle, SARS children become infected all year round. Streptococcus also has a seasonality: children most often become infected at the end of winter or early spring. At this time of the year, the number of sore throats associated with GABHS increases to 35-40% of cases.

Symptoms. It is difficult for an ordinary person to distinguish bacterial tonsillopharyngitis from a viral one. If it’s bacteria, the child usually complains of a severe sore throat that gets worse when swallowing. Because of this, young children often refuse to eat, even liquid food. As a rule, the body temperature in patients is above 38 ° C, but in some cases it may be normal or within 37 ° C.

Group A streptococcal tonsillopharyngitis in children and adolescents: clinic and diagnosis — UpToDate

Some children have enlarged lymph nodes under the lower jaw – they become like hard peas to the touch. As a rule, they do not have symptoms similar to a cold.

For viral tonsillopharyngitis, concomitant symptoms are more characteristic – conjunctivitis, that is, redness of the eyes, runny nose, cough, hoarseness, mouth ulcers, diarrhea and rash.

What to do if you suspect an illness. If a child complains of a severe sore throat, a doctor should be called. This will help avoid serious complications.

Complications of streptococcal infections – MSD Medical Handbook

As a rule, viral tonsillitis resolves on its own in 1-2 weeks, and streptococcal tonsillitis in 3-5 days. But if the disease was caused by GABHS, 10-15% of those who recovered 1-3 weeks after the throat infection develop inflammation of the kidneys – acute glomerulonephritis. And after 2-4 weeks, the child may develop rheumatic fever, which can lead to heart problems.

In order not to miss GABHS, the doctor will examine the child, evaluate his symptoms and take a swab from his throat for a rapid test for streptococcus, that is, streptatest. The result will be ready in a few minutes.

/guide/antibiotics/

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If the doctor does not have a rapid test with you, you can purchase one yourself – this will help start treatment as soon as possible. Rapid tests for streptococcus are sold without a prescription. Most likely, it will not be possible to pass a strepta test in a polyclinic for free under a compulsory medical insurance policy, since it is not included in the standard of primary health care for acute tonsillitis.

Primary health care standard for acute tonsillitis – order of the Ministry of Health of December 20, 2021 No. 1205n

Home streptatest. Price: 715 R

If the streptate test is positive, the doctor will prescribe antibiotics to avoid rheumatic fever and other complications. And if it turns out to be negative, antibiotics are not needed, since they do not help against viruses. All that can be done is to wait for the disease to go away on its own and alleviate the unpleasant symptoms. How to do this is described in detail in the section on colds.

Prevention. There are no vaccinations against sore throat pathogens, so it is difficult to avoid the disease.

Has been vaccinated

Chicken pox

Reasons. The disease is caused by the varicella zoster virus, which belongs to the herpes virus family. It is transmitted along with droplets of saliva that get into the air when talking and coughing, or if a healthy child touches the liquid from the bubbles on the skin of a sick person – for example, during a game. But it is not always possible to identify sick children in time – children become contagious 1-2 days before the rash appears.

Clinical Features of Chickenpox Infection – A Physician’s Guide UpToDate

What Happens to Children with Chickenpox – Medscape Medical Guide

Symptoms. 10-21 days after meeting with a sick person, the child begins to complain of severe itching, headache, weakness, cough and nasal congestion. Body temperature rises to 37 °C.

After 1-2 days, red spots appear on the skin, which quickly turn into blisters. They itch so much that it is difficult to persuade children not to comb them. After a while, the first bubbles become covered with a dry crust, but new ones appear on the skin. If the child is sick without complications, the blisters stop appearing about four days after the onset of the illness. After a week, all the blisters are covered with crusts, which fall off on their own after another one or two weeks.

With chickenpox, some vesicles on the skin look like a pyramid – on a larger vesicle there is a smaller vesicle. Source: medscape.com

When people get sick more often. Children can become infected with chickenpox all year round, but in different countries the peak of the incidence occurs at different times. In our country, children most often become infected in autumn and winter.

Children most often get chickenpox in the autumn-winter period – Bulletin of Rospotrebnadzor

What to do if you suspect a disease. Call a doctor. Most children who fall ill at kindergarten age fully recover and do not face problems in the future. With complications like pneumonia, soft tissue infections, hepatitis and encephalitis, that is, inflammation of the brain, adolescents and adults are more likely to get sick, but in rare cases this also happens with young children. To prevent such problems, it is necessary that the child recovers under the supervision of a pediatrician.

Prevention. There is a Varilrix vaccine against chickenpox: so far it can be done free of charge only in Moscow clinics, but it is planned that it will be included in the National Preventive Immunization Calendar in 2023 and will become available throughout Russia. The average price of a vaccination in a private clinic in Moscow is 4317 R.

On approval of the action plan for the implementation of the Strategy for the development of immunoprophylaxis of infectious diseases for the period up to 2035 – Decree of the Government of the Russian Federation
dated March 29, 2021 No. 774-r

Children are vaccinated from 12 months. To get immunity, you need two doses of the vaccine with an interval of 6 weeks. Chickenpox is so contagious that without vaccination there is practically no chance of avoiding it.

Has been vaccinated

Flu

Reasons. Illness is caused by influenza A or B viruses, and sometimes by influenza C viruses. They are transmitted along with small droplets of saliva even during normal conversation, or if a child picks up a toy or touches a doorknob that has been exposed to viral particles, and then touches the mouth or rub your eyes. It is not always possible to identify sick children, since the flu can be transmitted a day before the onset of symptoms.

What is Influenza – WHO

Seasonal Influenza in Children – UpToDate

Why Flu is Dangerous for Children – US Centers for Disease Control and Prevention, or CDC

Symptoms. Temperature 40 °C or more, cough, sore throat, runny nose or nasal congestion, but without snot, body aches and pains, headache and weakness. Children often experience vomiting and diarrhea. The illness lasts a week on average, but children can be sick for longer.

When people get sick more often. Influenza is a seasonal illness. In our country, the flu season starts in October and lasts until May.

What to do if you suspect an illness. You can tell a cold from the flu by doing a home flu test. Such tests are commercially available.

Home test for influenza A and B. Price: 624 R

If the suspicion is confirmed, you need to call a doctor. Children under five years of age often get sick with complications – for example, with pneumonia and otitis media, that is, with inflammation of the ears. Therefore, leaving this disease to chance is dangerous.

Prevention. There is a vaccine for influenza. The vaccination is included in the National Immunization Calendar, so it can be done free of charge under the CHI policy or in a private clinic for money. The average price in Moscow is 1355 R.

Vaccination of children against influenza is the most reliable way of prevention — UpToDate

Vaccination is done starting from 6 months. According to the instructions for children’s influenza vaccines, which are used in Russia, children under the age of three years need two doses of the vaccine annually, which are administered at an interval of 3-4 weeks. At the same time, according to all international standards, after a course of two vaccinations, then one annually is enough. Therefore, it is worth discussing this issue with a pediatrician – it is possible that when re-vaccinating a baby up to three years old, it will be possible to get by with only one injection.

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Influenza vaccination started in Russia

Children over three years of age, like adults, need only one dose, but if they have never had the flu before and have not been vaccinated, two doses of the vaccine are needed.

I have been vaccinated

Hepatitis A

Reasons. The hepatitis A virus is transmitted along with the smallest particles of feces that can get on the hands while using the toilet and remain there if the child does not wash them. Children become infected when they touch sick classmates, or through toys that could also get viral particles. It is not always possible to identify sick children, since in most cases the disease proceeds without symptoms.

What is hepatitis A – WHO

Overview of hepatitis A viral infection in children – UpToDate

Hepatitis A in Russia – bulletin of Rospotrebnadzor

Symptoms. Many children get sick without symptoms. But in about 30% of those infected, the temperature rises to 38-39 ° C, they complain of weakness and feeling unwell, do not want to eat, and many develop diarrhea.

Some develop jaundice – the whites of the eyes and skin become yellowish. In children under six years of age, jaundice usually lasts less than two weeks.

Jaundice occurs when the liver cannot cope with the removal of the yellow pigment bilirubin, which remains after the destruction of red blood cells – and this pigment enters the skin and eyes. Source: foodsafetynews.com

When people get sick more often. All year round – Hepatitis A has no seasonality.

What to do if you suspect an illness. Call a doctor. Most children endure the disease without consequences and complications, but it is safer to get sick under the supervision of a specialist.

Prevention. There are several foreign and Russian vaccines for hepatitis A – for example, GEP-A-in-VAK, GEP-A-in-VAK-Pol. But they are not included in the National Calendar of Preventive Immunizations – that is, in most regions, they will not be vaccinated for free under the MHI policy. At the same time, in Moscow, all children are given free vaccination against this disease before entering kindergarten. If for some reason the child was not vaccinated, then this can be done later, after entering the kindergarten.

Children from the age of three who live in regions where hepatitis A is common – according to Rospotrebnadzor, these are the Udmurt Republic, the Republic of Dagestan, the Perm and Krasnoyarsk Territories, the Samara, Chelyabinsk, Ivanovo, Kaluga-Oryol Regions and the Nenets Autonomous Okrug, and who have not previously been ill and unvaccinated children, in whose kindergarten a case of illness was detected, are entitled to free vaccination according to epidemic indications.

If a case of illness is detected in a kindergarten, the sanitary and epidemiological station transmits information about this to the children’s polyclinic. They will be required to organize free vaccinations. To get a vaccination, it will be enough to tell the local pediatrician the number of the kindergarten and tell why you have come.

You can get vaccinated against hepatitis A in a private clinic for money. The average price in Moscow is 2070 R.

Children are vaccinated starting from 12 months. To gain immunity, you will need two doses of the vaccine, which must be administered at least 6 months apart.

Has been vaccinated

Diphtheria

Reasons. The pathogenic bacterium Corynebacterium diphtheriae is transmitted by droplets of saliva that enter the air when talking and coughing – or if a child picks up a toy that has been contaminated with bacteria and then touches his mouth or eyes with his hand.

What is diphtheria – WHO

How diphtheria differs from viral infections – Medscape

How children get diphtheria – UpToDate

Infected children are not always identified, as some are asymptomatic and can infect others for up to 4 weeks.

Symptoms. Children are most commonly affected by the respiratory form of diphtheria. In the first days of illness, the child complains of weakness and sore throat, the temperature rises to 37 °C. Then, inflammation occurs on the back wall of the pharynx, and after a day or two, a membrane is formed there from dead cells and bacteria, which adheres tightly to the wall of the pharynx. The membrane prevents the child from breathing and swallowing – and if you try to remove it, it starts to bleed.

Diphtheria membrane – a white lump in the right side of the throat. Source: academic.oup.com

If a child does not receive antibiotics, the illness lasts two to six weeks. With antibiotics – less than four days.

When people get sick more often. All year round – diphtheria has no seasonality.

What to do if you suspect an illness. Call a doctor. Diphtheria is a dangerous disease that should not be left untreated, as the bacterial poison can damage the child’s heart, nervous system and kidneys. And although treatment with antibiotics is not always required, the doctor will monitor the patient and, if necessary, prescribe diphtheria toxoid – an antidote for bacterial poison. This reduces the risk of severe complications.

Prevention. There is a vaccine for diphtheria. It is included in the National Immunization Calendar, so the vaccine can be given free of charge under the CHI policy. Most often, the combination drug DTP is used in state clinics – in addition to diphtheria, it helps to avoid whooping cough and tetanus. You can get a DPT vaccination in a private clinic for money. The average price in Moscow is 900 R.

To acquire reliable immunity, you need to be vaccinated three times: at three, four and a half, and six months. At 18 months, children need revaccination. The next revaccination is done at 6-7 years, then at 14 and 18 years, and after the last revaccination – every 10 years.

No vaccination

Conjunctivitis

The conjunctiva is a thin transparent membrane of connective tissue that covers the surface of the eye and the inner surface of the eyelid. It has glands that are responsible for moisturizing and lubricating the eye, and the smallest blood vessels. If the conjunctiva becomes inflamed, the blood vessels become visible, causing the eye to turn pink or red—that is, conjunctivitis occurs.

What is the conjunctiva and why the disease develops – UpToDate

Reasons. Approximately 70-80% of cases of conjunctivitis that children contract in kindergarten are associated with adenoviruses and some other viruses. Viral conjunctivitis is highly contagious and easily transmitted, for example, through pillowcases, towels or toys of a sick child.

How Children Get Bacterial Conjunctivitis – Medscape

Other cases of conjunctivitis are associated with bacteria, most commonly staphylococci and streptococci. They become infected with the bacterial form of the disease in the same way as the viral one – mainly through contact with things that belong to the patient.

Symptoms. Viral and bacterial conjunctivitis are similar: in both cases, the whites of the eyes turn pink, they sting or itch. But with a viral infection, discharge from the corners of the eyes is usually clear and sometimes mucous – parents often mistake such discharge for pus. After sleep, mucous secretions often form crusts on the eyelids. As a rule, both eyes become inflamed with viral conjunctivitis.

Conjunctivitis Symptoms – Medscape

Bacterial conjunctivitis usually involves only one eye becoming inflamed and producing white, yellow, or greenish pus. If you carefully remove the pus with a cotton swab, after a while it again accumulates in the corners of the eyelids and in the corners of the eyes.

With viral conjunctivitis, as in the illustration, the whites of both eyes usually turn pink. And with a bacterial infection, pus would also stand out from the corner of the eye. Source: medscape.com

When people get sick more often. All year round.

What to do if you suspect an illness. Both bacterial and viral conjunctivitis usually clear up on their own in 1-4 weeks. But to alleviate discomfort with viral and bacterial conjunctivitis, different drugs are needed – after all, ointments and drops with antibiotics do not work on viruses.

Conjunctivitis – Russian clinical guidelines, 2021

Infectious conjunctivitis can also be confused with non-infectious, for example, allergic. In order not to be mistaken, you need to consult a pediatrician.

Prevention. There is no vaccine for conjunctivitis. There is only one way to reduce the likelihood of infection – to teach the child to wash their hands under running water and soap after returning from the street, from the kindergarten and before eating.

I have been vaccinated

Whooping cough

Reasons. The bacterium Bordetella pertussis is transmitted along with droplets of saliva that enter the air when talking and coughing. Children become infected if they spend a lot of time or play near a coughing child.

What is whooping cough – WHO

How is whooping cough different from viral infections – CDC

How children get whooping cough – UpToDate

Symptoms. The disease begins with symptoms very similar to the common cold, but they do not go away 1-2 weeks after the onset. On the contrary, episodes of coughing become more frequent, and he himself intensifies.

The child continues to cough until the air has completely left the lungs, and only then takes a heavy breath. Air enters the lungs with a sharp unpleasant sound. Some children cough so hard that the attack is followed by vomiting.

When you get sick more often. You can become infected all year round.

What to do if you suspect an illness. If the symptoms of a cold do not go away after a week, and the child’s cough gets worse, you should definitely consult a doctor.

Prevention. There is a vaccine for whooping cough. It is included in the National Immunization Calendar, so the vaccine can be given free of charge under the CHI policy. Most often, the combination drug DTP is used in state clinics – in addition to whooping cough, it helps to avoid diphtheria and tetanus. You can get a DPT vaccination in a private clinic for money. The average price in Moscow is 900 R.

To acquire reliable immunity, you need to be vaccinated three times: at three, four and a half, and six months. At 18 months, children need their first DPT revaccination. At 6-7 years old, a second one is needed, at 14 years old – a third, and at 18 years old – a fourth revaccination. For this, the diphtheria and tetanus vaccine ADS-M is used. Adults require ADS-M revaccination every 10 years.

Vaccination not approved for children

coronavirus disease

Reasons. Coronavirus SARS-CoV-2, which is transmitted along with droplets of saliva that enter the air when talking and coughing. It is not always possible to identify sick children, since children under 5 often get sick without symptoms.

Young children rarely get COVID-19 – Mayo Clinic

How British children aged 5-17 get sick from COVID-19 – The Lancet

COVID-19: Treating Children – UpToDate

Symptoms. Little is known about how children under five years of age feel, as children in this age group become infected relatively rarely and often get sick without symptoms.

The older a person gets, the more likely they are to get sick with flu or cold-like symptoms.

When people get sick more often. Until the coronavirus disease pandemic is over, it is difficult to say whether COVID-19 will turn into a seasonal illness, the same as colds and flu. For 2021, you can get infected at any time of the year.

7 myths about coronavirus disease in children

What to do if you suspect a disease. Act as if it were a common cold. How to be in this case, we wrote in detail in the article “How much does it cost to cure a cold.”

How to get tested for coronavirus

Prevention. To date, there is not a single Russian vaccine against COVID-19 that has been approved for kindergarten children. But so that the child does not become infected at home, it makes sense to vaccinate all adult family members without contraindications.

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Has been vaccinated

Measles

Reasons. The measles virus is transmitted through droplets of saliva that enter the air when talking and coughing, or through toys and other objects that are exposed to viral particles. It is difficult to identify a sick person, since the child becomes contagious 4 days before the first symptoms.

What is measles – WHO

Why measles is so dangerous for children – CDC

How children get measles – UpToDate

In the middle lane, people are more likely to get measles in late winter and spring – Medscape

Symptoms. The illness starts like the flu, with fever up to 40°C, nasal congestion, cough and conjunctivitis. On the second or third day, small white spots appear in the mouth on the mucous membranes of the child. They are called Belsky-Filatov-Koplik spots. If such spots appear, the doctor can diagnose measles even before the rash appears on the body.

After three or four days, a rash appears on the face and upper part of the neck, which spreads throughout the body in another three days, lasts for 5-6 days and then disappears.

Belsky-Filatov-Koplik spots resemble semolina “stuck” to mucous membranes. Source: facebook.com/docdeti Measles rash on the face of a child. Source: Кmayoclinic.org

When people get sick more often. You can get infected all year round, but the peak incidence occurs at the end of winter and spring.

What to do if you suspect an illness. Call a doctor. Approximately 30% of children experience one or more complications. The mildest and most frequent are diarrhea and otitis, that is, inflammation of the ear, the most severe are pneumonia and encephalitis, that is, inflammation of the brain. Therefore, it is important that the child recovers under the supervision of a specialist.

Prevention. There is a vaccine for measles. It is included in the National Immunization Calendar, so the vaccine can be given free of charge under the CHI policy. Most often, in state clinics, the combined drug M-M-R II is used, which, in addition to measles, protects against rubella and mumps. You can get vaccinated in a private clinic for money. The average price in Moscow is 1171 R.

Children are vaccinated at 12 months and revaccinated at 6 years. Measles is so contagious that without vaccination there is practically no chance of avoiding it.

Has been vaccinated

Rubella

Reasons. The rubella virus is transmitted along with droplets of saliva that enter the air when talking and coughing. Rubella is not as contagious as measles or chicken pox, but in a garden where children play with an ill child in the same room all day, it is easy to catch it. It is difficult to identify a sick person, since the child becomes contagious a week before the rash appears.

What is rubella – WHO

Rubella symptoms – CDC

How children get rubella – UpToDate

Symptoms. Temperature below 39°C, nausea, mild conjunctivitis. In 50-80% of cases, a rash appears – first on the face and neck, and then on the whole body. After the appearance, the rash lasts 1-3 days, and then disappears.

Rubella rash is very similar to measles rash, only the illness lasts only three days. Source: nhs.uk

When people get sick more often. You can become infected all year round, but the peak incidence usually occurs at the end of winter and spring.

What to do if you suspect an illness. Call a doctor. Although children usually get sick in a mild form and endure the disease without complications and severe health consequences, it is safer to get sick under the supervision of a specialist.

Prevention. There is a vaccine for rubella. It is included in the National Immunization Calendar, so the vaccine can be given free of charge under the CHI policy. Most often, in state clinics, the combined drug M-M-R II is used, which, in addition to rubella, protects against measles and mumps. You can get vaccinated in a private clinic for money. The average price in Moscow is 1171 R.

Children are vaccinated against rubella at 12 months and revaccinated at 6 years. Boys who have not been ill or vaccinated can be vaccinated free of charge up to the age of 18, and girls up to the age of 25 inclusive. For this, a drug is usually used, which includes only the anti-rubella component.

Has been vaccinated

Mumps epidemic

Reasons. Paramyxovirus mumps is transmitted along with droplets of saliva that enter the air when talking and coughing, or if a healthy child picks up the things of a sick person that have been infected with paramyxovirus. It is difficult to identify a sick child, as it becomes contagious a few days, and sometimes a week before the onset of symptoms.

What is mumps – WHO

Symptoms of mumps – CDC

How children get mumps – UpToDate

Symptoms. The illness usually begins as a cold or flu, with several days of fever up to 39°C, weakness, headache and muscle pain. Approximately two days after this, the child develops swelling of the salivary glands, due to which the neck thickens. As a rule, edema lasts up to 10 days.

With mumps, swelling of the salivary glands is best seen on one side. Source: mayoclinic.org

When people get sick more often. You can become infected all year round, but the peak incidence usually occurs at the end of winter and spring.

What to do if you suspect an illness. Call a doctor. As a rule, children tolerate mumps without complications and health consequences – but it is very important to make sure that swelling of the salivary glands is not associated with other, more dangerous causes.

Prevention. There is a vaccine for mumps. It is included in the National Immunization Calendar, so the vaccine can be given free of charge under the CHI policy. Most often, in state clinics, the combined drug M-M-R II is used, which, in addition to mumps, protects against rubella and measles. You can get vaccinated in a private clinic for money. The average price in Moscow is 1171 R.

Children are vaccinated against mumps at 12 months and revaccinated at 6 years.

No vaccination

Pediculosis

Reasons. The disease is caused by the human louse Pediculus humanus capitis. Children become infected when they play together. With head-to-head contact, adult insects or larvae get the opportunity to move onto the hair of a new host. It is difficult to identify a sick child, since lice are very small and mobile, and it is difficult to notice them.

What is head lice – Mayo Clinic

Pediculosis Symptoms – CDC

How Children Get Pediculosis – UpToDate

Symptoms. Sometimes the infection is asymptomatic – or the child complains of itching and begins to scratch his head.

Lice fix their eggs on the hair – they are usually called nits. When the louse leaves the egg, it becomes easier to distinguish it, as the empty egg turns white

When sick more often. You can get infected at any time of the year.

What to do if you suspect an illness. To make sure that the child really has lice, it makes sense to consult a dermatologist. Understanding yourself is not always easy. For example, if the nits are located further than 7 mm from the base of the hair, then most likely they are empty and do not contain lice larvae – that is, the child is not sick.

If the diagnosis is confirmed, the doctor will likely recommend an over-the-counter permethrin product and advise on how to use the drug correctly. Most permethrin medications should be applied to clean, dry hair for 10 minutes and then washed off. On average, treatment lasts 9days.

Prevention. In kindergartens, children communicate a lot and closely with each other, so it is very important to teach them the rules of personal hygiene:

1. Avoid head-to-head contact. That is, you can play with friends, but in such a way that you do not touch their hair with your head.
2. Exchange only toys, not personal items that touch the head and body—that is, hats and baseball caps, combs, earmuffs, headbands, scarves, and coats.
3. Only hang clothes in your own locker, not in a shared closet.

Prevention of pediculosis – Russian educational portal medspecial.ru

Such measures do not guarantee that the child will not get infected, but will significantly reduce the risk.

No vaccination

Cold

Reasons. The disease is caused by rhinoviruses, coronaviruses, adenoviruses and many other respiratory viruses. They are transmitted from a sick person to a healthy person, along with droplets of saliva, even during a normal conversation. It is not always possible to identify patients, as children become contagious about three days before the onset of symptoms.

Understanding a Cold – MSD Medical Handbook

Symptoms of a Cold – CDC

How Children Get a Cold – UpToDate

Symptoms. Nasal congestion, clear, yellow or green snot, temperature within 38°C.

Some children have a sore throat, cough and cannot sleep.

When people get sick more often. In our country, the cold season starts in October and lasts until May.

What to do if you suspect an illness. You can treat children’s colds on your own. Baby syrup with paracetamol or ibuprofen will help reduce the temperature and alleviate discomfort for children older than 6 months. This drug should be given strictly according to the instructions, focusing on the weight of the child. Aspirin and other preparations containing acetylsalicylic acid are not suitable for children.

Do not give vasoconstrictor nasal drops or benzydamine throat lozenges to children under six years of age – these medicines can cause dangerous side effects. Children over 12 months old can be given a tablespoon of honey at night to help ease their cough.

Prevention. The risk that the child will get sick will be less if he is taught to wash his hands under running water with soap after the street and before eating. But you need to keep in mind that frequent childhood colds are an inevitable stage in the training of the immune system. The more often a child gets sick in kindergarten, the less often he will get sick at school.

Has been vaccinated

Rotavirus infection

Reasons. Rotavirus is transmitted through tiny particles of feces that can get on hands while using the toilet and remain there if the child does not wash them. Healthy children become infected when they touch sick children, or through toys that could also get viral particles. It is not always possible to identify patients, since children begin to shed rotavirus two days before the onset of symptoms.

What is rotavirus – WHO

Symptoms of rotavirus – CDC

How do you get rotavirus – UpToDate

Symptoms. Temperature up to 39°C, abdominal pain, watery diarrhea and vomiting.

Diarrhea can be considered three or more loose stools in a day, or if the child has two or more episodes of loose stools added to the usual frequency of visiting the toilet.

When people get sick more often. You can become infected all year round, but the peak of the incidence usually occurs in the driest and coldest months – that is, in the winter.

What to do if you suspect an illness. As a rule, children recover on their own in 5-7 days. At the same time, it is important to give the child food and drink so that dehydration does not occur. Children tolerate foods rich in complex carbohydrates best, such as pasta, rice, and potatoes. Of the drinks, unsweetened ones are best – for example, children tolerate pure still water better than fruit juice or soda.

If the child seems lethargic, sleepy, has convulsions and has not urinated for more than 8-12 hours, dehydration has already developed, and an urgent need to consult a doctor.

There are other signs that call for a doctor urgently:

1. temperature over 39 °C;
2. diarrhea lasts longer than 7 days;
3. blood visible in faeces;
4. severe stomach pain;
5. frequent vomiting that the child cannot control or the child cannot drink;
6. vomiting of bile.

Prevention. There is a vaccine for rotavirus infection, but so far it is not included in the National Immunization Schedule. It is planned to include it in the National Calendar in 2022. In some regions, for example, in Moscow, the rotavirus vaccine is included in the regional vaccination schedule, so it will be given free of charge. You can get vaccinated in a private clinic for money. Price in Moscow — from 1500 R.

You need three doses of the vaccine at 2, 3 and 4.5 months to get immunity. If you are late with vaccination, you will no longer be able to get vaccinated – it is done strictly up to four and a half months.

It is also important to teach your child to wash their hands with soap and water after visiting the street, after going to the toilet and before eating.

What is important to know about childhood illnesses

A child can become infected not only in a kindergarten, but also in any other place where he meets other people – on a playground, in public transport or in a shopping center. The only reliable way to protect a child from illness is to isolate him completely.

But this is not the best tactic. If the child’s immune system is not given the opportunity to gain experience in kindergarten, the child will catch colds more often at school. This means that he will have to miss classes regularly.

Children who got sick more often in kindergarten are less likely to catch colds at school – Archives of Pediatrics and Adolescent Medicine

But giving a child the opportunity to get sick with all childhood diseases is also not the best way to strengthen immunity. This is only good for colds. There are two reasons: there are no vaccinations against the common cold, and it is tolerated relatively easily and without consequences.

In addition to the common cold, you can encounter more dangerous diseases in kindergarten. If children become infected with them, they may develop severe complications after recovery, such as pneumonia or heart problems. There is only one way to train the immune system to defend itself against dangerous diseases so that the child does not get sick – to make all the necessary vaccinations.

How much does it cost to vaccinate a child

Doctors around the world believe that childhood vaccinations are the most reliable way of prevention. Eleven vaccinations are in the National Calendar – they are given free of charge under the CHI policy.

Standard Immunizations for Children and Adolescents: An Overview – Uptodate

In the first two years of life, parents can give their children a few extra shots. How you can get them is described in detail in the article “How to save on childhood vaccinations without saving on health.”

how kindergarten influences a child’s personality

“Children can be brought up differently”: Tatyana Peterson about the features of the Montessori system and about the private kindergarten “Skazka” in the city of Volgodonsk, which works on this system.

She gives her heart to her children. In 2013, psychologist Tatyana Peterson, who at that time herself was the mother of a preschooler, opened a children’s club in Volgodonsk for the versatile development of children using the Montessori method. Subsequently, at the numerous requests of parents, this club was transformed into a full-fledged private kindergarten “Skazka”. Today, about 50 kids of different ages are brought up in the groups of this kindergarten. About what kind of kindergarten it is, what are its advantages, and how it differs from the state preschool institution, Tatyana Peterson, the founder and head of the Skazka kindergarten, spoke in the Comment of the Week section.

– My brainchild appeared in 2013. We started with a regular kids club, and as a mother, I made the decision to open it because I wanted something different for my child. Actually, it opened up for my daughter and for children whose parents understand that their child needs something different. There is such an approach within the framework of natural parenting or conscious parenting. The method of the Maria Montessori system was chosen as the educational program, which corresponded to the style in which I raised my daughter. We worked as a kids club, we had regular customers. But one day a very interesting situation happened: our old client, who took her baby to us for a long time, took her and sent her to a kindergarten. Some time later, (it was the month of October), the door opens, mom comes in with a baby in her arms, dad comes in, brother comes in and says: “We don’t know anything, open a kindergarten. We give the child to you! It was a proposal based on trust in me as a person, in me as a teacher, as a psychologist. Therefore, we created a kindergarten on the initiative of parents. We quickly signed contracts. Initially, the children brought their own food. That is, it started with an idea, and then we gradually grew. First we moved to a cottage, and today it is already a large mansion that meets all the requirements, all the standards, and even, probably, more than the standards.

In addition, we have a state license that allows parents to receive a tax deduction. We are already quite a serious enterprise that has grown from a small children’s club to a fairly large kindergarten. We work according to the system of Maria Montessori.

What is the Montessori system?

– Many parents believe that this technique is for children with special needs. But this is a deep delusion, because Maria Montessori is a unique person, she is a doctor, she is a teacher, she is a philosopher, an anthropologist, and indeed she began her first activity with working with special children. When she developed her system, during one assessment, mentally retarded children were ahead of normal children in development. She then said such a great phrase: “How does modern education hinder the development of ordinary children, that mentally retarded children overtook them and overtook them.” And since then, Maria Montessori has devoted all her activities to working with ordinary children. And for the rest of her life, she worked with ordinary children. The Montessori system is recognized as effective all over the world, there are Montessori sites in many countries of the world. In Russia, they are also gaining huge momentum, and these are quite serious sites, where the cost is very high, and it is not so easy to get there. Therefore, what I observe in my kindergarten, and I see how this system works, what values ​​it brings – this, of course, is very different from the traditional approach. Actually, it was my idea to bring something different to the city, to show parents that there is a different view of children and their development.

What is the fundamental difference between your private kindergarten and the state one?

One of the differences between our kindergarten and the state kindergarten is the program. The system of Maria Montessori works within the framework of humane pedagogy. What is Humane Pedagogy? This is a deep respect for the personality of the child. In traditional education, upbringing is seen as: “the educator – the plan – and then the child.” In the program of Maria Montessori, the child is in the first place. He is the subject of the educational process, then comes his individual development plan, because there are laws of mental development, and there is also the pace and speed of a directly specific child. And only then comes the teacher, who acts as a mentor, assistant custodian and creator of the environment in which the children are. Of course, this is the main difference.

The second difference from conventional programs, from conventional standards is our capabilities. We have the opportunity to observe every child. We have the opportunity to see some kind of hidden talent in a child, to support him, to direct him, to draw the attention of parents to this. The ability to see the individuality in each child is due to the fact that we have a different system. Groups of different ages are a unique society where children hone such social qualities and skills as empathy, self-respect, help, and support for each other. You know how interesting it is to watch when older children become mentors, teachers, guardians for small children. Can you imagine how their self-esteem rises, from the fact that they can already convey something. And just like toddlers, toddlers treat their elders with respect, they make a tremendous leap in development, and then in turn these toddlers become mentors to other children. After all, we live in a society of different ages, and it is very important for us to learn to build relationships at an early age. And when children are in the same age group, what can they learn from each other? Well, probably not much. And in our kindergarten, children are already learning to build healthy, painless communication with the help of a teacher. I always say that all the knowledge of the world can now be obtained at the touch of a button. But to learn to interact in society, to find conflict-free ways of interaction, at the same time maintaining one’s dignity and one’s boundaries – this is the art of communication.

In your opinion, what should parents pay attention to when choosing a private kindergarten?

– If we take a legal point of view, then, of course, we first of all look at all the documentation that a kindergarten should have. The requirements for us are quite stringent. One of the latest requirements is to ensure anti-terrorist security, which includes the provision of indoor and outdoor video surveillance cameras, and not just for online surveillance, but according to certain parameters: this is emergency lighting, this is sound lighting, this is a fire alarm, this is output to the remote control “01”, that is – a lot of requirements. And in terms of ensuring physical security, all this, of course, must be confirmed by documents, because this is security. As for the educational program, it allows you to work with children within the framework of those psychological norms that he needs, because a large abundance of extra classes has a very detrimental effect on the child, on his immature nervous system. And if you choose a kindergarten from a psychological point of view, then it is very important for parents to turn to their inner experience, to their inner state, to understand what feelings, what sensations you experience when visiting a kindergarten where you plan to send your child? We always invite parents to a working group, where a parent watches how children interact, how they communicate, how teachers work with children – this is a living organism, it is impossible to persuade children or create some kind of plan, but it’s all felt. And if you understand with an inner feeling that this is your kindergarten, then it really is yours, because the adaptation of the child largely depends on the calmness of the mother, on the inner confidence of the mother or father. It is impossible to consider the child separately, the internal state of the mother greatly affects the child himself.

What are the qualifications of the professionals working with children in your garden?

– In addition to qualifications, which are presented in accordance with the standards: higher education, work experience and advanced training, as a leader, I make very serious demands on the personal qualities of the employee himself. I’m talking about not being a teacher. It’s not a job, it’s a calling, you either have it or you don’t. It is impossible to come, work with the children for 7 hours, give them something and leave, forgetting about it. This is truly a calling. In the qualification requirements for a Montessori teacher, there is such a clause that if the teacher has some unpleasant events in the family or at home, he has the right not to go to work. Why? Because the inner state of the individual affects the state of the group as a whole, children feel it. When you come to kindergarten, it is very important to observe how the teachers speak and what they say. Because speech is actively developing in children, and how your children will speak will depend on how the teacher or leader speaks.

What toys and aids are used in your kindergarten? Do children love them?

In a Montessori environment, we don’t have toys. We have supplies and materials. They are all made of natural wood, which allows children to form a careful and reverent attitude to objects. Pay attention to what happens with plastic toys: the child broke, abandoned, mom and dad will buy a new one! And then the baby grows up and begins to lose more valuable things. Where does all this come from? It comes from childhood, when we do not appreciate what we have. All our manuals are made of natural wood, while working and interacting with them, the child receives tactile sensations, his brain develops. This is an important criterion, and each manual is aimed at developing a particular skill, feeling or quality. That is to say, we do not have benefits that are aimlessly displayed. This is a clearly organized, clearly ordered, clear and understandable environment for the child. When the child arrives, he is shown how to work with the material, how to take it, how to move it, and how to put it back in place.

A very important criterion even when choosing a teacher is knowledge of the neurophysiology of brain development, because preschool children actively develop the brain, higher mental functions. And the development of his higher mental functions directly depends on what the child interacts with. This is a subtle point that many do not know about. If you begin to stimulate that mental function that is not yet active, it is quite dangerous for the child himself. Therefore, everything in our environment is built in such a way that every child of different ages can meet their age-related tasks. For someone this is the development of speech, for someone it is sensory, someone studies colors, someone writes, someone reads, and the teacher watches all this, helps and directs to this. This is a very important point here is such a leading role of the teacher himself, who is an observer.

We take newly arrived children literally one at a time in order to bring him into our environment as comfortably as possible. As we say: in the first six months, the teacher crawls on his haunches to show everything to the children, and then he simply becomes an observer, ready to help, because children are really capable of self-learning and self-development. They clearly know what they need. The teacher simply guides, prompts and introduces something new, acting as a kind of custodian and creator of the environment in which children themselves develop.

Let’s talk about nutrition, tell us what do the children eat in your garden? What should be the child’s diet?

– Food, first of all, depends on the capabilities of a private kindergarten, including ours. We have stepped a little further, and since we are a holistic complex, we approach the personality of the child and his health. We have entered into an agreement with the Association of Nutritionists, who have developed a menu for us specifically for our kindergarten, it meets the requirements of SanPiN. The only thing is that if you take the proposed SanPiN menu, there we will see a huge amount of calories due to the large amount of sugars and bakery products. We left this behind and replaced them with nutrients and microelements, so necessary for childhood. We also serve food in a certain way. We have food on display, the kids serve themselves. And they always have the desire, ability and desire to come for a supplement, that is, children eat in unlimited quantities. If they want, they take a supplement.

We have three meals a day, full, plus we have a snack – now there is a huge amount of vegetables that we grow ourselves. Children are happy to eat. Nutrition is different in that we removed sugar, we replaced it with natural products. Now they are fruits, in winter they are dried fruits, we have left tea as if it were empty food. We have replaced it with compotes that we prepare ourselves. In the diet we have a huge amount of protein, fiber, and all this in those ratios that are necessary for a growing baby. We have replaced flour with oatmeal, we add rice flour, we try to get out of the patterns of the standard nutrition institute as much as possible, thereby preserving the value of nutrition for the child. It is unacceptable to bring any sweets into the kindergarten. When our birthdays are celebrated, we prepare fruit and berry cakes for children, the children eat it with pleasure. We tell them what is right food, what is wrong food. That is, we instill the value of nutrition from childhood.

What do you think is the most important thing for a child who comes to kindergarten for the first time?

“The most important thing for a child is safety. If we look at Maslow’s well-known pyramid, we will see that until the need for security is satisfied, there can be no talk of any development. That is why we take literally one child for adaptation. When a child comes in, he should feel, feel exactly the feelings of happiness, calmness, support, feel that everything is open for him, they are always ready to help him. There are families where, due to certain circumstances, the mother stays with the child for 24 hours, and, of course, it is very difficult for the child. There are certain techniques that we use, for example, we make a home visit. That is, the teacher working in this group goes to the territory of the child and works with him there. And when a child sees that, for example, Svetlana came to me, then she is safe, and you can go to her. This is the first moment, there is another moment. The child begins to hysteria and act up where his age-related needs are not satisfied. Children, they are open, they show their feelings. And then we pronounce these feelings: “You are sad, right? Let’s mourn together with you, ”so we sit down and mourn together. That is, we allow the child to live through these emotions, we don’t stop them, we don’t say: “stop crying, mom will come soon, we’ll all go”, we try to switch his attention. It is very important that the child easily lived through these emotions, and each time such emotions become less and less. If you offer the child the right to choose: “what are you going to do, be sad or we will go to play?”, He will most likely answer: “let’s go to play.” And sadness immediately passes, and the whole point is in the right question. The teacher must be able to ask the right questions.

How many people are in your garden groups?

The mixed age group includes up to 15 people. Many parents believe that the fewer children, the better. This is another false premise. Well imagine, there will be 5 children of the same age. Yes, but in a month they will “bite” each other, they will not be interested, and the more children of different ages, the more social contacts they learn, the more they have the right to choose their partner in the game. 15 people is the number that the teacher can serve and work out absolutely comfortably and adequately. Each group has a Montessori teacher and a Montessori teacher assistant, plus not a nanny. This is due to the fact that the Montessori environment is different. There, children are absolutely independent, they know what they need to do, they know how to do it, because the teacher taught them this.

Up to 15 people are included in each group. We have three different age groups, the first one is from one and a half to three years old, the second one is from three to five years old, and the third one is from 5 to 7 years old. But this gradation is conditional, because we are referring to the individual pace of development. And there are children who at the age of 4 are already moving to the older group, because they have already worked out the skills of independence, the ability to hear and listen to the teacher, they have a state of internal order, and then they move to the older group, where they communicate and learn together with seniors. It happens that a four-year-old child comes from another kindergarten, and we have to return him almost to the younger group, because the child has not yet developed many skills. It happens that a child comes and asks: “What will I do now?”, We offer him: “Let’s choose with you, let’s see what you want to do”, but he looks and does not know, because he does not know how to choose. It already depends on adults. He is used to being told what to do. And this dependence subsequently passes into adulthood. The boss scolded at work, and the person feels bad about it. And it is precisely dependent relationships that should be worked out from childhood. Psychotherapy begins from such a young age, when, it would seem, what’s wrong with that? I will say no, everything is very deep and very subtle.

How quickly do children adapt in your kindergarten?

In our first week, the children stay to sleep. This is due to the fact that they fully satisfy their age-related needs, when we see somewhere on the street a chaotic child who is crying, who is hysterical, who is capricious – this is a clear sign that the child is not satisfied with his task, and he cannot find ways to solve these problems, and he begins to express himself emotionally, as soon as he finds something that satisfies him, he instantly turns into another child. In general, adaptation, as well as a probationary period at work, lasts 3 months. This suggests that when the baby fully enters the environment, when he is already getting used to the environment, when he already gives results at home, on average, this is 3 months. Of course, it happens earlier, everything is completely individual, but practice shows that the first week we already safely stay to sleep, which parents are very surprised at.

Your garden has been operating for many years, what is the fate of your graduates? Do you communicate with them?

– This is our pride. This is my dignity and my admiration. We are much deeper than that. Our children are not just friends with each other, our families are friends with each other, but the oldest graduates, for example, my daughter, who is now in the 6th grade, she is a successful athlete, she is an absolutely independent girl, she is a good student at school, others our graduates are now in 2nd, 3rd and 4th grades. They all communicate with each other, their families communicate with each other. Our graduates still come to visit, even those who graduated a long time ago, they still come to our kindergarten. They call and say: “Tatyana Vladimirovna, can I come to you?” They are happy to come, it is very warm, very friendly relations.
All our children are absolutely successful, they study very well at school. They have excellent social communication, they all achieve serious results in sports, they are healthy both psychologically and physiologically. This is a very serious indicator of our work, and the close relationship that we have, of course, indicates that we can really give something to children. We are really able to give them, and we see it. This, of course, is very valuable.

Please tell me how parents can understand that they have chosen the right kindergarten for their child?

– You will feel it, refer to your inner experience. You know, I always say that the family and the kindergarten work together. The values ​​of the family and the values ​​of the kindergarten should match, and when you come on a tour of the kindergarten, find out as much as possible in detail who and how works with your children. I am deeply convinced that the head of the kindergarten is simply obliged to have a specialized education. Because otherwise we will rely on the experience of employees. And no matter how wonderful they are, they are employees. The leader monitors the entire methodological, psychological and pedagogical process and can intervene at any time. We keep diaries of observations of the child, we give feedback to parents. Together we build a plan and a development path. When parents come to the garden, they have an inner feeling, an inner feeling – as a rule, it is the most correct one. I why I never advertise kindergarten because the marketing gimmicks are all perfect. But children are a living organism, where the warmth of the soul, cleanliness, comfort and order reign, and all this is read. You will see this in your child when the child runs to kindergarten, or when he goes out and comes home, brings something new, some new skills and parents open their child in a new light, parents understand this in just a week.

What would you like to convey to parents who are still choosing a kindergarten for their child and are considering yours as a preschool?

Dear parents, I turn to you with a small request – to see that kindergarten is not about preparing for school, it is not about looking after and caring for children. This is not about fulfilling some of your expectations regarding the child. This is a deep personal work of shaping the future personality of the child. You know, preschool age is the most important age. Those beliefs, those attitudes that are put into the head of a child from a significant adult, including from a teacher, will influence the future of the child as a whole. What are we used to seeing? “I’ll teach you, you don’t know how, you did wrong, do it! Are you unable to do anything? Why are you so inept?” and so on. What is the child experiencing at this moment? Some believe that life is difficult, and let the child get used to dealing with difficulties from childhood. We’ve been through it all and it’s okay. But what if we turn to other settings? For example: “This world is fascinating, beautiful, it has a huge number of miracles. You will definitely succeed, if you try, try 100 times, and 101 times you will definitely succeed! Feel the first state of success, the first state of victory! I appeal to parents so that they pay attention to the fact that it is possible to raise children in a different way, that there is a different view, where there is respect for the personality of the child, where understanding and acceptance of the child reigns. This is very valuable and very important. Kindergarten is the first step in the formation of a child’s personality. And the way a child grows up largely depends on the kindergarten and on the conscious choice of parents, ”Tatyana Peterson, head and founder of the Skazka private kindergarten, said in an interview with Notepad.

*Video and photo provided by customer.

Private kindergarten “Skazka” is located in Volgodonsk at the address: Gagarina street, 38A.

Contact phone: 8 (919) 883-16-30

Official website:skazkamontessori.ru

News on Bloknot-Volgodonsk

Special children in kindergarten and school: why the environment for development should not be “sterile”

For almost 10 years, Russian education has been developing an inclusive environment, which implies equal opportunities for the education and socialization of children, regardless of their characteristics. But despite this, parents, and in some cases teachers, still have questions about the appropriateness of the existence of such a model of education.

Why spreading the ideas of inclusion is incredibly important not only for children with special educational needs, but also for normotypical children, Letidor asked to tell Elena Ignatieva, CEO and creator of the Smart School Pro educational platform (@smartschool_pro) .

I started my path to inclusion 18 years ago with my eldest son. But actually, I was very far from inclusion at that time: I didn’t even hear such a concept – they didn’t talk about it in society until the adoption of amendments to the Law on Education in 2012.

But it was in that year that my friend and I opened a Russian-English kindergarten, which took kids with pronounced and unexpressed developmental features. I saw it as my mission. In our kindergarten, every year the number of children for whom the native language was not Russian or English, but some third language, grew. Over time, the number of these children reached 30%. And it was also unusual, new tasks appeared. It became clear that taking all the children in a row is not yet inclusion. Therefore, we began to learn how to work in such an environment, made mistakes and made discoveries. It was not easy, but every day we became convinced that broad inclusion, of course, has a positive effect on all participants in the learning process.

What is broad inclusion and what is its potential

Inclusion is wider than just education — this essential principle is presented in the main commentary on Article 24 of the Convention on the Rights of Persons with Disabilities (ratified by Russia in 2012), developed by experts from the UN Committee on the Rights of Persons with Disabilities .

Inclusion is the process of including every child in social life. It reduces the degree of isolation at all stages of the educational path and does not only apply to those who have personal characteristics and needs. Inclusion covers all children, both normotypical and with disabilities, and, of course, teachers.

It is important to look at the heterogeneity of children, their difference from each other not as a problem, but as a kind of reality, the natural environment in which we live, and even as a certain potential.

In the process of inclusive education, close, friendly relations are created between children, teachers and society.
People with special needs and people who don’t have them today need each other.

The idea of ​​inclusion is humane, and inclusive education is the future. But we understand that it, this idea, is extremely difficult to implement. World experience demonstrates how inclusive forms of education are evolving around the world. This does not happen quickly, it takes many years, sometimes decades, but it is important not to stop moving in this direction. I am sure that we will also come to the conclusion that a more flexible approach to learning will be created. Obstacles to the education of children who are different from each other, studying in heterogeneous groups, will gradually disappear. There will be conditions for the disclosure of internal resources, and this will be useful to everyone.

The value of an inclusive environment for normotypical children

Often adults, armed with the best of intentions, try to make the children’s environment sterile, “exclusive”, to protect healthy children from seeing someone else’s imperfection. But life always takes its toll. Sometimes a relatively healthy child is able to shake up the children’s team in such a way that it doesn’t seem enough.

It is impossible to remove all uncomfortable or difficult children from the environment. It is better to recognize that the kindergarten is a mini-model of society .

Whether we like it or not, our society is many-sided and heterogeneous. We are surrounded by people of different characters, psychotypes, nationalities, speaking different languages ​​and with different cultural values. Integration processes are going on everywhere. And although sometimes you want to take “two steps back”, it is very difficult to resist them.

Inclusion is the opposite of segregation. It is in an inclusive environment that natural conditions arise for the formation of social skills and human qualities that are indispensable for our children in their adult lives. Having finished studying, each child, getting into society, implements his own project or business. Teaching normotypical children and children with special needs together helps a person to take into account the needs of different groups of society in the future.

Such adults will stop thinking narrowly, will begin to understand how to help others, how to navigate life together, will create new projects aimed at interaction, not separation.

Now you can still meet the negative reactions of parents when a child with special needs appears in the group of their child in kindergarten. But such reactions are becoming less every year. Inclusion does not damage education, but goes in parallel with it and makes important additions.

Who is a tutor and why without him an inclusive environment is impossible

For an inclusive environment to take place, a tutor must be included in the learning process. This is a person who does not just escort a child with special needs to classes and helps to get used to the group. It lays the foundation for communication and teamwork with other children. He is needed as a guide who can unite the guys. In this case, all participants in the educational process develop the skill of communication with different children and the awareness of some features in themselves.

Let’s face it, it’s not just children with disabilities who have communication problems. Normotypical children also often experience this. The tutor creates an environment where children communicate and help each other. Returning home in the evening, they are happy to tell their parents about this valuable experience. And then adults who have experience of segregation into groups, who do not understand why this heterogeneity and otherness in the learning process, become more loyal to the very idea of ​​inclusion.

Inclusive environment – a natural space for the formation of social skills

In order for children to consciously form the skills of social interaction, a special methodological program is needed. All teachers in an educational institution should be trained to work with an inclusive environment. Then the child will have more opportunities to develop skills through free play, imitation and many other tools.

Adult imitation is the basis for learning. And it, in turn, leads to development. And learning now is not only two people – an adult and a child – on opposite sides of the desk. This is also the process of a child’s game, unobtrusively controlled by an adult. In general, when an educator has the necessary skills to work in an inclusive environment, everything becomes learning. And then we don’t have to choose which is more important – the quality of education or social values.

Tolerance as the basis of inclusive education

Creating an accessible environment is one of the main tasks in the process of organizing inclusive education. And this raises the question of the development of tolerance – respect, acceptance, understanding of the diversity of manifestations of human individuality – in each of us.

We get the first experience of tolerance in the family. Here the child learns to communicate, listen and respect the opinions of others, to be attentive and careful to relatives. Of course, the personal example of parents, the atmosphere of relations in the family is of great importance.

To be tolerant in the teaching environment means to be considerate and friendly towards everyone, regardless of the variety of features, personal opinions and views on certain situations.

Inclusion is also about empathy

Empathy is one of the main features of an inclusive teacher-educator. It forms an environment that is focused on emotional acceptance, understanding the emotions of another person.

Creating a common play environment for all children helps to develop the child’s emotional intelligence. We teach children not only to recognize their feelings, but also to understand their causes both in themselves and in other people, to manage emotions.

In an inclusive environment, the baby has the opportunity to experience their feelings and see how it happens with others. The general interaction of children on the playground gives the necessary development.

It is important that parents also talk to the child about emotions, about his inner state, read books about the differentiation of feelings. All this will help the baby adapt in a heterogeneous environment and form emotional intelligence.

Our world is becoming more complex and diverse. He is changing rapidly. On the one hand, erasing social, cultural, linguistic boundaries, on the other hand, generating new phenomena and trends. In the light of the latest realities, we cannot even say exactly what tomorrow will be like, the speed of change and the degree of uncertainty are too high.

This means that adaptability and the ability to remain human will be important qualities of a person in the world of high speeds.

In this vein, the importance of broad inclusion as a new model of society is growing. Inclusive processes are now taking place everywhere, and preschool education is no exception.
Source: https://letidor.ru/obrazovanie/osobennye-deti-v-detskom-sadu-i-shkole-pochemu-sreda-dlya-razvitiya-ne-dolzhna-byt-sterilnoi.htm

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MADOU “Kindergarten No. 222 of the combined type” of the Moscow district of Kazan

My child went to kindergarten…

… And immediately began to hurt. The end of the phrase for many comes off the tongue automatically. How many doctors have to listen to complaints from mothers and grandmothers that the baby “picked up” an infection in the garden. Yes, and the statistics confirm; children who are brought up in a children’s institution get sick much more often than those who grow up at home, surrounded by the care of relatives.

All this is natural, the reasons are quite clear. In kindergarten, viruses “circulate” constantly. The kid, getting here for the first time, begins to instantly “grab” them. Until now, he only interacted with other children on the street, in the fresh air, where it is much more difficult to get infected. There is another serious reason. After 3 years, the child begins to grow rapidly, namely, during the period of rapid growth, immunity decreases, immunity to various diseases weakens.

Does this mean that every child is simply doomed to get sick in kindergarten? And in this case, what should mothers do who do not have the opportunity to stay at home at least until the baby is 5 years old? What should families do without grandmothers raising their grandchildren before school? Yes, and there is no guarantee that the same difficult period of adaptation will not be in the first class, and this can be even worse.

It is difficult to give universal advice to parents. Probably the simplest recommendation is to try to prepare your child for kindergarten in advance. Try thereby to ease the stressful situation that awaits him. The most important thing is mental preparation. Put yourself in your baby’s shoes. Imagine that you have spent the vast majority of your life with the one person you are most attached to in the world. And suddenly you are torn away from this person and as an alternative they are offered many other, alien, indifferent people to you. Will it be easy for you to carry it? So your baby, being torn away from his mother, naturally, does not feel the best way. To help him, try expanding his social circle in advance.

Basically, children are sociable by nature, easily get to know each other, and if they are even slightly pushed, they easily begin to play with each other. There is, however, another type of children – those who prefer loneliness and games alone, who are very reluctant to come into contact with their peers. Please note that it will be especially difficult for such children in kindergarten. Psychological adaptation in the team will be very difficult for them.

In any case, it is sometimes worth sacrificing your peace and comfort and inviting children to your home, inventing common, collective games, occupying them not one by one, but by a group. A child shackled in communication in “no man’s land” in the yard, in his own, at home will be more open.

There is no need to go to the other extreme, painting the beauties of the future life in kindergarten and drawing unprecedented pleasures and entertainment. Unfortunately, this happens quite often: the most common mistake parents make is a promise like: “You’ll go to kindergarten, there are such beautiful toys, it’s so interesting there …” and so on. A child, having tuned in to something truly extraordinary, faced with everyday reality, is very quickly disappointed. Unfulfilled hopes often cause him a negative reaction to the garden. He begins to refuse to go there, crying, complaining that it is bad there.

Home, caressed children, often getting into the Spartan atmosphere of a kindergarten, suffer from a lack of warmth, from the absence of that emotional background that is at home. And so I repeat once again: the kid needs to be taught that kindergarten is a necessity, mom goes to work, and he goes there.

That’s what concerns psychological preparation. But organization is also important. Find out in advance what mode is in the garden, when there is breakfast, lunch, dinner, afternoon tea. If possible, adjust your home routine to kindergarten so that the child easily adapts to it.

If the baby goes to kindergarten in the fall, try to spend some time hardening in the summer. No special exotic hardening techniques are needed – simple general strengthening procedures are enough. Let him bathe, sunbathe a little, walk barefoot, walking barefoot in the dew is especially useful. Wet wiping and then dousing with cool water is also an excellent way to harden a child.

The most difficult days, of course, are the first. Children are very tired at first. A new, unusual environment should be balanced by the peace of the house. Let the child be alone. If he is tired and he is not in the mood to talk, do not pester him with questions, do not download him, give him the opportunity to be in silence, alone with himself, with his favorite toys.

Do not reproach him, do not scold him if he did something wrong in the garden or at home, even try to make comments as little as possible so as not to form a persistent negative attitude towards the new way of life. Then, when everything goes into a rut, you will still have the opportunity to correct any shortcomings in the child’s behavior.

I must say that children behave differently during the adaptation period. Someone is lethargic and too calm, someone, on the contrary, is too mobile, excited, requires constant attention. By the way, the latter is a sign of particular overwork, and such children desperately need a calm environment.

No matter how hard you try to protect your child from infections, after a week or two of his stay in the garden, he still falls ill with ARVI, because you cannot save him from contacts. And in the children’s team there is always someone who coughs or comes with a slight runny nose. Your task is to try to strengthen the immunity of the baby.

If the child, despite all your efforts, all the preventive measures that you take, still gets sick often, with intervals of 1.5-2 months, be patient, treat him to the end each time, do not let him out into the garden with residual effects , take care of complications: chronic tonsillitis, sinusitis and so on.