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EarlyON Child and Family Centres Locations

1900 Main West EarlyON
1900 Main Street West, Hamilton
Call 905-521-0926
Email [email protected]
Door entrance is down the paved path to the left of the building from street; parking is to the right of the building.

Main West Calendar

Beasley EarlyON
Beasley Community Centre
145 Wilson Street, Hamilton
Call 905-546-2424 ext. 4535
Email [email protected]
Limited parking available onsite. Entrance through the main doors. (Ring the bell for entry)

Beasley Calendar

Bernie Morelli EarlyON
Bernie Morelli Recreation Centre
876 Cannon St. E., Hamilton
Call 905-512-9965
Email [email protected]
Parking lot accessibility is located at the corner of King and Balsam Ave South. Located on the second floor, can be accessed by the staircase on the left or the elevator beside the reception desk. Room #213

Bernie Morelli Calendar

Binbrook EarlyON
Binbrook Memorial Hall
2600 Highway 56, Binbrook
Call 905-531-4459
Email [email protected]
Fully accessible. Parking is located at the side of the building via entrance from Highway #56. Enter at the side of the building. Outdoor program operates beside the outdoor washrooms visible from the parking lot.

Binbrook Calendar

Cecil B. Stirling EarlyON
Cecil B. Stirling Elementary School
340 Queen Victoria Dr, Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Parking lot entrance is located off Queen Victoria Dr. The entrance to the EarlyON is at the back of the parking lot, past the outdoor play area. You may park in the parking spaces. Please knock on door for entry.

Cecil B. Stirling Calendar

Churchill Park EarlyON
167 Cline Street North, Hamilton
Call 905-546-2424 x 4535
Email [email protected]
Located inside, or close to, the Churchill Clubhouse.Outdoor program operates rain or shine. Program is cancelled during extreme weather warnings.

Churchill Park Calendar

Dominic Agostino Riverdale EarlyON
Dominic Agostino Riverdale Community Centre
150 Violet Drive, Hamilton
Email [email protected]
Enter through the main doors. Once inside the space, follow the hallway past the main reception desk. Turn left at the first opportunity (there is EarlyON signage on the wall) and the room is the last door on your right.

Riverdale Calendar

Dundas Driving Park EarlyON
71 Cross Street, Dundas
Call 905-574-9344 ext. 1162
Email [email protected]

Dundas Driving Park Calendar

Dundas Lions Memorial EarlyON
Dundas Lions Memorial Community Centre
10 Market Street, South, Dundas
Call 905-574-9344 ext. 1162
Email [email protected]
Located on the second floor of the community centre. Accessible with elevator access.

Dundas Lions Calendar

Ellis EarlyON
BGC Hamilton-Halton
45 Ellis Avenue, Hamilton
Call 905-549-2814 ext. 230
Email [email protected]
Parking lot available on site along with free 3 hour street parking. Enter building through our main doors facing Ellis Ave. Located on the left and around the corner.

Ellis Calendar

George L. Armstrong EarlyON
George L. Armstrong Elementary School
460 Concession St, Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Participants can access the building using the side doors on East 19th St (the doors face Shoppers Drug Mart). There is an intercom located on the left hand side of the doors, with a doorbell. The office will allow entry.

George Armstrong Calendar

Gourley Park EarlyON
142 Duncairn Crescent, Hamilton
Call 905-531-8931
Email [email protected]

Gourley Park Calendar

Greendale EarlyON
44 Greendale Drive, Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Entrance is on the driveway side of the Child Care building next to the community fridge.

Greendale Calendar

Helen Detwiler EarlyON
Helen Detwiler Elementary School
320 Brigade Dr., Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Location has their own entrance separate from the schools on the south side of the building.

Helen Detwiler Calendar

Hillcrest EarlyON
Hillcrest Elementary School
40 Eastwood Street
Call 905-549-2814 ext.321
Email [email protected]
Parking lot located in front of the school, with additional street parking. Entrance is on the right when facing the school.

Hillcrest Calendar

Holy Name of Jesus EarlyON
Holy Name of Jesus Catholic Elementary School
181 Belmont Ave North, Hamilton
Call 365-336 -7001
Email [email protected]
Fully accessible. Street parking only check parking signs. Enter through front doors of school on Belmont Avenue.

Holy Name Calendar

Huntington Park EarlyON
Huntington Park Recreation Centre
87 Brentwood Dr., Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Enter through main doors and turn left. Progam is in the multipurpose room.

Huntington Park Calendar

James Street EarlyON
Hamilton Downtown Family YMCA
79 James Street South, Hamilton
Call 905-317-4933
Email [email protected]

James Street Calendar

Marshall Memorial EarlyON
Marshall Memorial United Church
20 Gilbert Ave., Ancaster
Call 905-574-9344 ext. 1162
Email [email protected]
Parking is off Fiddlers Green and the entrance to the Hall is at the back of the church, is next to child care playground.

Marshall Memorial Calendar

Mount Albion EarlyON
Mount Albion Elementary School
24 Kennard St., Stoney Creek
Call 289-237-1297
Email [email protected]
Enter building from lower parking lot, room 106.

Mount Albion Calendar

Niwasa Biindigen Hub EarlyON
785 Britannia Avenue, Hamilton
Call 905-549-4884 ext. 0
Email [email protected]

Niwasa Biindigen Calendar

On y va de Notre-Dame Hamilton
Notre Dame Catholic Elementary School
400 Cumberland Avenue, Hamilton
Call 905-549-3383
Email [email protected]

Notre Dame Calendar

On y va du CSCHN rue Barton Est
Centre de Santé Communautaire
1320 Barton Street East, Hamilton
Call 905-528-0163 x3228 or 3297
Email [email protected]

Centre de Santé Calendar

Opens June 20 until August 31
On y va Gage Park
Gage Park Playground and Splash Pad
1000 Main Street East, Hamilton
Call 905-528-0163
Email [email protected]
Entrance to park near Gage and Maplewood

Gage Park Calendar

Queen Street EarlyON
155 Queen Street North, Hamilton
Call 905-521-0926
Email [email protected]
Limited parking available off of Oxford St in the apartment building parking lot. Street parking is available on Queen St until 4 pm only. Enter through the main doors to the “Betty Brooks Community Centre” (down a set of stairs). Once inside the foyer, turn right and the EarlyON room will be on your left.

Queen Street Calendar

Ryerson EarlyON
251 Duke Street, Hamilton
Call 905-574-9344 ext. 1162
Email [email protected]
Parking lot and main entrance on Duke Street.

Ryerson Calendar

Sanford EarlyON
BGC Hamilton-Halton
735 King Street East, Hamilton
Call 905-549-2814 ext. 303
Email [email protected]
Please enter at the main entrance on Main & Sanford (The Catholic Children’s Aid Building). Reception will contact an EarlyON Educator and we will bring you to the classroom.

Sanford Calendar

St. David EarlyON
St. David Catholic Elementary School
33 Cromwell Crescent, Hamilton
Call 905-573-7905 ext. 1
Email [email protected]
Fully accessible. Parking and entrance is located from the Cromwell Crescent entrance at the back of the school. Outdoor program operates at the front of the school on Cromwell Crescent.

St. David Calendar

St. Thomas EarlyON
St. Thomas the Apostle Catholic Elementary School
170 Skinner Road, Waterdown
Call 365-336-6998
Email [email protected]
Fully accessible. Parking lot located at side of school. Enter program from the school front doors on Skinner Road.

St. Thomas Calendar

Valley Park EarlyON
Valley Park Community Centre
970 Paramount Drive, Stoney Creek
Call 289-237-1297
Email [email protected]

Valley Park Calendar

Waterdown EarlyON
315 Dundas Street East, Waterdown
Call 905-574-9344 ext. 1162
Email [email protected]
Waterdown House parking can be accessed from Dundas St. or Mill St., with a lot next to Waterdown Memorial Hall. A municipal parking lot is available. Entrance is at the back of the house with ramp access.

Waterdown Calendar

Winona EarlyON
Winona Community Centre
255 Winona Rd., Winona
Call 905-531-4092
Email [email protected]
Fully accessible. Parking is available at the side of the Centre on Winona Road. Entrance is located at the fence at the doors closest to Highway #8 and Winona Road. Outdoor program operates in the play space closest to Highway#8.

Winona Calendar

Westmount EarlyON
Westmount Recreation Centre
35 Lynbrook Drive, Hamilton
Call 289-659-9400
[email protected]
EarlyON is located on second floor, end of hallway; elevator available.
VIEW WESTMOUNT CALENDAR

Woodland at Green Venture EarlyON
22 Veevers Drive, Hamilton
Call 905-549-2814 ext.208
Email [email protected]
Free parking is located on Veevers Drive and Ambrose Ave. At Green Venture you will have an opportunity to participate and engage through our outdoor Woodland program. Outdoor entrance is located on Veevers Drive facing the building.

Green Venture Calendar

Woodland at the Red Hill Valley Trail EarlyON
Melvin Avenue & Talbot Street
Call 905-549-2814 ext.208
Email [email protected]
Meeting spot at this location is located on the corner of Melvin Ave & Talbot Street where there is a path entry into the Red Hill Valley Trail. Upon arrival staff will be there to greet families and direct them to the meeting place. The meeting spot is in the wooded area on the right.

Red Hill Valley Trail Calendar

Parentdirectniagara.ca View list schools

Alternative Schools Parent Direct Niagara

Details: Phone: 905-937-7411. City: St. Catharines. Programs run from 8:30 am to 11:30 am each morning and include a nutritious snack. (more information) Beyond Montessori School. …

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District School Board of Niagara Parent Direct Niagara

Details: Edith Cavell Public School Website: edithcavell. dsbn.org Phone: 905-684-6545 City: St. Catharines (more information) Ferndale Public School Website: ferndale.dsbn.org Phone: …

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Children’s Programs and Clubs Parent Direct Niagara

Details: Phone: 905-641-1021. City: St. Catharines. This self-advocacy and self-esteem program helps children gain a better understanding of their learning disability and/or ADHD. (more …

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Assumption Catholic Elementary School Parent Direct Niagara

Details: Parent Direct Niagara is operated by the Early Childhood Community Development Centre(ECCDC).The site’s development has been made possible by funding from the Ontario …

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Niagara Children’s Centre School Parent Direct Niagara

Details: Parent Direct Niagara is operated by the Early Childhood Community Development Centre(ECCDC). The site’s development has been made possible by funding from the Ontario …

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E.I. McCulley Public School Parent Direct Niagara

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Licensed Child Care Centres Parent Direct Niagara

Details: Way To Grow Daycare – St Davids operates a quality licensed child care program directly on site at St. Davids Elementary School. Care is available Monday – Friday 7:00 am – 6:00 pm for …

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St.

Augustine Catholic Elementary School Parent Direct Niagara

Details: St. Augustine Catholic Elementary School. Website: https://schools.niagaracatholic.ca/staugustine Phone: 905-734-4659 Fax: 905-734-7658

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Branscombe Early Learning and Family Centre Parent Direct Niagara

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St. Mary Catholic Elementary School

Details: Parent Direct Niagara is operated by the Early Childhood Community Development Centre(ECCDC).The site’s development has been made possible by funding from the Ontario …

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Family Resource Programs Parent Direct Niagara

Details: Age Group Infant Toddler Preschooler School Age Youth Family Grouping Service Hours Full Day Half Day AM Half Day PM Evening Monday Tuesday Wednesday Thursday Friday …

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EarlyON Child and Family Centres Parent Direct Niagara

Details: EarlyON Centres offer free high-quality drop-in programs for caregivers and children from birth to 6 years old. You can learn and play with your child, meet people, or get advice.

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St. Joseph Catholic Elementary School

Details: St. Joseph Catholic Elementary School – Stevensville 3650 Netherby Rd Stevensville, ON L0S 1S0. Parent Direct Niagara is operated by the Early Childhood Community Development …

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Top of the Ridge Day Care Parent Direct Niagara

Details: detailed listing. Top of the Ridge Day Care. Phone: 905-894-5654. Email: [email protected] Age Group: Preschool, School Age, Toddler. Subsidy Available: Yes. A day care centre …

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The Early Learning Coalition of Hillsborough County

Together, we can ensure all Hillsborough County’s youngest children grow up to achieve anything they can.

The Early Learning Coalition of Hillsborough County provides the best possible early learning experiences and supporting the families and teachers who care for them. Our vision is for a thriving community where every child has what they need to succeed from the moment they are born.

FIND PROGRAMS & SERVICES

Together, we can ensure all Hillsborough County’s youngest children grow up to achieve anything they can.

The Early Learning Coalition of Hillsborough County provides the best possible early learning experiences and supporting the families and teachers who care for them. Our vision is for a thriving community where every child has what they need to succeed from the moment they are born.

FIND PROGRAMS & SERVICES

What We Do For Our Children Today

Together, we can ensure all Hillsborough County’s youngest children grow up to achieve anything they can dream.

The Early Learning Coalition of Hillsborough County provides the best possible early learning experiences and supporting the families and teachers who care for them. Our vision is for a thriving community where every child has what they need to succeed from the moment they are born.

FIND PROGRAMS & SERVICES

Together, we can ensure all Hillsborough County’s youngest children grow up to achieve anything they can dream.

The Early Learning Coalition of Hillsborough County provides the best possible early learning experiences and supporting the families and teachers who care for them. Our vision is for a thriving community where every child has what they need to succeed from the moment they are born.

FIND PROGRAMS & SERVICES

Not sure where to start?

Start here.

I am a parent or guardian, and I want to…

Make a selection…Access the Family PortalFind a child care providerGet financial assistanceApply for Free VPKAccess resources for my special needs childLearn more about early educationReport fraud

I am a childcare provider, and I want to…

Make a selection…Access the Provider PortalBecome a School Readiness ProviderBecome a VPK ProviderAccess Professional Development resourcesLearn about scholarships and wage incentivesApply for special fundingReport an absent childReport fraud

The neighborhood where a baby is born shouldn’t determine how safe, supported and successful they become.

That’s why the Early Learning Coalition of Hillsborough County works to ensure all our community’s youngest children grow up to achieve anything they can imagine by providing the best possible early learning experiences and supporting the families and teachers who care for them.

Learn About Our Impact

Explore the Brain

Learning starts at birth and is rapid during the first five years of life. Hover over the parts of the brain to learn more.

Learning starts at birth and is rapid during the first five years of life. Tap on the large circles on the brain to learn more.

Nearly 90% of brain development happens by age 5.

Every public dollar spent on preschool returns $7 through increased productivity and savings on public assistance and criminal justice. – Harvard University, Center on the Developing Child.

Toddlers have more than 100 Trillion cell connectors at age two, the most they’ll ever have in their life.

Nearly 90% of brain development happens by age 5.

Nearly 90% of brain development happens by age 5.

Invest In the Future of Our Community Now

The most significant way we can grow Hillsborough County businesses and our economy is to invest in our youngest residents now. What we do for our children during their first five years determines how successful they’ll be in school, at work and as members of this community. We are your strategic nonprofit partner in building a community where everyone who lives and works here can thrive.

SUPPORT OUR MISSION

Stay in the Know

Latest Blog Posts

Press Release: EARLY LEARNING COALITION OF HILLSBOROUGH COUNTY BOARD OF DIRECTORS APPROVES HIRE OF SPIRIT CONSULTING TO SEARCH FOR NEXT CHIEF EXECUTIVE OFFICER

September 7, 2022

TAMPA, FL (Wednesday, September 7, 2022) – The Board of Directors has approved the hiring of Spirit Consulting to undertake the search for the Early Learning Coalition of Hillsborough County’s (ELCHC)

Read More

Press Release: Governor DeSantis Appoints Two New Board Members To The Early Learning Coalition of Hillsborough County

August 23, 2022

TAMPA, FL (Tuesday, August 23, 2022) – Governor Ron DeSantis appointed two board members to the Early Learning Coalition of Hillsborough County (ELCHC) on August 19th. Melissa Raburn of Lithia and

Read More

Press Release: Early Learning Coalition of Hillsborough County Interim CEO, Gary Meyer, Announced

August 22, 2022

EARLY LEARNING COALITION OF HILLSBOROUGH COUNTY INTERIM CEO, GARY MEYER, ANNOUNCED  TAMPA, FL (Monday, August 22, 2022) – Gary Meyer was appointed Interim Chief Executive Officer of the Early Learning

Read More

Upcoming Events

Hamilton’s school board asks families to prepare for closures amid on-going pandemic – Hamilton

Hamilton’s public school board says parents have until Wednesday midnight to weigh in on the possibility of closures amid rising COVID-19 cases in Ontario.

On Friday, the Hamilton Wentworth District School Board (HWDSB) sent a survey to the guardians of some 26,000 students to assess their “remote learning preparedness,” in the hopes of not only preparing for the prospect of closures but also of ascertaining the potential needs for children to work comfortably from home.

Read more:

Coronavirus: Hamilton reports 67 new COVID-19 cases, death at LTC

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• Coronavirus: Hamilton reports 67 new COVID-19 cases, death at LTC

A spokesperson for the HWDSB told Global News the move is in response to an initiative from Ontario’s ministry of education to prepare for possible closures during the second wave of the pandemic, and not necessarily due to rising COVID-19 cases in Hamilton.

“The ministry asked all school Boards to create a plan should the need arise to move quickly to remote learning in the event of a classroom, school, or board closure,” said HWDSB spokesperson Shawn McKillop.

“Part of this plan includes determining which of our elementary in-person students have or do not have an adequate device and Internet service for learning at home.”

Guardians are being asked to submit a short two-question survey to assess their preparedness to have their children learn from home.

McKillop says the closure of the city’s schools is not imminent.

Elementary in-school families, please tell us about how prepared you are in case schools close due to COVID-19 and students need to learn from home. Have your say on the Parent Portal under Forms, for each of your children, by midnight Wednesday, Nov. 11. https://t.co/RmmAJwhgNS pic.twitter.com/xRcu40JBff

— HWDSB (@HWDSB) November 10, 2020

Hamilton Public Health reported 67 new COVID-19 cases in the city and 364 active cases as of Monday.

School boards in Hamilton have 36 unresolved COVID-19 cases among staff and students in the system.

The HWDSB reported three news cases at two elementary and one secondary to add to its 25 unresolved cases as of Nov. 9.

Three schools on the Mountain — Sir Allan MacNab Secondary, Queensdale Elementary and Ridgemount Elementary — all reported single cases among students on Monday.

The school board says there were no student or staff contacts with the case at Sir Allan MacNab since the student has not been in the building so far this school year.

The cases at Queensdale and Ridgemount did involve students on school property who are now self-isolating for 14 days, as are families and staff members who were identified as close contacts by public health.

Hamilton Wentworth District School Board (HWDSB) — 25 cases

• Ancaster High School: three cases
• Bernie Custis Secondary School: two cases
• Dundas Valley Secondary: one case
• Eastdale Elementary School: one case
• Franklin Road Elementary School: one case
• Helen Detwiler Elementary: one case
• Highview Elementary: one case
• James MacDonald Elementary: one case
• Janet Lee Elementary School: one case
• Lake Avenue Elementary: one case
• Orchard Park Secondary: two cases
• Queensdale Elementary School: one case
• Ray Lewis Elementary: one case
• Ridgemount Elementary: two cases
• Shannen Koostachin Elementary School: two cases
• Sir Allan MacNab Secondary: one case
• Tiffany Hills Elementary: one case
• Winona Elementary: one case
• Westmount Secondary School: one case

Read more:

Ontario reports 1,242 new coronavirus cases, 12 more deaths

Hamilton Wentworth Catholic District School Board (HWCDSB) — 11 cases

• Bishop Ryan Catholic Secondary: one case
• Bishop Tonnos Secondary: one case
• Cathedral HS: two cases
• Immaculate Conception Elementary: two cases
• St. David Catholic Elementary: one case
• St. Francis Xavier Elementary: one case
• St. John Henry Newman CSS: one case
• St. Mary Catholic Secondary: one case
• St. Thomas More: one case

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Hamilton has eight active cases in child-care centres at:

• Annunciation of Our Lord Before and After School Program: one case
• Le Garderie Petit Navire – Cumberland Avenue: five cases
• YMCA SACC – Chedoke: one case
• YMCA SACC – Norwood Park: one case

Cases in Hamilton-area post-secondary schools

McMaster University has reported 10 on-campus COVID-19 cases since the pandemic began. The latest case involves two Mohawk College students who take classes at the Institute of Applied Health Sciences facility on McMaster’s campus. The case are not believed to be connected and both students were last at the campus on Nov. 2.

Five people associated with Mohawk College have had the coronavirus since the pandemic began. Only three have actually been connected with the post secondary’s campus.

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Cases in Halton-area schools and daycares

Halton public schools reported 36 unresolved cases as of Nov. 9 with seven schools reporting two or more cases.

Halton District School Board (HDSB) —  12 cases

Burlington — two cases

• Aldershot High School: one case
• Dr. Frank J. Hayden Secondary: one case

Milton —  six cases

• Chris Hadfield Public School: one case
• Milton District High School: one case
• P. L. Robertson Public School: two cases
• Robert Baldwin Public School: one case
• Sam Sherratt Public: one case

Oakville — four cases

• Joshua Creek Public: one case
• Pilgrim Wood Public School: one case
• T. A. Blakelock High School: one case
• White Oaks Secondary School: one case

Read more:

City ‘worried’ about rising outbreaks, COVID-19 cases in Hamilton

Halton Catholic District School Board (HCDSB) — 22 cases

Burlington — eight cases

• Assumption Catholic Secondary: two cases
• Notre Dame Catholic Secondary: two cases
• St. Elizabeth Seton Catholic Elementary: one case
• St. Paul Catholic Elementary: three cases

Milton — two cases

• Queen of Heaven Catholic Elementary: one case
• St. Benedict Catholic Elementary: one case

Oakville — 12 cases

• Holy Trinity Catholic Secondary: two cases
• St. Dominic Catholic Elementary: three cases
• St. Gregory the Great Catholic Elementary: five cases
• St. Marguerite d’Youville Catholic Elementary: one case
• St. Matthew Catholic Elementary: one case

Halton has four active cases in child-care centres at:

• Learning Blocks Montessori (Milton): one case
• Today’s Family Before and After School Age Program – JW Boich (Burlington): one case
• YMCA SACC – Falgarwood (Oakville): one case
• YMCA – River Oaks Junior (Oakville): one case

Read more:

Pfizer’s coronavirus vaccine may be 90% effective, early data suggests

Cases in Niagara-area schools and daycares

Niagara public schools are reporting only three total cases among the two school boards in the region. There are no outbreaks in the region and no cases in St. Catharines or Niagara Falls.

District School Board of Niagara (DSBN) —  no cases

St. Catharines — four cases

• E. I. McCulley Public School: one case
• Governor Simcoe Secondary School: one case
• Lincoln Centennial: one case
• Westdale: one case

Niagara Catholic District School Board (NCDSB) —  three cases

Port Colborne — one case

• Lakeshore Catholic High: one case

Niagara Falls — three cases

• St. Mary Catholic Elementary School: two cases
• Saint Michael Catholic High School: one case

St. Catharines — one case

• Canadian Martyrs Catholic Elementary School: one case

Welland — one case

• Notre Dame College: one case
• St. Andrew Catholic Elementary: one case

Niagara region has two active cases in child-care centres at:

• Branscombe Early Learning and Family Centre: two cases

Read more:

Peel Region only one in coronavirus red zone as Ontario switches to colour-coded system

Cases in Niagara-area post-secondary schools

Brock University has had nine coronavirus cases, with the last reported cases on Nov. 6 involving five students living in two self-contained townhome households on campus.

Niagara College has reported five COVID-19 cases during the 2020-21 school year. The latest was reported on Sunday with a student on the Welland campus who was last in the building on Oct. 24.

Cases in Brant and Haldimand County schools and daycares

The Grand Erie District School Board reported another positive COVID-19 case on Monday involving a student at a Brantford elementary school. Officials with Ryerson Heights Elementary say that person is at home self-isolating with family members. Public health says other close contacts have not yet been identified. The school says the student had been on location in recent times.

The region is dealing with nine total cases among the two school boards.

Grand Erie District School Board — six cases

• Dunnville Secondary (Dunnville): one case
• Hagersville Secondary (Hagersville): one case
• River Heights Elementary (Caledonia): one case
• Ryerson Heights Elementary (Brantford): one case

Brant Haldimand Norfolk Catholic District School Board — three cases

• Assumption College (Brantford): three cases
• St. Gabriel Catholic Elementary (Brantford): one case
• St. Stephen’s Catholic Elementary (Cayuga): one case

Both Haldimand and Norfolk Counties have no active cases in child care centres.

© 2020 Global News, a division of Corus Entertainment Inc.

Coronavirus: Hamilton public schools report 4 new COVID-19 cases, McMaster reveals seventh case – Hamilton

Hamilton’s public school board reported four new COVID-19 cases at three secondary schools on Monday.

Two of the cases involve workers including a staff member and a bus driver at Glendale Secondary School.

The Hamilton Wentworth District School Board (HWDBS) says the staff member was last in the school on Oct. 6.

The school says the staff member was not in the building during the period of exposure and that no students or staff made close contact with the person.

The transportation services driver notified the board of a positive test on Oct. 19.

Read more:

Ontario reports 821 new coronavirus cases with only just over 24K tests processed

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• Ontario reports 821 new coronavirus cases with only just over 24K tests processed

Students tied with that case have been asked to self-isolate and Hamilton public health has started a contact tracing investigation.

The two other cases are at Sir Allan MacNab Secondary School, involving a student last in the school on Oct. 13, and at Saltfleet District High, with a student who was last in the building on Oct. 2.

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McMaster University COVID-19 case at DeGroote Centre 

McMaster University is reporting its seventh confirmed COVID-19 case involving a student at the Michael G. DeGroote Centre for Learning and Discovery.

The school says the student tested positive on Oct. 18 and notified the university on Monday.

The person was last on campus on Oct. 15.

Administrators say the building has since been thoroughly cleaned and that a contact tracing investigation is proceeding with the aid of public health.

Read more:

Coronavirus: Hamilton reports 19 new COVID-19 cases, announces new guidelines for gyms

McMaster University has reported seven on-campus COVID-19 cases since the pandemic began with the first from a graduate student revealed on Aug. 31.

Between Sept. 8 and Oct. 14, the school has had five cases involving students and staff at the psychology building, life sciences building, John Hodgins Engineering Building, and campus services building.

Cases in Hamilton-area schools and daycares

Hamilton schools now have a combined 28 unresolved cases as of Oct. 20 including outbreaks at Sacred Heart of Jesus elementary involving five active cases, and a pair of cases at Shannen Koostachin elementary.

Hamilton Wentworth District School Board (HWDSB) — 20 cases

• Bennetto Elementary School: three cases
• Dalewood Elementary School: one case
• Flamborough Centre Elementary School: one case
• Frank Panabaker Elementary School (North Campus): one case
• Glendale Secondary School: one case
• Highview Elementary School: one case
• Huntington Park Elementary School: one case
• Queen Victoria Elementary School: one case
• Saltfleet District High School: one case
• Shannen Koostachin Elementary School: two cases
• Sherwood Secondary School: two cases
• Sir Allan MacNab Secondary School: one case
• System Alternative Education – Rebecca Street location: one case
• Tiffany Hills Elementary School: two cases
• Westdale Secondary School: one case

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Hamilton Wentworth Catholic District School Board (HWCDSB) — eight cases

• Sacred Heart of Jesus Catholic Elementary School: five cases
• St. David Catholic Elementary School: one case
• St. Jean de Brébeuf Catholic Secondary School: one case
• St. Mary Catholic Secondary School: one case

Hamilton has two active cases in child-care centres at:

• R. L. Hyslop: one case
• St. David Early Learning and Care Centre: one case

Read more:

Coronavirus: Inside the supply chain crisis slowing Canadian labs

Cases in Hamilton-area post-secondary schools

McMaster University has reported seven on-campus COVID-19 cases since the pandemic began, while Mohawk College has reported just one — a confirmed case from Sept. 25 at the Stoney Creek campus.

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Coronavirus: Ontario health official says province will clarify policy for hospital visits with dying patients

Cases in Halton-area schools and daycares

Halton public schools reported 45 unresolved cases as of Oct. 20 including five at St. Francis of Assisi Catholic Elementary School in Georgetown.

Burlington — 10

• Brant Hills Public School: one case
• Burlington Central Elementary (Grades 7 and 8): one case
• Corpus Christi Catholic Secondary: one case
• Nelson Secondary School: seven cases

Oakville — 15

• Abbey Park High School: one case
• Captain R. Wilson Public School: one case
• École secondaire catholique Sainte-Trinité: one case
• Falgarwood Public School: one case
• Garth Webb Secondary School: one case
• Gladys Speers Public School: one case
• Heritage Glen Public School: one case
• Holy Trinity Catholic Secondary School: one case
• Iroquois Ridge High School: one case
• Pine Grove Public School: one case
• Post’s Corners Public School: one case
• St. Paul Catholic Elementary: one case
• West Oak Public School: three cases

Milton — eight

• Bishop P. F. Reding Catholic Secondary: two cases
• Craig Kielburger Secondary School: one case
• École élémentaire Catholique Sainte-Anne: two cases
• Lumen Christi Catholic Elementary: one case
• Queen of Heaven Catholic Elementary: one case
• W. I. Dick Middle School: one case

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Halton Hills — 12

• Acton District High School: one case
• Christ the King Catholic Secondary: three cases
• George Kennedy public school (Georgetown): one case
• St. Francis of Assisi Catholic Elementary School (Georgetown): five cases
• St. Joseph Catholic Elementary School (Acton): two cases

Halton has four active cases in child-care centres at:

• Kids and Company (Burlington): one case
• George Kennedy YMCA Schoolage Program (Georgetown): one case
• Les Coccinelles (Oakville): one case
• Western Heights Montessori Academy (Oakville): one case

Read more:

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Cases in Niagara-area schools and daycares

Niagara public schools reported a combined 14 cases as of Oct. 20 including three cases at Eastdale secondary in Welland.

St. Catharines — six

• Dalewood French Immersion Public School: one case
• Eden High School: one case
• Ferndale Public School: one case
• Port Weller Public School: one case
• Sir Winston Churchill Secondary School: one case
• William Hamilton Merritt Elementary School: one case

Welland — three

• Eastdale Secondary School: three cases

Niagara Falls — three

• ÉÉC Notre-Dame-de-la-Jeunesse: two cases
• Valley Way Public School: one case

Grimsby — two

• Grimsby Secondary: one case
• Park Public School: one case

Niagara region has one active case in a child-care centre.

• Branscombe Early Learning and Family Centre: one case

Read more:

COVID-19 more prevalent among Hamilton’s low-income and racialized residents: public health

Cases in Brant County schools and daycares

Brant County public schools reported three active coronavirus cases as of Oct. 20.

Brantford — three

• Assumption (Catholic) College School: one case
• St. Gabriel Catholic Elementary School: one case
• St. John’s College: one case

Brant has no active cases in child-care centres.

© 2020 Global News, a division of Corus Entertainment Inc.

2009 Assessment Workshop | Including All Children and Families Expanding Partnership

The topic for the 7th annual “Assessment Workshop” was selected after a careful revision of last year’s feedback from the delegates who stressed the importance of listening to parents’ voices. If understanding the “languages” of assessment is important, then timely listening to the different perspectives brought by parents and professionals is the essential ingredient to make assessment a meaningful and successful process.

This year we were honoured by an inspiring and highly professional panel of parents of children with developmental delays and special needs. Rona Sterling-Collins, Florence Gonyer and Maria Glaze shared their powerful stories with an avid audience of over 150 delegates. Their message of courage and commitment, of hope and perseverance, and of creativity and adaptability to meet the unique needs of the children and to surmount any challenges will stay with all of those who had the privilege to attend this session. Dr Nancy Lanphear, Director of Developmental Pediatrics at Sunny Hill Health Centre for Children, was the panel’s skilled and insightful moderator. Michele Sam, Senior Aboriginal Researcher with the Human Early Learning Partnership presented her vision on the intertwined relationships of children with their caregivers and early child development professionals in contexts that cross the time barriers and the different cultures. Past, present and future blend together, and special needs are not just dependent on developmental and academic outcomes, but based on long-lasting relationships among researchers, professionals working in community agencies, students and parents. Seventeen workshops covering cutting-edge and yet accessible research findings, community initiatives and programs, and project deliverables on the importance of “time, timely and timing” in the assessment process for children, guided by the parents’ voices, and supported by professionals. We were honored with Dr Lori Roggman’s presentation on the “Piccolo” Program (Utah State University Center for Disabilities). This session was a follow-up to Drs Roggman and Innocenti’s full-day inservice for the Infant Development Program of BC.

We continue to express our gratitude to Early Childhood Educators of BC, the Infant Development Program of BC, the Supported Child Development Program of BC, the Aboriginal Infant Development Program, The CHILD Project, The Human Early Learning and Partnership and the Psychoeducational Training and Resource Centre (Faculty of Education) at UBC for their ongoing support that makes this event possible every year.

We are thankful for your detailed evaluations. As in previous years, rely on your feedback of the workshops and of the event as a whole to plan our next events. You will receive details regarding the 2010 overall topic, presenters and sessions in the late Fall 2009/early Winter 2010.

Once again, the description and links to the presentations are outlined in the sections that follow.

We would like to thank the following for their support and enthusiasm in presenting this exciting event:

We gratefully acknowledge the administrative, logistical and onsite volunteering support provided by:

Warm thanks to our enthusiastic and committed student Volunteers:

Leah Gillespie, Maya Goldstein, Angela Lee, Amber Louie, Amelia Mathieson, Silvia Mazabel, Juliana Negreiros, Jessica Parker (Graduate Students, Faculty of Education, The University of British Columbia, Pt. Grey)

Name	WS	Title
Maria Glaze, Florence Gonyer, Rona Sterling-Collins. Moderator: Dr Nancy Lanphear	Opening Panel AM	Journey with our children with special needs
Michele Sam	Keynote PM	Time: Immemorial to Immortal Relationships with Professionals as extended family [upcoming videolink to be posted]
Tanya Brown, Diana Elliott and Mary Stewart	A1/B1	Walking the Talk of Screening and Assessment in Early Childhood
Christine Mayworm	A2	Tales From the Frontline (BC Family Resource Hearing Program)
Dr. Stefania Maggi	A3	Don’t be late! How Assessment of Young Children can Decrease Adolescent Substance Use
Dr. Jennifer Baumbusch Dr. Mari Pighini	A4	Parenting Children With Unique Needs (two presentations):Part 1: Planning for Two Lifetimes: Parenting a Young Child with Special Needs Part 2: Time, Timely, Timing: Learning from IDP Parents’ Multiple Case Study
Dr Constance Milbrath Joanne Schroeder	A5	Disentangling the Influences of ESL, Poverty & Neighbourhoods on Young Children’s Developmental Readiness for School
Dr. Lori Roggmann	A6	What’s PICCOLO? An Overview of an Observational Measure of Developmental Parenting
Dr Laurie Ford; Ford Graduate Students’ Lab:Leah Gillespie, Maya Goldstein, Juliana Negreiros; Jessica Parker and Mary Stewart	A8	Understanding Neighborhood and Community Factors that Promote Early Development
Dr Paul Kershaw; Maria Glaze and Bruce Sandy	A9	Perspectives of Timely Assessment: Policy, Parents and Programs (Dr Kershaw)
Presentation 1: Celina Vergel de Dios Kimberly Thomson Presentation 2: Anthony Smith	B2	Presentation 1: Effects of the Roots of Empathy on the Well Being of Children*Presentation 1: The Roots of Empathy: A Primary Preventative Program to Promote Social-Emotional CompetencePresentation 2: Planting Roots of Empathy – How Geographic Neighborhoods Influence Prosocial Behaviour
Dr Georgina Robinson Clair Schuman	B3	A Diagnosis of Autism Spectrum Disorder: Demystifying the Process and Supporting the Family
Molly Stewart-Lawlor	B4	Promoting Children’s Social-Emotional Competence Through Mindfulness Education
Dr Lara El-KhatibDr Mari Pighini	B5	Social Inclusion Project: Giving Parents and Communities What They Requested
Joanne Wooldridge	B6	Early Childhood Vision Screening—Who, When and Why?
Mary Stewart Dr. Laurie Ford	B8	Considerations in Selecting Developmental Screening and Assessment Measures
Rona Sterling-CollinsFlorence Gonyer	B9	A Parent’s Journey With Special Needs

Emelyanova E.L. Early development – pros and cons

The topic of the round table was prompted by chance. Once walking near the playground, I witnessed a heated argument between two young mothers.
– You understand, he’s only two and a half, and he’s already reading!!! one said excitedly.
– You are depriving your son of his childhood! – the other answered her indignantly. – Nothing of the kind, – the first objected with pride, – but what a future awaits him. By the age of 18, you can already defend your dissertation!

Parents of children playing on the playground became interested in the dispute of mothers and soon divided into two “militant” camps. Some looked with admiration at the advanced baby and enthusiastically supported the mother, who promotes early development. Others felt sorry for the child “deprived” of childhood. The dialogue didn’t work. I did not dare to join any of the parties, but I really wanted to find out who was right. And I turned for help to specialists dealing with the problems of early development of children.

The following people were invited to participate in the discussion:

• Yulia Vladimirovna Alekseeva – President of the network of early development centers “YASAM”;
• Anna Yurievna Berson – director of the children’s club “Smiley”;
• Tatyana Vitalievna Vymekaeva – Candidate of Psychological Sciences, Associate Professor, Department of Developmental Psychology, Surgut State University;
• Lena Danilova – Head of the author’s project “Early Child Development”;
• Lyudmila Mikhailovna Ladosha – pediatric neurologist;
• Maria Borisovna Maiorskaya – leading specialist of the Rozhana Center;
• Olga Vladimirovna Khukhlaeva – Professor, Candidate of Psychological Sciences, Doctor of Pedagogical Sciences, Head of the Psychological Service of the Lomonosov School.

– The topic of early childhood development is complex and controversial, so let’s first define what early development is, as the participants in the discussion understand it?

Yu.V. Alekseeva . For early childhood development centers, the concept of “early development” is compatible with the concept of “developing lessons” for kids. In these lessons, a child at an early age learns not what he can do on his own, but what he cannot do, but he can do it together with an adult on the basis of the innate childish instinct of “intellectual imitation”. In cooperation, the baby rises one intellectual step higher. What the child can do in cooperation, tomorrow he will do himself.

A.Yu. Burson . If we give a “literal translation”, then early development is the intensive development of the mental and physical functions of a child at an early age (up to 3 years). However, in the modern world, early development, in my opinion, is understood as a certain special attitude towards the child. First of all, parents have a special attitude when they think about how to organize the life of a child in such a way that his innate abilities are maximally developed. How to organize the space around the child; what games to play with him; how to satisfy his cognitive needs; what toys to pick up, or maybe even do it yourself; what developmental classes to attend.

Lena Danilova . I have been involved in early development for over ten years. And during this time, my idea of ​​early development, of course, changed. Each mother understands early development in her own way. For one it’s early reading, for the other it’s drawing. Some people do a little bit of everything, but also with enthusiasm and enthusiasm. I do not accept early development as early intellectual development. For me, this is, first of all, early creative development, mandatory early physical development and, after all, early education of independence in children. And then the accumulation of knowledge, the development of intelligence, attention, memory, thinking.

TV Vymekaeva . Denoting my attitude to the phenomenon of early development, I would like to raise the problem not so much of development as the problem of the health of our children in general and mental health in particular. This is especially true of the period of early childhood, when the full potential of a person’s life is laid. The compensatory possibilities of intellectual development are practically unlimited, but it is very difficult to compensate for physical and mental development at subsequent stages of human development. My attitude to methods of early development is the best if their authors are focused on the psychological laws of the development of an infant and a young child and implement the method they have created themselves. A person (teacher, psychologist, mother) working with a small child should be creative in any method and take from it only what is filled with meaning, feelings and experiences for him.

M.B. Mayorskaya . Children thrive at an early age, absorbing mind-boggling amounts of information if they are not interfered with by adults. Regardless of whether parents strive to develop a child or not, he will go through a colossal stage of development in the first three years of life, of which the first year is especially busy. This happens simply because the child is so arranged. But parents, knowing about this natural feature of the child and not fully understanding why it is needed, are afraid of missing something to their child. Many of them are inspired by the idea of ​​developing a genius in order to be proud of their achievements in raising a child. Well, the mother of a two-year-old baby really wants to say to another mother: “And ours is already reading!” And be sure to emphasize – “that’s what we have achieved!”, meaning “what a wonderful mother I am.”

– What is the main purpose of early development methods? What do their authors propose – to raise a genius?

A. Yu. Burson . As far as I know, genius is either an innate gift, or the fruit of very hard work under the control of parents. For example, many great artists in childhood were forced by their parents to draw for many hours a day (Karl Bryullov, for example). I would not recommend such exhausting classes, even within the framework of one of the methods of early development. I believe that the goal of early development is to stimulate the mental and physical abilities of the child at the most sensitive age for their development. The purpose of early development is not to master certain skills earlier than other children (to learn to walk or read before others). The purpose of early development is the development of thinking, analytical abilities, logic, memory, attention, motor abilities, and mastering various skills, such as reading, writing, counting, etc., is just an inevitable side effect of early development. If a child is engaged, then his abilities develop more intensively and deeper than if no one worked with him.

Yu.V. Alekseeva . The goal is precisely to identify the area of ​​immature, but maturing processes at an early age, which constitute the zone of proximal development of the child. This is the main task of early development. And in order to implement it correctly, parents or teachers need to clearly understand the psychophysiological characteristics of this age. Geniuses are more likely to be born rather than become, and it is our task to raise a successful and happy person through competent early development. And the constituent factors here cannot be limited to intellectual or physical achievements, the social and educational component in early development is an important guarantee of the future personality of a person.

– At an early age, a child has been given phenomenal abilities to assimilate a huge amount of information. Does this mean that the child needs to be loaded with a variety of information as much as possible, or are these abilities given to him by nature for some other purpose?

M. B. Mayorskaya . Man is a social being and he needs a developed brain so that he can successfully integrate into society. To do this, you need to master many concepts. For example, to learn the hierarchy of the group and society, various forms of relationships between its members, restricted areas, one’s position in the group, cultural characteristics, way of life and economic system. But besides this, you also need to know what will allow you to survive, understand the relationship with the outside world and be able to navigate in it, that is, the animal and plant world, atmospheric and astronomical phenomena, the change of time of day and seasons, etc. Thus, by the time of social adaptation, which begins in a child at about 3–3.5 years old, he should know everything that will help him live according to the laws of the group and survive in the natural habitat. Therefore, depending on the complexity of the structure of society and the conditions of survival, the child learns one or another amount of knowledge and draws relationships between the concepts received. Its development during this period should be optimal, demanded by vital necessity. In trying to impose on him a developmental program determined by an unnatural way of life, we invariably interfere with the process of the individual development of the child and disrupt it.

– But in the early development classes, children just get ideas about atmospheric and astronomical phenomena, about the animal and plant world, etc.

M.B. Mayorskaya. The specificity of children’s perception is that they learn best only what they see and hear, what they receive in direct communication with adults. But they should not see symbolic symbols (numbers and letters), but objects of the outside world and the relationships of people in a group. The child perceives what is transmitted in direct communication and is colored by emotions and many intonations. The text, which he reads on his own, is not colored with emotions, because the baby does not yet have the experience of emotional transmission of information. This experience develops as a result of long daily communication, listening to stories and experiencing various events.

The formation of the emotional experience of a young child is extremely important for the development of his moral concepts. All information must be permeated with feelings. The concepts of good and evil, happiness and sorrow, and even the concept of a bright morning, a hot summer, a dangerous trip, a cozy room and an old sofa, are formed only when the child directly observes the manifestations of feelings and emotions that characterize these concepts.

In addition, the information acquired by the child must be directly related to his life and the life of his family. He is not at all interested in what animals live in central Russia, he needs to know what specific animal he can meet on a walk, or his dad met yesterday, or who left such interesting footprints in the snow. It is living concrete knowledge. And the animals studied in special classes on pictures are perceived so abstractly that children cannot even determine the difference in size between them.

– But what about the methods of early teaching of reading and writing, which promise to teach children to read before they speak?

TV Vymekaeva. Reading early is not only not useful, but even harmful both from the point of view of mental development and from the point of view of the mental health of the child. Reading is a cultural means of understanding the world. Mastering any tool without the possibility of its real application is meaningless. Think of learning English, in which you have absolutely no one to talk to. It is better to learn reading and writing at the same time, as these are two semantic aspects of the process of transmitting information. And what information should the child convey if he still has nothing to say, and this desire will not appear soon, much later than the desire to ask. The fact that a child of this age can be “trained” to reproduce almost any information is a fact, but then think about who you are educating?

Yu. V. Alekseeva . Let’s define the boundaries of the term “early” when discussing the process of reading. In a year and a half, of course, it’s too early to talk about it. But at two or three years old, the child is already ready to memorize letters, and with pleasure he does it in an easy game form. Musical alphabets, children’s posters with the alphabet – for many children are a favorite object. From the age of 3-4, most children are ready to put letters into syllables. And believe me, with such a smooth learning to read from an early age, by the age of five, children master this process without any difficulty and effort. And, on the contrary, if a child only begins to learn to read at the age of 5, this becomes an incredibly difficult process for him and in many cases causes a negative attitude.

Lena Danilova . I believe that there are results where there is game training, where there is regularity, where there is a harmonious combination of physical, creative and intellectual development. And where there is only coaching, there may be results, but they quickly disappear. Do not study for a month – and the child does not remember anything and does not know how.

– So what does early development give a baby?

O.V. Khukhlaeva . I would consider the answer to this question in three dimensions:

• why develop a child;
• how to develop, that is, are we not replacing development with training;
• how to avoid pitfalls in development.

So why develop it anyway? Most parents will say: “It is necessary for him to be successful in life.” However, there is practically no relationship between the level of human development and the level of his success or the presence of social status. Everyone knows that the prerequisites for success are the presence in a person of such qualities as initiative, vital activity, creative position, high communication skills. Of course, these qualities can also be developed, and I think it is even necessary. But when we talk about development, we don’t mean them. But in vain.

More often, development is understood as teaching a child various knowledge and skills. This is what is usually present in the advertisements of many courses for children. However, the mechanical accumulation of knowledge by a child does not always correspond to an increase in the level of his development, if we understand by the latter the appearance in the child of qualitatively new abilities and possibilities. If you imagine an adult in the role of a sculptor, then many of them see the child as a bag that needs to be filled with plaster as tightly as possible. The bag, filled to the brim, sometimes bursts, the plaster wakes up, while adults diligently try to fill it back up. Of course, this is easier than creating a sculpture from plaster, a qualitatively new creation. This takes more time.

There is one more subtlety. The learning outcomes are immediately visible. They can be shown to relatives and friends. And the results of development are not just barely noticeable, but sometimes appear only after a few years. Therefore, many parents focus on the education of the child. Is it that bad? Many years of experience in admission to an elite school (Lomonosov) shows that too often, only during the entrance test, parents find out that the level of development of their child is insufficient for successful schooling. And the stock of knowledge at the same time is huge.

It turns out that the child is still worth developing? I would say that it is necessary to create conditions for its development, so that it develops itself. And do it wisely, based on such a concept as a sensitive period of development – that is, for a while for the optimal development of a particular cognitive function. During this period, the child should receive “enhanced nutrition” for her. Then it will develop rapidly, otherwise it may stop. Let’s take an example. In infancy, the child develops the prerequisites for speech – babbling. Therefore, the developmental condition for him will be the presence of a speech environment. Observations of deaf children have shown that babble occurs in them, as in healthy children, at 5-6 months, and then, without listening to human speech, it gradually fades.

Maybe we should not wait for sensitive periods, but start earlier? Then there are two (actually more) pitfalls that you can run into.

The first is due to the presence of a functional asymmetry of the brain, i.e. different functions performed by the left and right hemispheres. Traditional early learning actualizes mainly the left hemisphere. Without going into details, let’s say that there is a chance to overwork a child or grow a “non-creator” out of him, that is, a person who does not know how to create his own creative product.

The second is depriving a child who is actively involved in learning of the time he needs for his natural development, necessary for the formation of activity, initiative, personal characteristics, etc. Parents will face the consequences of choosing this path already in elementary school, and in adolescence will have to sound the alarm. Serious communication difficulties, self-doubt, especially in boys, lack of will – these and many other troubles await such children.

My favorite word is harmony. Therefore, let us allow the child to harmoniously develop body and soul. Logic and intuition. Emotions and mind. Then he will definitely be happy.

– And what makes it possible to achieve high results in early development?

A.Yu. Burson . If at a certain age conditions are created for the child to meet precisely those cognitive needs that are relevant for him at this stage, then the abilities corresponding to these needs develop very quickly and easily. I think that the success of early development methods is that they “toss” the child with the right “food for the mind” at the right time, and the child takes it with interest and pleasure.

Yu.V. Alekseeva . Discipline of parents in matters of child education. Respect and trust in the child – in the educational sphere.

– Now you can often hear even from adults: “I’m not tired, I’m just tired…” Don’t children get tired?

TV Vymekaeva . Problems of overload in infants and young children are often encountered by us psychologists. This is a very dangerous age because of the huge potential for “absorption” of everything that is offered to the child. There is a great temptation for adults to “upload” as much information as possible into the receiving system without asking themselves the question: WHY?. This ends at least with neuroses and psychosomatic disorders, and at the maximum with mental illnesses leading to a serious delay in mental development for life. Sometimes there is a feeling that, out of good intentions, parents (sometimes teachers) are trying to stuff the child with everything that supposedly can come in handy in life. But any means is good when there is a vital request for it. And the “in reserve” strategy is reminiscent of a “stingy knight” who died over his treasures, not understanding why he needed them. Protect your children from such a fate!

Yu.V. Alekseeva . And yet, I think that psychologists in their practice should more often deal with “underload” babies than with “overload”. For the most part, parents either do not work with the child or do not do enough. After all, any activities with a child require both great effort and pedagogical knowledge. And parents don’t always have it. Therefore, it would be great if psychologists were more concerned with the development of children, which is very important at any age. It is between 9for months and 4-5 years, the ability to absorb information is unprecedented, and the desire to receive it is greater than ever, because during this period the human brain develops rapidly, which then gradually slows down. By the age of five, the process of brain growth is 80% complete, and by the age of 8, it is actually completed. And of course, the desire of parents to develop a child during this period occurs, including on an instinctive level. Another question: how to develop – the amount of information received or the qualitative development of mental processes and the necessary skills? I think the second way is more necessary at an early age. And this is what they do in early development centers with kids.

L.M. Ladosha . The development of a child begins from the moment he is born. At each age stage, specific functions are formed that serve as indicators of the development of the infant. Parents need to know, first of all, the main stages in the development of a healthy child. It is important to understand that joint stimulation of all motor, cognitive and speech functions is needed, since all these indicators are important for the harmonious development of the child. Moreover, the main role should be assigned to the emotional communication of the child with the adult. To form a coordinated work of all body systems, it is desirable to act simultaneously on several sense organs, thereby stimulating the visual, tactile and auditory analyzers. The mother and other members of the family should strive to acquire the knowledge that will help the child achieve maximum success in development. Parents should be very attentive to their child, then they will be able to understand what is important and useful for him. Practice shows that a competent approach to the early development of a child helps to maximize his abilities. However, thoughtless stimulation and excessive pressure on the child can lead to unpredictable consequences.

– Summing up the conversation, I would like to hear advice on how parents can find a path to the child’s Self and how educators and teachers can maintain the psychological health of preschoolers?

O.V. Khukhlaeva . This question is very capacious, it is difficult to answer it briefly. But it is important for parents to know that a child can be healthy or not healthy not only physically, but also psychologically. It is a pity that modern parents know little about this and often come to a psychologist either on the recommendation of a doctor or when serious behavioral problems arise.

The world around, organized by the child into his own picture, is of great interest to him, he constantly studies it, so he has a need to discuss it with adults. But for this, an adult needs to temporarily abstract himself from his world, forget the laws of his existence and immerse himself in the interests of the child, be close to him. For most adults, this is difficult enough. It is necessary, if necessary, to play with the child – to roar like a lion or “bomb” with pillows an inverted plastic baby bath – a submarine, under which the child captain sits.

It is difficult not only to play, but also to listen to a child without trying to teach him or devalue the child’s view of the world. It is in such communication with an adult that a child learns to share experiences, to be emotionally open with loved ones without fear of being judged by them. The kid acquires an understanding of the value of his opinion for others. “Since they listen to me so attentively, it means that what I say and think is important to them” – this is how the child regards the interest of an adult in his story.

If we want a child to be emotionally open, share his experiences with us, and subsequently let friends and relatives into his inner world, it is necessary to show interest in everything that makes up the picture of the child’s world, perceive it with respect, play and discuss it with child.

At the same time, it is imperative to demonstrate that all the thoughts of a child are very important to you, that they are much more significant than, for example, inviting your friend to go fishing with him or visit a solarium. If possible, you can watch films together and discuss them. But the parallel line should be your stories about yourself – about childhood (funny cases, scary stories) and, of course, about today’s life. And if you can create situations where the child can give you advice on some matter, it will be very cool.

Lyme Regis

Lyme Regis /ˌlaɪmˈdʒɪs/ is a city in the west of Dorset, England, 25 miles (40 km) west of Dorchester and east of Exeter. It is sometimes referred to as the “Pearl of Dorset”. Lime Bay on the English Channel coast at the Dorset–Devon border. He noted fossils in the rocks and beaches on the Legacy or Jurassic Coast, a World Heritage Site. The harbor wall, known as Cobb, appears in Jane Austen novel Persuasion , the John Fowles novel The Woman of the French Lieutenant and the 1981 film of that name, partially shot in the city. A former mayor and MP was Admiral Sir George Somers, who founded the English colonial settlement of Somers Isles, now Bermuda, where Lyme Regis is twinned with St. George. In July 2015, Lyme Regis joined Jamestown, Virginia in the historic Atlantic Triangle with St. George’s Cathedral. The 2011 Census gave the parish and electoral district a population of 3,671.

Content

• 1 History
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• 5 Educations
  9001 6.1 COBB
  • 7 Culture
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  • 9 Famous people
  • 10 See also
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  History

  In Saxon times, the abbots of Sherborne Abbey had the right to boil salt on the land adjacent to the river Lym, ^[3] and the abbey once belonged to part of the city. ^[4] Lime is mentioned in the Domesday Book of 1086. In the 13th century it developed as one of the largest British ports. A Royal Charter was granted by King Edward I in 1284 when “Regis” was added to the city’s name. Charter confirmed by the queen. Elizabeth I at 1591

  John Leland visited in the 16th century and described Lyme as “a market town nestled in the roots of a high rocky hill, descending to a solid bank. There Cummit broke away from the hills about three miles to the north, and cummit flew on huge stones . over the stone bridge below.” ^[4]

  In 1644, during the English Civil War, the Parliamentarians withstood an eight-week siege of the city by Royalist forces under Prince Maurice. The Duke of Monmouth landed at Lyme Regis at the start of the Monmouth Rebellion in 1685.

  Between the 1820s and her death in 1849. Mary Anning, a pioneer of geology, discovered and identified dinosaur fossils in the rocks east of Lyme Regis, for which she received credit, largely after her death. Recognition was hampered by her gender and lack of wealth. ^[5]

  On the first day of the new year 1915, HMS Grozny was torpedoed, the first major loss of a submarine in the First World War. The local lifeboat delivered the bodies at Pilot Boat Inn on Bridge Street. Lassie, the owner’s dog, licked the muzzle of the sailor Cowan, who was thought to be dead, and appeared to have brought him back to life. The namesake of this hybrid has become a legend in books, radio, film and television. ^[6]

  In 1965 the city station was closed under the Beech Axe. The station was dismantled and rebuilt at Alresford, on the Mid Hants Watercress Railway in Hampshire. The route to Lyme Regis was notorious for being used by outdated Victorian locomotives. One of these Adams Radial Tank Engines is now preserved at the Bluebell Railway in Sussex. West Country Class steam locomotive No. 34009was named “Lyme Regis” after the city.

  In 2005, as part of the bicentenary of Admiral Nelson’s victory at the Battle of Trafalgar, news was staged arriving aboard the Bermuda sloop HMS Pickle . An actor who plays the role of Lieutenant of the Trafalgar messenger. Lapenotière was adopted at Lyme Regis.

  Geography

  Blue Lias cliffs in Lyme Regis

  Lyme Regis is a coastal town in the west of Dorset, 25 miles (40 km) west of Dorchester and 25 miles (40 km) east of Exeter. It lies in Lime Bay, on the English Channel coast at the Dorset–Devon border. As of the 2011 Census, its population was 3,671. The city grew around the mouth of the Lim (or Lim) River, which falls from a plateau at about 200 meters (656 ft) and then flows about 5–6 km (3–4 mi) south and southeast to the sea. Its name is of British origin and is probably related to the Welsh llif referring to a flood or stream. ^[7] Historically, there were mills along its length. Its lower reaches coincide with sections of three walking trails: the Wessex Ridgeway, the Freedom Trail and the East Devon Trail. ^[8]

  The beaches and rocks of the city are known for fossils. They are part of the Heritage Coast – known commercially as the Jurassic Coast – a 153 km (95 mi) World Heritage Site from Orcombe Point near Exmouth in the west to Old Harry Rocks in the east. ^[9] Coastal outcrops provide a continuous succession of Triassic, Jurassic and Cretaceous rock formations spanning about 185 million years of Earth’s history. Localities along the Jurassic Coast include a wide range of important fossil zones.

  The Blue Lias and Charmouth Mudstone geological formations contain many remains from the Early Jurassic era, a time when good fossil records are rare. ^[10] Many remains are well preserved, including complete specimens of important species. Many of the earliest dinosaur and other prehistoric reptile discoveries were made in the Lyme Regis area, especially those discovered by Mary Anning (1799–1847). Significant finds include Ichthyosaurus , Plesiosaurus , Dimorphodon , Scelidosaurus (one of the first armored dinosaurs) and Dapedium . The city hosts an annual Mary Anning Day and the Lyme Regis Fossil Festival. In 1966, the fossil of the largest butterfly in the world was discovered here.

  People collect fossils in Lyme Regis at the Fossil Festival

  Landslide, east of Lyme Regis

  To the southwest are Poker’s Pool, Seven Rock Point and Pinhay Bay and to the northeast is Charmouth. The coast is subject to large landslides that expose the Jurassic fossils that can be found on the beaches. The Dowlands Landslide occurred on December 24, 1839, 3 miles (4.8 km) west of the coast in Devon, in an area belonging to the Bindon estate. About 45 acres (18 ha) of wheat and turnip fields were driven out when a huge chasm over 300 feet (91 m) across, 160 feet (49m) deep and 0.75 miles (1.21 km) long. The crop was left untouched on top of what became known as “Goat Island” among the newly formed ravines. On February 3, 1840, a small landslide occurred nearby. The phenomenon attracted many visitors, and farmers charged sixpence to view it. ^[11] The area is now known as Lower Bluff and is of interest for its diverse natural history.

  Landslides have continued to cause problems in the area well into the 21st century. ^[12] In 2005, work began on a £16 million engineering project to stabilize the cliffs and protect the city from coastal erosion. ^[13] The city’s main beach was reconstructed and reopened on July 1, 2006. On the evening of May 6, 2008, a 400 meters (1,300 ft) stretch of land slipped onto the beach between Lyme Regis and Charmouth. Police described the landslide as “the worst in 100 years”. ^[14] It Required a Diversion The path to the southwest coast inland between Lyme Regis and Charmouth via the Lyme Regis golf course.

  Demographics

  According to the 2011 census, there were 2431 dwellings in the parish of the city, ^[15] 1770 families ^[16] and a population of 3671 people. ^[1]

  The population of the parish according to the censuses from 1921 to 2011 is shown in the table below.

  Lyme Regis Parish Census 1921–2011 (except 1941)
  Census	1921	1931	1951	1 [18] Religion St. Michael’s Church The parish church of St. Michael the Archangel rises above the old town above the church rock. Built in the 12th century, it was originally a three-part building with an axial tower. Transepts were added around 1200 and two aisles in the 13th century. A new church was built to the east of the tower and transepts in the early 16th century, and the old chancel and aisles were removed. In the 19th century, the old nave was shortened. [19] Mary Anning is buried here and memorialized in a stained glass window provided by members of the Geological Society of London, an organization that did not admit women until 1904. The Baptist Church was founded in 1653 and has been on the same site since 1699. [20] Bethany Chapel, an independent Evangelical (Christian fraternal) church, celebrated its centenary in 2014. [21] Education Academy of Shipbuilding, a registered charity [22] runs traditional boatbuilding and furniture making courses at its Monmouth Beach site. [23] Landmarks Cobb Cobb with boats stopped in the harbor at low tide View from Cobb was damaged by storms. It was made of oak piles driven into the seabed, between which boulders were laid. The boulders were set in place, tied between the empty barrels. An account of 1685 speaks of it as “an enormous mass of stone in the shape of a crescent, with a bar in the middle of a depression: no stone lying there has ever touched an instrument or been set in any way.” cement, but all the pebbles on the sea accumulate in a heap and are held only by their supports, and the wave miraculously plays in the voids of the stone and comes out. [ citation needed ] The Cobb Wall serves as a breakwater to protect the city from storms and separates Monmouth from the beaches of Cobb Gate. Cobb was of economic importance to the city and its environs, creating an artificial harbor that allowed the city to develop as a port and shipbuilding center from the 13th century onwards. Shipbuilding was of great importance between 1780 and 1850; about 100 ships were launched, including a 12-gun British Navy brig. Click. [24] The port was well located for trade with France, the most prosperous period being from the 16th to the end of the 18th century. In 1780 the port was larger than the Port of Liverpool but the city’s importance as a port declined in the 19th century because it could not cope with the increasing size of the ships. The Cobb was destroyed or heavily damaged by storms several times; it was demolished in 1377, when 50 boats and 80 houses were also destroyed. The south arm was added in the 1690s and rebuilt in 1793 after it had been destroyed by a storm the previous year. It is believed that the mortar was used in Cobb’s design for the first time in this rebuilding. It was reconstructed in 1820 using the Portland Admiralty Roach, a type of Portland stone. After the Great Storm of 1824, Captain Sir Richard Spencer RN carried out pioneering lifeboat design work in Cobb Harbor. Lyme Regis Marine Aquarium The Lyme Regis Marine Aquarium, opened in the late 1950s, is housed in an early 18th century stone building on the wall of Cobb Harbour. The aquarium showcases the rich local marine life and also provides insight into Lyme’s rich maritime history. Visitors have the opportunity to feed a pack of tamed ones. Thick-lipped gray mullet to pet the lobster and hold the starfish. Other exhibits include weaver fish, wrasse, dog blenny, sea mice, and crustaceans, including hermit crabs. [25] Other landmarks Interior of the mill City mill, and the water mill dates back to 1340, restored to working order and produces flour. [26] It is powered by water from the Lim River via a lynch cable. In Domesday Book mentions a mill at Lyme in 1086, so the site could be much older. In March 2010, the Town Mill brewery was opened on the territory of the plant. [27] Next to the city mill, on the site of an old chapel dedicated to St. Mary and the Holy Spirits, there is a “Leper’s Well”. In the Middle Ages, the word “leper” was used as a general description of skin diseases and did not necessarily mean leprosy. The hospital, which stood on this site 700 years ago, is marked by a plaque on the wall of the well. [28] Water from the well is still flowing, although probably at a lower rate. The ground remained untouched for many years before being turned into a visitor garden in the 1970s. The front of Three Cup Hotel on Broad Street dates from 1807. Jane Austen is believed to have stayed at Hiscott’s boarding house on the same spot in 1804. [29] The hotel has since housed Alfred Lord Tennyson, Henry Wadsworth Longfellow, Hilaire Belloc, G. K. Chesterton and J. R. R. Tolkien, who spent several holidays there. In 1944, General Eisenhower gave an important pre-D-Day briefing to senior Allied officers in the first floor lobby. It was used as a set in movie Woman of French lieutenant in 1981. The owners of the Palmers Brewery in Bridport closed the hotel in May 1990 and proposed demolishing the historic back of the building and replacing it with retail outlets, a restaurant, a guest house and a private sector. [30] B The Royal Lion Hotel is a former inn built in the first decade of the 17th century. It is reputedly haunted; many suspected ectoplasms have been seen in corridors and cold spots. [31] Culture Code stone ammonites Main article: Lyme Regis Museum Museum built on the site of Mary Anning Birthplace and Family Store on Bridge Street. It houses a collection of local memorabilia, historical items, and exhibits explaining the local geological and paleontological treasure. It was previously known as the Philpot Museum. [32] Mounted on the pavement outside the museum, is an example of Coade stone work, in the form of ammonites, reflecting the paleontology for which the city is famous, and commemorates Eleanor Coade, who had an 18th-century artificial stone factory in London and the seaside home of Belmont- house in this city. To The Dinosaur Fossil Museum is located in the former church where Mary Anning was baptized. Thanksgiving is held after the Act of Parliament, at the end of the English Civil War, a day of celebration and prayer in Lyme to commemorate the victory over the long siege of the city by Royalist forces. The celebration includes residents dressed in period costumes to march through the streets. Samba Band Street Heat at the 2006 Lyme Regis Carnival End of the Night Twilight Parade Annual events in the city include the Lyme Regis Carnival and Regatta, the Lyme Regis Fossil Festival (in association with the Natural History Museum of London), and Mary Anning Day. The traditional conger hugging event takes place during Lifeboat Week. Carnival and regatta, organized by volunteers, take place during the week in August. The Lyme Regis Gig Club regatta also takes place during Carnival Week. Campfire night includes a torchlight procession, a bonfire on the beach and fireworks. More than 30 trees are decorated and displayed at the Christmas Tree Festival at Lyme Regis Baptist Church. Every year on Easter Sunday, the city hosts an Easter hat parade. The May Day celebration features stalls and entertainment from various Lyme groups. Lyme Regis is the home of B Sharp, a youth music charity. [33] He organizes music workshops, performances and trainings, and points out routes to move beyond B Sharp. It also hosts the annual Busking Festival, open to all artists, now in May, and the Big Mix open-air festival in July to present young people’s music. The Sea Theatre, operated by the Lymearts Community Trust, hosts a variety of live events. [34] Lyme Regis Maritime Theater In 2012, graffiti artist Banksy painted an origami crane on a wall adjacent to the Lim River at the intersection of Mill and Coombe Streets. [35] Literature and films Cobb is featured in the Jane Austen novel Persuasion (1818) and in the 1981 film The French Lieutenant’s Woman , based on the 1969 novel of the same name by John Fowles. [36] Poet Tennyson On his arrival he is said to have gone straight to Cobb and said, “Show me the exact spot where Louise Musgrove fell!” [37] The city was used in the filming of All Over the City (1949), called “Tormouth”. The town community is shown disguised in The Earl’s Granddaughter (1895) by Georgina Castle Smith, spelled as Emma. [38] He is also present in A. S. Biatt with the Booker Prize-winning novel 1990 Possession and in 2002 a film adapted from it. Lyme Regis is the setting for much of the historical novel. Wonderful Creatures to Tracey Chevalier, of which fossil hunter Mary Anning is the protagonist. Lyme Regis is the setting and filming location for an upcoming romantic drama film. Ammonite with Kate Winslet as Mary Anning alongside Saoirse Ronan and Fiona Shaw. [39] Sports The Lyme Regis Football Club, known as the Seasiders, was founded in 1885. It is located at the Davey Fort Ground on Charmouth Road and has three senior teams and five junior teams. Senior teams play in the Devon and Exeter Football League and Perry Street and District League. In 2010, on his 125th birthday, Tony Cotti (former West Ham, Everton and England striker) became the club’s patron. Famous people Birth order: Admiral Sir George Somers (1554–1610), an English naval officer, was knighted and appointed Admiral of the Virginia Company. Bartholomew Westley (1596–1680), Nonconformist preacher, was buried here. Thomas Coram (c. 1688–1751) founded the Foundling Hospital in London. [40] Mary Anning (1799–1847) was an early fossil hunter on the Lyme Regis coast. Abraham Hayward (1801–1884), writer and publicist who cited the historical case in the 1840s that residents had to maintain a permanent right of way over the cliffs at Axmouth and Seaton. [41] John Gould (1804–1881), artist and ornithologist, born in Lyme Regis, wrote and illustrated 18 books about birds. The Gould League is named after him. [42] Georgina Castle Smith (1845–1933), children’s writer, died and was buried here at 1933 year. [38] Percy Gilchrist (1851–1935), a metallurgist born in Lyme Regis, was known for his work in steelmaking. [42] Sir Eric Bertram Rowcroft (1881–1963), British Army Major General and founder of REME, retired to Lyme Regis and died there. [43] John Fowles (1926–2005), author of The French Lieutenant’s Woman and other novels, lived in Lyme Regis from 1968 until his death and was Curator of the Lyme Regis Museum from 1979 to 1988. Selima Hill, (b. 1945), award-winning poet Ian Gillan, (b. 1945), lead singer of Dark Purple lives in Lyme Regis lanterns reflect the location of the city on the Jura Coast List of place names with royal patronage in the United Kingdom East Devon Way List of Dorset beaches List of fossil sites 9 Artisan . XIX (2): 37 February 1964 Missing or empty | Title = (help) External link City council Geology Laim-leim-leim (Southampton University) lime Rezis in Kerli 9001 Early Development Centers in St. Petersburg shutterstock.com A photo: shutterstock. com Classes at the Montessori Center A photo: montessory-azbuka.ru Do you want to be aware of all the most interesting things in the city? Follow us at Yandex.Zen . Recommendations from KudaGo, plans for the weekend, interesting events, places and selections – read us where it is convenient for you. early swimming Baby swimming is the very first step in the early development of a child. Classes in the pool relieve muscle tension, relieve colic and manifestations of anemia, rickets, develop courage, determination, self-confidence and simply bring great joy to kids and their parents. According to statistics, children who learned to swim at two or three months old start crawling and walking earlier, are less prone to respiratory diseases, scoliosis and muscular dystonia. Pools: Aquakids Atlantic RSM Little Swan Finnish Early Swimming School Bul-Bul baby yoga Baby yoga has appeared in our country quite recently, but has already found a lot of loyal fans. This is not surprising, because classes bring complete benefits: a deep connection and mutual understanding is established between mother and child, digestion and sleep are normalized in the crumbs, the muscular system develops and the ability to adapt to the outside world improves. Classes can start as early as six months. Clubs: Inside YogaPlace KidnessClub Family Soft School The author’s method of early development by Ella Glushkova reveals in children the ability inherent in nature to be strong, flexible, courageous and maintain self-control in any stressful situation. More information about the methodology and schedule of classes can be found here. Zaitsev’s technique Do you want to quickly teach your child to read and count? Pay attention to the methodology of the St. Petersburg scientist Nikolai Zaitsev. You can practice it both independently and with the teachers of the children’s center “Luchik”. For kids from three to six years old, just two one-hour lessons a week are enough to click puzzles with numbers like nuts. Montessori Perhaps today even those who do not yet have children have heard about the development of a child according to the system of Maria Montessori. The methodology of the Italian teacher is so popular that every second children’s center in St. Petersburg seeks to include a fashionable program in its schedule. Therefore, when choosing a studio, pay attention to the following points: – classes are held only in a special environment, consisting of special materials and manuals; – teachers are required to have diplomas and certificates of training in the methods of the system; – in the classroom, the child chooses what he would like to do – there should be no coercion or persuasion. Kindergartens and centers practicing Montessori development: Status Big stories Montessori Magic World Montessori ABC Friends Eco waldorf school Waldorf pedagogy is not yet as popular as the Montessori system, but it is no less interesting and useful for the development of children. If Montessori is based on the education of independence, then the Waldorf system puts a sensitive and attentive attitude towards the child in the first place. Its founder, the Austrian philosopher Rudolf Steiner, believed that the main thing for a baby is love and the right example to follow. Waldorfs do not rush the intellectual development of students, imposing a strict taboo on early learning to read and write, but in every possible way encourage creativity. They seek to lay in the child a solid foundation of emotional health, on which all other skills will then be built. Waldorf kindergartens and schools: Source Mother and child TsViO in the village of Poroshkino Waldorf family center in Pesochny Comprehensive Waldorf School and Kindergarten Language teaching Want to raise a bilingual child? Start from early childhood – from three months. In St. Petersburg there are schools where they undertake to teach English even to babies. It has been scientifically proven that people who speak several languages ​​have a higher concentration of attention, cope better with solving current problems, think more flexibly, their memory is stronger, and their personality is more multifaceted than those who speak only their native speech. Toddler Language Schools: Helen Doron Family English Lingua Land Polyglot ABC Magic Early musical development Music has an invaluable influence on child development. Even if you do not plan to raise a second Mozart, it is still worth paying attention to the method of education with the help of music: classes will improve the attention, memory, speech and communication skills of the child. You can check it in practice in the following studios: Music with mom Music steps art education The technique develops creative thinking in a child, freedom of self-expression, expands ideas about the world and forms positive personal qualities, and introduces children to classical music and literature from an early age. You can sign up for classes at the Art Education School. If you find a typo or error, select the text fragment containing it and press Ctrl + ↵ Early English language training – at what age to start? By clicking the “Send” button, you confirm that you consent to the site administration to process and transfer your personal data to the site administration in the framework of the Federal Law of July 27, 2006 No. 152-FZ “On Personal Data” (as amended) and receive response by phone, internet or mail. media about us Learning a foreign language is a necessary element of modern education. Good command of English – successful classes in this subject at school, secondary and higher educational institutions. This gives advantages when looking for a prestigious job. Therefore, many parents want to start teaching their child a second language almost from the cradle. Is it worth it to start teaching English to children early? There is no consensus among psychologists, parents, teachers. Some believe that the most favorable age is up to three years, others – not earlier than this age, others suggest taking your time and waiting until school. The article discusses several views on this problem, describes the advantages and disadvantages. Children up to 3 years old Benefits Until the age of three, a child has a natural ability to memorize new words well, which gradually fades away. Increased mental load during the parallel study of two languages ​​has a positive effect on the overall development, assimilation of native vocabulary. By the age of three, with the correct construction of education, the baby will understand and reproduce both Russian and English speech equally well. In this case, the confusion of words disappears. Disadvantages Language confusion problem. Even with a slight speech disorder, the child will get confused in the pronunciation of sounds. Teaching English to a “late-speaking” child early can further delay the acquisition of the native language. Recommendations for parents If you decide to start teaching your child a foreign language before the age of 3, please be patient. Do not demand clear results from the baby. Pressure will have the opposite effect – it will cause dislike for a foreign language. Consider the developmental features of the crumbs. The child began to speak Russian early – he will easily be given a foreign language. A person’s propensity for the exact sciences and the humanities can manifest itself already at this age. “Humanitarian” will be easier than “technician”. The most effective technique for teaching children in this age group is the method of communication. One of the family members speaks to the child in English. This gives the continuity and naturalness of the process of mastering new material. If dad or mom is not well prepared, contact a professional teacher. Take part in classes, praise the child, use the learned words in everyday life. So you will achieve regularity and unobtrusiveness of classes. Turn on songs in English, read fairy tales, show cartoons to get used to foreign speech. You do not need to translate them – the kid will understand the meaning thanks to the pictures and the development of the plot. Children from three years old Benefits This is the age of active knowledge of the world, it is easy to interest a child. Children are not shy about making mistakes, they are not afraid to look stupid – there is no language barrier. The child already has basic knowledge (numbers, clothes, fruits, vegetables, animals) on which further learning can be built. Situational learning becomes possible – in the sandbox, at dinner, while getting ready for bed. Disadvantages It is necessary to start training earlier, as the ability to speak languages ​​is reduced. The child has to make efforts to master new knowledge (in younger children, this process occurs naturally). It is necessary to start training later, as there is bilingualism. Recommendations for parents Education in the form of a game. Charging, creative activities. Communication in English should be started with a few minutes a day, gradually increasing the time. Watch cartoons with your child, translate and discuss them. The baby will also enjoy online games in English. Play is the main form of motivation. Decide what goals you set – the versatile development of the baby or the serious mastery of the language. If you want English to become almost native for a child, provide a language environment for him (travels abroad, communication at home). The kid should see the practical application of classes. Group lessons are important – the child watches how other people speak English. Turn on songs, read poetry and fairy tales – this will help your child learn to understand foreign speech. Show cartoons. There is also a large assortment of educational games in English on the Internet – these are games for developing attention, learning the alphabet and counting, and adventures with Bob the snail and many others. Favorite characters, the desire to win will be an additional incentive to learn a second language. Determining the right age to start learning English is a contentious issue that requires an individual approach. The task of parents is to help the child, making the learning process continuous, unobtrusive and interesting. Strengthen knowledge through communication and games. Ask a Question Do you have any questions? Ask them or sign up for a lesson, and in the near future our specialists will contact you. 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