Daily drop in daycare near me: Drop-In Daycare: Flexible Part-Time Child Care Options

Best Drop-in Daycare & Child Care in Sacramento, CA

Child care requests for essential workers and emergency responders are currently being prioritized during the COVID-19 crisis. If you’re looking for drop-in, back-up or full time child care, we are here to help you match with the perfect daycare for your family.

7 Daycares Accepting Drop-in Care in Sacramento, CA

Peace Of Mind Childrens Daycare

Daycare in
Sacramento, CA

(707) 684-3858

Peace of mind childrens daycare is a clean and nurturing environment where your child can learn and grow. At our home daycare, we focus on t. .. Read More

$190 – $295 / wk

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12:00 am – 11:45 pm

Lily’s Daycare

Daycare in
Sacramento, CA

(530) 625-8341

Lily’s Daycare is a caring and loving environment where your child can learn and grow. At our home daycare, we focus on teaching children so… Read More

$264 – $316 / wk

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6:00 am – 5:00 pm

Hunnybee Babeez Daycare

Daycare in
Sacramento, CA

(530) 451-3301

Welcome to Hunnybee babeez daycare! We offer children a supportive and friendly environment that’s just like home. At our home daycare, our … Read More

$258 – $310 / wk

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6:00 am – 11:45 pm

MA

Teddy Bear Day Care WeeCare

Daycare in
Sacramento, CA

(707) 593-7547

Teddy Bear day care is a clean and nurturing environment where your child can learn and grow. At our home daycare, we focus on teaching chil… Read More

$333 – $417 / wk

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7:30 am – 5:30 pm

Early Birdz Family Childcare and Preschool WeeCare

Daycare in
Sacramento, CA

(916) 713-7273

Welcome to Early Birdz Family Childcare and Preschool WeeCare! We offer children a caring and warm environment that’s just like home. At our… Read More

$250 / wk

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7:30 am – 5:30 pm

Super Kids Clubhouse

Daycare in
Sacramento, CA

(916) 352-7381

Hi! We’re Super Kids Clubhouse and we’re a home daycare providing childcare to families. Our goal is to ensure children reach their developm… Read More

$300 / wk

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12:00 am – 11:45 pm

Love N Care Preschool WeeCare

Daycare in
Sacramento, CA

(916) 545-9167

Love N Care Preschool is a safe and warm environment where your child can learn and grow. At our preschool, we focus on teaching children so… Read More

$278 – $333 / wk

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7:30 am – 5:00 pm

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Giggles Drop In ChildcareGiggles Drop In Childcare

Our Approach

Giggles Drop In Childcare fills two very important needs for families. We offer day care services, drop in childcare services, after school care and summer camps that are safe and fun for your child to be creative, socialize and simply have a great time. As a bonus, we provide parents with free time for leisure activities. It is a win/win combination.  We absolutely love children of all ages!  Drop your children off to any of our locations today.  See you soon!

Our Quality

We believe that there is not a better drop in daycare in the child care market today.  All of our staff has passed a background check, is CPR and First Aid certified, and they absolutely LOVE working and playing with children of all ages.  Our centers are sanitized 3 times daily and we encourage hand washing often.  Even the bathrooms are cleaned after each use!!

Our Services

The child care activities provided are designed to address physical, social and cognitive development. Our drop in child care centers have age-appropriate activities for all age groups we service. The areas of our centers include but are not limited to; a toddler activity place, a custom built tree house by Studio Displays, complete with surrounding safety surfacing, a big kid room for ages 5 and up complete with air hockey, Nintendo Wii, board games and more. We also offer arts and craft activities, dress up and role playing, tons of books and story time.

The NC definition of Drop in  Childcare

The NC definition of drop in childcare has a 4 hour maximum per day.  School aged children can go over the 4 hours on occasion for school holidays and teacher work days or seasonal breaks.    Also, our seasonal summer camp program and track out programs are full eight hour programs.

The SC definition of Drop in  Childcare

In our SC centers, because we are fully licensed, children are permitted to stay for a full day on a regular basis. Please call the center in your area for more detail.

Locations

Cary, North Carolina

Giggles Drop-In Childcare of Cary
267 Grande Heights Drive
Cary, NC 27513
919-468-1001
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Greenville, South Carolina (Pelham Rd)

Giggles Drop-In Childcare of Greenville
3620 Pelham Rd
Greenville, SC 29615
864-252-4252
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Jacksonville, North Carolina

Giggles Drop-In Childcare of Jacksonville
1250 Western Blvd, Suite M2
Jacksonville, NC 28546
910-939-2685
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Raleigh, North Carolina

Giggles Drop-In Childcare of Raleigh
6504 Falls of Neuse Road, Suite 150
Raleigh, NC 27615
919-438-1126
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Wilmington, North Carolina

Giggles Drop-In Childcare of Wilmington
6781 Parker Farm Rd, Suite 110
Wilmington, NC 28405
910-799-3700
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90,000 Temple Grandin: “Tips for Teaching Children and Autisms”

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Good teachers have helped me succeed. I was able to overcome autism because I had good teachers. At the age of 2.5 years, I was sent to a structured kindergarten with experienced teachers. From an early age, I was taught good manners and table manners. Children with autism need a structured day and teachers who know how to be firm yet gentle. nine0003

Between the ages of 2 and 5, my day was structured and I wasn’t allowed to switch off. I had 45 minutes of individual speech therapy five days a week, and my mother hired a nanny who spent three to four hours a day playing with me and my sister. She taught “turns” during play activities. When we made the snowman, she made me roll the bottom ball and then my sister had to do the next part. At meal times, everyone ate together and I wasn’t allowed to do any “stims”. The only time I was allowed to revert to autistic behavior was during the afternoon rest hour. The combination of daycare, speech therapy, play activities, and Miss Manners eating was about 40 hours a week with my brain connected to the world.
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1. Many people with autism are visual thinkers. I think in pictures. I don’t think in speech. All my thoughts are like video cassettes in my mind. Pictures are my first language and words are my second language. Nouns were the easiest to learn because I could draw a picture of the word in my mind. To learn words like “up” or “down”, the teacher must show them to the child. For example, take a toy plane and say “up” when you make the plane take off from the table. Some children will learn better if pictures with the words “up” and “down” are attached to a toy airplane. The “up” picture is attached when the plane takes off. A “down” picture is added when he lands. nine0027
2. Avoid long verbal instructions. People with autism have trouble remembering sequences. If your child can read, write instructions on a piece of paper. I can’t remember the sequence. If I ask for directions at a gas station, I can only remember three steps. Directions with more than three steps must be recorded. I also have a hard time remembering phone numbers because I can’t recreate pictures of them in my mind.
3. Many children with autism are good at drawing, painting or computer programming. These areas of talent should be encouraged. I think it is necessary to pay more attention to the development of the child’s talents. Talents can be turned into skills that can be used for future work. nine0027
4. Many autistic children obsess over one thing, such as trains or maps. The best way to work with fixations is to use them to motivate schoolwork. If your child loves trains, then use trains to teach reading and math. Read a train book and solve train math problems. For example, calculate how long it takes for a train to travel between New York and Washington.
5. Use specific visual methods to teach number concepts. My parents gave me a math toy that helped me learn numbers. It consisted of a set of blocks of different lengths and different colors for numbers from one to ten. Because of this, I learned how to add and subtract. To study fractions, my teacher had a wooden apple cut into four pieces and a wooden pear cut in half. Thanks to them, I learned the concept of a quarter and a half. nine0027
6. I had the worst handwriting in the class. Many autistic children have problems with motor control of their hands. Sometimes neat handwriting is a very hard job. This can be completely frustrating for a child. To reduce frustration and help your child enjoy writing, have them type on the computer. Typing is often much easier.
7. Some autistic children learn to read more easily using phonetics, while others are best at remembering whole words. I studied with the help of phonetics. Mom taught me the rules of phonetics, and then made me pronounce the words. Children with more echolalia often learn better if flashcards and picture books are used so that whole words are linked to pictures. It is important to have the image and the printed word on the same side of the card. When teaching nouns, the child should hear you say the word and look at the picture and the printed word at the same time. An example of teaching a verb would be holding a card that says “jump”: you will jump up and down while saying “jump”. nine0027
8. When I was a child, loud noises like the school bell hurt my ears like a dentist’s drill hitting a nerve. Children with autism should be protected from sounds that harm their ears. The sounds that will cause the most problems are school bells, loudspeakers, buzzers on the scoreboard in the gym, and the sound of chairs scraping on the floor. In many cases, a child will be able to endure a bell or buzzer if it is slightly muffled by stuffing it with fabrics or taping it with tape. Chairs that scrape the floor can be silenced with soft stickers on the ends of the legs (felt, carpet). The child may be afraid of a certain room because he is afraid that he may suddenly be subjected to screeching microphone feedback. Fear of a scary sound can cause bad behavior. If a child closes his ears, this is an indicator that a certain sound hurts his ears. Sometimes a child’s sensitivity to a particular sound, such as a fire alarm, can be reduced by recording the sound on a tape recorder. This will allow the child to initiate the sound and gradually increase its volume. The child should have control over the sound reproduction. nine0027
9. Some autistic people are bothered by visual distractions and fluorescent lights. They can see the flickering of electric lamps at a frequency of 60 Hz. To avoid this problem, place your child’s desk next to a window, or try to avoid using fluorescent lights. If they cannot be avoided, then use the newest light bulbs you can find. New bulbs flicker less. The flickering of fluorescent lights can also be reduced by placing an old-fashioned incandescent bulb next to the child’s desk. nine0027
10. Some hyperactive autistic children who fidget all the time will often be calmer if given a padded, weighted vest. The pressure from clothing helps to calm the nervous system. The pressure calmed me down a lot. For best results, the vest should be worn for twenty minutes and then removed for a few minutes. This prevents the nervous system from adapting to it.
11. Some people with autism respond better and improve eye contact and speech if the teacher interacts with them while they are swinging or wrapped in a mat. Touch input from rocking or pressing from a mat can sometimes help improve speech. Seesaw should always look like a fun game. They should never be forced. nine0027
12. Some children and adults can sing better than they can talk. They may respond better if words and sentences are sung to them. Some children with hypersensitivity to sound respond better if the teacher speaks to them in a low whisper.
13. Some non-verbal children and adults cannot process visual and auditory cues at the same time. They are single channel. They cannot see and hear at the same time. They should not watch and listen at the same time. They must be given either a visual or auditory task. Their immature nervous system is unable to process both visual and auditory incoming information. nine0027
14. In older non-verbal children and adults, touch is often their most trusted sense. It is often easier for them to perceive there. Letters can be taught by letting them feel the plastic letters. They can find out their daily schedule by touching objects a few minutes before the scheduled activity. For example, fifteen minutes before dinner, let the person hold the spoon. Have him hold the toy car for a few minutes before getting into it.
15. Some children and adults with autism will find it easier to learn if the computer keyboard is placed close to the monitor. This allows you to see the keyboard and screen at the same time. Some people have difficulty remembering if they have to look up after pressing a key on the keyboard. nine0027
16. Non-verbal children and adults will find it easier to associate words with pictures if they see the printed word and the picture on the card. Some people don’t understand hand-drawn pictures, so it’s a good idea to work with real objects and photos first. The image and the word must be on the same side of the card.
17. Some autistic people do not know that speech is used to communicate. Language learning can be facilitated if language exercises promote communication. If a child asks for a cup, then give him a cup. If the child asks for a plate when he wants a cup, give him a plate. Man must learn that when he speaks words, concrete things happen. It is easier for a person with autism to know that his words are wrong if the wrong word has led to the wrong object. nine0027
18. Many people with autism have difficulty using a computer mouse. Try a manipulator (trackball), which has a separate button to press. Autistic people with hand control problems find it very difficult to hold the mouse while clicking.
19. Children who have difficulty understanding speech have difficulty distinguishing solid consonants, such as D – “to the house” and L – “to the scrap”. My speech teacher helped me learn to hear these sounds by stretching and pronouncing solid consonants. Although the child may have passed the hearing test, they may still have difficulty hearing solid consonants. Children who speak in vowels do not hear consonants. nine0027
20. Several parents told me that using subtitles on television helped their child learn to read. The child was able to read the captions and match the printed words with oral speech. Recording your favorite program with subtitles would be useful because it can be played over and over and stopped.
21. Some autistic people don’t understand that a computer mouse moves an arrow on the screen. They can understand this more easily if they have a paper arrow taped to the mouse that looks exactly like the arrow on the screen. nine0027
22. Children and adults with visual processing problems may see flickering on television-type computer monitors. They can sometimes better perceive laptops and LCDs that have less flicker.
23. Children and adults who are afraid of escalators often have visual problems. They are afraid of the escalator because they cannot determine when to enter or exit. These people may also be unable to tolerate fluorescent lamps. Irlen colored glasses may be helpful for them. nine0027
24. People with visual processing problems often find it easier to read if black text is printed on colored paper to reduce contrast. Try light brown, light blue, gray or light green paper. Experiment with different colors. Avoid bright yellow – it can damage a person’s eyes. Irlen colored glasses can also make reading easier.
25. Learning to generalize is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in a variety of places. If he is taught only in one place, the child will think that the rule applies only to one particular place. nine0027
26. A common problem may be that a child is able to use the toilet properly at home but refuses to use it at school. This may be due to the unrecognizability of the toilet. Hilde de Klerek from Belgium found that an autistic child can use a small, unimportant detail to recognize an object such as a toilet. Detective work is needed to find this detail. In one case, the boy only used the toilet at home, and the toilet had a black seat. His parents and teacher were able to get him to use the toilet at school by covering the white seat with black tape. Then the tape was gradually removed, and toilets with white seats then became recognized as toilets. nine0027
27. The sequence is very difficult for people with severe autism. Sometimes they don’t understand when a task is presented as a series of steps. An occupational therapist successfully taught a non-verbal autistic child to use a playground slide by taking his body up the stairs and down the slide. Learning can be through sensation and movement, rather than just showing something visually. Putting on shoes can be taught in a similar way. The teacher should put his hands on top of the child’s hands and move the child’s hands along his leg so that he feels and understands the shape of his leg. The next step is to feel the inside and outside of the shoe slip. To put on the shoes, the teacher guides the child’s hands to the shoes and, using the hand-in-hand method, puts the shoes on the child’s foot. This allows the child to feel the whole task of putting on the shoes. nine0027
28. Fancy eating is a common problem. In some cases, the child may be obsessed with a detail that identifies a particular food. Hilda de Klerk discovered that one child only ate Chiquita brand bananas because she was obsessed with labels. Other fruits such as apples and oranges were easily accepted when labeled with Chiquita. Try putting different but similar foods in your cereal box or other container of your favorite food. Another mother had success putting a homemade wheat bun hamburger in a McDonald’s bag. nine0027

Translator: Svetlana Kudashova

The above material is a translation of the text “Teaching Tips for Children and Adults with Autism”.

Adaptation in kindergarten | mom bore

Last year I didn’t have time to write about Yana’s adaptation in kindergarten. I am correcting and sharing personal experience of adapting a baby with a fine mental organization .

The story will go in the following order:

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About subtle spiritual organization and admission to kindergarten

I’ll start with the fact that Yana from birth was a whiny hand girl, requiring constant attention. For some time it seemed to me that all children are like that and regular crying is the age norm. Later, I realized that all children are completely different and my child is more sensitive, therefore, needs more attention. nine0003

These are my findings after reading a helpful resource about alpha parenting. I will give a link to one of the articles about sensitive children. Having studied the characteristics of sensitive children, I tried to give Yana as much attention as possible, trying to understand and satisfy her true, and not superficial, needs.

At the age of two, Yana began to show a categorical rejection of her peers. If at least one child played in the sandbox, she left it. I had to choose empty sandboxes for games. The reason for this behavior is obvious – the lack of regular communication with acquaintances peers. Walking on playgrounds for socialization was not enough.

Just at that moment it was Yana’s turn to go to kindergarten. Previously, we planned to send Yana to kindergarten closer to three years. Given the problems with socialization and speech, it was decided that in 2d. 3 months Kindergarten will do her more good than harm.

Adaptation in kindergarten | Psychological preparation

Before going to kindergarten, I introduced Yana to his daily routine and its peculiarities. We acted out the typical scenes of the day in kindergarten on plush animals and dolls. Some of the toys were babies, and we diligently fed them, took them for walks, put them to bed, and in the evening they were taken away by toys that played the roles of moms and dads. nine0003

We also read books about children and animals in kindergarten. At the moment, many new books have been published to introduce to kindergarten. I think they are more successful, so I plan to order this selection for Artem:

First month in kindergarten

On the first day, Yana did not fully understand what awaited her, and entered the group with excitement, but without crying. I picked it up a couple of hours later. When we met, it was clear that she spent most of this time not in fun games, but in anticipation of me. nine0003

The most difficult moments

The next three weeks were not without tears. We observed tears only in the mornings. According to the teachers, in my absence, Yana never cried. Apparently, the children understand that tears do not affect teachers. During the first month, Yana every day more and more comprehended the essence of being in kindergarten. As this progressed, the realization came to her that because of kindergarten, we would no longer be constantly together, and her negative towards kindergarten increased. The peak of the crisis came in the third week. There were even a few days when Ian had to be forcibly dressed and “dragged” into the garden in the literal sense of the word. nine0003

Adaptation keys

Since the beginning of kindergarten, I have made attempts to soften the process. Variants tested:

• Toy to go . During the adaptation period, Yana was not up to toys. I think at this stage it is more natural for babies to turn their attention to unfamiliar toys than to provide painful memories of the house from the brought toys. Again, everything is individual …
• Advent . On the refrigerator, I placed 5 window cards according to the number of weekdays in the week. Behind each was an image with a baby animal. In the morning, Yana opened one of the windows and looked at what kind of animal was hiding behind it. Then it was necessary to go to kindergarten to find the mother of this animal there. Especially for Advent, I bought a set of animal figurines and handed them over to one teacher in the morning so that Yana would “find” a mother for another animal baby during the day. It should be noted that at that time, Yana’s attitude towards kindergarten was so negative that such an Advent did not smooth the situation at all. nine0027
• Our first effective key is delegating the responsibility to take Yana to kindergarten to dad . This option was a lifesaver for us. It turns out that Yana, at the age of 2, was well aware that her tears touched only me and all the heartbreaking scenes were designed for my presence. One morning, when I was busy with something, Yana was taken to the garden by my father. A miracle happened – for the first time in 3 weeks, Yana entered the group without tears. We took note of this and began to use it.
• Books turned out to be the second effective key for Yana’s adaptation to kindergarten. Earlier, I repeatedly offered Yana to take toys with her. She was unenthusiastic about these proposals. Only on the third week (at the peak of the crisis) at the next hysterical crying did I get the idea to offer to take a book with me to kindergarten. And then it started … A book every day. You can’t repeat! Yana has such a requirement. Only a few lucky ones managed to avoid going to kindergarten. Many after him returned shabby and lost their appearance, but the child had peace of mind. The teachers treated our books with understanding, at first they read them regularly. Then it ceased to be so important. Yana was drawn into the team. I think that due to the books she experienced the first sense of significance in the team, because everyone in the group read her books, and in connection with this moment, the attitude towards the kindergarten changed significantly. The formality of carrying books to kindergarten has remained to this day :-D. nine0027

By the way, over time, old keys stop working, so you have to constantly look for new ones. Six months after adaptation, Yana again began to show a denial of the kindergarten. This time, the attitude towards the kindergarten helped to neutralize the introduction of morning tea with cookies in front of the kindergarten.

Dynamics of Yana’s immersion in the kindergarten environment

• For the first three days, Yana stayed at the kindergarten for a couple of hours.
• By the end of the first week, Yana stayed in the kindergarten until her afternoon nap. nine0027
• In the third week, she first learned to fall asleep without me, and I began to leave her to sleep.
• By the end of the first month, Yana stayed in kindergarten for the full day and got ready in the morning without tears.

We moved to each next stage of immersion in the kindergarten environment on the recommendation of the teacher. The educators in Yana’s group immediately aroused confidence in me. I often contacted and continue to contact them with questions. I think that at the moment of adaptation, the professionalism of the educator can play a decisive role. nine0003

I had an idea to stretch the process. A smoother immersion in the kindergarten environment seemed to be less painful. On the other hand, the child experiences sharply negative emotions during the entire period of adaptation and it is in the interests of completing it as quickly as possible. The biggest mistake in adaptation is taking your child to kindergarten irregularly. At this point, even weekends are very unsettling.

Self Service

By the time she entered kindergarten, Yana was not doing well with basic self-care. She knew how to eat with a spoon a little, but she always demanded that I feed her. A similar picture was observed with dressing. At about a year and a half, Yana successfully tried to wear panties, but then she began to give up her independence. Even with a pot, Yana made mistakes by 2 3 m. nine0003

In connection with the indicated gaps in self-service, I was very worried about the issue of accustoming to independence in children’s soot. In fact, it turned out that many kids come to the younger group with a lack of these skills. For the first weeks, Yana, like many other kids, was helped by a teacher to eat. Potty cases in kindergarten are even easier to solve – kids are taken to the potty according to the schedule. Of course, there are misses, but it is not so often. In general, in kindergarten, due to the lack of individual continuous assistance, basic skills progress very quickly. nine0003

Expediency of kindergarten for children 3-4 years old

Lately it has become fashionable to criticize kindergartens and even refuse to use them. At one time, I was impressed by publications on this topic, but sooner or later we face reality and everything falls into place. A child of 3-4 years old has a need for socialization. Will you be able to organize regular, effective and continuous communication with peers for your child? That is, not just to bring the child somewhere for entertainment, but to organize the joint activities of children (games, developing activities). After all, it is in the process of joint activity that the most effective moments of socialization occur. If you refuse kindergarten, you must at least have a few like-minded enthusiasts with children of a close age. Communication with adults should also not be limited to one mother. Mom is the comfort zone. For personal growth, any person needs to periodically leave the comfort zone. nine0003

I will not list other obvious advantages of kindergartens, I will focus on interesting observations in psychological terms related to the beginning of attending Yana’s kindergarten.

Increasing the level of independence

Kindergarten puts children in a situation where they have to quickly learn how to eat, dress and use the potty on their own. In my opinion, for a two-year-old child, there can be nothing bad in this.

Finding freedom

From the first manifestation of consciousness to the end of the infusion into the kindergarten team, Yana was a psychologically constrained child. I don’t even know what caused the formation of these psychological clamps and whether they were formed with the wrong attitude or were initially laid down, but not opened. Probably, in books on child psychology there is a separate chapter about this, but I did not come across it. These clamps were expressed in the fear of everything new. Even ordinary swimming for a long time was a problem for us with a lot of failures. The tolokar machine, donated for 1 year, caused great horror in Yana. Only a day later it was possible to prove that the toy is not only not dangerous, but even very good. So Yana perceived a lot of things. As I grew older, the clamp weakened a little, but with the infusion into the kindergarten team, I began to feel a huge surge of inner freedom in Yan. nine0003

Before kindergarten, Yana was always obedient, like plasticine. Many, looking at our videos and reading the descriptions of developmental activities, were surprised at her obedience. Having told just a couple of times about the danger of cars, I instilled in one-year-old Yana accuracy when moving on the streets. Seeing the car, she always tried to be close to us and never had it in her mind to head to the roadway on her own. The same was true with puddles. After a couple of moralizing that having been in a puddle without rubber boots, you can get dirty and get your feet wet, Yana walked around the puddles more carefully than me. In kindergarten, Yana was shown how fun it is to jump through puddles without thinking about what kind of shoes you are wearing. It turned out that emotional pleasure does not depend on shoes. Free from conventions, Yana began to allow herself to run towards the roadway. It must be admitted that she still had a fear of obvious danger. For example, heights. But everything that was at the level of obedience has disappeared. nine0003

The emerging inner freedom had a positive effect on speech and socialization. I wrote about the problems in these areas at the beginning of the post. After two months of visiting the kindergarten, the first signs of activation of the speech development process began. Six months after starting kindergarten, Yana began to speak perfectly for her age. I think this is not a coincidence, and without attending kindergarten, progress in speech would have been slower. Read more about speech development here. With socialization, everything also returned to normal. After 4 months, Yana had her first girlfriend. The norm to play in crowded places appeared even faster. nine0003

Also, with the acquisition of freedom of choice, the set of our activities has changed. Now Yana chooses them more often. The time of “impositions” has passed, by the age of three the child has formed a specific list of preferences. Story games, reading and modeling remained in the favorites. Cards, puzzles and stickers are well perceived. The list of outsiders included drawing, application, logical / mathematical development.

It is difficult to assess such an impact of kindergarten. I think psychologists would appreciate it as the next stage of personality development. Probably, all the inconveniences of parents associated with gaining individual freedom are problems for the solution of which we, parents, exist and it is foolish to blame the kindergarten for such problems. In fact, kindergarten forced psycho-emotional development, and to say that this is bad would be a mistake. nine0003

Adaptation in kindergarten | Basic set of things for kindergarten

This section is not entirely on the topic, but I think it will be relevant for those who are collecting kids for the first time in kindergarten. When I made the first purchases for the kindergarten, I bought a lot of extra things or made not the best choice. By the age of three, I realized that almost all thin blouses with long sleeves (they are now commonly called longsleeves) and dresses made of dense fabric (velveteen, fleece) turned out to be unclaimed. In winter and summer, the group that Yana goes to maintains heat, so such things are completely irrelevant. It is best to ask teachers about the temperature regime in the group before shopping for kindergarten. nine0003

Today, for kindergarten, I try to maintain the following set of things:

My Kindergarten Wardrobe Choice for May.

• 4-5 options for daily wear. Ideally for Yana, these are high-quality cotton knitwear skirt + t-shirt / shorts + t-shirt or dresses with short sleeves. Dresses are the least comfortable for me. In the cold seasons, on walks, the skirt from the dress has to be tucked into pants and this may not look very aesthetically pleasing, after walking it becomes rumpled. The skirt and shorts for walking in cool weather are usually taken off by teachers and put on pants. Most often, I prefer brands: Next (now they have become a little expensive and misses in size), PlayToday (recently they switched to this brand, there is an opportunity to try on + in wildberries you can wait for good discounts, taking into account personal up to 40%), there are also Gloria Jeans, PELICAN and Crockid have good inexpensive items. nine0027
• lingerie sets ideally by the number of days in a week.
• thin socks ideal for the number of days in a week.
• a pair of interchangeable shoes – sandals with Velcro. For kids with perfect motor skills on the type of clasp, attention can not be focused. Be prepared to take light-colored shoes home and wash them regularly.
• Depending on the season, I buy a turtleneck or a sweater with a long neck for walking. It is more convenient if they are in two copies;

nine0026 for the cool season about 4 pairs of tights;

• Hats for cool weather (winter, double with fleece lining, thin single-layer for windy weather in summer and warm spring), hat for hot weather;
• Outerwear. For warm spring / summer in cool weather, a windbreaker (I really like it with a fleece lining) + jeans (I choose only from soft fabric that do not hinder movement) + sneakers + rubber boots. For the cold season, I prefer options for active games – tight high pants with straps + jacket. When choosing membrane outerwear, do not forget that all lower layers of clothing must be thermally conductive, otherwise the meaning of the membrane top is lost – moisture will accumulate in the layer of natural clothing. Those. ideally, a T-shirt, tights, sweater / turtleneck, socks should be marked “thermal underwear” or consist of synthetics.