Day care lancaster ohio: THE Top 10 Daycares in Lancaster, OH
THE Top 10 Daycares in Lancaster, OH
Daycares in Lancaster, OH
Description:
Sheltering Arms Daycare offers a safe, quality daycare with educational programs. The Preschool and Pre-K programs are build into the Daycare day so all children get the skills and activities to prepare yourchild for Kindergarten. Preschool 2 1/2 years old – 4 years old and Prekindergarten 4 years old – 5 years old. We are licensed by the State of Ohio. Please call or stop by for a tour of our facility. Meals are served breakfast, lunch and snack.
Before and After school programs are available for students in Kindergarten through 6th grade, 6 years old – 12 years old. We provide transportation to the following schools: West, Gorsuch West and Mount Pleasant Elementary. Preschool, Pre-K, and School age program costs are as follows: Up to 7 hours a week- $4.00 per hour, 7-24.75 hours per week- $70.00, 25 hours and up per week – $95.00. Our 10 week Summer Camp is held from June – August. We provide 10 weeks packed full of fun team building activities, crafts, and games. Trips include: Swimming, Tiki Bowling, Metro Parks and Picnics, Sugar Bears Pizza, Rumples Grove putt-putt, Historical Farm, Hocking Hills, Doll Museum, Motorcycle Hall of Fame and more!
Call for details! Costs for Summer Camp are as follows: $70.00 weekly for Part time (7.25-24.75 hours), $95.00 weekly for Full time (25 hours and up), $4.00 per hour up to 7 hours….
Description:
It is our vision and mission to create an environment for all children and families that offers holistic developmental opportunities for each child’s social, emotional, cognitive, and physical needs.
We areenrolling children from 6 weeks- 13 years old.
Our curriculum is a creative and play based curriculum focused on the development and growth of each child.
We offer a healthy breakfast, lunch, and snack menu and pay close attention to dietary and allergy restrictions….
Description:
We off childcare for infants through prekindergarten.
Description:
Little Sprouts Child Care LLC is a small, independently owned and operated child care. I (Angie Cline) am the owner and run all the daily business and responsibilities for all child care needs. FromBreakfast,Lunch, Snacks,diapering,play time, and learning. I am up to date on CPR, first aid, and communicable disease training. Along with Poison Prevention training and up to date Background check. As a mother I understand how important it is to have a safe and happy environment for our little ones. Each day is a new and exciting day to watch their little faces light up with excitement to learn and play….
Description:
The Hug A Bear Day Care Center is a licensed childcare and learning facility established in 1989 to serve the children of Lancaster, Ohio. This childcare facility can accommodate up to 178 children from Mondaysthrough Fridays, 6:30 AM to 6:00 PM. It offers full-time childcare services and early childhood education programs in a safe, stimulating and nurturing Christian environment that supports the children’s overall development as well as spiritual growth.
The center provides age-appropriate activities designed to help children become confident, well-rounded and competent learners….
Carla’s Daycare
1630 Snoke Rd Sw, Lancaster, OH 43130
Costimate: $149/day
Description:
Carla’s Daycare offers center-based and full-time child care and early education services designed for young children. Located at 1630 Snoke Rd SW, the company serves families living in the Lancaster, OH area.Carla’s Daycare has served the community since they started in 2010….
Description:
Early Learning Initiative is a day care establishment located at 620 Garfield Ave, Lancaster, OH that always keep your child’s safety and comfort in check. Their center use strategies such as a bright andorganized environment that help them achieve these goals….
Description:
Moss Day Care Center is a child care center and education program provider located at 4060 Hamburg Road, Lancaster, Ohio.
The center serves infants, toddlers, preschoolers and school-age children, providingthem with an educational environment filled with structured activities, exploration and fun. The center’s programs aim to enhance the children’s confidence and develop within them a love for learning….
Description:
We are a full-day, all summer (11 weeks) Summer Sports Camp for ages 5-11. We offer FREE Martial Arts, Dance, Cheerleading, Fun Educational Activities, Arts & Crafts, Weekly themes, Video Games, Nerf Wars,Leadership & Character Building Skills, AWESOME Field Trips, Outdoor Sports like Soccer, Football, Kickball, Basketball and more. We are not a daycare or babysitting facility but a Summer Sports Camp. We are an Award-Winning Nationally recognized Program….
Oak Ms Inc
1458 Tiki Ln, Lancaster, OH 43130
Costimate: $149/day
Description:
Oak Ms Inc is a childcare provider that serves the community of Lancaster OH.
It offers a warm and nurturing environment and provides appropriate activities that enhance children’s social skills and mentalabilities. The center promotes active learning by allowing children to explore, discover, and learn….
Description:
Small Wonders Learning Center is an educational facility that serves the community of Lancaster OH. It offers a stimulating environment and provides appropriate learning programs that enhance children’semotional, social, physical and mental abilities. The center promotes balance learning by integrating recreational activities with academics….
Description:
Head Start Utica Center in Lancaster, Ohio seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Child Care providerthat can accommodate up to 75 children….
Description:
First Impressions Early Learning provides quality care and education for children ages six weeks to fourteen years old.
The school offers an environment that is safe, friendly and nurturing, tailor-fit forchildren’s growth and developmental needs. First Impressions Early Learning’s operating hours is from 6:00 AM to 6:00 PM, weekdays….
Certified Childcare
145 Whittier Dr S, Lancaster, OH 43130
Costimate: $149/day
Description:
Certified Child Care is licensed to accommodate up to six children. The facility is open Mondays through Fridays, serving infants, toddlers, preschoolers and school-age children from 6:00 AM to 6:00 PM.
Description:
Creative Corners Preschool provides a nurturing environment where kids feel safe and supported while learning, growing, making friends and preparing for the world of kindergarten. The curriculum caters tofamilies that value education, going above and beyond traditional child care….
FCAA Head Start
1743 E Main St, Lancaster, OH 43130
Costimate: $147/day
Description:
FCAA Head Start provides early childhood services designed to support children’s development and early education.
The facility’s services are open to children starting at birth up to five years old. FCAA HeadStart also provides diagnostic, early intervention, and health care services….
Description:
Owl’s Acres Montessori is a classic Montessori Pre-School, offering the best in early childhood education. Certified Teachers with background checks and required Professional Development yearly. We have been inbusiness for 54 years, our founder Mona Scott recently left the pre school to her daughter who worked by her side for the last 25 years. We have a passion for the education of all children no matter what social/economical, religious, or heritage background …
Showing 1 – 17 of 17
FAQs for finding daycares in Lancaster
In 2022 what type of daycare can I find near me in Lancaster, OH?
There are a variety of daycares in Lancaster, OH providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home.
They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
How can I find a daycare near me in Lancaster, OH?
If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 92 in Lancaster, OH as of December 2022 and you can filter daycares by distance from Lancaster or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
What questions should I ask a daycare provider before signing up?
As you visit daycare facilities in Lancaster, OH, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff.
Also, make sure to check directly with the business for information about their local licensing and credentials in Lancaster, OH.
Radiant Adult Day Care Center
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About the facility Radiant Adult Day Care Center
Radiant Adult Daycare Center provides individualized program to meet the needs of your loved one. Whether they need a stimulating social environment where they meet and make new friends while participating in various activities or require more intense hands on care due to personal health issues like Alzheimer’s , Parkinson’s and other disorders. Our centers provide a fun environment that helps ensure that your loved ones experience each day is stimulating and enjoyable.
Fun Activities
Once in our center, seniors can take advantage of a variety of fun and educational activities designed to improve their mental and physical health.
These activities include:
Arts and crafts
Sing-alongs or storytelling
Bingo, cards or other mentally challenging games
Stretching exercises performed while sitting
Discussion groups
Field trips
Holiday celebrations
Pricing for Radiant Adult Day Care Center
Total monthly costs depend on room type, select services, and the level of care needed.
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English translation, synonyms, antonyms, example sentences, meaning, phrases
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There was a West Virginia Industrial School for boys . |
That’s the West Virginia Industrial School for Boys. |
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There was a West Virginia industrial school for boys . |
That’s the West Virginia Industrial School for Boys. |
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Far from people, high in the mountains, there is school for boys . |
Away from much human habitation and deep within the mountains stands… |
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Military school for boys in British Columbia. |
The British Columbia Military School for Boys. |
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In 1928, the first secondary school was opened – Montserrat school for boys – public school for boys |
In 1928, the first secondary institution, Montserrat Boys Grammar School, a government boys – only school, opened. |
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Private school for boys was also established in 1933 as a new park. |
A private school for boys was also set up in 1933 as New Park. |
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Norlington School for Boys is a Secondary School for Boys in the London Borough of Waltham Forest, East London. |
Norlington School for Boys is a boys’ comprehensive secondary school in the London Borough of Waltham Forest, in East London. |
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Secondary school for boys quickly came to be seen as a stepping stone to college. |
Boys’ High School was quickly seen as a stepping – stone to college. |
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It started as Liceo de Albay, diocesan parish school for boys , founded in 1947 by Rev. O. Juan Carullo, retired army chaplain. |
It started as Liceo de Albay, a diocesan parochial school for boys established in 1947 by Rev. |
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School for boys was taken out of service and pupils moved to Faversham South where it is now school . |
The Boys school was decommissioned with students moving to the south side of Faversham where the school currently stands. |
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Saint Cross was a large building to the north of the village where there used to be a school for boys . |
St Cross was a large building to the north of the village which was formerly a boys’ school. |
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Joseph L.P. School is a day school for boys and girls founded in the 80s. |
Joseph’s L.P School is a day school for boys & girls, was established in the 80’s. |
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The school was opened in 1863 as school for boys , where 42 students studied in the first year of education. |
The school was opened in 1863 as a school of boys housing 42 students its first year. |
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Oakwood Park Grammar School is a academy school for boys located in Maidstone, UK. |
Oakwood Park Grammar School is a boys grammar school with academy status located in Maidstone, United Kingdom. |
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OPGS was founded in 1918 as a joint junior technical school for boys and a junior commercial school for girls. |
OPGS was founded in 1918 as the Co – educational Junior Technical School for Boys and the Junior Commercial School for Girls. |
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It was then known as Maidstone Technical school for boys . |
It was then known as the Maidstone Technical School for Boys. |
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For the next two years, the campus was used as a prep school for boys . |
For the next two years the campus was used as a boys preparatory school. |
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Over the years, the newly opened school for girls prospered, and the school for boys was eventually closed. |
Over the years, the newly opened girls’ school flourished while the boys’ school was eventually closed. |
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For the next two years, the campus was used as a preparatory school for boys . |
A well – preserved cryptoporticus is also located at the Papal Summer Residence in Castel Gandolfo, Italy. |
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Secondary School Carré is a selective secondary school for boys in Sleaford, a market town in Lincolnshire, England. |
Carre’s Grammar School is a selective secondary school for boys in Sleaford, a market town in Lincolnshire, England. |
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Later it became a social school for boys and girls. |
Later it became social school for boys and girls. |
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This is especially a great holiday for those boys and girls who start going to school . |
It is especially a great holiday for those boys and girls who are beginning to go to school. |
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In accordance with the classification of schools by gender, education in the UK can be divided into three types of institutions: mixed schools , schools for girls and schools for boys. |
According to the classification of schools by gender, education in Britain can be divided into three types of institutions: mixed schools, schools for girls and schools for boys. |
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In 2009, 23.2% of girls and only 16. |
In 2009, 23.2% of girls achieved a minimum of six grade C’s at higher level in the Leaving Certificate as compared with 16.5% of boys. |
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Or because children in school spend a lot of time sitting at their desks and for boys this is unnatural? |
Or that we require kids to sit still too much, and so boys initially feel like failures? |
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School enrollment in is low: 51 percent for boys and 47 percent for girls. |
School enrollment rates are low: 51 per cent for boys and 47 per cent for girls. |
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The Taliban closed all schools for girls and did not create any education system for boys . |
The Taliban closed all girls’schools and failed to establish an educational system for the boys. |
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Orphanage for boys ? Is it something like reform school ? |
A boys’ home, like a reform school? |
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I was sent to school for boys to overcome my squishyness, I was beaten for every sideways glance. |
I was dumped at a boys’ school to fight off sissies, and get beat up every time I looked sideways. |
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The West Side School was a large two-story building lined with gnarled poplars. It divided schoolyard into two parts – for boys and for girls. |
The West End, a huge building of two stories, fronted with gnarled poplars, divided the play yards called girlside and boyside. |
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He teaches in this special school for autistic boys. |
He teaches at this special school for autistic boys. |
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Dr. |
Well, Dr. Humbert, to you she is still the little girl that is cradled in the arms but to those boys over there at the Beardsley High… |
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0006 schools Sanskriti for boys of noble birth. |
Dude, three – time Sanskriti School for Well – Born Boys badminton champion. |
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We were 16 and locked up in a private school for boys in cold New Hampshire. |
We were 16, locked away at an all – boys boarding school in the middle of freezing New Hampshire. |
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In the lower town where Uncle Madeleine lived, there was only one school – a miserable shack that threatened to fall apart; he built two new ones – one for girls, the other for boys . |
The lower town, in which he lived, had but one school, a miserable hovel, which was falling to ruin: he constructed two, one for girls, the other for boys. |
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I went to high school for boys and there are a lot of girls in the college. |
I went to an all boys’ prep school, and there are a lot of girls at my college. |
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In school for boys we had nothing like this. |
Being in an all – male preparatory, we didn’t go in for this sort of thing. |
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Don’t know… Boarding school for boys ? |
I don’t know… boarding school? |
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Dinklage attended Delbarton School , Catholic Prep School for Boys where he developed his acting skills. |
Dinklage attended Delbarton School, a Catholic preparatory school for boys, where he developed his acting. |
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King Alfred’s school was radical for its time in that it provided a secular education and that boys and girls were educated together. |
The King Alfred School was radical for its time in that it provided a secular education and that boys and girls were educated together. |
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The boys were immediately sent to Norwood schools – another one institution for disadvantaged children. |
The boys were promptly sent to Norwood Schools, another institution for destitute children. |
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Craigflower Preparatory was an independent preparatory school for boys at Torryburn near Dunfermline, Scotland. |
Craigflower Preparatory School was an independent preparatory school for boys at Torryburn near Dunfermline, Scotland. |
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One school was for boys and the other was for girls. |
One was a boys’ school and the other was for girls. |
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In his will, he allocated six almshouses to Hawkhurst, school for twenty boys and house for school teacher . |
In his will he endowed for Hawkhurst six almshouses, a school for twenty boys, and a house for a school master. |
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Bennett was educated at King’s Grammar School, Guildford, Southend Secondary School for boys and Cambridge University. |
Bennett was educated at the Royal Grammar School, Guildford, Southend High School for Boys and the University of Cambridge. |
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Northampton levied taxes on all households, not just those with children, and used these funds to support Primary School to prepare boys for college. |
Northampton assessed taxes on all households, rather than only on those with children, and used the funds to support a grammar school to prepare boys for college. |
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Northampton levied taxes on all households, not just those with children, and used these funds to support Primary School to prepare boys for college. |
Northampton assessed taxes on all households, rather than only on those with children, and used the funds to support a grammar school to prepare boys for college. |
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They were joined in 1899 by their brother Dwight and ran school until it closed as Holbrook Prep School for boys . |
They were joined in 1899 by their brother Dwight, and ran the school until its closure as Holbrook’s Preparatory School for Boys. |
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This is a day school for girls 4-18 years old, boarding school for girls 7-18 years old and since 2009 for boys girls aged 2-4 years. school for girls 7 – 18 and since 2009 also a nursery opened in 2009 for boys and girls aged 2–4. |
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After graduating from School for Vinberg Boys, he received a degree in law from the University of Cape Town in 1958 and an MBA from Columbia University in 1960. |
After graduating from Wynberg Boys’ High, he received a degree in law from the University of Cape Town in 1958 and an MBA from Columbia University in 1960. |
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Asimov attended public schools in New York from the age of 5, including high school for boys in Brooklyn. |
Asimov attended New York City public schools from age 5, including Boys High School in Brooklyn. |
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In addition, men are prohibited from teaching or working in schools for girls, and women from teaching in schools for boys . |
Moreover, men are forbidden from teaching or working at girls’ schools and women are not allowed to teach at boys’ schools. |
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Verbeck supervised the American national scouts, organizing summer camps for boys in the Massavepi camp in conjunction with the school Manliya. |
Verbeck led the National Scouts of America, running summer camps for boys at Camp Massawepie in conjunction with the Manlius School. |
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He was educated at Leeds Modern School for Boys , became an electrical engineer and director of the Peterborough and District cooperative. |
He was educated at the Leeds Boys’ Modern School, and became an electrical engineer, and a director of the Peterborough and District Co – operative Society. |
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Hawkins was born in the Bedford-Stuyvesant area of Brooklyn where he attended high school for boys . |
Hawkins was born in the Bedford – Stuyvesant section of Brooklyn, where he attended Boys High School. |
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Hawkins didn’t play much until he entered school for boys . |
Hawkins did not play much until his junior year at Boys High. |
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After the reopening of schools for boys , the Taliban lifted restrictions on girls’ primary education, which was coeducational. |
After boys’ schools reopened, the Taliban lifted restrictions on girls’ primary education, where there was co-education. |
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He briefly attended Lancaster, Ohio, an industrial school for boys, and, as an adult, donated considerable sums of money to the institution. |
For a time, he attended the Boys’ Industrial School in Lancaster, Ohio, and as an adult donated sizable sums of money to the institution. |
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I can, however, find something about boarding schools for boys but nothing for girls at all. |
I, however, can find here and there something about boys boarding schools but nothing for girls at all. |
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In 1895 there was one elementary school for girls and three for boys in the niche in 1895. |
In 1895, Niš had one girls’ and three boys’ primary schools. |
fr. Juan Carullo, a retired Army Chaplain. 
5% of boys received at least satisfactory marks in the final exams for graduation from secondary school . 
Humbert, for you she is still a girl; you rocked it in your arms but for those boys there at school Beardsley… 
| Raven Progressive Matrix Manual
J. Raven, J. C. Raven, J. Court Color Progressive Matrices (including Parallel versions of the Test) The material included in this section is the honor of the manual and should only be used in conjunction with the General Section of the manual Moscow 2007 TEST FORMS……………………………………….. …………………………………………15 Bookstore test company………………………………………….. ……………………………………….fifteen Parallel dough shape ………………………………………. ………………………. 16 Test tablet …………………………………………………….. ………………………………..17 CPM DEVELOPMENT HISTORY………………………………………….. ………………….19 Getting Started with the Test Plate ………………………………………………………… ……..19 Development of the Parallel Form in 1998 …………………………………………………….. ….22 Standardization of the Classical Book Form of the Test, in 1949. Recent standardizations of CPM in children ………………………………………. ……..25 Standardization in Dwmfree (1982) ………………………………………. ……………….25 Other standardizations on children ………………………………………. ……………….27 Dependence of dgt / living norms on the date of birth …………………………………….. ….28 Standardization in the elderly………………………………………………………… ……………….28 I.-iaenenig. estimates of d, age in older people ………………………………….30 Clinical studies ………………………………………………………… ………………31 RELIABILITY AND VALIDITY …………………………………………………….. ……………..35 Reliability…. Safety when splitting in half ………………………………………. ……….35 Retestable reliability ………………………………………. …………………………..36 Reliability with automated test presentation …………………………..37 Hyalidity ……………………………………….. …………………………………………. ………..37 Cross-cultural studies ………………………………………. …………………..38 Clinical study book ………………………………………. ………………………….41 Educational research ………………………………………. ………………..42 EXAMINATION INSTRUCTIONS USING CPM …………….. Instructions for working with the book form of the CPM ……………………………………….45 Individual testing ………………………………………. ……………….45 I ‘ pynnti / i ‘ ie ……….. …………………………………………. ….48 Instructions for operating the l-tablet form CPM ………………………………………51 EVALUATION, INTERPRETATION AND REPRESENTATION RESULTS ……………………………………….. …………………………………………. 57 Scoring ……………………………………………………… …………………………………………. …..57 Plate Test Farm ………………………………………. …………. Book test ………………………………………. ……………………………58 Inconsistencies and errors …………………………………………………….. ………………………….58 Presentation of results……………………………………………………… ……………………………..58 Questions of interpretation……………………………………………………… …………………………………………59 Context of consideration of results ………………………………………. …………61 The impact of learning ………………………………………. ………………………………………….61 Nyakhiig. juvenile disorders ……………………………………….. ……..61 Mentally handicapped …………………………………… REFERENCE MATERIAL………………………………………….. ………………….64 Normal structure of the total score ………………………………………….. ………64 Regulatory data……………………………………………………… …………………………………..64 Special standards ………………………………………. ………………………………………..73 Reference characteristic curves……………………………………………………… ……………74 NOTES ……………………………………….. ………………………………………..76 FURTHER READING …………………………………………………….. …………….79 TEST DEVICE AND ITS USE The Color Progressive Matrices (CPM) test includes 36 tasks, which make up three series – A, Ab and B – 12 tasks each. If the ability to reason by analogy has already been formed, then it is best to use the scale “Standard Progressive Matrices” (SPM) – Series A, B, C, D and E. When this stage of mental development has not yet been reached, or in cases where when intellectual activity is weakened, the CPM can be used to assess the degree of clarity of thinking or the level to which the intellectual capabilities of the subjects have decreased. If Series A, Ab, B prove to be too light during testing, they can always be supplemented with Series C, D and E of the Standard Test. Neglecting the result for Series Ab, the total score for Series A, B, C, D, and E can be used to determine the percentile level for published standards for standard test. The use of the CPM in conjunction with the Kraštyun Vocabulary Scale (CVR) allows us to explore the psychological significance of the observed discrepancies between people’s ability to think productively and their ability to retrieve relevant information from memory. If the results of the SPM and the Mill Hill Vocabulary Scales (MHMS) obtained from routine self-testing or group testing reveal a discrepancy between productive and reproductive thinking abilities, then these tests can be performed individually in a clinical setting. When used in this way, they allow you to explore in detail the nature of errors and determine the strategy of activity. The three series of twelve tasks that make up the MTC are organized in such a way that they allow an assessment of the main cognitive processes that are usually formed in children up to eleven years of age. These series provide the subject with three opportunities to develop a single mental theme, and the scale for all thirty-six tasks as a whole is designed to assess mental development as accurately as possible up to the level of intellectual maturity. In childhood, mental development is very much like a salmon jumping in the stream of life, and not a measured climb up the stairs. No matter how convenient the hypothesis for quantitative assessments and statistical calculations, it does not correspond to the psychological realities of children’s life. A more typical situation is when children start with successive, persistent attempts to overcome the intellectual obstacle that has arisen, until one day they suddenly jump over it with ease and move on to the next. It is these jumps in intellectual development that are revealed when using the CPM. Tasks in Colored Progressive Matrices are selected in such a way as to assess the course of mental development up to the stage when a person begins to reason by analogy so successfully that this way of thinking becomes the basis for deriving logical conclusions. This final stage of the gradual development of intellectual maturation is undoubtedly one of the first to suffer in organic lesions of the brain. Presenting a test in the form of color pictures printed in a book or in the form of tablets with movable fragments makes it possible to make the problem being solved visual and to minimize the necessary verbal explanations. Manipulation of visual material is not a necessary condition for the successful solution of the problem, since the subject is only required to indicate the figure that he chooses to fill the gap in the diagram. In order to obtain useful diagnostic information using the CPM, it is important to work with small groups of carefully selected respondents, and not rely on large samples, which, the larger they are, the correspondingly less information about the individuals examined. For reasons discussed below, it is important to pay special attention to the levels of intellectual development of children aged 6 1 / 2 , 8 1 / 2 , and 10 1 / 2 years. Once upon a time, these children scored about 15, 21 and 27 points on the CPM test, respectively. As already noted, young children very rarely reason by analogy in the same way as adults do, and the context of the presentation of tasks is extremely important for them. In this regard, it was necessary to revise Siirman’s “Principles of Cognition” in the light of Gestalt theory and design tasks in such a way as it was done in Series AB, so that individual fragments were perceived as parts of some organized whole or as separate elements having a corresponding orientation in the perceptual field of the observer 1 . Thanks to the experimental work that led to the creation of the CPM and the careful selection of tasks that show a low correlation with the test as a whole, it was possible to distinguish at least five qualitative stages in the development of intellectual abilities. At first, children have the ability to distinguish between identical and different figures, and then – similar and dissimilar figures. Some time later, they can assess the orientation of the figure in relation to themselves and to other objects in the field of perception. Later, they already begin to compare similar changes in visible symbols and build the logic of their reasoning on this basis. Subsequently, children become able to divide the perceived whole into constituent elements, or “symbols”, and to distinguish between what is really given to them and what was brought in by themselves. Finally, they reach the possibility of perceiving two or more separate figures as constituent parts of one whole or as an organized unity. Based on the analysis of responses to tasks intended for the 1947 edition of the CPM, twelve tasks were selected from which Series AL was formed. For the 1956 edition, all 36 tasks that made up Series A, Ab, B were carefully reviewed and, where necessary, rearranged in order to ensure a more even increase in their degree of difficulty. Tables CPM1, CPM2, CPMZ contain information about the qualitative structure of each of the tasks in Series A, Ab and B. The upper half of each table contains a list of the main cognitive operations involved in understanding the problem and in choosing each of the six possible answers. If the erroneous figure is mainly of one type, but also has the properties of another, both of these types are listed in the table from left to right in order of importance. Burt and Gill 2 found that children’s responses to tasks that are too difficult for them are not random, since a significantly smaller number of children choose the correct answer than would be expected by random selection. In the lower half of each table, on the left is a classification of the types of fragments used according to their characteristic properties, and on the right is the frequency of occurrence of a fragment with similar properties in each of the six possible positions. Tables TsPM1, TsPM2 and TsPMZ are designed to facilitate the analysis and comparison of the qualitative features of erroneous answers to test items. In the past, such comparisons could not be made partly because of the uneven distribution of erroneous fragments on the scale as a whole, and also because of the failure to classify erroneous choices according to their characteristic features. Since CPMs are intended for the most accurate assessment of an individual’s observation ability and level of his intellectual development 3 , erroneous answers cannot be satisfactorily used to quantify intellectual impairment. They only show what the subject does not cope with, and sometimes – why he is mistaken. The validity of the conclusions that can be drawn from erroneous answers depends partly on the nature of these errors and partly on their total number. If there are very few or very many errors, these conclusions are less significant than in the case when about half of the inadequate answers are given. Using the work of Carpenter, Just, and Schell 4 , Fodegel-Matzen constructed distractor fragments that differed from the correct fragments in that choosing them as correct answers meant ignoring one, two, or more decision rules that Carpenter and Just (as well as Fodegel-Matzen) in their works identified as the most significant. As predicted, the nature of the errors made depended on the total score of the respondent, with low-scoring respondents neglecting a large number of rules, and the most difficult of them. Fodegel-Matzen’s work with distractors, which varied more systematically and was theoretically more justified than those used in the currently published tests, confirmed the validity of the conclusions presented here. From a practical point of view, the conclusion is that information about the nature of typical errors usually adds very little to what can be gleaned from their total assessment, since there is a fairly stable relationship between them. TEST FORMS Book form Studies show that children over six years of age, adults on the test with mild intellectual disabilities, and most individuals with physical disabilities understand the proposed tasks equally well, regardless of whether they are printed in the form of pictures on a brightly colored background or presented in the form of tablets with movable fragments. It was found that in the usual use of the test, its book and tablet forms, in the case of using a colored background, lead to almost the same results. Until the ability to compare and reason by analogy has developed, or when it is delayed or impaired, Series A, AB, and B, printed on a brightly colored background, usually provide more reliable testing than Series A , B, C, D and E. On the contrary, after such an ability has been formed, the latter give more reliable results. Nevertheless, the results obtained using any form of test can be easily compared with each other. Although Series A, AB, and B clearly differentiate between the various degrees of congenital and acquired mental retardation, this test is in no sense a measure of general intellectual decline. It clearly shows whether or not the subject has the ability to compare and reason by analogy, and if not, to what extent he is able, in comparison with other people, to organize spatial images into connected ones according to a certain principle of integrity. In addition to this, a general decrease in intelligence implies an assessment of intellectual stability and an integral ability to retain skills acquired at the expense of the intellectual capabilities available to this individual. No single test of perceptual inference provides such information. Therefore, at least one additional test is needed to assess the overall level of acquired knowledge. Parallel form The widespread use of the CPM, especially in the selection of younger children for participation in special education programs or in programs for the gifted, has led parents to coach their children in solving the tasks of this test. A universal way to explain tasks is to present any of them in the form of a cardboard tablet with a cutout and a set of movable fragments, each of which exactly corresponds in shape and size to the cut out section of the tablet. Subjects can be shown that each fragment corresponds absolutely exactly to the cutout in the tablet, but that only one of them correctly complements it according to the drawing. Efforts have been made over the years to produce a tablet form of the dough for commercial distribution, but only very recently has this been achieved. If it is not possible to use the commercial version, refer to the construction instructions contained in earlier editions of this Section of this manual. In tablet form, the test can be satisfactorily explained to people of any race speaking any language. It is also one of the few tests that can be successfully used in people with partial paralysis, deafness or speech impairments, and at the same time gives a stable, reliable and psychologically valid assessment of their ability to logical reasoning, regardless of the specifics of their defect. Between the ages of three and six, children’s attention and interest tend to be too fluid, and intellectual performance too variable, for any intelligence test to be able to reliably predict subsequent intellectual development. Therefore, it is unlikely that the results obtained on young children using the tablet form of the test have a greater predictive value than the results obtained using other tests of intelligence. There are reasons to think, however, that the results obtained when working with the tablet form of the test have psychological validity as long as they evaluate the actual results of the child’s intellectual activity, regardless of his awareness and education. The tablet form of the test has clear advantages for working with young children, for the clinical assessment of congenital or acquired intellectual disabilities, and for cross-cultural studies. In some psychological examinations, it also has advantages over the book form of the test, as it allows you to observe, fix and compare solutions obtained by trial and error with solutions obtained by direct perception or inference. |
…………………………………………………..7 
………22 
……………………………………. …………………………………………. ……….35 
……………………….. ……………………………45
………………58
.. ………………………………………….62
This test is designed for use with young children and the elderly, in anthropological research, and in clinical practice. It can be successfully used in working with people who, for whatever reason, do not understand or speak English; with those people who have physical disabilities, suffer from aphasia, cerebral palsy or deafness, as well as congenital or acquired intellectual disability. 
The activities of the children were then compared with the performance of test tasks by those clinical groups of adults who received similar scores. According to the latest data, these indicators have increased, which is reflected in the table of current standards of the CPM9. 
Within the individual missions, the location of the tiles to choose from has also been changed to minimize the effect of the position of any one of the tiles on how often it is selected. In one or two cases, the fragment itself was replaced. No changes were made, however, either in the nature of the tasks or in the arrangement of the correct answer. All the changes made were also transferred to the corresponding tasks of the MTP, although, of course, the main effect of these improvements is noticeable when using the MTP for work with children and in the clinic. 
In quantitative analysis, only the first of these types is taken into account, since it has the greatest influence on the choice. For the reasons set out below, it has not always been appropriate to make the fallacy of the choice too obvious.
Table MTM4 shows the frequency with which each type of piece now appears in each of the positions for the Classic MTM as a whole. It is intended primarily for those who wish to obtain from the incorrect responses of the subject an indication of a typology of psychometric technique errors suitable for a more accurate assessment of the nature of intellectual impairments.
However, comparison of errors made by groups of respondents with average scores from 15 to 27 revealed clinically significant differences between them.
1382 6 . The conversation simply makes the testing situation more natural.
Although a person with some experience in test administration can always easily recognize those who have memorized answers, and although test takers should always compare the information obtained from the use of VMR with other indicators for the purpose of selection (and find out the source of inconsistencies detected), many people felt the urgent need for a parallel form of the test that could be used to prevent cases where memorization of answers gives someone a completely undeserved advantage. Therefore, at 1998 was released Parallel form of the CPM test. As will be shown below, this form fully corresponds with the Classical form of the test both at the level of individual tasks (both in terms of their logical structure and in terms of difficulty) and at the level of the final grade. The Parallel Form Color Progressive Matrices (TsPM-P) is fully interchangeable with the Classic Form (TsPM-K) and any data collected with it can be added to an existing international data bank, especially those obtained by retesting with some time interval.
At the same time, with full confidence, you can use the currently existing regulatory indicators. However, In order not to provide the benefits of remembering the location of the correct answers, it was necessary to change their positions, and hence the Evaluation Keys for this form of test. Thus, if the Parallel CPM form is used, then it is necessary to use the answer forms and Evaluation Keys designed specifically for it. This is especially important when using the Easy Evaluation Forms, where the Evaluation Keys are also embedded. Test tablet
By placing the selected fragment in the place of the incision, the subjects can see the results of their assumptions. In the process of this kind of training, the subjects learn to be careful, and the number of tasks that they are able to solve by direct inference does not change. 
