Daycare 46239: Child Daycare Centers in ZIP Code 46239
Child Daycare Centers in ZIP Code 46239
Deciding which child care center you trust to take care of your child is no easy choice to make.
With 12 preschools and child development centers in ZIP Code 46239, we like your chances.
Take a look at the options below and see the great services they have to offer your family. Be sure to check out the reviews and past inspection
information on the provider listing, and if you have any past experience with a provider, please leave an honest review to help other parents in a similar situation.
While you’re at it, you might want to take a look at the 14 family child care providers
and group home daycares in your area over at ZIP Code 46239 Home Daycare.
If you need assistance in choosing among the childcare centers, preschools or daycare, please read our article on choosing a quality child care provider.
Small Miracles Children’s Center, Inc.
3611 South Ferguson Road Bldg. B, Indianapolis IN | (317) 862-3014 | Capacity: 28 Children
Small Miracle’s Children’s Center is located in Indianapolis, IN. It is a preschool that serves children ages 3-7. Small Miracle’s Children’s Center is a Preschool, Independent and has a capacity of 28 children. Small Miracle’s Children’s Center offers instructional programs in reading and math.
Loving Hearts Learning Place
9950 Southeastern Avenue, Indianapolis IN | (317) 862-1191
The learning philosophy of Loving Heats Learning Place Child Care Ministry is that from birth young children learn best by actively experiencing their world. In their early years children explore their environment with all of their five senses. By using real “hands-on” materials, children make …
Acton United Methodist Church Preschool
5650 Senour Road, Indianapolis IN | (317) 862-2588
The AUMC Preschool is a Christian education ministry providing children with an enriched environment for growth and development. This environment is characterized by structured freedom to explore, experience, and discover various aspects of each child’s intellectual, physical, social and spiritual . ..
Creston Int. Academy
10925 E. Prospect St., Indianapolis IN | (317) 869-1327
Creston Middle School is located in the MSD of Warren Township and serves grades 7 and 8.
Grassy Creek Elementary
10330 East Prospect St., Indianapolis IN | (317) 554-8090
Grassy Creek has been a part of the Warren Township community for over 50 years! We have a strong commitment to the well-being of our students and continue to believe in putting children first!
YMCA at Creston Intermediate School
10925 E. Prospect Street, Indianapolis IN | (317) 554-8090
The Liberty Park building has 24 classrooms, art room, music room, computer lab, speech room, kitchen/cafeteria, media center and gymnasium. Our gymnasium is a full-sized athletic gym with a hardwood floor. In addiiton to general offices, the work areas include an office workroom, conference …
YMCA at Lowell Elementary
2150 Hunter Rd. , Indianapolis IN | (317) 554-8090
Lowell Elementary School offers challenging academic programs for all students. Lowell students and staff have worked together since 1994 to develop and maintain our Outdoor Lab, which includes several outdoor learning environments including a pond, walking trail, and prairie. A log cabin was …
Harvestime Assembly of God Church Daycare Ministry
2240 South Post Road, Indianapolis IN | (317) 862-5354
Harvestime Assembly of God Church Daycare Ministry is a Unlicensed Registered Ministry in Indianapolis IN. The provider does not participate in a subsidized child care program.
Hope Daycare and Preschool
8814 Southeastern Avenue, Indianapolis IN | (317) 245-7705
Hope Daycare and Preschool is a Unlicensed Registered Ministry in Indianapolis IN. The provider does not participate in a subsidized child care program.
Raymond Park
8575 East Raymond Street, Indianapolis IN | (317) 532-8900
Raymond Park is a Unlicensed CCDF Certified Center/School in Indianapolis IN. The provider does not participate in a subsidized child care program.
Wanamaker Early Learning Center
4151 South Bazil Ave, Indianapolis IN | (317) 860-4500 | Capacity: 481 Children
Wanamaker Early Learning Center is a Licensed Center in Indianapolis IN, with a maximum capacity of 481 children. This child care center helps with children in the age range of Infant-Twelve. The provider does not participate in a subsidized child care program.
YMCA at Thompson Crossing Elementary
7525 E. Thompson Rd, Indianapolis IN | (317) 554-8090
YMCA at Thompson Crossing Elementary is a Unlicensed CCDF Certified Center/School in Indianapolis IN. The provider does not participate in a subsidized child care program.
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LOINC 88640-8 — Community health care Adult day care center Consult note
Part Descriptions
LP72311-1 Consultation note
A consultation note is generated by a provider upon request for an opinion or advice from another provider. Consultations may involve face-to-face time with the patient, telemedicine visits, or a second opinion on a diagnosis that does not involve interaction with a patient. A consultation note is typically sent to the referring provider when the consultation is completed.
Source: Regenstrief LOINC
LP204155-8 Community health care
As defined by the World Health Organization (WHO), community health care”includes health services and integrates social care. It promotes self care, independence and family support networks.”(p.16, Ageing and Health Technical Report, Vol.5, 2004)
Copyright Copyright © 2001 World Health Organization.
Source: World Health Organization (WHO), Community health care
Fully-Specified Name
- Component
- Consultation note
- Property
- Find
- Time
- Pt
- System
- Adult day care center
- Scale
- Doc
- Method
- Community health care
Additional Names
- Short Name
- Comm hlth care ADCC Consult note
Associated Observations
This panel contains the recommended sections for consultation notes based on HL7 Implementation Guide for CDA® Release 2: Consolidated CDA Templates for Clinical Notes (US Realm) DSTU Releases 2.0 & 2.1.
LOINC | Name | R/O/C | Cardinality | Example UCUM Units |
---|---|---|---|---|
81222-2 | Consultation note – recommended C-CDA R2.0 and R2. 1 sections | |||
Indent51847-2 | Assessment+Plan | R | ||
Indent51848-0 | Assessment | R | ||
Indent18776-5 | Plan of care | R | ||
Indent11348-0 | Past medical history | R | ||
Indent29545-1 | Physical examination | R | ||
Indent29299-5 | Reason for visit | R | ||
Indent42348-3 | Advance directives | O | ||
Indent48765-2 | Allergies | O | ||
Indent46239-0 | Chief complaint+Reason for visit Narrative | O | ||
Indent10154-3 | Chief complaint Narrative – Reported | O | ||
Indent10157-6 | Family history | O | ||
Indent47420-5 | Functional status assessment note | O | ||
Indent10210-3 | General status | O | ||
Indent10164-2 | History of Present illness Narrative | O | ||
Indent11369-6 | History of immunizations | O | ||
Indent46264-8 | History of medical device use | O | ||
Indent10160-0 | Medications | O | ||
Indent10190-7 | Mental status Narrative | O | ||
Indent61144-2 | Diet and nutrition Narrative | O | ||
Indent11450-4 | Problems | O | ||
Indent47519-4 | Procedures | O | ||
Indent30954-2 | Results | O | ||
Indent10187-3 | Review of systems | O | ||
Indent29762-2 | Social history | O | ||
Indent8716-3 | Vital signs | O |
Associated Observations
This panel contains the recommended sections for consultation notes based on the HL7 Implementation Guide for CDA® Release 2: Consolidated CDA Templates for Clinical Notes (US Realm) DSTU Release 1. 1.
LOINC | Name | R/O/C | Cardinality | Example UCUM Units |
---|---|---|---|---|
72231-4 | Consultation note – recommended C-CDA R1.1 sections | |||
Indent51847-2 | Assessment+Plan | R | ||
Indent51848-0 | Assessment | R | ||
Indent18776-5 | Plan of care | R | ||
Indent10164-2 | History of present illness | R | ||
Indent29545-1 | Physical examination | R | ||
Indent42349-1 | Reason for referral | R | ||
Indent29299-5 | Reason for visit | R | ||
Indent48765-2 | Allergies | O | ||
Indent46239-0 | Chief complaint+Reason for visit Narrative | O | ||
Indent10154-3 | Chief complaint Narrative – Reported | O | ||
Indent10157-6 | Family history | O | ||
Indent10210-3 | General status | O | ||
Indent11348-0 | Past medical history | O | ||
Indent11369-6 | History of immunizations | O | ||
Indent10160-0 | Medications | O | ||
Indent11450-4 | Problems | O | ||
Indent47519-4 | Procedures | O | ||
Indent30954-2 | Results (Diagnostic findings) | O | ||
Indent10187-3 | Review of systems | O | ||
Indent29762-2 | Social history | O | ||
Indent8716-3 | Vital signs | O |
Associated Observations
This panel contains the recommended sections for an enhanced encounter note based on the HL7 Clinical Documents for Payers – Set 1, Releases 1. 0 & 1.1 (US Realm).
LOINC | Name | R/O/C | Cardinality | Example UCUM Units |
---|---|---|---|---|
81243-8 | Enhanced encounter note – recommended CDP Set 1 R1.0 and R1.1 sections | |||
Indent77599-9 | Additional documentation | R | ||
Indent77598-1 | Externally defined clinical data elements Document | R | ||
Indent47420-5 | Functional status assessment note | R | ||
Indent77597-3 | Orders placed Document | R | ||
Indent18776-5 | Plan of care note | R | ||
Indent29762-2 | Social history Narrative | R | ||
Indent77596-5 | Transportation summary Document | R | ||
Indent42348-3 | Advance directives | O | ||
Indent48765-2 | Allergies | R | ||
Indent51847-2 | Evaluation + Plan note | R | ||
Indent51848-0 | Evaluation note | R | ||
Indent46239-0 | Chief complaint+Reason for visit Narrative | R | ||
Indent10154-3 | Chief complaint Narrative – Reported | R | ||
Indent46240-8 | History of Hospitalizations+Outpatient visits Narrative | R | ||
Indent10157-6 | History of family member diseases Narrative | R | ||
Indent10210-3 | Physical findings of General status Narrative | R | ||
Indent61146-7 | Goals Narrative | R | ||
Indent75310-3 | Health concerns Document | R | ||
Indent11383-7 | Patient problem outcome Narrative | R | ||
Indent11348-0 | History of Past illness Narrative | R | ||
Indent10164-2 | History of Present illness Narrative | R | ||
Indent11369-6 | History of Immunization Narrative | R | ||
Indent69730-0 | Instructions | R | ||
Indent62387-6 | Interventions Narrative | R | ||
Indent46264-8 | History of medical device use | R | ||
Indent10160-0 | History of Medication use Narrative | R | ||
Indent10190-7 | Mental status Narrative | R | ||
Indent61144-2 | Diet and nutrition Narrative | R | ||
Indent61149-1 | Objective Narrative | R | ||
Indent48768-6 | Payment sources Document | R | ||
Indent29545-1 | Physical findings Narrative | R | ||
Indent11450-4 | Problem list – Reported | R | ||
Indent47519-4 | History of Procedures Document | R | ||
Indent42349-1 | Reason for referral (narrative) | R | ||
Indent29299-5 | Reason for visit Narrative | R | ||
Indent30954-2 | Relevant diagnostic tests/laboratory data Narrative | R | ||
Indent10187-3 | Review of systems Narrative – Reported | R | ||
Indent61150-9 | Subjective Narrative | R | ||
Indent8716-3 | Vital signs | R |
Basic Attributes
- Class
- DOC. ONTOLOGY
- Type
- Clinical
- First Released
- Version 2.64
- Last Updated
- Version 2.64
- Order vs. Observation
- Both
- HL7 Attachment Structure
- Implementation guide exists
Member of these Groups
LG41844-8 | Adult day care center| |
LG39124-9 | Community health care| |
LG38750-2 | Consultation note| |
Language Variants
Get Info
- zh-CNChinese (China)
- 会诊记录:
发现: 时间点: 成人日间照护中心: 文档型: 社区医疗保健服务 - it-ITItalian (Italy)
- Nota di consulto:
Osservazione: Pt: Centro di cura degli adulti: Doc: Assistenza sanitaria di comunità - es-MXSpanish (Mexico)
- Nota de consulta:
Tipo: Punto temporal: Centro de cuidado diurno para adultos: Documento: Community health care
LOINC FHIR
® API Example – CodeSystem Request Get Info
https://fhir. loinc.org/CodeSystem/$lookup?system=http://loinc.org&code=88640-8
LOINC Copyright
Copyright © 2022 Regenstrief Institute, Inc. All Rights Reserved. To the extent included herein, the LOINC table and LOINC codes are copyright © 1995-2022, Regenstrief Institute, Inc. and the Logical Observation Identifiers Names and Codes (LOINC) Committee. See https://
Center for Young Children: IUPUI
Description of the video:
The IUPUI Center for Young Children (CYC), located on campus in downtown Indianapolis, provides childcare and early childhood education for the University and Indianapolis communities. We offer year round programs for children ages 6 weeks – 5 years. We are currently licensed as a Level 3 on the Paths to Quality program – the state’s childcare quality rating system. As such we are approved to accept CCDF and On-My Way Pre-K program vouchers.
The center has 14 classrooms, 4 expansive multi-use areas and two separate playgrounds. The multi-use areas or “neighborhoods” This space is used daily as an extension of the classroom for a variety of activities to include physical exercise, play, and educational activities.
The main entrance is locked at all times and only accessible to parents and staff – likewise, a tall privacy fence wraps around the whole Center and playgrounds. On average, we have 100 total staff members – 24 full-time teachers and the remaining part-time staff members being students from the IUPUI School of Education.
Meals at the Center is provided by our campus food services provider, Chartwells. All meals are created by a registered dietician with Chartwells. The menu rotates every six weeks and we accommodate most dietary restrictions for health, medical and/ or religious customs.
We offer 4 types of childcare programs. The infant and toddler program provides care for children ages 6 weeks to around 2 years old.
The Infant Room schedule is the most flexible because each infant brings their own unique rhythm to the classroom. The program is built around their own personal daily schedule. The Toddler Room introduces more structure and routine to promote stability and security which is the foundation for future growth and development throughout the CYC. The Center provides formula, however, parents can choose to bring their preferred brand or bottled breast milk. Some activities include….
- Gross motor activities such as climbing and riding; and fine motor activities such as sensory table explorations and sorting and stacking toys
- Various books, songs and finger plays that are culturally diverse and developmentally appropriate
- An environment that encourages exploration and experimentation using the five senses
- Quality one-on-one time during care giving routines such as diapering, feeding, napping with plenty of dialogue and conversation to help promote language development
The Wee –School Room begins for children around 2 years old. Our Wee-School teachers plan days filled with a balance of quiet activities, spirited music and movement, and plenty of outdoor play. In this program, your child will experience…
- The use of Learning Centers for imaginary play, creative art projects and playtime with blocks, puzzles and books
- Various activities that explore and celebrate cultural diversity
- The practice of self-help skills including hand washing, putting on shoes, picking up toys and sharing with friends
- Circle time with stories and songs that help to encourage language skills
- Gross motor activities such as tip-toes; and fine motor activities such as crayon and marker use.
The Multi-age room is for children ages 3 – 5 years old. This is a unique experience compared to other schools in that children spend several years with the same teachers allowing the teacher to better understand each child’s strengths and needs to best support individual learning. In this regard, children are viewed as unique individuals and teaching focuses on harnessing the potential of each child’s individual strengths.
Additional benefits of the multi-age program include:
- Children become a family of learners who support and care for each other.
- Older children and children with higher skill levels have the opportunity to serve as mentors and to take leadership roles.
- Children are more likely to cooperate than compete.
- Children are invited to take charge of their learning, by making choices at centers and with project work. This gives them a sense of ownership and self-direction which are the foundation for lifelong learning.
- Children are more likely to cooperate than compete, making it possible for children to help each other as individuals, not see each other as competitors.
And lastly, we offer STEM Pre-K Program for children ages 4 – 5 years old.
The STEM preschool program provides age-appropriate curriculum designed for fundamental comprehension of science, technology, engineering and mathematical concepts. Our teachers guide student-led investigations that are project-based and introduces the scientific method into the learning process. Additionally, art, reading, writing and play time is included throughout the day providing a holistic learning experience. This innovative program allows children to explore their world and provides the foundations for continued intellectual and academic growth preparing them for future success!
If you would like more information or start the enrollment process, please visit childcare.iupui.edu.
Compare Book stand STAMM, plastic, assorted, euro hanger, PK60, Book stand STAMM “Premium”, plastic/metal, assorted, euro hanger, PK40, Book stand STAMM “Premium Creative”, tinted plastic/metal, assorted, euro hanger , PK52, Fans, STAMM, set of 3 pcs. (vowels, consonants and numbers), euro hanger, VK12, Fans, STAMM, set of 2 pcs. (vowels, consonants), euro-suspension, VK11, Fan (numbers from 1 to 20) STAMM, forward and backward counting, VK15, Fan (numbers from 1 to 20) STAMM, VK05, Fan (consonants) STAMM, VK02, Fan ( vowels) STAMM, VK01, Pencil case STAMM “Intensive”, plastic, opaque, assorted color, PN62, Fan (numbers from 0 to 9) STAMM, VK10, STAMM plastic drawing palette, large, 15 cells for paints, PA45, STAMM plastic drawing palette, small, flat, without cells, PA30
Product catalog
Clear list
- Various
0 All characteristics
Book stand STAMM, plastic, assorted, Euro hanger, PC600004 |
Book stand STAMM “Premium Creative”, tinted plastic/metal, assorted, euro hanger, PC52 |
Fans, STAMM, set of 3 pcs. (vowels, consonants and numbers), euro hanger, VK12 |
Fans, STAMM, set of 2 pcs. (vowels, consonants), eurosuspension, BK11 |
Fan (numbers from 1 to 20) STAMM, direct and backward counting, BK15 |
Fan (numbers from 1 to 20) STAMM, VK05 |
Fan (vowel letters) Istanm, VK01 |
Penal-Futlar Istanm “Intensive”, plastic, opaque, tufter, MN62 |
Fanmers (numbers from 0 to 9) Istanm, VK10 |
STAMM plastic drawing palette, large, 15 cells for paints, PA45 |
STAMM plastic drawing palette, small, flat, without cells, PA30 |
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0018 115 ₽ | 115 ₽ | 235 ₽ | 149 ₽ | 105 ₽ | 105 ₽ | 101 ₽ | 61 ₽ | 83 ₽ | 45 ₽ | 106 ₽ | 29 ₽ |
Packaging | package with euro suspension | Packet with euro -suspension | Packet with euro suspension | Packet with euro suspension | Packet | Packet | PACKED | PACK0001
Hotel Kaliakra Mare Hotel 4* Albena Bulgaria – reviews, descriptions, photos, hotel bookingKaliakra Mare Hotel 8. 1 Based on Check price Short description: Hotel Kaliakra Mare, formerly Hotel Dobrotitsa, is located in the resort of Albena. The territory of the hotel is separated from the kilometer-long sandy beach only by the promenade. The popular hotel was renovated in the winter of 2017-2018. 8.1 Good Based on
People love it
Convenience and servicesin the hotel
9000 Violes in room
Beauty and health
Sports and Entertainment9000 Water park Internet
Special moments
Other
Latest reviews on booking.com8 Good Convenient location, friendly staff. Clean, unobtrusive! The windows of the hotel are located to the sea! There are no evening programs, animation was not seen …. V Valeri 8. 3 Good good food, beach, cozy location, sea view, seaside dinner and live music on saturday evening no hair dryer in the room, not very good cocktails, it was difficult to get the necessary documents for accounting (business trip), there was only shampoo and soap in the bathroom (and shower gel?) N House on sh. Moskovskoye, 20a in Samara – year of construction, cadastral number, management company
Year of construction – 1991, number of floors – 10, apartment numbers – 1-58, entrances – 1, elevators – 1. Management company – Management Company ZhSK Vostok from 01.09.2018. The infrastructure facilities closest to the house are hypermarkets, kindergartens, multifunctional centers, supermarkets, schools, with addresses. Online assessment of the quality of the house and the area by 10 factors and indicators. Territory and landscaping Playground are Sports platform There are other landscaping elements NOT Constructive elements of the house foundation Other Elims 0004 reinforced concrete Carrying walls Brick Engineering Systems and networks Electric supply system Central Number of electricity input 1 Heating system Central Open Water Supervision 9000 Open with Ottozhnaya. for hot water supply from the heating network Cold water supply system Central System of sewage and water disposal Central gas supply system Central Ventilation system Assumitant ventilation Fire extinguishing system LOW internal drains Building on ladder 9000 Number of garbage chutes 1 Detailed information about the house Previous cadastral, inventory or reference number 63: 01: 0000000: 0: 279; 1-46239 Building 1991 The number of floors 10 Devices for low-mobility no The number of elevators 9000 1 Number of residential premises 58 Number of non-residential premises 2 Building area 3473.6 sq.m. Residential area 2934.9 sq.m. Area of non-residential premises, except for common areas 51. 6 sq.m. Area of common premises 313.7 sq.m. Number of balconies 35 Lodge 68 Cultural Heritage STATION No Information about the management company
Lenina, 3, Samara |
Resource supplying organizations – gas, electricity, water supply, heat supply Moskovskoye, 20a
Organization | site | |
---|---|---|
PTS | +7 (84627) 967-72 | http://samara.splus.ru0021 |
SamGEC JSC | +7 (84626) 518-60 | www.samges.ru |
+7 (84627) 042-85 | HTTP:/ /SAMARAREGIONGAZ.ru/ | |
LLC Samara Communal Systems | +7 (84633) 689-05 | www.samcomSys.ru | Samaragaz OJSC | www. samaragaz.ru |
The closest to the house Kindergartens
Birch, Kindergarten No. 334 | Podrypnikova, 15a | ||||
, children | 0.27 km | ||||
Rainbow, Kindergarten No. 291 | Guy, 32a | 0.56 km | |||
Sokolonok, Kindergarten No. 32 | Lenin, 2a | MFC “My Documents” | Dybenko, 12v | 1.21 km | |
My business, the service center for business | Gagarina, 95 | 2.1 km | |||
MFC “My Documents” of the city district of Samara Samara Samara Samara Samara Samara Samara | Maurice Toreza, 101a | 2.47 km |
Supermarkets closest to the house
Moscow highway, 16 | 0.15 km 9 km 9 | 0.6 km |
Moskovskoe, 20a
Address | Year of construction | Floors | Apartments | Condition | Moscow, 12 | 1959 | 5 | 49 | Serviceable |
---|---|---|---|---|
sh. Moscow, 14 | 1960 | 5 | 33 | Serviceable |
sh. Moskovskoye, 16 | 1964 | 5 | 90 | Serviceable |
All houses on sh. Moscow |
1.5 Principles of mental education of preschoolers. Mental development of preschool children with OHP in the process of paper construction using origami technique
Mental development of preschool children with OHP in the process of paper construction using origami technique
course work
Didactic principles – these are the main provisions that guide the teacher in the organization of training. For the first time, didactic principles were formulated by the outstanding Czech teacher J.A. Komensky, written in the 17th century. Subsequently, didactic principles were developed by the founder of Russian pedagogy K. D.Ushinsky; based on the achievements of physiology and psychology in the second half of the 19th century. The great teacher gave a scientific justification for didactic principles.
Principles of developmental education.
The idea of developmental education was put forward by a prominent Soviet Posted on http://www.allbest.ru/
by psychologist L.S. Vygotsky. Its essence lies in the fact that training should not focus on the already achieved level, but always get ahead of it, run ahead a little, so that the student needs to make efforts to master new material. In this regard, L.S. Vygotsky defined two levels of mental development: the first is the current level of readiness, which is characterized by what tasks the student can perform independently; the second is the “zone of proximal development” – what the child copes with with a little help from an adult.
The principle of nurturing education.
The task of teaching Posted on http://www.allbest. ru/
– not just to give knowledge, but also to form through it the right attitude to life, to the surrounding reality, to work, to people. Training and education as processes are inseparable. Determining the content of the lesson, the educator also outlines the educational tasks that must be solved in the course of it.
The principle of access to education.
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Education is effective only when it is feasible, accessible to children. Both the content of the training and its methods should be accessible. For the first time, the principle of accessibility was formulated by Y.A. Komensky as follows: “from close to far, from simple to complex, from familiar to unfamiliar.” This principle underlies the development of curricula. The principle of accessibility implies compliance with the measure of difficulty in the content of new material, the correct ratio of difficult and easy. Affordable learning is provided by relying on the knowledge that children have, the specificity of the presentation of the material.
The principle of systematicity and consistency.
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It assumes such a logical order of studying the material so that new knowledge is based on previously acquired knowledge. This is how the material is located in the program. This principle must also be observed in the practical organization of training. The educator distributes the study of the program material in the classroom in such a way as to ensure its consistent complication from lesson to lesson, the connection of subsequent material with the previous one, which contributes to the clarification and strengthening of knowledge.
The principle of consciousness and activity of children in the assimilation and application of knowledge.
Knowledge is strong when posted on http://www.allbest.ru/
they are realized, comprehended. Awareness of them comes the more effectively, the more actively the child operates with them; the acquisition of knowledge is more successful if children are given mental tasks. Holistic instruction gives the child more freedom of action, offers a more mentally difficult task. This contributes to the development of the activity of the child, his great independence. To enhance the cognitive activity of preschoolers, the teacher uses various techniques. One of them is asking a question. Comparison is widely used. In order to form cognitive activity, elementary search activities of children can be organized. The results of teaching children are directly dependent on the degree of their activity in the assimilation and application of knowledge, skills and abilities that make up the program material of the kindergarten.
The principle of visibility.
This principle is of particular importance in teaching preschoolers, because the child’s thinking is visual-figurative. Put forward by Ya.A. Kamensky, this principle was formulated as follows: “Everything that is possible should be provided for perception by the senses, namely: visible – for perception by sight, heard – by hearing, smells – by smell, subject to taste – by taste; accessible to touch – by touch. If any objects can be perceived by several senses at once, let them be immediately embraced by several senses. KD Ushinsky, referring to the characteristics of preschool children, wrote: “Children’s nature clearly requires visibility. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them, but connect twenty such words with pictures and the child will learn them on the fly. Modern pedagogy believes that various types of visualization should be used in preschool education: observation of living objects, examination of objects, pictures, samples, the use of technical teaching aids, the use of diagrams, models.
The principle of an individual approach to children.
Children differ in different levels of mental flexibility. different rates of learning – one quickly grasps and remembers, others need long work and repetition. Skills are also formed at a different pace: one child performs actions automatically after a dozen repetitions, for others this number of repetitions doubles and triples, and only then the action becomes automated.
Having considered the role of mental education in the development of the personality, the features of the mental development of preschool children with the norm in development and with OHP, the tasks, means, methods and principles of mental education of preschoolers, we can conclude: the mental development of preschoolers occurs constantly under the guidance of adults in the process of various types activities.
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