Daycare facilities: Search for Child Day Care

Опубликовано: November 26, 2021 в 10:12 am

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Категории: Miscellaneous

Licensed Child Care Facilities, by Type

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Years

2019201720142012201020082006200420022000


Type of Facility

Child Care CenterFamily Child Care HomeTotal for Both Facility Types

















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 Definition, Source & Notes

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  • Definition: Number of licensed child care facilities, by type (e. g., in 2019, there were 10,654 licensed child care centers in California).


  • Data Source: California Child Care Resource and Referral Network, California Child Care Portfolio (Apr. 2020).

  • Footnote: Child care centers are facilities that provide care for infants, preschoolers, and/or school-age children during all or part of the day. These facilities may be large or small and can be operated independently by nonprofit organizations or by churches, school districts, or other organizations. Most child care centers are licensed by the California Dept. of Social Services (CDSS). In family child care homes, care for up to 14 children is offered in the home of the provider, often a parent; care is typically provided for children of a variety of ages. Family child care homes also are licensed by CDSS.


Learn More About Early Care and Education

Measures of Early Care and Education on Kidsdata. org


On kidsdata.org, indicators of early childhood care and education include:

  • The percentage of children ages 0-5 whose parents read with them, by weekly frequency
  • Single-year estimates of the percentage of children ages 3-5 enrolled in preschool or kindergarten, by county and county group, and, for the U.S. and California, by age and by race/ethnicity; also available are five-year estimates for cities, school districts, and counties with 10,000+ residents and legislative districts

Kidsdata.org also provides the following measures of licensed child care in California:*

  • The annual cost of child care for infants and preschoolers in child care centers and family child care homes
  • The percentage of children in working families for whom child care spaces are available
  • The number of child care spaces in licensed facilities and the percentage of full-time and part-time spaces available
  • The number of licensed child care facilities and the percentage of facilities offering evening, weekend or overnight care
  • The percentage of child care requests by age group and the percentage of requests for evening, weekend or overnight care


*The California Child Care Resource and Referral Network tracks licensed facilities (child care centers and family child care homes) providing care for infants, toddlers, preschoolers, and/or school-age children during all or part of the day. Data are available only for licensed facilities. Many families use license-exempt care, such as child care provided by relatives or friends.




Early Care and Education

  • Young Children Whose Parents Read with Them, by Frequency

  • Children Ages 3-5 Enrolled in Preschool or Kindergarten
    • by Age (California & U.S. Only)

    • by Race/Ethnicity (California & U.S. Only)

  • Children Ages 3-5 Enrolled in Preschool or Kindergarten (Regions of 10,000 Residents or More)
    • by Legislative District

  • Annual Cost of Child Care, by Age Group and Facility Type

  • Availability of Child Care for Working Families

  • Child Care Spaces in Licensed Facilities, by Facility Type
    • by Facility’s Schedule

  • Licensed Child Care Facilities, by Type

  • Licensed Child Care Facilities Offering Evening, Weekend or Overnight Care, by Facility Type

  • Requests for Child Care, by Age Group

  • Requests for Evening, Weekend or Overnight Child Care



Family Income and Poverty

  • Median Family Income, by Family Type
    • by City, School District and County (Regions of 10,000 Residents or More)

    • by Legislative District

  • Children Living in Low-Income Working Families
    • by City, School District and County (Regions of 10,000 Residents or More)

    • by Legislative District

  • Poverty Thresholds – California Poverty Measure, by Family Composition and Housing Tenure
    • by Legislative District

  • Self-Sufficiency Standard, by Family Composition


Unemployment

  • Children without Secure Parental Employment
    • by City, School District and County (Regions of 10,000 Residents or More)

    • by Legislative District

Why This Topic Is Important


Experiences during early childhood lay the foundation for future health and well being, and the quality of children’s early care and education (ECE) can have significant, lasting effects (1, 2). High-quality ECE programs deliver consistent, developmentally sound, and emotionally supportive care and education (1, 3). This type of care before age 5 is associated with improved cognitive, social-emotional, behavioral, and physical health, as well as increased school readiness, academic achievement, and earnings in adulthood (1, 2). Positive outcomes are particularly pronounced for children from low-income families, children of color, and those at risk for academic problems (1, 3, 4). A critically important ECE need for many families is child care; reliable child care can help families move out of poverty and achieve financial stability by enabling parents to work or pursue education and job training (2, 3).

However, finding affordable, high-quality ECE is a major challenge for many families, especially in California, and access differs based on geography, race/ethnicity, and income (2, 3, 4). In 2018, California was ranked the least affordable state for center-based infant care in the nation (2). For example, costs for center-based infant care in California made up an estimated 18% of the median annual income for married couples and 56% for single parents in 2018 (2).

For more information, see kidsdata.org’s Research & Links section.

Sources for this narrative:

1.  National Academies of Sciences, Engineering, and Medicine. (2019). Vibrant and healthy kids: Aligning science, practice, and policy to advance health equity. National Academies Press. Retrieved from: https://www.nap.edu/catalog/25466/vibrant-and-healthy-kids-aligning-science-practice-and-policy-to

2.  Child Care Aware of America. (2019). The U.S. and the high price of child care: An examination of a broken system. Retrieved from: https://www.childcareaware.org/our-issues/research/the-us-and-the-high-price-of-child-care-2019

3.  California Assembly Blue Ribbon Commission on Early Childhood Education. (2019). California Assembly Blue Ribbon Commission on Early Childhood Education: Final report. Retrieved from: https://speaker.asmdc.org/sites/speaker.asmdc.org/files/pdf/BRC-Final-Report.pdf

4.  Friedman-Krauss, A., & Barnett, S. (2020). Access to high-quality early education and racial equity. National Institute for Early Education Research. Retrieved from: https://nieer.org/policy-issue/special-report-access-to-high-quality-early-education-and-racial-equity



How Children Are Faring


In 2018, an estimated 61% of California children ages 3-5 were enrolled in preschool or kindergarten, similar to percentages from previous years. An estimated 55% of Hispanic/Latino 3- to 5-year-olds were enrolled in pre-primary programs, compared with more than two-thirds of their African American/black, Asian American, white, and multiracial peers. Across counties with data in 2014-2018, the percentage of children in this age group enrolled in preschool or kindergarten ranged from less than 50% (Kern, Tulare) to more than 75% (Marin, San Francisco).

California’s 36,827 licensed child care centers and family child care homes provided 976,835 child care spaces in 2019. Overall, the number of licensed facilities and spaces have been on the decline since 2008. According to 2019 estimates, there was one licensed child care space available for every four California children ages 0-12 with working parents; in some counties, availability was as low as one in six.

The average annual cost of licensed infant care exceeded $17,000 in child care centers and approached $12,000 in family child care homes in 2018. Care for preschool-age children was less expensive, but still more than $12,000 in child care centers and nearly $11,000 in family child care homes.


Policy Implications


Early childhood is a critical period of biological, cognitive, and social-emotional development (1). The quality of children’s environments and experiences during these years has lasting effects (1). High-quality early care and education (ECE), in particular, can have positive and long-term impacts on children ranging from improved cognitive, emotional, and behavioral functioning to better health, educational attainment, and earnings later in life (1, 2). Without access to high-quality early learning opportunities, children can fall behind their peers, creating an academic achievement gap that has been shown to widen with age (1, 3). Leaders increasingly see investments in ECE as a way to reduce educational and health inequities by income and race/ethnicity (1, 4, 5). And research shows these investments pay off; for example, it is estimated that every $1 invested in high-quality preschool yields a return of up to $17 in social benefits (4). ECE also plays a critical role in family financial stability, as many parents need child care in order to work or go to school (4).

However, a significant number of families have difficulty accessing quality ECE, especially in California, due to a lack of program availability and affordability (3, 4). California was ranked the least affordable state for center-based infant care in the nation in 2018, and just 14% of the state’s eligible infants and toddlers have access to subsidized child care (2, 3). Although the state has made some progress, California’s ECE system remains underfunded and will need additional efforts and investments in order to build a comprehensive, high-quality system that is accessible and affordable to all, while ensuring a skilled and adequately compensated workforce (3, 4).

Policy and program options that could improve ECE include:

  • Increasing state funding for ECE, tying funding to program quality and prioritizing care for infants, toddlers, and children with the greatest needs; in particular, substantially expanding child care subsidies and spaces for income-eligible infants and toddlers (3, 4)
  • Creating adequate capacity for high-quality, universal preschool for all children ages 3-4, ensuring access for the most vulnerable children; also, ensuring that these programs meet established quality benchmarks, such as student-teacher ratios and professional standards (3, 4)
  • Reducing system fragmentation by working toward a streamlined, inclusive state ECE governance body to provide overall leadership, improve program coordination and accountability, and integrate data and funding streams (4)
  • Continuing to strengthen California’s ECE quality improvement and standards systems, and making sure that all publicly-funded programs participate in a continuous improvement process and have access to coaching or other program support (4)
  • Strengthening the state’s ECE workforce infrastructure to elevate the profession, provide clear pathways for career advancement, improve reimbursement rates to increase wages, and ensure that all providers receive coordinated, standardized, high-quality professional training and support (3, 4)
  • Ensuring that all California children receive a developmental screening and have access to quality early intervention services or other support services as needed; also, improving alignment and transitions between systems for infants and toddlers, preschoolers, and K-12 students, especially for students with special needs (3, 4)

For more information, see kidsdata. org’s Research & Links section or visit the California Child Care Resource and Referral Network. Also see Policy Implications under Family Economics and Education topics on kidsdata.org.

Sources for this narrative:

1.  National Academies of Sciences, Engineering, and Medicine. (2019). Vibrant and healthy kids: Aligning science, practice, and policy to advance health equity. National Academies Press. Retrieved from: https://www.nap.edu/catalog/25466/vibrant-and-healthy-kids-aligning-science-practice-and-policy-to

2.  Child Care Aware of America. (2019). The U.S. and the high price of child care: An examination of a broken system. Retrieved from: https://www.childcareaware.org/our-issues/research/the-us-and-the-high-price-of-child-care-2019

3.  Children Now. (2020). 2020 California children’s report card: A survey of kids’ well-being and a roadmap for the future. Retrieved from: https://www.childrennow.org/portfolio-posts/20-report-card

4.   California Assembly Blue Ribbon Commission on Early Childhood Education. (2019). California Assembly Blue Ribbon Commission on Early Childhood Education: Final report. Retrieved from: https://speaker.asmdc.org/sites/speaker.asmdc.org/files/pdf/BRC-Final-Report.pdf

5.  Friedman-Krauss, A., & Barnett, S. (2020). Access to high-quality early education and racial equity. National Institute for Early Education Research. Retrieved from: https://nieer.org/policy-issue/special-report-access-to-high-quality-early-education-and-racial-equity


Research & Links

Websites with Related Information


  • California Budget and Policy Center: Child Care and Preschool


  • California Child Care Resource and Referral Network


  • California Education GPS. Alliance for Continuous Improvement.


  • California School Boards Association: Governance and Policy Resources


  • Center for Law and Social Policy (CLASP): Child Care and Early Education


  • Center for the Study of Child Care Employment. UC Berkeley Institute for Research on Labor and Employment.


  • Child Trends: Early Childhood


  • IssueLab: Children and Youth. Foundation Center.


  • MDRC: Child Care and Early Education


  • National Association for the Education of Young Children


  • National Center for Children in Poverty. Bank Street Graduate School of Education.


  • National Institute for Early Education Research. Rutgers Graduate School of Education.


  • Stanford Center for Education Policy Analysis


  • The Early Learning Lab


  • U. S. Dept. of Health and Human Services, Administration for Children and Families: Office of Child Care


  • Zero to Three

Key Reports and Research


  • 2022 California Children’s Report Card. Children Now.


  • Access to High-Quality Early Education and Racial Equity. (2020). National Institute for Early Education Research. Friedman-Krauss, A., & Barnett, S.


  • An Update on the Portrait of Promise: Demographic Report on Health and Mental Health Equity in California. (2020). California Dept. of Public Health, Office of Health Equity.


  • Building an Early Learning System that Works: Next Steps for California. (2018). Learning Policy Institute. Melnick, H., et al.


  • California Assembly Blue Ribbon Commission on Early Childhood Education: Final Report. (2019).


  • Early Childhood Education in California. (2018). Getting Down to Facts II. Stipek, D.


  • Equity in Early Childhood Systems: A Community Action Brief. (2019). Center for the Study of Social Policy & National Collaborative for Infants and Toddlers.


  • Kids’ Share: Analyzing Federal Expenditures on Children. Urban Institute.


  • Mitigating the Effects of Trauma Among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs. (2019). Migration Policy Institute. Park, M., & Katsiaficas, C.


  • Quality Early Education and Child Care from Birth to Kindergarten. (2017). Pediatrics. Donoghue, E. A., & American Academy of Pediatrics Council on Early Childhood.


  • School Readiness. (2019). Pediatrics Williams, P. G., et al.


  • Starting Early: Education from Prekindergarten to Third Grade. (2016). The Future of Children.


  • State Preschool Yearbook. National Institute for Early Education Research.


  • The High Cost of Child Care Underscores the Need for Supporting Families With Children of All Ages. (2019). California Budget and Policy Center. Schumacher, K.


  • Transforming the Financing of Early Care and Education. (2018). National Academies of Sciences, Engineering, and Medicine.


  • Using Data to Support a Comprehensive System of Early Learning and Care in California. (2020). SRI International. Coffey, M., et al.


  • Vibrant and Healthy Kids: Aligning Science, Practice, and Policy to Advance Health Equity. (2019). National Academies Press. National Academies of Sciences, Engineering, and Medicine.

County/Regional Reports


  • 2020-21 California County Scorecard of Children’s Well-Being. Children Now.


  • Annual Report on the Conditions of Children in Orange County. Orange County Children’s Partnership.


  • Community Health Improvement Plan for Los Angeles County. Los Angeles County Dept. of Public Health.


  • Early Care and Education: A Vital Resource for Strengthening Families. Connecting the Dots: Snapshots of Child Well-Being in Los Angeles County. Children’s Data Network.


  • Key Indicators of Health by Service Planning Area. (2017). Los Angeles County Dept. of Public Health.


  • Live Well San Diego Report Card on Children, Families, and Community. San Diego Children’s Initiative.


  • Pathway to Progress: Indicators of Young Child Well-Being in Los Angeles County. First 5 LA.


  • Santa Monica Youth Wellbeing Report Card. Santa Monica Cradle to Career.


  • School Readiness in Alameda County. (2015). First 5 Alameda County & Interagency Children’s Policy Council. Applied Survey Research.


  • School Readiness in San Francisco, 2015-16. First 5 San Francisco & San Francisco Unified School District. Applied Survey Research.

More Data Sources For Early Care and Education


  • 2022 KIDS COUNT Data Book: State Trends in Child Well-Being. Annie E. Casey Foundation.


  • California Child Care Portfolio. California Child Care Resource and Referral Network.


  • California Health Interview Survey. UCLA Center for Health Policy Research.


  • National Center for Education Statistics: Data Tools. U.S. Dept. of Education, Institute of Education Sciences.


  • National Survey of Children’s Health. Child and Adolescent Health Measurement Initiative.


  • The U.S. and the High Price of Child Care: An Examination of a Broken System. (2019). Child Care Aware of America.



  • State Assembly Districts

  • State Senate Districts

  • U.S. Congressional Districts


Note: These data represent the most recent legislative district boundaries.


© 2022 Population Reference Bureau. (800) 877-9881

Child Care Facilities Improvement Program

CHILD CARE FACILITIES IMPROVEMENT PROGRAM

Applications for this program are currently under development.

The Child Care Facilities Improvement Program provides grants to New Jersey child care providers for facilities improvements that will contribute to high quality early childhood learning environments.  

  • PROGRAM DETAILS
  • ELIGIBILITY
  • AWARD SIZE
  • FEES
  • INTERESTED CONTRACTORS

PROGRAM DETAILS

Phase 1 of the Child Care Facilities Improvement Program will provide grants for total project costs between $50,000 and $200,000 to licensed child care providers to make improvements to their child care facility in order to:

  • Provide funding to businesses—including many minority- and women-owned businesses and those in Opportunity Zone eligible census tracts—that otherwise may not have access to resources to fund facility improvements.
  • Promote healthy childhood environments for children, families, and child care providers that were impacted by the COVID-19 pandemic.
  • Support the capacity of child care providers to provide infant and toddler care in tandem with the expansion of Universal Pre-K to serve more 4-year-olds in the state.
  • Engage providers to participate in New Jersey’s child care quality improvement rating system, Grow NJ Kids.
  • Target resources to communities of greater need due to historic disinvestment, through set-aside for providers located in Opportunity Zones and include the requirement that providers serve low-income children receiving Child Care Assistance subsidies.

ELIGIBILTY

Child care centers licensed by the NJ Department of Children and Families (NJDCF) as of June 4, 2021 are eligible to apply for facility improvement grants. Child care providers may own or lease the space where the facility improvement will occur. Landlords are not eligible to apply.

Applicants are limited to two applications per Employer Identification Number (EIN). Applicants operating from multiple locations under a sole EIN must submit separate applications for each NJDCF-licensed location, up to two locations.

Applicants must meet the following eligibility requirements:

  • Child care center licensed by NJDCF as of June 4, 2021*
  • Applicants must currently enroll, or have enrolled in the 12 months prior to the date of application, at least one (1) child receiving support through New Jersey Department of Human Services (NJDHS) Child Care Assistance Program
  • Applicants may be for-profit businesses or non-profit organizations
  • Can own or lease space
  • Applicants must be in good standing with the New Jersey Departments of Labor and Workforce Development, Environmental Protection, NJDCF, and NJDHS
  • Applicant must not be debarred from receiving federal funds, as indicated through System for Award Management (SAM)
  • Applicants are limited to one (1) application per DCF-licensed child care center location, and two (2) applications per Employer Identification (EIN).
  • Applicants who are not currently enrolled in DHS’ Grow NJ Kids (GNJK) quality rating system must commit to enroll within one (1) year of executing a grant agreement with the EDA.
  • Grantees must commit to maintaining their licensure with DCF to provide child care for four (4) years following execution of the grant agreement at the location of the facility improvement project.

* Home-based child care providers are not eligible for the first phase of the program. Funding for registered family child care homes will be available in subsequent program phases.

Facility improvement projects must meet the following eligibility requirements:

  • Total project costs between $50,000 and $200,000
  • Labor and materials cost for interior and exterior facility improvements to create high quality early childhood learning environments. Please see the full list of eligible facility improvement projects here.
  • Soft costs are capped at up to 20% of total grant and are limited to: architect fees, permit fees, construction management, freight and shipping delivery, environmental assessment
  • Contractors conducting facility improvements must be a DOL Public Works Registered Contractor and abide by state prevailing wage and affirmative action requirements
  • The Program will not provide reimbursement for costs already incurred prior to award

AWARD SIZE

Grants will be made for eligible project costs between $50,000 and $200,000. Grants are intended to cover the full cost of the facility improvement project and applicants may not use external funding sources to fund the specific project(s) proposed in the application for this program.

Grant awards will be calculated based on the quoted project cost of the facility improvement, plus an additional 15% which the grantee may use, upon request and NJEDA verification, for unanticipated cost overruns.

The Program will not provide reimbursement for costs already incurred prior to award. 

FEES

Due to financial hardship experienced by child care providers during the pandemic, the Authority will collect no fees from the applicant for this program.

PROGRAM GUIDE

  • Program Details
  • Eligibility
  • Award Size
  • Fees
  • Interested Contractors

Chapter 18.52 CHILD CARE FACILITIES

Sections:

18.52.010    Definitions.

18.52.020    Family child care home.

18. 52.030    Child mini-day care center.

18.52.040    Child day care center.

18.52.010 Definitions.

For the purpose of this chapter, unless otherwise apparent from the context, certain words and phrases used in this chapter are defined as follows:

A.    1. “Child day care” means the provision of supplemental parental care and supervision:

a.    For a nonrelated child or children;

b.    On a regular basis;

c.    For less than twenty-four hours a day; and

d.    Under license by the Washington State Department of Social and Health Services.

2.    As used in this chapter, the term is not intended to include babysitting services of a casual, nonrecurring nature or in the child’s own home. Likewise, the term is not intended to include cooperative, reciprocative child care by a group of parents in their respective homes.

B.    “Child day care center” means a person or agency that provides care for thirteen or more children during part of the twenty-four-hour day.

C.    “Child day care facility” means a building or structure in which an agency, person, or persons regularly provide care for a group of children for periods of less than twenty-four hours a day. Child care facilities include family day care homes, child mini-day care centers, and child day care centers regulated by the Washington State Department of Social and Health Services, as presently defined and hereafter amended. (Chapter 74.15 RCW, WAC 388-73-422.)

D.    “Child mini-day care center” means a person or agency providing care during part of the twenty-four-hour day to twelve or fewer children in a facility other than the family abode of the person or persons under whose direct care the children are placed.

E.    “Family child care home” means a facility in the family residence of the licensee providing regularly scheduled care for twelve or fewer children, with a birth through eleven-years-of-age range exclusively, for a period less than twenty-four hours.

(Amended during 2011 reformat; O95-035, Amended, 12/19/1995; Ord. 1288, Added, 06/04/1991)

18.52.020 Family child care home.

A family child care home shall be a permitted use in all zoning districts permitting residences and shall be subject to the following requirements:

A.    Meet Washington State child day care licensing requirements;

B.    Comply with all building, fire safety, health code and business licensing requirements;

C.    Lot size, building size, setbacks and lot coverage conform to the standards of the zoning district except if the structure is a legal nonconforming structure;

D.    Signage, if any, will conform to TMC Chapter 18.44;

E.    No structural or decorative alteration which will alter the single-family character of an existing or proposed residential structure or be incompatible with surrounding residences is permitted.

(Ord. O95-035, Amended, 12/19/1995; Ord. 1288, Added, 06/04/1991)

18.52.030 Child mini-day care center.

A child mini-day care center is allowed in the designated zoning districts as follows:

A.     Residential Zoning Districts. For residential zones, a child mini-day care center shall be reviewed, by the community development director, for compliance with the following requirements:

1.    Administrative Review Notice. Notice of the proposal shall be given as provided below:

a.    Notices shall be posted in a conspicuous place at or near the location of the proposal at least ten calendar days prior to final action of the application;

b.    The notice shall include a description of the proposal, site location, deadline for submitting written comments, and the address and phone number of the community development director;

c.    The community development director shall review applications for a mini-day care center and may approve, modify, or deny the application subject to the following requirements:

i.    Meet Washington State child day care licensing requirements,

ii.    Comply with all building, fire safety, health codes and business licensing requirements,

iii.     Signage, if any, will conform to the requirements of TMC Chapter 18.44,

iv.    Parking requirements shall conform to TMC Chapter 18.50,

v.    The site must be landscaped in a manner compatible with the residential character of the surrounding neighborhood,

vi.    No structural or decorative alteration which will alter the residential character of an existing residential structure used for a child mini-day care center is permitted,

vii.    The community development director may attach conditions to the permit in order to reduce conflicts between the child mini-day care center and the surrounding neighborhood including, but not limited to, noise attenuation, special parking needs, and hours of operation,

viii.    If the community development director finds that there is just cause for a public hearing, final approval shall be determined through the conditional use permit process and shall be subject to the requirements of TMC 18.52.040 and TMC Chapter 18. 56;

2.    The process used to appeal a decision of the community development director is contained in TMC Chapter 18.62.

B.    All Other Zoning Districts. A child mini-day care center is a permitted use in the NC, TC, CS, MU, GC, LI, HC, and ARI zoning districts, provided the conditions set forth in subsections (A)(1)(c)(i) through (v) and (vii) of this section are met.

(Ord. O2018-007, Amended, 10/16/2018; Ord. O2011-002, Amended, 03/01/2011; Ord. O2001-020, Amended, 05/07/2002; Ord. O97-025, Amended, 12/02/1997; Ord. O95-035, Amended, 12/19/1995; Ord. 1288, Added, 06/04/1991)

18.52.040 Child day care center.

A child day care center may be allowed in the designated zoning districts as follows:

A.    A child day care center may be allowed in RSR, SFL, SFM, MFM, MFH, or HI zoning districts only upon issuance of a conditional use permit pursuant to TMC Chapter 18.56 and subject to the following requirements:

1.    Meet Washington State child day care licensing requirements;

2.     Install an approved fire sprinkler system;

3.    Possess a valid child day care business license from the city;

4.    No structural or decorative alteration, which will alter the residential character of an existing residential structure used for a child care center, is permitted. Any new or remodeled structure must be designed to be compatible with the residential character of the surrounding neighborhood;

5.    Be located so that access streets and parking and/or loading areas are sufficient to accommodate safely the number of vehicle trips associated with the day care use.

B.    A child care center is a permitted use in TC, NC, MU, GC, CS, LI, HC and ARI zoning districts subject to the following requirements:

1.    Meet Washington State child care licensing requirements;

2.    Install an approved fire sprinkler system;

3.    Possess a valid child day care business license from the city.

C.    Limitations in Use of a Family Residence. No child day care center shall be located in a private family residence unless the portion of the residence where the children have access is used exclusively for the children during the hours the center is in operation, or is separate from the usual living quarters of the family.

(Ord. O2017-017, Amended, 09/19/2017; Ord. O2017-006, Amended, 07/18/2017; Ord. O2001-020, Amended, 05/07/2002; Ord. O97-025, Amended, 12/02/1997; Ord. O95-035, Amended, 12/19/1995; Ord. 1288, Added, 06/04/1991)

Commonly Asked Questions About Child Care and the ADA

U.S. Department of Justice

Civil Rights Division
Disability Rights Section

    Coverage

  1. Q: Does the Americans with Disabilities Act — or “ADA”
    — apply to child care centers?


    2. A: Yes. Privately-run child care centers — like other public
    accommodations such as private schools, recreation centers, restaurants,
    hotels, movie theaters, and banks — must comply with title III of the
    ADA. Child care services provided by government agencies, such as Head
    Start, summer programs, and extended school day programs, must comply with
    title II of the ADA. Both titles apply to a child care center’s interactions
    with the children, parents, guardians, and potential customers that it
    serves.

    A child care center’s employment practices are covered by other parts
    of the ADA and are not addressed here. For more information about the ADA
    and employment practices, please contact the Equal Employment Opportunity
    Commission (see question 29).



  2. Q: Which child care centers are covered by title III?

    A: Almost all child care providers, regardless of size or number
    of employees, must comply with title III of the ADA. Even small, home-based
    centers that may not have to follow some State laws are covered by title
    III.

    The exception is child care centers that are actually run by religious
    entities such as churches, mosques, or synagogues. Activities controlled
    by religious organizations are not covered by title III.

    Private child care centers that are operating on the premises of a religious
    organization, however, are generally not exempt from title III.
    Where such areas are leased by a child care program not controlled or operated
    by the religious organization, title III applies to the child care program
    but not the religious organization. For example, if a private child care
    program is operated out of a church, pays rent to the church, and has no
    other connection to the church, the program has to comply with title III
    but the church does not.



    General Information


  3. Q: What are the basic requirements of title III?


    4. A: The ADA requires that child care providers not discriminate
    against persons with disabilities on the basis of disability, that is,
    that they provide children and parents with disabilities with an equal
    opportunity to participate in the child care center’s programs and services.
    Specifically:


  • Centers cannot exclude children with disabilities from their programs
    unless their presence would pose a direct threat to the health or
    safety of others or require a fundamental alteration of the program.
  • Centers have to make reasonable modifications to their policies
    and practices to integrate children, parents, and guardians with disabilities
    into their programs unless doing so would constitute a fundamental alteration.
  • Centers must provide appropriate auxiliary aids and services needed
    for effective communication with children or adults with disabilities,
    when doing so would not constitute an undue burden.
  • Centers must generally make their facilities accessible to persons
    with disabilities. Existing facilities are subject to the readily achievable
    standard for barrier removal, while newly constructed facilities and any
    altered portions of existing facilities must be fully accessible.

  • Q: How do I decide whether a child with a disability belongs in my
    program?

    A: Child care centers cannot just assume that a child’s disabilities
    are too severe for the child to be integrated successfully into the center’s
    child care program. The center must make an individualized assessment
    about whether it can meet the particular needs of the child without fundamentally
    altering its program. In making this assessment, the caregiver must not
    react to unfounded preconceptions or stereotypes about what children with
    disabilities can or cannot do, or how much assistance they may require.
    Instead, the caregiver should talk to the parents or guardians and any
    other professionals (such as educators or health care professionals) who
    work with the child in other contexts. Providers are often surprised at
    how simple it is to include children with disabilities in their mainstream
    programs.

    Child care centers that are accepting new children are not required
    to accept children who would pose a direct threat (see question
    8) or whose presence or necessary care would fundamentally alter
    the nature of the child care program.

  • Q: My insurance company says it will raise our rates if we accept
    children with disabilities. Do I still have to admit them into my program?

    • A: Yes. Higher insurance rates are not a valid reason for excluding
    children with disabilities from a child care program. The extra cost should
    be treated as overhead and divided equally among all paying customers.


  • Q: Our center is full and we have a waiting list. Do we have to accept
    children with disabilities ahead of others?

    • A: No. Title III does not require providers to take children
    with disabilities out of turn.

  • Q: Our center specializes in “group child care.” Can we
    reject a child just because she needs individualized attention?

    • A: No. Most children will need individualized attention occasionally.
    If a child who needs one-to-one attention due to a disability can be integrated
    without fundamentally altering a child care program, the child cannot be
    excluded solely because the child needs one-to-one care.

    For instance, if a child with Down Syndrome and a significant intellectual disability
    applies for admission and needs one-to-one care to benefit from a child
    care program, and a personal assistant will be provided at no cost to the
    child care center (usually by the parents or through a government program),
    the child cannot be excluded from the program solely because of the need
    for one-to-one care. Any modifications necessary to integrate such a child
    must be made if they are reasonable and would not fundamentally alter the
    program. This is not to suggest that all children with Down Syndrome need
    one-to-one care or must be accompanied by a personal assistant in order
    to be successfully integrated into a mainstream child care program. As
    in other cases, an individualized assessment is required. But the
    ADA generally does not require centers to hire additional staff or provide
    constant one-to-one supervision of a particular child with a disability.

  • Q: What about children whose presence is dangerous to others? Do
    we have to take them, too?

    • A: No. Children who pose a direct threat — a substantial
    risk of serious harm to the health and safety of others — do not have
    to be admitted into a program. The determination that a child poses a direct
    threat may not be based on generalizations or stereotypes about the effects
    of a particular disability; it must be based on an individualized assessment
    that considers the particular activity and the actual abilities and disabilities
    of the individual.

    In order to find out whether a child has a medical condition that poses
    a significant health threat to others, child care providers may ask all
    applicants whether a child has any diseases that are communicable through
    the types of incidental contact expected to occur in child care settings.
    Providers may also inquire about specific conditions, such as active infectious
    tuberculosis, that in fact pose a direct threat.

  • Q: One of the children in my center hits and bites other children.
    His parents are now saying that I can’t expel him because his bad behavior
    is due to a disability. What can I do?

    • A: The first thing the provider should do is try to work with
    the parents to see if there are reasonable ways of curbing the child’s
    bad behavior. He may need extra naps, “time out,” or changes
    in his diet or medication. If reasonable efforts have been made and the
    child continues to bite and hit children or staff, he may be expelled from
    the program even if he has a disability. The ADA does not require providers
    to take any action that would pose a direct threat — a substantial
    risk of serious harm — to the health or safety of others. Centers should
    not make assumptions, however, about how a child with a disability is likely
    to behave based on their past experiences with other children with disabilities.
    Each situation must be considered individually.

  • Q: One of the children in my center has parents who are deaf. I
    need to have a long discussion with them about their child’s behavior and
    development. Do I have to provide a sign language interpreter for the meeting?

    • A: It depends. Child care centers must provide effective communication
    to the customers they serve, including parents and guardians with disabilities,
    unless doing so poses an undue burden. The person with a disability should
    be consulted about what types of auxiliary aids and services will be necessary
    in a particular context, given the complexity, duration, and nature of
    the communication, as well as the person’s communication skills and history.
    Different types of auxiliary aids and services may be required for
    lengthy parent-teacher conferences than will normally be required for the
    types of incidental day-to-day communication that take place when children
    are dropped off or picked up from child care. As with other actions required
    by the ADA, providers cannot impose the cost of a qualified sign language
    interpreter or other auxiliary aid or service on the parent or guardian.

    A particular auxiliary aid or service is not required by title III if
    it would pose an undue burden, that is, a significant difficulty
    or expense, relative to the center or parent company’s resources.

  • Q: We have a “no pets” policy. Do I have to allow a child
    with a disability to bring a service animal, such as a guide dog?

    • A: Yes. A service animal is not a pet. The ADA requires
    you to modify your “no pets” policy to allow the use of a service
    animal by a person with a disability. This does not mean that you must
    abandon your “no pets” policy altogether, but simply that you
    must make an exception to your general rule for service animals.

  • Q: If an older child has delayed speech or developmental disabilities,
    can we place that child in the infant or toddler room?

    A: Generally, no. Under most circumstances, children with disabilities
    must be placed in their age-appropriate classroom, unless the parents or
    guardians agree otherwise.


  • Q: Can I charge the parents for special services provided to a child
    with a disability, provided that the charges are reasonable?

    A: It depends. If the service is required by the ADA, you cannot
    impose a surcharge for it. It is only if you go beyond what is required
    by law that you can charge for those services. For instance, if a child
    requires complicated medical procedures that can only be done by licensed
    medical personnel, and the center does not normally have such personnel
    on staff, the center would not be required to provide the medical services
    under the ADA. If the center chooses to go beyond its legal obligation
    and provide the services, it may charge the parents or guardians accordingly.
    On the other hand, if a center is asked to do simple procedures that are
    required by the ADA — such as finger-prick blood glucose tests for children
    with diabetes (see question 20) — it cannot charge the parents extra for
    those services. To help offset the costs of actions or services that are
    required by the ADA, including but not limited to architectural barrier
    removal, providing sign language interpreters, or purchasing adaptive equipment,
    some tax credits and deductions may be available (see question 24).


    Personal Services


  • Q: Our center has a policy that we will not give medication to any
    child. Can I refuse to give medication to a child with a disability?

    • A: No. In some circumstances, it may be necessary to give medication
    to a child with a disability in order to make a program accessible to that
    child. While some state laws may differ, generally speaking, as long as
    reasonable care is used in following the doctors’ and parents’ or guardians
    written instructions about administering medication, centers should not
    be held liable for any resulting problems. Providers, parents, and guardians
    are urged to consult professionals in their state whenever liability questions
    arise.

  • Q: We diaper young children, but we have a policy that we will not
    accept children more than three years of age who need diapering. Can we
    reject children older than three who need diapering because of a disability?

    A: Generally, no. Centers that provide personal services such
    as diapering or toileting assistance for young children must reasonably
    modify their policies and provide diapering services for older children
    who need it due to a disability. Generally speaking, centers that diaper
    infants should diaper older children with disabilities when they would
    not have to leave other children unattended to do so.

    Centers must also provide diapering services to young children with
    disabilities who may need it more often than others their age.

    Some children will need assistance in transferring to and from the toilet
    because of mobility or coordination problems. Centers should not consider
    this type of assistance to be a “personal service.”


  • Q: We do not normally diaper children of any age who are not toilet
    trained. Do we still have to help older children who need diapering or toileting
    assistance due to a disability?

    A: It depends. To determine when it is a reasonable modification
    to provide diapering for an older child who needs diapering because of
    a disability and a center does not normally provide diapering, the center
    should consider factors including, but not limited to, (1) whether other
    non-disabled children are young enough to need intermittent toileting assistance
    when, for instance, they have accidents; (2) whether providing toileting
    assistance or diapering on a regular basis would require a child care provider
    to leave other children unattended; and (3) whether the center would have
    to purchase diapering tables or other equipment.

    If the program never provides toileting assistance to any child, however,
    then such a personal service would not be required for a child with a disability.
    Please keep in mind that even in these circumstances, the child could not
    be excluded from the program because he or she was not toilet trained if
    the center can make other arrangements, such as having a parent or personal
    assistant come and do the diapering.


    Issues Regarding Specific Disabilities

  • Q: Can we exclude children with HIV or AIDS from our program to
    protect other children and employees?

    A: No. Centers cannot exclude a child solely because he has HIV
    or AIDS. According to the vast weight of scientific authority, HIV/AIDS
    cannot be easily transmitted during the types of incidental contact that
    take place in child care centers. Children with HIV or AIDS generally can
    be safely integrated into all activities of a child care program. Universal
    precautions, such as wearing latex gloves, should be used whenever caregivers
    come into contact with children’s blood or bodily fluids, such as when
    they are cleansing and bandaging playground wounds. This applies to the
    care of all children, whether or not they are known to have disabilities.

  • Q: Must we admit children with intellectual disabilities and include them
    in all center activities?

    • A: Centers cannot generally exclude a child just because he or
    she has an intellectual disability. The center must take reasonable steps to integrate
    that child into every activity provided to others. If other children are
    included in group sings or on playground expeditions, children with disabilities
    should be included as well. Segregating children with disabilities is not
    acceptable under the ADA.

  • Q: What about children who have severe, sometimes life-threatening
    allergies to bee stings or certain foods? Do we have to take them?

    • A: Generally, yes. Children cannot be excluded on the sole basis
    that they have been identified as having severe allergies to bee stings
    or certain foods. A center needs to be prepared to take appropriate steps
    in the event of an allergic reaction, such as administering a medicine
    called “epinephrine” that will be provided in advance by the
    child’s parents or guardians.

    The Department of Justice’s settlement agreements can be found at ADA.gov (see question 26).

  • Q: What about children with diabetes? Do we have to admit them to
    our program? If we do, do we have to test their blood sugar levels?

    • A: Generally, yes. Children with diabetes can usually be integrated
    into a child care program without fundamentally altering it, so they should
    not be excluded from the program on the basis of their diabetes. Providers
    should obtain written authorization from the child’s parents or guardians
    and physician and follow their directions for simple diabetes-related care.
    In most instances, they will authorize the provider to monitor the child’s
    blood sugar — or “blood glucose” — levels before lunch and
    whenever the child appears to be having certain easy-to-recognize symptoms
    of a low blood sugar incident. While the process may seem uncomfortable
    or even frightening to those unfamiliar with it, monitoring a child’s blood
    sugar is easy to do with minimal training and takes only a minute or two.
    Once the caregiver has the blood sugar level, he or she must take whatever
    simple actions have been recommended by the child’s parents or guardians
    and doctor, such as giving the child some fruit juice if the child’s blood
    sugar level is low. The child’s parents or guardians are responsible for
    providing all appropriate testing equipment, training, and special food
    necessary for the child.

    The Department of Justice’s settlement agreements can be found at ADA.gov (see question 26).

  • Q: Do we have to help children take off and put on their leg braces
    and provide similar types of assistance to children with mobility impairments?

    • A: Generally, yes. Some children with mobility impairments may
    need assistance in taking off and putting on leg or foot braces during
    the child care day. As long as doing so would not be so time consuming
    that other children would have to be left unattended, or so complicated
    that it can only done by licensed health care professionals, it would be
    a reasonable modification to provide such assistance.

    The Department of Justice’s settlement agreements can be found at ADA.gov (see question
    26).

    Making the Child Care Facility Accessible

  • Q: How do I make my child care center’s building, playground, and
    parking lot accessible to people with disabilities?

    • A: Even if you do not have any disabled people in your program
    now, you have an ongoing obligation to remove barriers to access for people
    with disabilities. Existing privately-run child care centers must remove
    those architectural barriers that limit the participation of children with
    disabilities (or parents, guardians, or prospective customers with disabilities)
    if removing the barriers is readily achievable, that is, if the
    barrier removal can be easily accomplished and can be carried out without
    much difficulty or expense. Installing offset hinges to widen a door opening,
    installing grab bars in toilet stalls, or rearranging tables, chairs, and
    other furniture are all examples of barrier removal that might be undertaken
    to allow a child in a wheelchair to participate in a child care program.
    Centers run by government agencies must insure that their programs are
    accessible unless making changes imposes an undue burden; these changes
    will sometimes include changes to the facilities.

     

  • Q: We are going to build a new facility. What architectural standards
    do we have to follow to make sure that our facility is accessible to people
    with disabilities?

    • A: Newly constructed privately-run child care centers—those
    designed and constructed for first occupancy after March 15, 2012 — must be readily accessible to and usable by individuals with disabilities.
    This means that they must be built in strict compliance with the 2010 ADA Standards
    for Accessible Design. New centers run by government agencies must also meet
    the ADA Standards.

    Tax Provisions

  • Q: Are there tax credits or deductions available to help offset
    the costs associated with complying with the ADA?

    • A: To assist businesses in complying with the ADA, Section 44
    of the IRS Code allows a tax credit for small businesses and Section 190
    of the IRS Code allows a tax deduction for all businesses.

    The tax credit is available to businesses that have total revenues of
    $1,000,000 or less in the previous tax year or 30 or fewer full-time employees.
    This credit can cover 50% of the eligible access expenditures in a year
    up to $10,250 (maximum credit of $5,000). The tax credit can be used to
    offset the cost of complying with the ADA, including, but not limited to,
    undertaking barrier removal and alterations to improve accessibility; provide
    sign language interpreters; and for purchasing certain adaptive equipment.

    The tax deduction is available to all businesses with a maximum deduction
    of $15,000 per year. The tax deduction can be claimed for expenses incurred
    in barrier removal and alterations.

    To order documents about the tax credit and tax deduction provisions,
    contact the Department of Justice’s ADA Information Line (see question
    29).

    The Department of Justice’s Enforcement Efforts

  • Q: What is the Department of Justice’s enforcement philosophy regarding
    title III of the ADA?

    • A: Whenever the Department receives a complaint or is asked to
    join an on-going lawsuit, it first investigates the allegations and tries
    to resolve them through informal or formal settlements. The vast majority
    of complaints are resolved voluntarily through these efforts. If voluntary
    compliance is not forthcoming, the Department may have to litigate and
    seek injunctive relief, damages for aggrieved individuals, and civil penalties.

  • Q: Has the United States entered into any settlement agreements
    involving child care centers?

    • A: The Department has resolved matters with child care centers through formal settlement agreements, which can be found on the Department’s website at https://www.ada.gov/.

  • Q: Has the Department of Justice ever sued a child care center for
    ADA violations?

    • A: Yes. The Department’s enforcement activities can be found at https://www.ada.gov/.

  • Q: Does the United States ever participate in lawsuits brought by
    private citizens?

    • A: Yes. The Department sometimes participates in private suits either by intervention or as amicus curiae—”friend of the court.”  The Department’s amicus briefs for ADA cases can be found at https://www.ada.gov/. 

    Additional Resources

  • Q: I still have some general questions about the ADA. Where can
    I get more information?

    • A:The Department of Justice operates an ADA Information Line. Information Specialists are available to answer general and technical questions during business hours on the weekdays.

    800-514-0301 (voice)

    800-514-0383 (TTY)

    The ADA Home Page, which is updated frequently, contains the Department of Justice’s regulations and technical assistance materials, as well as press releases on ADA cases and other issues. Several settlement agreements with child care centers are also available on the Home Page.

    http://www. ada.gov/index.html


    There are ten regional centers, which are jointly known as the ADA National Network, that are funded by the National Institute on Disability, Independent Living, and Rehabilitation Research to provide technical assistance under the ADA. One toll-free number connects to the center in your region.

    800-949-4232 (voice & TTY)
    https://adata.org/

    The Access Board offers technical assistance on the ADA Accessibility Guidelines.

    800-872-2253 (voice)
    800-993-2822 (TTY)
    https://www.access-board.gov


    The Equal Employment Opportunity Commission, or EEOC, offers technical assistance on the ADA provisions for employment which apply to businesses with 15 or more employees.

    Employment questions
    800-669-4000 (voice)
    800-669-6820 (TTY)
    https://www. eeoc.gov

    If you have further questions about child care centers or other requirements of the ADA, you may call the U.S. Department of Justice’s toll-free ADA Information Line at: 800-514-0301 (voice) or 800-514-0383 (TTY). 

    Note: Reproduction of this document is encouraged.

    The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department’s regulations.

    This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department’s complete discretion, in accordance with applicable laws. The Department’s guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

    Last updated February 24, 2020

    NIH Child Care Centers

     

    The National Institutes of Health (NIH) recognizes the important role high quality, affordable and accessible child care plays in the lives of NIH employees.  Each of the NIH sponsored child care centers are independent private non-profit corporations, with oversight by parent boards.  Each center provides a unique learning experience and is held to the highest standards of quality.  The NIH Child and Family Programs office has set up a system to ensure the centers consistently provide care that adheres to Maryland State Department of Education, Office of Child Care Licensing regulations and meets the accreditation standards of the National Association for the Education of Young Children (NAEYC). 

     

    The NIH Child and Family Programs office does not have responsibility for the day-to-day business administration of the child care centers; including financial, administrative software tools, and management of administrative and child care staff.   For more information about the NIH sponsored Child Care Centers, please check out the Frequently Asked Questions.

     

     

      

    The NIH sponsored Child Care Centers are only one of the programs
    offered for NIH families. Learn more about the child care subsidy program, the back-up care program for children, adults and self, the Parenting Listserv, and Lunch and Learn webinars on child development and parenting topics.   

     

     

     

     

     

     

     

     

     

    NIH Sponsored Child Care Centers:

    Click on the different centers below to learn more. 

     

     


                 

     

     

     

    Which Center is Best for Your Family?

    Each of the NIH sponsored child care centers provides high quality child care, based on current early childhood best practices.   However, each program has its own unique program characteristics and dynamics.  Below is a link to a side-by-side comparison chart of the Maryland centers.  As a parent, it is up to you to research each center to determine which center would be a good fit for your family.  You can obtain additional information by contacting the Child Care Centers directly to request a tour.

     

     

    Click to view a side-by-side comparison chart of the NIH sponsored Child Care Centers located in Montgomery County, Maryland.

     

    NIH Wait List:


    Wait List Registration

    The NIH has contracted with Adventist HealthCare/LifeWork Strategies to oversee and administer a centralized waitlist for the three NIH sponsored child care centers located in Montgomery County, Maryland. Please note that these centers are often fully enrolled with extensive waitlists.

     

    Effective early May 2022:

          Spaces are made available in the following priority order:

    • NIH Federal Employees and Trainees/Fellows are given first priority for space at the three Maryland Child Care Centers.

    • If additional spaces are available, second priority is given to Federal Employees of Other Federal Agencies.

    • Remaining spaces (preschool only) may then be offered to NIH Contractors who work at an NIH facility located in Maryland.
    • NIH Volunteers, Guest Researchers and Tenants are not eligible to enroll their children in the NIH Child Care Centers.

    When NIH federal employees, trainees/fellows and contractors separate employment from the NIH,* access to the NIH Child Care Centers will end.  (*NIH federal employees who separate from the NIH but are employed by another federal agency may change their waitlist profile to reflect Other Federal Agency employment.)

    Please take a moment to read the Frequently Asked Questions for the Waitlist, Decline Policy, Child Care Centers, and Enrollment Process to learn more about the centralized NIH Child Care Waitlist.

     

    Other Resources:

    Inclement Weather – Opening and Closure Procedures for NIH Child Care Centers 
    NIH Child Care Centers’ hours of operation will be modified to ensure that the centers are operating as normally as possible during disruptions of the Federal Government’s operations.

     

    Emergency Guide For Parents: NIH Child Care Centers Operation 
    In an Emergency situation at the NIH, emergency response personnel will make the determination to relocate, evacuate or “shelter in place” the children and staff of the three NIH Child Care Centers located in Montgomery County, Maryland.

    Other Federal Child Care Centers
    Many other Federal Agencies in the Washington Metropolitan area sponsor on-site child care centers. These centers give priority to all Federal employees

    NIH Child and Family Programs Team Responsibilities: 

    The Child and Family Programs Team functions as the liaison between the child care providers, families receiving care, and the NIH.  The Team monitors and ensures quality assurance within each NIH sponsored child care center as well as compliance with the NIH Use Agreement held by each child care program.  If you have additional questions or need more information, please call the NIH Child and Family Programs team at 301-827-3250.

     

    DCF | Office of Licensing

    Home > About Us > Divisions/Offices > Licensing > Office of Licensing

    Office of Licensing

    The Office of Licensing (OOL) is the licensing and regulatory authority of the Department of Children and Families. OOL licenses and regulates child care centers, youth and residential programs, resource family homes and adoption agencies.

    • Child Care Licensing
    • Youth Residential Licensing
    • Mental Health Program Licensing
    • Adoption Agency Licensing
    • Resource Family Licensing

    Child Care Licensing

    Child care centers provide care for six or more children below 13 years of age who attend less than 24 hours a day. Child care centers are required by State law to be licensed. To search for licensed child care centers in New Jersey, click HERE. To obtain a copy of the Manual of Requirements for Child Care centers, click HERE.  For more information about Child Care Licensing click HERE.

    Youth Residential Licensing

    Children’s residential treatment centers provide 24-hour care for 13 or more children placed or financed by DCF.  Residential treatment centers under contract with the Department, both in New Jersey and in other states, must be approved by the Office of Licensing.

    Click HERE  for a listing of DCF OOL licensed (Billy’s Law) residential child care facilities, group homes and  treatment home programs located in other states.

    Children’s group homes provide 24-hour care for 12 or fewer children placed or financed by DCF.  Group homes include children’s group homes, teaching family homes, supervised transitional living homes, treatment homes, alternative care homes and psychiatric community homes for children. Group homes under contract with DCF must be approved by the Office of Licensing.

    Children’s shelter facilities, juvenile-family-crisis shelters and shelter homes provide temporary 24-hour care for non-adjudicated children including children who are dependent, neglected, abandoned or runaways.

    Resource Family Licensing

    Resource family homes are private residences in which board, lodging, care and temporary out-of-home placement services are provided by a resource family parent on a 24-hour basis to a child under the auspices of the Child Protection and Permanency, CP&P (formerly DYFS), including a home approved by CP&P for the placement of a child for the purpose of adoption.

    • A resource family home may provide one or more of the following services:
      Regular foster care, in which care is provided for a child in need of temporary out-of-home placement for protective or other social services reasons;

    • Emergency foster care, in which care is provided for a child in need of temporary out-of-home placement on an emergency basis for protective services reasons and/or a disruption of a previous placement;
    • Fost/adopt care, in which the resource family parent has agreed to foster or adopt a child, in keeping with the child’s case goal;
    • Contract agency home care, which is directly supervised by a private agency under contract with the Department to provide services to children in need of out-of-home placement for protective or other social services reasons;
    • Relative care, in which the resource family parent is not a parent of the child in placement but is related to the child through blood, marriage or adoption;
    • Family friend care, in which the resource family parent is not a parent of the child in placement and is not related to the child through blood, marriage or adoption, but is connected to the child and/or the child’s parent by an established positive psychological or emotional relationship ; and
    • Adoptive care, in which care is provided for a child placed by CP&P for the purpose of adoption by the resource family parent until said adoption is finalized.

      90,000 kindergartens – portal of education TMR

      Card of preschool educational organizations

      Preschool Educational Organizations

      Municipal Autonomous Educational Institution Borovsky Kindergarten “Zhuravushka”
      Address: 625504, Tyumen Region, Tyumen district, Tyumen district, Tyumen district, Tyumen district, Tyumen region , r.p. Borovsky, st. Maxima Gorky, 10, building 1
      625504, Tyumen region, Tyumen district, r.p. Borovsky, st. Maxim Gorky, 1
      625504, Tyumen region, Tyumen district, r.p. Borovsky, st. Mira, d. 11A
      625504, Tyumen region, Tyumen district, r.p. Borovsky, st. Ostrovsky, 16
      Head: Makeeva Larisa Yurievna
      Phone: 8 (3452) 722-569
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Site: bords. obraz-tmr.ru

      Municipal Autonomous Preschool Educational Institution Vinzili Kindergarten “Malyshok”
      Address:       625530, Tyumen Region, Tyumen District, Vinzili Settlement, st. Zelenaya, 33
      625530, Tyumen region, Tyumen district, Vinzili settlement, st. 60 years of October, d. 5
      625530, Tyumen region, Tyumen district, Vinzili settlement, st. Sovetskaya, 4
      625530, Tyumen region, Tyumen district, Vinzili village, per. Oktyabrsky, 4
      Head: Elena Lazarevna Dryomina
      Phone: 8 (3452) 728-343
      E-mail: Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: vinds.obraz-tmr.ru

      Municipal autonomous preschool educational institution Kaskarinsky kindergarten “Golden Cockerel”
      Address: 625512, Tyumen region Cascara, st. School, d. 4
      625512, Tyumen region, Tyumen district, with. Cascara, st. 9Maya, 1
      Head: Simaichenkova Larisa Viktorovna
      Phone: 8 (3452) 760-897
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: kasds.obraz-tmr.ru

      Municipal autonomous preschool educational institution Chervishevsky kindergarten “Sibiryachok”
      Address: s. Chervishevo, st. Magistralnaya, 2a
      Head: Butova Tatyana Vasilievna
      Phone: 8 (3452) 778-122
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Site: CHERDS.OBRAZ-TMR.ru

      Branches of preschool educational organizations

      Branch of the MADOU of the Kaskarinsky kindergarten “Golden Roedum” in the village of Novoturinsky “Lukomorye”
      Address: 625505, Tyumen region, Tyumen district, n. Novoturinsky, 7B
      Head: Simaychenkova Larisa Viktorovna
      Phone: 8 (3452) 760-897
      Larisa Larisa Yuryevna
      Phone: 8 (3452) 761-484
      E-mail: Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Site: kasds.obraz-tmr.ru

      Branch of MADOU Chervishevsky kindergarten “Sibiryachok” in the village. Onokhino “Sunshine”
      Address: 625547, Tyumen region, Tyumen district, village Onokhino, st. Central, d. 33
      Head: Butova Tatyana Vasilievna
      Phone: 8 (3452) 778-122
      Franch Head: Popova Lyubov Vladimirovna
      Phone: 8 (3452) 779-383

      E- mail: Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Site: CHERDS.OBRAZ-TMR.ru

      Structural units of preschool education

      SP to MAOU Bogandinsky secondary school No. 1
      Address: 625521, Tyumen Region, Tyumen District, R.P.P.P. . Bogandinskiy, st. Yubileynaya, 5B
      Director: Maslova Irina Stanislavovna
      Phone: 8 (3452) 720-081
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: bog1.obraz-tmr.ru

      JV DO MAOU Bogandinskaya secondary school No. 2
      Address: 625520, Tyumen region, Tyumen region. Bogandinskiy, st. Stroiteley d. Javascript must be enabled in your browser to view the address. , Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: bog2.obraz-tmr.ru

      JV DO MAOU Bogandinskaya secondary school No. 42
      Address: 625545, Tyumen region, Tyumen region Bogandinsky, p / o Sosnovoe, military town No. 33, 34, 35, 3
      Director: Fomina Tatyana Anatolyevna
      Phone: 8 (3452) 720-869
      E-mail: E-mail address is protected from spam bots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: bog42.obraz-tmr.ru

      JV DO MAOU Borkovskoy Secondary School
      Address: 625513, Tyumen region, s. Borki, st. Sovetskaya, 45
      Director: Anna Viktorovna Basarova
      Phone: 8 (3452) 773-126
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: bork.obraz-tmr.ru

      JV DO MAOU Gorkovskoy secondary school
      Address: 625535, Tyumen region, village. Gorkovka, st. Molodyozhnaya, 14a
      Director: Levchenko Olga Viktorovna
      Phone: 8 (3452) 766-081
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: gor.obraz-tmr.ru

      A. Ashirbekova
      Address: 625511, Tyumen region, Tyumen district, s. Embaevo, st. Sovetskaya, 94
      Director: Timshanova Albina Manuilovna
      Phone: 8 (3452) 762-091
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: emb.obraz-tmr.ru

      JV MAOU Kamenskoy secondary school
      Address: 625525, Tyumen region, Kamenka village, st. Novaya, d. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: kam.obraz-tmr.ru

      JV DO MAOU Kulakovskaya secondary school
      Address: 625526, Tyumen region, village Kulakovo, st. 60 let USSR, 2
      Director: Ionov Andrey Vasilyevich
      Phone: 8 (3452) 777-267
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: kul.obraz-tmr.ru

      Lugovoe st. Plodovaya, 3A
      Director: Nelayeva Tatyana Viktorovna
      Phone: 8 (3452) 771-070
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: lug.obraz-tmr.ru

      JV MAOU Malkovskoy secondary school
      Address: 625517, Tyumen region, Tyumen district, village Malkovo, st. Novaya, 11
      Director: Orlova Valentina Nikolaevna
      Phone: 8 (3452) 776-038
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: mal.obraz-tmr.ru

      JV DO MAOU Moskovsky secondary school
      Address: 625501, Tyumen region, Tyumensky district, Moskovsky district, p. Burlaki, d. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: mos.obraz-tmr.ru

      Solnechny, 58
      625509, Tyumen region, Tyumen district, village Narimanov, st. Tsentralnaya, 26
      Director: Myakinina Olga Gennadievna
      Phone: 8 (3452) 770-018
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address. , Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: nov.obraz-tmr.ru

      JV DO MAOU Perevalovskaya secondary school
      Address: 625502, Tyumen region, Tyumen district, village Perevalovo, st. Shkolnaya, 11
      625502, Tyumen region, Tyumen district, village Ushakova, st. Lesnaya, 31
      Director: Nepryakhina Alla Nikolaevna
      Phone: 8 (3452) 689-953; Fax: 8 (3452) 685-493
      E-mail: Email address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: per.obraz-tmr.ru

      JV DO MAOU Sozonovskoy secondary school
      Address: 625514, Tyumen region, Tyumen district, s. Sozonovo, st. Molodyozhnaya, 14
      Director: Mikhailova Lyudmila Maksimovna
      Phone: 8 (3452) 772-282
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: soz.obraz-tmr.ru

      JV DO MAOU Uspenskaya secondary school
      Address: 625503, Tyumen region, Tyumen district, village Uspenka, st. Moscow Trakt, 125a
      Director: Dorodova Lyudmila Valerievna
      Phone: 8 (3452) 726-083
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: usp.obraz-tmr.ru

      Yakina
      Address: 625537, Tyumen region, Tyumen district, s. Chikcha, st. Lugovaya, d. 1/2
      625537, Tyumen region, Tyumen district, village Yakushi, st. Field, 3
      625537, Tyumen region, Tyumen district, village Krivodanovo, st. Zarechnaya, 6
      Director: Karimova Gulnara Niyazmukhametovna
      Phone: 8 (3452) 775-016
      E-mail: Email address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: chik.obraz-tmr.ru

      JV DO MAOU Yarovskoy secondary school Yar, st. Stroiteley, 20
      Director: Filippova Natalya Petrovna
      Phone: 8 (3452) 765-733
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: yar.obraz-tmr.ru

      DEPARTMENTS OF PRESCHOOL EDUCATION0009
      Address: 625516, Tyumen region, Tyumen district, Andreevsky settlement, per. Lesnoy, 13
      Director: Aleeva Rauf Khabiyatovna
      Phone: 8 (3452) 766-604
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Site: and.obraz-tmr.ru

      ODO MAOU Mullashinsky secondary school
      Address: 625531, Tyumen region, Tyumen district, village. Mullashi, st. Sovetskaya, 25
      Director: Yusupova Ramizya Maksutovna
      Phone: 8 (3452) 774-741
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: mul.obraz-tmr.ru

      ODO in the branch of MAOU Uspenskaya secondary school “Zyryanskaya secondary school” Gagarina, 11
      Director: Dorodova Lyudmila Valerievna
      Phone: 8 (3452) 726-083
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: usp.obraz-tmr.ru

      ODO in the branch of the Kaskarinsky secondary school “Yantykovskaya secondary school” M. Dzhalilya, 6
      Director: Lukina Valentina Alexandrovna
      Phone: 8 (3452) 760-041
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: kas.obraz-tmr.ru

      ALC in the branch of Chervishevskaya secondary school “Akiyarovskaya secondary school” Sovkhoznaya, 124
      Director: Zhilyakova Nadezhda Aleksandrovna
      Phone: 8 (3452) 778-035
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: cher. obraz-tmr.ru

      ALC in the branch of the Chervishevskaya secondary school “Onokhinskaya secondary school”
      Address: 625519 Tyumen region Onokhino, st. Tsentralnaya, 27
      Director: Zhilyakova Nadezhda Aleksandrovna
      Phone: 8 (3452) 779-449
      E-mail: E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address., Email address is being protected from spambots. Javascript must be enabled in your browser to view the address.
      Website: cher.obraz-tmr.ru

      MAP OF PRESCHOOL EDUCATIONAL ORGANIZATIONS

      Kindergartens of the Irbit region – Kindergartens

        Municipal preschool educational institution
        “Berduginsky Kindergarten”

        FULL NAME. Head: Lyubov Ivanovna Klepalova

        Phone: 8(34355)3-57-17

        Email: klepalova61@list. ru

        Website: berdyuginsad.uoirbitmo.ru

        Address: 623830 Sverdlovsk region, Irbitsky district, Berdyugina village, st. School, 6

        623835 Sverdlovsk region, Irbitsky district, Lopatkovo village, per. School, 2

        Municipal preschool educational institution
        “Belosludsky Kindergarten”

        FULL NAME. Head: Evdokimova Natalia Vladimirovna

        Phone: 8(34355)3-99-41

        E-mail: [email protected]

        Website: belosludsad.uoirbitmo.ru/

        Address: 623821, Sverdlovsk region, Irbitsky district, s. Belosludskoe, st. Kosmonavtov, 3

        Municipal preschool educational institution
        “Gaevsky Kindergarten”

        FULL NAME. Head: Vaganova Lyudmila Petrovna

        Phone: 8(34355)3-14-36

        Email: gaewski_dsad@mail. ru

        Website: gaevsad.uoirbitmo.ru/

        Address: 623840, Sverdlovsk region, Irbitsky district, Gaeva village, st. School, 17

        Municipal preschool educational institution
        “Dubsky Kindergarten”

        FULL NAME. Head: Natalia Rauilyevna Barkhatova

        Phone: 8(34355)3-04-53

        E-mail: [email protected]

        Website: dubsad.uoirbitmo.ru

        Address: 623805 Sverdlovsk region, Irbitsky district, Dubskaya village, st. Central, 20

        Municipal autonomous preschool educational institution
        Kindergarten “Fire Bird”

        FULL NAME. Head: Nedokusheva Natalia Mikhailovna

        Phone: 8(34355)4-50-20

        E-mail: [email protected]

        Website: pticads. ru

        Address: 623855, Sverdlovsk region, Irbitsky district, town. Pioneer, st. Ozhiganova, 11

        Municipal preschool educational institution
        Zaikovsky Kindergarten No. 1

        FULL NAME. Head: Shorikova Natalya Sergeevna

        Phone: 8(34355)3-45-92

        Email: [email protected]

        Website: zaykovsad1.uoirbitmo.ru

        Address: 623847, Russian Federation, Sverdlovsk region, Irbitsky district, Zaikovo settlement, st. Gagarina, 4

        Municipal autonomous preschool educational institution
        Zaikovsky kindergarten No. 4

        FULL NAME. Head: Burylova Irina Gennadievna

        Phone: 8(34355)5-42-22

        Email: [email protected]

        Website: zaykovsad4. uoirbitmo.ru

        Address: 623848, Russian Federation, Sverdlovsk region, Irbitsky district, Zaikovo village, Shkolnaya, 1

        Municipal preschool educational institution
        “Znamensky Kindergarten”

        FULL NAME. Head: Kireeva Nadezhda Pavlovna

        Phone: 8(34355)3-54-25

        E-mail: [email protected]

        Website: znamensad.uoirbitmo.ru

        Address: 623803, Russian Federation, Sverdlovsk region, Irbitsky district, s. Znamenskoye, per. Znamensky, 11a

        Municipal preschool educational institution
        “Golden Cockerel”

        FULL NAME. Head: Guschina Lyudmila Gennadievna

        Phone: 8(34355)4-44-90

        E-mail: [email protected]

        Website: petuschok. uoirbitmo.ru

        Address: 623855, Russian Federation, Sverdlovsk region, Irbitsky district, town. Pioneer, st. Mira, 10

        Municipal preschool educational institution
        “Kilachevsky Kindergarten”

        FULL NAME. Head: Akisheva Irina Vyacheslavovna

        Phone: 8(34355)3-27-42

        E-mail: [email protected]

        Website: kilachevsad.uoirbitmo.ru

        Address: 623822, Russian Federation, Sverdlovsk region, Irbitsky district, s. Kilachevskoe, st. Lenina, 38

        Municipal preschool educational institution
        Kirillovsky kindergarten

        FULL NAME. Head: Petrova Tatyana Nikolaevna

        Phone: 8(34355)4-40-46

        E-mail: [email protected]

        Website: kirillovsad. uoirbitmo.ru

        Address: 623810, Russian Federation, Sverdlovsk region, Irbitsky district, village Chusovlyany, st. Central, 62

        Municipal preschool educational institution
        “Kirginsky Kindergarten”

        FULL NAME. Head: Loginova Tatyana Anatolyevna

        Phone: 8(34355)3-03-95

        Email: [email protected]

        Website: kirginsad.uoirbitmo.ru/

        Address: 623841, Russian Federation, Sverdlovsk region, Irbitsky district, s. Kirga, st. Tolbuzina, 4

        Municipal preschool educational institution
        “Klyuchevsky Kindergarten”

        FULL NAME. manager: Filippova Svetlana Alexandrovna

        Phone: 8(34355)3-01-23

        E-mail: [email protected]

        Website: klyuchevsad. uoirbitmo.ru

        Address: 623832, Russian Federation, Sverdlovsk region, Irbitsky district, s. Keys, st. Uritskogo, 2

        Municipal preschool educational institution
        “Laptev kindergarten”

        FULL NAME. Head: Beksultanova Mayra Tansaynovna

        Phone: 8

        69953

        E-mail: [email protected]

        Website: laptevsad.uoirbitmo.ru

        Address: 623823, Russian Federation, Sverdlovsk region, Irbitsky district, Lapteva village, st. Central, 2a

        Municipal preschool educational institution
        “Nitsinsky Kindergarten”

        FULL NAME. Head: Shchapova Lyubov Andreevna

        Phone: 8(34355)3-06-45

        E-mail: [email protected]

        Website: nicinsksad. uoirbitmo.ru

        Address: 623834, Russian Federation, Sverdlovsk region, Irbitsky district, s. Nitsinskoye, st. Central, 61

        Municipal preschool educational institution
        “Novgorodovsky Kindergarten”

        FULL NAME. Head: Polygalova Vera Vladislavovna

        Phone: 8(34355)3-55-23

        E-mail: [email protected]

        Website: novgorodsad.uoirbitmo.ru

        Address: 623802, Russian Federation, Sverdlovsk region, Irbitsky district, village of Novgorodova, st. School, 5

        Municipal preschool educational institution
        “Rechkalovsky kindergarten”

        FULL NAME. Head: Boyarnikova Oksana Viktorovna

        Phone: 8(34355)5-17-41

        E-mail: [email protected]

        Website: rechkalovsad. uoirbitmo.ru

        Address: 623811, Russian Federation, Sverdlovsk region, Irbitsky district, Rechkalova village, st. School, 6

        Municipal preschool educational institution
        “Retnevsky Kindergarten”

        FULL NAME. Head: Trofimova Tatyana Mikhailovna

        Phone: 8(34355)5-31-20

        Email: [email protected]

        Website: retnevsad.uoirbitmo.ru

        Address: 623815, Russian Federation, Sverdlovsk region, Irbitsky district, Retneva village, st. Road, 8

        Municipal preschool educational institution
        “Rudnovsky kindergarten”

        FULL NAME. Head: Lyubov Anatolyevna Balakina

        Phone: 8(34355)3-56-17

        Email: [email protected]

        Website: rudnovsad. uoirbitmo.ru/

        Address: 623835, Russian Federation, Sverdlovsk region, Irbitsky district, s. Rudnoe, st. Central, 30-a

        Municipal preschool educational institution
        “Skorodumsky Kindergarten”

        FULL NAME. Head: Boyarkina Lyudmila Aleksandrovna

        Phone: 89521319893

        E-mail: [email protected]

        Website: skorodumsad.uoirbitmo.ru

        Address: 623815, Russian Federation, Sverdlovsk region, Irbitsky district, s. Skorodumskoe, st. Marshal Zhukov, 54

        Municipal preschool educational institution
        “Striganskiy Kindergarten”

        FULL NAME. Head: Anokhina Elena Anatolyevna

        Phone: 8(34355)5-62-37

        Email: [email protected]

        Website: strigansad. uoirbitmo.ru

        Address: 623827, Russian Federation, Sverdlovsk region, Irbitsky district, s. Striganskoe, st. Stroiteley, d. 8

        Municipal preschool educational institution
        “Kharlovsky Kindergarten”

        FULL NAME. Head: Palitsyna Ekaterina Aleksandrovna

        Phone: 8(34355)3-22-40

        E-mail: [email protected]

        Website: harlovsad.uoirbitmo.ru

        Address: 623804, Russian Federation, Sverdlovsk region, Irbitsky district, s. Kharlovskoye, st. Sovetskaya, 12

        Municipal autonomous preschool educational institution
        Chernivtsi kindergarten

        FULL NAME. Head: Prytkova Nina Vladimirovna

        Phone: 8(34355)3-53-92

        Email: mkdouchernovskiydetskiysad@mail. ru

        Website: ds-chern.ekb.prosadiki.ru/

        Address: 623842, Russian Federation, Sverdlovsk region, Irbitsky district, s. Chernovskoye, 60 let Oktyabrya street, 19

        Municipal preschool educational institution
        “Chernoritsky Kindergarten”

        FULL NAME. manager: Rodionova Natalya Vladimirovna

        Phone: 8(34355)3-35-50

        E-mail: [email protected]

        Website: chernoricsad.uoirbitmo.ru

        Address: 623808, Russian Federation, Sverdlovsk region, Irbitsky district, s. Chernoritskoye, Proletarskaya st., 39

        90,000 Why are private schools and kindergartens on the rise? And how is the crisis affecting them?

        Science and education

        Private primary and secondary education is becoming more and more popular. Despite the consequences of sanctions and the economic crisis, declining incomes and other problems, parents have become more active in sending their children to non-state schools and kindergartens. Why is this happening? How long will it last? And how did the crisis affect the cost of the school year? Read in our material.

        The crises of recent years seem to have had a negative impact on all areas of life: from theaters and concerts to recycling. It seemed that they should have seriously hit private education as well. However, despite all the difficulties, non-state schools and kindergartens are developing. In the last year, even an increase in interest in them from parents is noticeable.

        “Today, I would describe the situation of private education as not bad,” says Alexander Moiseev, director of the Association of Non-Commercial Educational Organizations of Russian Regions (AsNOOR), in an interview with Sobaka.ru. – We were worried that the situation with the coronavirus, what is happening in Ukraine, the fall in incomes of the population – that all this will affect private schools. But this year, surprisingly, we are fixing a fairly good enrollment in the first classes. The number of students not only did not decrease, but even slightly increased.

        According to Sobaka.ru in the St. Petersburg Education Committee, last academic year the number of students in private schools in the city was 11161. This year it is expected to grow to 12292, although the final data will be known in November. A similar situation is recorded in relation to private kindergartens. If last year 2492 young Petersburgers attended them, then this year their pupils should increase to 2512.

        The fact that the crisis has not affected education much is also confirmed by the situation on the labor market. So, even compared to this summer, the demand for specialists in the field of education in St. Petersburg is growing by 38.9%, Maria Buzunova, head of the press service of hh.ru North-West, told the editors. Petersburg overtook Moscow (+31% of new vacancies), Novosibirsk (+24%), Krasnodar (+20%). In general, in the North-West, the demand for teachers and workers of preschool education increased by 49.5% over the month, neighbors in the Central Federal District posted 39% of new vacancies. The top leaders in terms of demand for teachers and kindergarten workers included the Novgorod region (+179%), Komi (+148%) and Yakutia (+130%),” she explains.

        Maria Buzunova

        Head of the press service hh.ru North-West:

        “Education, even in the private sector, is developing quite actively in St. Petersburg and it cannot be said that it has suffered greatly from the impact of the current crisis situation.”

        The secret of success

        Experts explain the reasons for the success of private educational institutions in different ways. So, Dina Danilova, head of the British school “ASPECT” KRESTOVSKY, says that over the past year, the demand for premium-segment schools has especially grown. “This is due to the fact that there are not many private schools in the city that can provide a high level of education,” she said.

        Meanwhile, Tatyana Batukova, director of the private school Diplomat, says that the growing interest has touched a variety of non-state schools. She notes the role of the 2020 lockdown, to which public schools have been less able to adapt. “I think it all started during the pandemic,” she suggests, “probably due to the fact that remote work did not go smoothly for all schools. This is just a version, but my colleagues and I saw that it was then that the rating of private schools began to rise. Having gone through this stage, parents began to come to us more actively. Now the growth is even stronger.”

        Some private kindergartens also attribute their current popularity to more flexible work during the pandemic. “As soon as we were quarantined in 2020, we launched online courses and, surprisingly, we [came] up [attendance] after the first wave of covid,” explains Svetlana Gagarina, director of the New History network of private kindergartens.

        At the same time, the well-known St. Petersburg historian and teacher Lev Lurie believes that the demand for private pre-university education is due to several reasons, including endless innovations such as the organization of “patriotism lessons” and flag-raising ceremonies in schools on Mondays. “The realm of widespread ideological monotony repels independently thinking teachers from the school. Although the main factor, of course, is the general crisis in education: we do not have enough decent schools of an average level, not specialized, namely secondary ones, where the main subjects of the program would be decently taught, where good teachers would work. Teachers’ salaries are meager; for many, working with children is a form of charity. Good micro-district schools are especially lacking in new districts. This naturally encourages parents to consider private education,” he explains.

        Difficulties old and new

        However, the situation in non-state primary and secondary education cannot be called cloudless either. So, almost all the interlocutors of the editorial office complained about the traditional difficulty for Russian schools with personnel. “Yes, there are difficulties – let’s say, the lack of teachers is also felt in the private sector, because this is a nationwide problem,” says Tatyana Shchur, general director of the PEI St. Petersburg Gymnasium ALMA MATER.

        “At the end of the last academic year, we really faced the need to search for candidates for vacant positions of foreign teachers, in connection with the departure of some colleagues to their homeland,” said Dina Danilova from the British school “ASPECT”, KRESTOVSKY, stipulating that “today day, the staff of Russian and foreign teachers is staffed with a surplus.

        Private education also has to adapt to inflation. Almost all the heads of private schools and kindergartens who were interviewed during the preparation of the material said that they had to raise the cost of education in 2022. “We had to raise prices, albeit by a smaller amount than inflation. Products have risen (and we cook ourselves), all payments have risen, even the Internet has become more expensive, ”admits Daria Ryzhikova, director of the Simba private kindergarten.

        Private educational organizations also faced the departure of students whose families decided to leave the country in the last six months. However, this outflow is small. “We had several families that moved away, programmers mostly. But to say that it is directly hard, it is impossible. For 60 children, three left,” explains Svetlana Gagarina from the New History kindergarten network.

        New perspectives

        However, most experts are confident that despite the above difficulties, non-state primary and secondary education will be actively developed. “I think that now private schools will win leading positions, because our sense of responsibility is higher than in ordinary schools. Therefore, higher scores in the Unified State Examination and the OGE,” suggests Tatyana Batukova, director of the Diplomat private school.

        In turn, Tatyana Shchur, general director of the PEI St. Petersburg Gymnasium ALMA MATER, believes that the rapid growth of private schools should not be expected in the near future. In her opinion, the situation in the region will be stable. “The supply completely covers the demand, and there is no impression that something will change in the short term,” she says, adding that the demand for non-state private gardens, on the contrary, will become even greater in the near future.

        Daria Ryzhikova, director of the private kindergarten “Simba”, agrees with the last statement. “There are not enough public kindergartens, and the ones that do exist are overcrowded,” she explains. – Recently, two of my children [from the group] left in the hope that they were given a place in a state kindergarten. But now their mother calls and asks to come back with tears. There are now 42 children in the group, which is very difficult for children who are used to having no more than 15 in our group. ”

        “Of course, a lot will depend on the situation in the country as a whole, which is becoming more and more difficult,” says Alexander Moiseev, director of the Association of Nonprofit Educational Organizations of Russian Regions (AsNOOR). – If there is some kind of stressful situation for society, it will affect us as well. But in general, the last 30 years in private education convinced me that people need it and will exist. Well, it will live or be in a depressed state, but it will be. And then, if everything in the country is good, then we will be fine.”

        Lev Lurie

        Historian, teacher:

        “Unless some decisive measures are taken, and I still don’t see that spending on public education will sharply increase, so that knowledgeable and able to teach people will come here, public education will rot under such conditions, and more and more people will be attracted to private schools.”

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        Author:

        Konstantin Krylov,

        Tags:

        Business

        All municipal kindergartens of Taganrog, reviews, addresses, phones, websites

        Addresses, phones, official websites, reviews, leaders9 (Municipal preschool educational institutions):
        6 Kindergarten No. 1 “Kapitoshka” MADOU

        Taganrog, per. 1st New, 16-d

        +7 8634 47-73-20

        Lebedeva Elena Igorevna

        sad1.virtualtaganrog.ru – site

        Kindergarten No. 2 “Pearl” MBDOU

        Taganrog, st. them. S. I. Shilo, 259-1

        +7 8634 34-18-87, +7 8634 34-18-89, +7 8634 34-37-31, +7 8634 47-74-80, +7 8634 47-74-87

        Lysenko Marina Alexandrovna

        website

        Kindergarten No. 3 “Orange” MBDOU

        Taganrog, st. Sergey Shilo, 259 – 2

        +7 8634 34-10-50, +7 8634 34-10-55

        Kulinich Elena Sergeevna

        sad3.virtualtaganrog.ru – site

        Kindergarten No. 4 “Maryushka” MADOU

        Taganrog, st. Chucheva, 48

        +7 918 858-45-41

        Gerasimova Marina Ivanovna

        sad4.virtualtaganrog.ru – site

        Kindergarten No. 5 MBDOU

        Taganrog, st. Chucheva, 48a

        +7 8634 34-34-41, +7 8634 34-18-44

        Poltavchenko Dina Mikhailovna

        sad5. virtualtaganrog.ru – site

        Kindergarten №7 of the third category MBDOU

        Taganrog, st. Aleksandrovskaya, 111

        +7 8634 64-28-31

        Oksana Senina

        sad7.virtualtaganrog.ru – website

        Dzerzhinsky, 111-4

        +7 8634 62-42-08

        Merkulova Valentina Nikolaevna

        website

        Kindergarten No. 10 MBDOU

        Taganrog, st. P. Tolyatti, 34/5

        +7 8634 67-43-97, +7 8634 37-63-80

        Lebed Irina Stepanovna

        sad10.virtualtaganrog.ru – site

        Kindergarten No. 11 “Firefly” MADOU

        Taganrog, B. Bulvarnaya, 5-2

        +7 8634 39-53-03, +7 8634 39-54-00

        Gerasimova Marina Ivanovna

        website

        Kindergarten No. 12 “Zorenka” third category MBDOU

        Taganrog, st. Frunze, 56

        +7 8634 38-35-81

        Tarakanova Irina Mikhailovna

        sad12.virtualtaganrog. ru – site

        Kindergarten No. 15 MBDOU

        Taganrog, st. B. Bulvarnaya, 7-2

        +7 8634 39-50-79

        Aleksenko Olga Nikolaevna

        sad15.virtualtaganrog.ru – site

        Kindergarten No. 17 of the general developmental type of the second category MBDOU

        Taganrog, st. Instrumental, 35-1

        +7 8634 37-96-27

        Razumenko Elena Anatolyevna

        sad17.virtualtaganrog.ru – site

        Kindergarten No. 20 “Little Red Riding Hood” compensatory type of the second category MBDOU

        Taganrog, per. Turgenevsky, 35

        +7 8634 61-24-51

        Chernysheva Natalya Nikolaevna

        sad20.virtualtaganrog.ru – site

        Kindergarten No. 24 of a general developmental type with priority implementation of activities for the artistic and aesthetic development of children of the second category MBDOU

        Taganrog, st. P. Tolyatti, 3-a

        +7 8634 62-52-37

        Tsitrina Olga Georgievna

        sad24. virtualtaganrog.ru – website

        Instrumental, 42a

        +7 8634 64-76-74

        Head Podlushak Galina Yuryevna

        sad25.virtualtaganrog.ru – site

        Kindergarten No. 29 “Mayachok” of a general developmental type with a priority implementation of activities in the artistic and aesthetic direction of the development of children of the second category MBDOU

        Taganrog, per. Redutny, 3

        +7 8634 39-30-12

        Cherednichenko Elena Valerievna

        website

        Kindergarten No. 31 MBDOU

        Taganrog, st. I. Golubtsa, 1 / Kosmodemyanskoy, 11

        +7 8634 60-08-83

        Lapteva Julia Nikolaevna

        sad31.virtualtaganrog.ru – site

        Kindergarten No. 32 of a general developmental type with a priority implementation of activities in the artistic and aesthetic direction of the development of children of the second category MBDOU

        Taganrog, st. Lenina, 214-a

        +7 8634 62-47-31

        Strebkova Valentina Ivanovna

        sad32.virtualtaganrog.ru – site

        Kindergarten No. 36 general developmental type of the second category MBDOU

        Taganrog, st. B. Khmelnitsky, 12-1

        +7 8634 33-44-30

        Sergeeva Tatyana Ivanovna

        sad36.virtualtaganrog.ru – site

        Kindergarten No. 37 “Crystal” compensating type of the second category MBDOU

        Taganrog, st. Chekhov, 301/1

        +7 8634 64-55-52

        Andronova Elena Nikolaevna

        sad37.virtualtaganrog.ru – site

        Kindergarten No. 13/38 supervision and rehabilitation of the second category MBDOU

        Taganrog, st. Chekhov, 278

        +7 8634 64-51-00, +7 8634 64-62-02

        Shevchenko Klavdia Andreevna

        sad1338.virtualtaganrog.ru – website

        Theater, 20

        +7 8634 33-52-32

        Degtyar Olga Vasilievna

        ds-39. tagan.ru – site

        Kindergarten No. 41 of the first category MBDOU

        Taganrog, st. L. Chaikina, 59

        +7 8634 60-03-94

        Porshneva Tamara Mikhailovna

        sad41.virtualtaganrog.ru – site

        Smirnovsky, 101-a

        +7 8634 36-95-42

        Antonenko Tatyana Alekseevna

        sad43.virtualtaganrog.ru – site

        Kindergarten No. 44 “Topolek” general developmental type of the second category MBDOU

        Taganrog, st. P. Togliatti, 30/5

        +7 8634 60-12-41

        Lapteva Natalya Nikolaevna

        sad44.virtualtaganrog.ru – website

        Child development center – kindergarten “Romashka” MBDOU (former kindergarten No. 45)

        Taganrog, st. P. Tolyatti, 20/5

        +7 8634 60-21-43

        Baybakova Lyudmila Anatolyevna

        sad45.virtualtaganrog.ru – site

        Kindergarten No. 46 “Firefly” combined type of the second category MBDOU

        Taganrog, st. P. Togliatti, 36/4

        +7 8634 60-15-42

        Mironenko Irina Anatolyevna

        sad46.virtualtaganrog.ru – site

        Former kindergarten No. 47 “Crystallik”

        Taganrog, st. P. Tolyatti, 24/5

        Termination of a legal entity through reorganization in the form of merger from May 28, 2019year

        Kindergarten No. 48 general developmental type of the second category MBDOU

        Taganrog, st. Svobody, 18-1

        +7 8634 64-36-83

        Rybkina Olesya Yurievna

        sad48.virtualtaganrog.ru – website

        Kotlostroitelnaya, 21/2

        +7 8634 64-54-50

        Ershova Irina Vladimirovna

        sad51.virtualtaganrog.ru – site

        Kindergarten No. 52 of the first category MBDOU

        Taganrog, st. Sergey Lazo, 1-1

        +7 8634 60-45-25, +7 8634 60-25-41

        Krivosudova Yuliya Viktorovna

        site

        Kindergarten No. 55 of a general developmental type of the second category MBDOU

        Taganrog, per. 7th new, 75

        +7 8634 65-17-29

        Savina Olga Alekseevna

        sad55.virtualtaganrog.ru – site

        Kindergarten No. 59 “Crane” general developmental type of the second category MBDOU

        Taganrog, st. Sergey Lazo, 9-1

        +7 8634 60-22-07, +7 8634 60-16-13

        Pritchina Olga Leonidovna

        website

        Kindergarten No. 62 “Zhuravushka” general developmental type of the second category MBDOU

        Taganrog, st. Chekhov, 299/1

        +7 8634 64-09-09

        Doronina Irina Alekseevna

        site

        Kindergarten No. 63 “Ship” first category MBDOU

        Taganrog, st. Zhukovsky, 3

        +7 8634 33-45-24, +7 8634 39-59-41

        Zakharova Marina Alexandrovna

        sad63.virtualtaganrog.ru – site

        Kindergarten No. 64 “Aibolit” compensating type of the second category MBDOU

        Taganrog, per. Smirnovsky, 30-a

        +7 8634 64-39-91

        Katerova Tatyana Nikolaevna

        sad64.virtualtaganrog.ru – site

        Kindergarten No. 65 “Pinocchio” general developmental type of the second category MBDOU

        Taganrog, st. Tsiolkovsky, 4

        +7 8634 33-43-11, +7 8634 64-43-16

        Vorobieva Natalya Adamovna

        sad65.virtualtaganrog.ru – website

        Kindergarten No. 66 “Teremok” MADOU

        Taganrog, Dzerzhinsky, 142, st. Dzerzhinsky, 142-a

        +7 8634 62-61-63, +7 8634 62-33-64, +7 8634 62-12-25

        Pakhomova Nadezhda Alekseevna

        sad66.virtualtaganrog.ru – site

        B. Prospekt, 48-1

        +7 8634 64-68-94

        Lisitsyna Elena Ivanovna

        website

        Kindergarten No. 68 “Firefly” general developmental species MADOU

        Taganrog, st. Petrovskaya, 36-a

        +7 8634 36-03-05

        Kokaeva Irina Alekseevna

        site

        Kindergarten No. 71 “Bunny” general developmental type of the second category MBDOU

        Taganrog, st. Shahumyan, 14

        +7 8634 60-24-62, +7 8634 60-02-20

        Barannikova Natalya Sergeevna

        sad71.virtualtaganrog.ru – website

        Kindergarten No. 73 of the third category MBDOU

        Taganrog, Dzerzhinsky, 144/4

        +7 8634 63-33-20

        Zaburnenko Svetlana Vasilievna

        sad73.virtualtaganrog.ru – site

        Kindergarten No. 76 “Vasilek” of a general developmental type with a priority implementation of activities in the artistic and aesthetic direction of the development of children of the second category MBDOU

        Taganrog, st. P. Tolyatti, 10

        +7 8634 62-48-12

        Ershova Alla Nikolaevna

        ds-76.tagan.ru – site

        Kindergarten No. 77 “Alyonushka” general developmental type of the second category MBDOU

        Taganrog, st. Dzerzhinsky, 142-a

        +7 8634 62-33-64

        Marenecheva Lyubov Vasilievna

        alenushka. moy.su – site

        Kindergarten No. 78 of a general developmental type of the second category MBDOU

        Taganrog, st. R. Luxembourg, 240-1

        +7 8634 64-67-32, +7 8634 64-67-94, +7 8634 47-70-67

        Alipova Natalya Alekseevna

        website

        Kindergarten No. 80 “Birch” first category MBDOU

        Taganrog, st. B. Khmelnitsky, 8-2

        +7 8634 33-43-10, +7 8634 60-12-43

        Dolgova Irina Vasilievna

        sad80.virtualtaganrog.ru – site

        Kindergarten No. 83 of a general developmental type with a priority implementation of activities in the cognitive-speech direction of development of children of the second category MBDOU

        Taganrog, st. Voskova, 110

        +7 8634 60-10-31, +7 8634 60-12-43

        Logacheva Yulia Nikolaevna

        sad83.virtualtaganrog.ru – site

        Kindergarten No. 84 “Bell” of a general developmental type (physical priority for the development of pupils) of the second category MBDOU

        Taganrog, st. Dzerzhinsky, 193/1

        +7 8634 60-38-26, +7 8634 60-32-01

        Titorenko Nadezhda Valentinovna

        website

        Kindergarten “Healthy Child” of the first category MBDOU (former kindergarten No. 86)

        Taganrog, st. Koltsovskaya, 112-1

        +7 8634 64-45-70

        Solovieva Tatyana Aleksandrovna

        rebenok.virtualtaganrog.ru – site

        Frunze, 90

        +7 8634 68–74–97

        Kryukova Natalya Alexandrovna

        sad91.virtualtaganrog.ru – site

        Kindergarten No. 92 “Swallow” combined type of the second category MBDOU

        Taganrog, st. Poselkovaya, 58

        +7 8634 60-26-57, +7 8634 60-25-23

        Bokareva Anzhela Alexandrovna

        sad92.virtualtaganrog.ru – site

        Kindergarten No. 93 “Firefly” MBDOU

        Taganrog, Dzerzhinsky St., 171/1

        +7 +7 8634 60-23-03

        Head Kadanova Tatyana Valerievna

        sad93. virtualtaganrog.ru – website

        general developing species of the second category MBDOU

        Taganrog, per. Redutny, 4-1

        +7 8634 61-54-51

        Kobtseva Marina Naumovna

        sad94.virtualtaganrog.ru – site

        Chekhov, 339/3

        +7 8634 33-17-04, +7 8634 38-03-75

        Luptakova Irina Vladimirovna

        sad95.virtualtaganrog.ru – site

        Kindergarten No. 97 “Vasilek” general developmental type of the second category MBDOU

        Taganrog, st. Lower Line, 23

        +7 8634 60-21-78

        Chernova Antonina Fedorovna

        sad97.virtualtaganrog.ru – site

        Chucheva, 24

        +7 8634 33-39-65

        Postman Yulia Nikolaevna

        sad99.virtualtaganrog.ru – site

        Kindergarten No. 100 “Ryabinushka” of the first category MBDOU

        Taganrog, st. them. S. I. Shilo, 190

        +7 8634 33-84-64, +7 8634 37-22-36

        Gossar Olga Nikolaevna

        sad100. virtualtaganrog.ru – site

        1524

        Taganrog, st. Chekhov, 357-3

        +7 8634 33-91-72

        Maysteruk Lyudmila Aleksandrovna

        website

        Kindergarten No. 102 of the first category MBDOU

        Taganrog, st. Lomonosova, 55/1

        +7 8634 33-15-81, +7 8634 33-66-64

        Fesenko Natalia Yurievna

        website

        0005

        Reviews about kindergartens in the Nevsky district

        1. Kindergarten 25, Nevsky district

        4.3

        6 reviews

        st. Babushkina d. 133 cor. 2

        Kindergartens

        Natalia
        Good kindergarten. Strong teaching staff. I would like to express special gratitude to our teacher Linda Alievna Konovalova. Thank you for your attentiveness to our children and parents. My daughter has never said that she does not want to go to…

        2. Kindergarten “Indigo”

        0.0

        16 reviews

        st. Latyshskikh strelkov, 15 building 3

        Kindergartens

        Indigo Children’s Club
        Svetlana, thank you for your kind words.

        3. Kindergarten 60, Nevsky district

        3.7

        3 reviews

        st. Novoselov, 25

        Kindergartens

        Maria Bykova
        We have been going to this garden since September (4 months). Very very pleased! Educators and a nanny are just a gift for us! The child walks with pleasure. In the kindergarten with the child are constantly engaged. My daughter comes and every day tells me something new…

        4. Kindergarten 116, Nevsky district

        4.4

        7 reviews

        Iskrovsky pr.
        Terrible 116 garden. I have two children walking. Paid illegal occupations, sheer rip-off. The manager is a terrible woman, she never goes to a meeting.
        In a group with a senior, they do not work out. How I don’t come to pick up or the educators are sitting at the table write …

        5. Kindergarten 115, Nevsky district

        5.0

        4 reviews

        Tovarishchesky pr. 2

        Kindergartens

        Nina
        From the age of 3 until September 2020, they attended this kindergarten. Very satisfied, my daughter went with pleasure, I liked everything very much.
        Thank you so much! Especially to the tutors Gavrilova Galina Alexandrovna and Podoinitsyna Lyudmila Anatolyevna, the elder …

        6. Kindergarten 120, Nevsky district

        5.0

        4 reviews

        st. Kollontai d. 47 cor. 3

        Kindergartens

        Olesya
        I want to express my deep gratitude to the teachers of kindergarten 120 of the Nevsky district at St. Petersburg, st. Kollontai d. 47 cor. 3
        My son Amanov Leo went to this garden for a year in the Rosinka group.
        We had tutors Zukhra Viktorovna and…

        7. Kindergarten 39, Nevsky district

        4.8

        4 reviews

        st. Podvoisky d. 20 cor. 2

        Kindergartens

        Peri
        Greetings to everyone)) We are standing in line at the kindergarten 39 .101 and 114 but I’m almost sure we won’t get there because of the large number of people who want to. The child is now 5 years old !!!. Can anyone tell me what to do and where to run? how are you doing with the queue? ?And thanks in advance…

        8. Kindergarten 116, Nevsky district

        4.5

        4 reviews

        Bolshevikov pr. 2

        Kindergartens

        Anastasia
        It was a wonderful two years: junior and middle groups with teachers Tolkacheva Elena Evgenievna and Borisova Lidia Sergeevna and nanny Kustova Elena Sergeevna. Friendly atmosphere, well-groomed locations: group, gym,…

        9. Kindergarten 27, Nevsky district

        4.5

        4 reviews

        st. Krylenko d. 15 cor. 3

        Kindergartens

        Olga
        The garden is very nice! I sent my third child to this nursery. There are A LOT of changes with the advent of the new manager, but they are all for the benefit of the children. So much has been done that has not been done in the last decade. An intercom has been installed, the garden has ceased to be a walk-through …

        10. Kindergarten 37, Nevsky district

        4.5

        4 reviews

        Tovarishchesky pr. 3

        Kindergartens

        Elena
        The garden is very mediocre: there has not been a repair for a long time, the site has been destroyed, it is rather dull inside the garden. But everything would be fine . …. If it weren’t for the strange attitude of the teacher of the Malyavskaya group (the kids went part-time) and no less strange games ?! Daughter…

        11. Kindergarten 11, Nevsky district

        5.0

        3 reviews

        st. Krylenko d. 9 cor. 3

        Kindergartens

        Katyushka
        Many additional activities (not expensive), oxygen cocktail 2 times a week, walks 2 times a day according to the regime, they cook very tasty, the kids eat well. Educators are great!
        Many groups without bedrooms (but these are trifles).

        12. Kindergarten 12, Nevsky district

        4.7

        3 reviews

        Rybatsky pr. 2

        Kindergartens

        Maria
        I like everything, the child walks with pleasure from the first day. Group attendance is high. Double-glazed windows, the site is equipped with modern slides, cars, sandboxes.
        No babysitter.

        13. Kindergarten 33, Nevsky district

        5.0

        3 reviews

        Pyatiletok pr. 3

        Kindergartens

        Valentina
        Good teachers, children always go to kindergarten with pleasure. The manager, Svetlana Vasilievna, tries very hard for the prosperity of the garden.

        14. Kindergarten 36, Nevsky district

        4.7

        3 reviews

        st. Babushkina d. 29 cor. 3

        Kindergartens

        Olga
        Living conditions. Clean, very warm in winter in groups. You can wear shorts.
        There are no monetary contributions to the kindergarten fund. Money was collected only for gifts on New Year’s Day, February 23 and March 8 for children.
        No preparation for school. No!

        15. Kindergarten 28, Nevsky district

        5.0

        3 reviews

        st. Podvoisky d. 29 cor. 2

        Kindergartens

        Nataliya
        I like everything. The child has been going for three years, the teachers are good, the manager is also adequate, everything can be agreed upon. It’s warm in groups, food is also normal. They spend the holidays very well! Even a trio of horses came to Shrovetide and rode the kids ….

        16. Kindergarten 138, Nevsky district

        5.0

        3 reviews

        st. Shelgunova d. 21

        Kindergartens

        Ekaterina
        The teachers are very attentive, kind, sympathetic, they find an individual approach to each child in the group. My child enjoys going to kindergarten.
        There are many different educational games in the group.
        The group is divided into corners: theater, games with…

        17. Kindergarten 93, Nevsky district

        4.7

        3 reviews

        Solidarity pr. 2

        Kindergartens

        Elena
        I really like the kindergarten and the staff of this institution.

        18. Kindergarten 104, Nevsky district

        5.0

        3 reviews

        st. Dybenko d. 36 cor. 2

        Kindergartens

        Maria
        We all really like it. Since this year, a new manager, everything in the garden is changing. Of the new things this academic year, they finally put up a fence, new playgrounds for children. They are going to open a massage parlor.
        Wellness activities in the garden on…

        19. Kindergarten 122, Nevsky district

        4.7

        3 reviews

        st. Latyshskikh Strelkov, 7 building 2

        Kindergartens

        Olga
        In general, I have no complaints about the garden.
        The fence surrounding the garden is full of holes.

        20. Kindergarten 123, Nevsky district

        4.3

        3 reviews

        st. Telman d. 43 cor. 2

        Kindergartens

        Alice
        I liked that the garden has substitutes for allergy sufferers – maybe not ideal, but at least they do not disown such children who cannot eat ordinary garden food. This was decisive for me when choosing this particular garden.
        On the…

        21. Kindergarten 127, Nevsky district

        5.0

        3 reviews

        Rybatsky pr. 2

        Kindergartens

        Alexandra
        The teachers are pure angels. My daughter went to a group with Lilia Borisovna and Evgenia Nikolaevna.
        Lilia Borisovna is an amazing teacher, always even, calm, polite. At the same time, my exuberant daughter obeyed her with one word.
        I have…

        22. Kindergarten 128, Nevsky district

        4. 7

        3 reviews

        st. Chernova, 11

        Kindergartens

        Lena Dmitrieva
        Cleanliness, lots of toys.
        We moved from another garden. The educators met “coldly”, there are enough of their own, and we are also busy.

        23. Kindergarten 130, Nevsky district

        5.0

        3 reviews

        st. Karavaevskaya d. 10 cor. 3

        Kindergartens

        Tatyana
        I liked everything, especially our teaching staff. Educators Lyubov Viktorovna and Evgenia Andreevna and nanny Elena Nikolaevna. Thanks a lot, everyone! They are great. My daughter loves them very much and not only her, the kids love them very much.
        Older…

        24. Kindergarten 109, Nevsky district

        5.0

        3 reviews

        st. Podvoiskogo, 48, building 4

        Kindergartens

        Olga P.
        I liked everything, there are, of course, minor complaints, but they are easily eliminated. The administration welcomes communication between parents and management, once a year an anonymous survey is conducted, where you can express your opinion and point out …

        25. Kindergarten 14, Nevsky district

        4.3

        3 reviews

        st. Karavaevskaya d. 40 cor. 2

        Kindergartens

        Tatyana
        There are teachers who really love children (unfortunately not in our group).
        It’s good to have a few months left!
        The teacher, Lyubov Dmitrievna, cannot work with children at all.
        Lazy, there is almost no supervision of children. Not…

        26. Kindergarten 38, Nevsky district

        4.3

        3 reviews

        st. John Reed d. 1 cor. 2

        Kindergartens

        Marina
        Attentive and professional staff. Cleanliness in groups.
        The so-called "eliteness" this kindergarten, hence the high cost of many "services", which, it would seem, are obligatory and unconditional.

        27. Kindergarten 15, Nevsky district

        4.3

        3 reviews

        st. Chudnovsky, 4 building 2

        Kindergartens

        Maria
        At the entrance to the kindergarten there is a stand with various current information. You can always contact the manager with any question and get a qualified answer. Subbotnik passed with the involvement of parents. Many have worked. Picked up trash…

        28. Kindergarten 80, Nevsky district

        4.0

        3 reviews

        st. Gribakinykh d. 2 cor. 3

        Kindergartens

        Anna
        I liked everything, especially the wonderful teachers.
        Terrible walking area.

        29. Kindergarten 106, Nevsky district

        4.3

        3 reviews

        st. Kollontai d. 21 cor. 5

        Kindergartens

        Elena
        We ended up in this garden in a preparatory speech therapy group. The living conditions are good – a separate bedroom, a spacious playroom, the garden is clean – at the entrance they ask to put on shoe covers, the territory is landscaped, fenced, security. The teachers are kind and…

        30. Kindergarten 111, Nevsky district

        4.0

        3 reviews

        Iskrovsky pr. 1

        Kindergartens

        Victoria
        Educators, nanny, equipped playgrounds, security system.
        Please bring diapers for your children.

        31. Kindergarten 114, Nevsky district

        4.0

        3 reviews

        st. Kollontai, 11, building 2

        Kindergartens

        Victoria
        We were just lucky with the teachers, and this is the most important thing.
        I really don’t like that the bedroom and the playroom are in the same room, there is no full dinner. I don’t like that adults and children with shoes enter the group, children change their shoes in the locker room and spread dirt …

        32. Kindergarten 133, Nevsky district

        3.7

        3 reviews2309

        Irina
        Changes in the appearance of the garden: a playground on the street, a modern music hall.
        Educators talk little about what they did, what they did, what happened, and what to pay attention to! But my answer to the question: “What did they do” answers like this: they ate and …

        33. Kindergarten 137, Nevsky district

        4.0

        3 reviews

        st. Sedova d. 96

        Kindergartens

        Anna
        Nursery teacher Natalya Yakovlevna, if not for her, there would be nothing good in the kindergarten at all. A couple more pleasant women who are in contact with children, although not educators Svetlana Yuryevna, it seems to be the supply manager and Elena Frantsevna -…

        34. Kindergarten IMA-2 Adain LO (child development center), Nevsky district

        5.0

        2 reviews

        Bolshevikov pr.
        Holidays in the garden are held in a family way, we are always looking forward to what will happen this time with curiosity. Peter Pan was put on the graduation this year, and all the children and the elders, and quite the crumbs, participated. It turned out very colorful. Child to…

        35. Kindergarten 5, Nevsky district

        5.0

        2 reviews

        Bolshevikov pr. 2

        Kindergartens

        Elena
        Attitude towards the child, food, classes, organization of holidays, cleanliness, shoe covers are given at the entrance.

        36. Kindergarten 18, Nevsky district

        4.5

        2 reviews

        st. Krylenko d. 21 cor. 3

        Kindergartens

        Julia
        Kind, moderately strict educators. Excellent teacher assistant. In the morning, if I’m in a hurry, they will change the child’s clothes themselves. You can bring breakfast or a bun if I know that they will give an omelet with sausages (we are not allowed).
        Tatyana Stepanovna and…

        37. Kindergarten 41, Nevsky district

        5.0

        2 reviews

        st. Sedova d. 81

        Kindergartens

        Hope
        My daughter has been going for the second year, but after a year she got all the sounds! And I see that in general, the child is developing at a good pace! I am very pleased with the garden, the teachers, the manager!

        38. Kindergarten 45, Nevsky district

        5. 0

        2 reviews

        Rossiyskiy pr. 2

        Kindergartens

        Yana
        The most important thing is TEACHER. You can go to the garden with positive reviews about him and run into such educators that everything is extra. classes, repairs, double-glazed windows will turn out to be such nonsense. I think that it is more correct to write reviews not about kindergartens, but about educators, …

        39. Kindergarten 47, Nevsky district

        5.0

        2 reviews

        Elizarova pr.
        Great guide. The manager is just gold – Pak Lyudmila Borisovna. The teachers Lyudmila Borisovna and Zhana Nikolaevna are just super! Even with new sanpins, they feed superbly.
        I agree with the phrase from Cinderella. About the fact that the kingdom …

        40. Kindergarten 48, Nevsky district

        5.0

        2 reviews

        Tovarishchesky pr. 2

        Kindergartens

        Natalia
        I liked the attitude of the teachers towards the children. No one asks to pick up the child before the due date. Children work every day! When I ask my son who he likes most of all the educators, he names all three!

        41. Kindergarten 50, Nevsky district

        5.0

        2 reviews

        st. Ivanovskaya d. 7 A

        Kindergartens

        Olga
        Good manager Valentina Ivanovna. Seems strict, actually a kind, good person.
        Wonderful teachers Svetlana Ivanovna and Natalya Borisovna (favorite teachers of our group), musical director. Lyubov Alexandrovna.
        Very good…

        42. Kindergarten 62, Nevsky district

        5.0

        2 reviews

        st. Narodnaya d. 7

        Kindergartens

        Oksana
        I like the attitude of educators to children, to parents, to holidays, to the atmosphere in the group, very family-friendly! Classes in themselves and of course the fact that children want to come there again and again! It is very important!
        Just a small room. ..

        43. Kindergarten 49, Nevsky district

        5.0

        2 reviews

        st. Sedova 138

        Kindergartens

        Natalia
        Like absolutely everything. The garden is wonderful. Most importantly, for 3 years of visiting the kindergarten, the child had no desire not to go to kindergarten.

        44. Kindergarten 68, Nevsky district

        5.0

        2 reviews

        st. Shelgunova, 18

        Kindergartens

        Maria
        I like everything, absolutely everything. The teachers are just amazing. It so happened that at first they were in one group (not quite by age), a month later they were transferred to another. What is in one, what is in the other – the staff is like a selection. Baby is waiting for the weekend…

        45. Kindergarten 73, Nevsky district

        4. 5

        2 reviews

        st. Tsimbalina, 50

        Kindergartens

        Oksana
        Good educators Elena Alekseevna and Natalya Mikhailovna and nanny Galina Timofeevna
        Playroom and bedroom in the same room. I would like the manager to conscientiously treat her duties.

        46. ​​Kindergarten 84, Nevsky district

        4.5

        2 reviews

        Bolshevikov pr. 5

        Kindergartens

        Nastya
        It is very nice that wonderful teachers adapt the kids. I really like the humane attitude and contacting educators, honey. workers. Parents always have mobile phones of all people working with their child. You can always…

        47. Kindergarten 85, Nevsky district

        4.5

        2 reviews

        Bolshevikov pr. 37, building 2

        Kindergartens

        Rimma S.
        Remarkable educators – Tatyana Petrovna and Natalya Rudolfovna, a nurse – Margarita Viktorovna. The child runs to the kindergarten with pleasure.
        There is no separate allergy table (we had one in the previous garden).

        48. Kindergarten 97, Nevsky district

        4.5

        2 reviews

        st. Podvoisky d. 35 cor. 2

        Kindergartens

        Inna
        First of all, I want to single out the educators in our group "Gnomes", these are Lyudmila Pavlovna and Lyudmila Evgenievna. Very kind and attentive to children. Kids go to kindergarten with pleasure, and some simply cannot be taken away.
        Special thanks to…

        49. Kindergarten 101, Nevsky district

        5.0

        2 reviews

        st. Antonova-Ovseenko 25, lit. A

        Kindergartens

        Lily
        All good. This is a good garden in which it is not scary to take the child.