Greenfield country preschool: Greenfield Country Preschool
Greenfield Country Preschool – Care.com Bakersfield, CA
Greenfield Country Preschool – Care.com Bakersfield, CA
Starting at
$565
per week
Ratings
Availability
Starting at
$565
per week
Ratings
Availability
At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.
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The Greenfield Country Preschool in Bakersfield, California provides child care and preschool for children from eighteen months to twelve years old. They provide a safe and healthy environment that stimulates socialization skills and mental, physical, and intellectual development. They are open from six thirty AM to six PM, Mondays to Fridays. Flexible care schedules can be accommodated.
In business since: 1988
Total Employees: 11-50
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Monday : |
6:30AM – 6:00PM |
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Tuesday : |
6:30AM – 6:00PM |
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Wednesday : |
6:30AM – 6:00PM |
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Thursday : |
6:30AM – 6:00PM |
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Friday : |
6:30AM – 6:00PM |
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Saturday : |
Closed |
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Sunday : |
Closed |
Type
Child Care Center/Day Care Center
Preschool (or Nursery School or Pre-K)
Kindergarten
| Class Type | Rate | Rate Type | Availability * |
|---|---|---|---|
| Infant |
$ |
per week | — |
| Toddler |
$ |
per week | — |
*availability last updated on
03/17/2015
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Preschool Farm Field Trips | Little Wings Farm & Forest School
At the cornerstone of our program is the desire to provide hands on, farm-based, experiential learning excursions to farms we love.
Each trip will be a unique view of a local operation doing what they do best- apples, pumpkins, cheese, wool, wine, horses, veggies, mushrooms, meat, pickles, hay, grains, hops, eggs, and maple syrup. Not only will the students get to see new places and witness the bounty our local agricultural system provides us, their parents and chaperones will as well. The hope is that we can get behind our local farmers, spread the word and promote them shamelessly to all our friends. Once you’ve fallen in love with a local farmer, it’s hard to buy something from overseas or across the country 3,000 miles away when you can get it from them at a local farmer’s market or through a CSA.
All Field Trips will require an adult chaperone to transport and supervise children throughout the duration of the field trip. Some will take us down the road, some may take a bit longer. Babies in arms are welcome to come, though it may not always be appropriate for younger siblings to tag along. Field Trips are covered in our yearly deposit fee for students but occasionally we may ask for money for siblings or parents to participate.
Some field trips will require extra money if we are taking home a valuable item from the farm, like a wreath or expensive cheese to taste.
september 23: saratoga apple
1174 Rt. 29, Schuylerville NY 12871
We will pick apples, have a tour, watch the cider be pressed and taste apples to see which we like best! We might need a donut and cider too.
october: fossil stone farms
331 Grange Road, Greenfield, NY 12833
The Spiak Family owns this neighboring farm, which was owned by the brother of the Wing family member who founded our farm. They now grow cold hardy wine grapes, board horses and have a winery where they ferment the grape juice and turn it into wine! We will tour the whole farm and see what the winery is producing. We might even get to help harvest and taste the grapes! Did you know they are sweet and delicious? They even throw in a pony ride for all the kiddos.
november: featherbed lane farm
35 Featherbed Lane, Ballston Spa, NY 12020
Mr.
Tim will give us a tour of the greenhouses, fields, barns, and his draft horses Bear and Duke who help plow, weed, harvest and haul around the farm. Featherbed Lane Farm offers one of the best CSA options around and are another farm conserved to be forever farm by Saratoga PLAN. We will learn about what a drafthorse powered CSA is all about.
december: native farm flowers
90 Wing Road, Greenfield, NY 12833
Our neighbor Barbara Jefts is the coolest flower farmer around and we are lucky to have her right next door. We will take a trip to her holiday greenhouse and decorate an evergreen wreath and have hot chocolate and cookies when we are done. We will take many trips to her farm throughout the year to visit her and Meadow and the flowers and experience wonderful programs for the kids. Barbara is an artist who specializes in weddings and also sells items year round from her shop on the farm and at Healthy Living, Four Seasons, and Pitney Meadows Farm. She also offers classes in planting, arranging, silk scarves, wreath making and hypertuffa by appointment.
january: Old Saratoga Mercantile
1120 NY 29, Schuylerville, NY 12871
We will visit a winter farmer! Greens grown in winter are a delicacy as they are sweeter and more flavorful. We will see what it takes to grow greens all winter long under blankets. We will harvest and help wash! We will also visit the farm’s full service Old Fashioned General Store to see what amazing delights we can find.
S
february: nettle meadow farm
Nettle Meadow Sanctuary Farm is the home to well over 130 farm sanctuary animals and an award winning cheese company in Thurman, New York just below Crane Mountain in the Adirondacks. It is owned and operated by Lorraine Lambiase and Sheila Flanagan. Both have a great love of animals, artisan cheese and the unique challenges of farm life. They are graciously inviting us to both the sanctuary and their cheese making room in Lake Luzerne where the students can look through the window and see the cheese being made! We will learn about milk and cheesemaking and will get to taste some of their amazing cheese.
This will be a lot of driving, but so worth it!
march: merck farm and forest
3270 Rt. 315, Rupert, VT 05768
Merck is a place near and dear to my family. It is a working farm and education center that offers classes, miles of trails to use for free, and lovely rustic cabins that are within a few miles of the visitor center to camp in. We’ve brought Rew here every year of his life in the winter to camp in a cabin as a way to slow down and really be together. They have a fine sugarbush and will offer a program on their large scale maple operation. Maybe you will camp here some day with your family now that you know where it is!
April: pitney meadows community farm
223 West Avenue, Saratoga Springs, NY 12866
Pitney Meadows is a unique community farm. They operate as a non-profit and aim to sow knowledge and increase food security for our city. They sell veggies on the farm as well as to local schools and also have a community garden where people can use their raised beds.
We will get a chance to enter their greenhouses full of greens and see their seed operation starting up for the next season. Our neighbor Kelly Holzworth is the Greenhouse, Planting and Harvesting Manager there, so we get to see her hard at work.
may: 518 farm
Hoosick Falls, NY 12090
Jeff and Megan Killenberger began their mushroom farming operation in 2018 as an experiment to see if they could grow enough edible and medicinal mushrooms to support their family. Now they are successfully selling Oyster, Reishi, Nameko, Lion’s Mane, Pioppino, Shiitake and Chestnut mushrooms grown on straw and sawdust to folks at the Cambridge, Kingston, Saratoga Farmer’s Markets as well as Four Seasons in Saratoga and Old Saratoga Mercantile in Schuylerville.
june: greenfields forever
236 Wilton Road, Greenfield, NY 12833
Farmer T started his farm Greenfields Forever in 2009 by planting 2 acres of fruit and vegetables for his processing business.
They have increased their plantings each year and now have 6 acres under cultivation. They sell products- many jams and pickles- at their farm stand and u-pick. Their list of crops includes raspberries, blueberries, apples, pears, plums, currants, juneberries, and gooseberries. They have an asparagus patch and grow a number of vegetables for their food processing operation. They have always used organic farming practices and never use fungicide or pesticide on their fruit.
Kindergartens in the countryside: why doesn’t quantity turn into quality?
Unequal access to education in Kazakhstan begins with pre-school education and training, which is especially evident in rural areas.
Today, Kazakhstan has reached 80% coverage of pre-school education and training (hereinafter – PET) for children from 2 to 6 years old. However, in rural areas, half of preschool organizations are mini-centers. That is, about 80% of all mini-centers of the republic are located in the village.
Almost half of all rural mini-centers have a short day stay. All this affects the quality of the services provided by VET.
A difficult situation is developing in relation to the staffing of the rural Far East. The biggest gap between rural and urban preschool organizations can be traced in the material and technical support. Most of the adapted and emergency buildings of kindergartens operate in rural areas. In rural preschool organizations, there are constant problems with landscaping and infrastructure, the provision of equipment, the Internet, etc.
In order to understand why such a situation has developed in the rural Far East, we propose to conduct a retrospective analysis and characterize the current state of staffing and material and technical base.
Formation and organization of the Far Eastern Education in rural areas
The first decade of independent Kazakhstan turned out to be a crisis and, first of all, the Far East experienced difficulties.
During these years, it was especially difficult for rural residents of the country. If at 19While there were three times more pre-school educational institutions in rural areas than in the city, in 2000 the network and contingent of rural kindergartens decreased by 95%.
In 2000, there were 177 rural and 912 urban preschool institutions [1].
Of course, this affected the quality of children’s preparedness for school. The impact of pre-school preparation on student achievement can be traced back to the first-graders of the 1997-1998 academic year. Children who did not have pre-school training mastered the program of the first quarter by only 20.4%, while the level of mastering the program of first-graders who underwent such training was 91.3% [2].
Therefore, in 1999, mandatory preschool education for children was introduced in Kazakhstan.
In the 2000s, the growth of rural preschool organizations was faster than in the city. Their number in rural areas increased 35 times, in urban areas – 3.
5 times. The number of children in the Far Eastern Education in the villages increased by 36 times, in the city – by 3.8 times.
Such an increase in preschool institutions and the number of children is due to the development of new low-cost models of VET – mini-centers and short stay groups for children.
Mini-centers were first opened in 2004. Their functioning is carried out according to a flexible schedule from 2 to 7 times a week, from 2 to 10 hours a day. At the same time, the number of mini-centers with a part-time stay prevailed (about 60%, mini-centers with a full day of stay – 40.5%) [3].
Having the properties of mobility, mini-centers helped relieve the burden on kindergartens, and in rural areas solve the problem of the lack of preschool organizations. Due to the economic viability of mini-centers in settlements with a small contingent of children, their number in rural areas is increasing exponentially. So, if in 2005 there were 181 mini-centers, which accounted for a little more than 15% of all organizations of the Far Eastern Education, then in 2011–2012 their number exceeded 5,000 units, which amounted to more than 65% of all preschool organizations.
Only since 2016, the share of mini-centers has become lower than kindergartens [4].
Beginning in 2010, the country launched a program to provide children with pre-school education “Balapan”.
Local executive bodies reported that more than 30% of the villages did not have kindergartens due to the small number of children in the population to open preschool institutions [5]. At that time, every third child attended a kindergarten in cities, and only 5 out of 100 in rural areas [6].
In 2018, more than 60% of Far Eastern organizations are located in rural areas. However, despite the greater number of rural preschool organizations, the number of children in them is 1.5 times less than in the city. This difference is due to the high concentration of mini-centers in rural areas [7].
Figure 1. Rural preschool organizations, including mini-centers
1 749, urban – 603), mini-centers with a short day of stay – 1 598.
To date, the vast majority of mini-centers are located in the village – 3,079, which is 77.9% of the total number of mini-centers in the country [8].
Quantitative and qualitative composition of teaching staff
Staffing is the most important factor in the quality of VET. The quality of preschool education is difficult to improve without highly qualified specialists who know age-related pedagogy and psychology, and are proficient in modern educational methods and technologies.
In 2018, the number of teaching staff was 94,838, of which 40,518 were in the village [9].
Figure 2. Quantitative and qualitative composition of teaching staff in the context of urban-rural areas by experience
The figure shows the following difference between experienced teachers and educators without experience: about 60% of specialists had less than 5 years of experience, more than more than 15% of teachers had years of experience.
As of 2019, 97,209 teaching staff, of which 65% had a higher education, 32.9% had a specialized secondary education, and 2.5% had a general secondary education.
Figure 3. Quantitative and qualitative composition of teaching staff by level of education and specialization
Specialized education of teachers is the key to the quality of VET. In 2008, UNICEF developed 10 standards, one of which is the presence of at least 50% of teachers with higher education in the field of VET [10]. However, in 2019In 2008, Article 51 was amended in the Law of the Republic of Kazakhstan “On Education”, which stated that persons with specialized education can be engaged in pedagogical activities [11]. Now, in order to work in preschool organizations, it is enough to have a pedagogical education. In 2019, out of 97,209 teachers in preschool organizations in Kazakhstan, 29,103 people had higher education in the specialty “Preschool education and training” [12].
The qualitative composition of the teachers of the Far Eastern Education organizations has not changed dramatically over the past five years. If in 2015 the share of teachers with the highest category was 6.6% [13], then by the beginning of 2020 it had grown to 8.4%, that is, an increase of 1.8%. There is no growth in the proportion of teachers in preschool organizations with the highest and first categories, because there is a high turnover of staff in the Far Eastern Education, due to low wages and an increase in the number of teachers with the second category or without a category.
Figure 4. Quantitative and qualitative composition of teaching staff by categories
The figure shows that more than half of kindergarten teachers do not have a category, and teachers with the highest category make up less than 10%. The largest number of teachers without a category are found in the southern regions. The reason for such indicators lies in the fact that in this region there is a large contingent of children covered by VET, and there is a large network of preschool organizations that should be provided with a quantitative composition of teachers.
The qualitative composition of teachers is better represented in Pavlodar and North Kazakhstan regions [14].
Material and technical base of rural preschool organizations
Favorable environment and optimal conditions in the organizations of the Far Eastern Education are the main requirements for the maintenance and development of children. The Standard Rules for the Activities of Preschool Organizations are aimed at improving the infrastructure development and content of education in preschool organizations of the Republic of Kazakhstan [15]. Every child in all institutions of the Far Eastern Education has the right to proper and wholesome nutrition, clean drinking water, proper sanitary conditions, health care, quality education and training.
However, a difficult situation is developing in rural areas with a network of pre-school organizations located in adapted buildings. In general, in Kazakhstan there is an increase in preschool organizations located in such buildings.
If in the 2015–2016 academic year there were 1,892 of them, of which 1,268 were in rural areas, then in the 2019–2020 academic year, there were 4,177 and 2,493, respectively [16]. It turns out that in five years the increase has more than doubled.
Over the past five years, the number of kindergartens in disrepair, unfortunately, has not decreased. 10 out of 17 emergency preschool organizations are located in the Kyzylorda region.
13 out of 17 emergency kindergartens operate in rural areas [17].
In rural areas, the issues of improvement of preschool organizations are still not resolved. Many rural preschool organizations lack sewerage, hot water, and playgrounds that meet sanitary requirements. The number of preschool organizations with individual heating is 3 times higher in rural areas than in the city, with imported water – 4 times, without hot water – 6.6 times, and without sewerage – 9times more in rural areas than in urban areas.
In 2018, only 23.4% of preschool organizations had personal computers, touch interactive boards, developing computer games, etc. It should be noted that rural kindergartens and mini-centers are 1.5 times less equipped with ICT equipment, than urban preschool organizations [18].
A more difficult situation is observed with the provision of high-quality Internet to Far Eastern organizations. The annual reports beautifully report on the growth in the number of preschool organizations connected to the Internet. However, the pandemic that erupted from the beginning of 2020 and the forced transition to distance learning showed that the policy of internetization and digitalization of the education system in Kazakhstan turned out to be a failure.
In addition to the areas noted above, where the gap between rural and urban preschool organizations is clearly visible, there are several other factors of inequality, for example, providing children with health care, organizing high-quality, balanced and timely nutrition for children, etc.
Conclusions and recommendations
A huge number of unresolved problems have developed in the rural VET system. It is well known that the upbringing and education of preschool children is the foundation for the future development and well-being of the child. In this regard, it is necessary to urgently address issues related to DVO. As mentioned above, the success of the VET process depends not only on the coverage of preschool organizations by the network, but also on many other factors, such as the quality of educational services provided, their provision with amenities and infrastructure, etc.
Therefore, based on the above, we offer the following recommendations :
1. It is necessary to adopt a new national program for the development of the Far East , using the example of the state program “Balapan”. The existence of a national plan will predetermine the steady quantitative and qualitative growth of preschool education.
2. Increase funding for the VET system. Financing of 0.1% of GDP should be brought up to standard rates of 1.0-2.0%, as in general for OECD countries.
3. Increase state educational grants (republican, regional) for the specialty “Preschool education and training”.
4. Create a system and conditions for advanced training for rural teachers of the Far Eastern Education, mandatory entrance psychological tests for employment in preschool organizations.
5. To increase the network of preschool organizations. Expand the network of full-fledged kindergartens in promising villages (in accordance with the intersectoral project “ Auyl – El Besigi “), as well as to increase mini-centers with a full day of stay.
Sources:
[1] National report on the state and development of the education system of the Republic of Kazakhstan, 2016.
S. Irsaliev, A. Kultumanova, E. Tulekov, T. Buldybaev, G. Kusidenova, B. Iskakov, L. Zabara, L. Baron, E. Korotkikh – Astana: Information and Analytical Center JSC, 2017. – C 95.
[2] State program “Education” for 2000-2005.
[3] Balapan program for providing children with pre-school education for 2010-2020.
[4] National report on the state and development of the education system of the Republic of Kazakhstan, 2016. Astana: JSC “IAC”, 2017 – P. 97-100.
[5] Balapan program for providing children with preschool education for 2010–2020.
[6] SCEP RK for 2011-2020.
[7] National report on the state and development of the education system of the Republic of Kazakhstan (based on the results of 2018). – Nur-Sultan, 2019. – S. 68-69.
[8] National collection “Statistics of the Education System of the Republic of Kazakhstan” – JSC “Information and Analytical Center”: Nur-Sultan, 2020. – P. 31-32.
[9] National report on the state and development of the education system of the Republic of Kazakhstan (based on the results of 2018).
– Nur-Sultan, 2019. – P. 224.
[10] UNICEF (2008), The Child Care Transition: A League Table of Early Childhood Education and Care in Economically Advanced Countries. Italy: UNICEF Innocenti Research Center // https://www.unicef-irc.org/publications/pdf/rc8_eng.pdf.
[11] Law of the Republic of Kazakhstan on education dated July 27, 2007 (with amendments and additions as of 07/07/2020).
[12] National collection “Statistics of the education system of the Republic of Kazakhstan” – JSC “Information and Analytical Center”: Nur-Sultan, 2020. – P. 43.
[13] Ibid. – P. 28.
[14] National collection “Statistics of the Education System of the Republic of Kazakhstan” – JSC “Information and Analytical Center”: Nur-Sultan, 2020. – P. 45.
[15] Order of the Minister of Education and Science of the Republic of Kazakhstan “On Approval of the Model Rules for the Activities of Educational Organizations of the Relevant Types” dated October 30, 2018 No. 595 // http://adilet.
zan.kz/rus/docs/V1800017657
[16] National collection “Statistics of the education system of the Republic of Kazakhstan” – JSC “IAC”: Astana, 2016. – P. 48; National collection “Statistics of the education system of the Republic of Kazakhstan” – JSC “IAC”: Nur-Sultan, 2020. – P. 49.
[17] National collection “Statistics of the education system of the Republic of Kazakhstan” – JSC “IAC”: Nur-Sultan, 2020. – P. 49.
[18] National report on the state and development of the education system of the Republic of Kazakhstan (based on the results of 2018). – Nur-Sultan, 201
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Municipal preschool educational institution “Child development center – kindergarten” Kolosok “s. Ivanteevka, Ivanteevsky District, Saratov Region” is a modern preschool educational institution with 8 age groups, one of which is a compensatory group and is intended for children with speech disorders, and one early age group. Kindergarten operates in a development mode – which is interpreted as “changing the quality of the educational process in accordance with modern trends” and confirms the status of the “Child Development Center” received in 1998 among the first preschool institutions in the region in rural areas. MDOU “CRR – Kindergarten “Kolosok”” operates on the basis of sanitary and epidemiological rules and regulations. The institution complies with the fire safety rules, there is a fire protection system – APS, an alarm system “Pansic button”, a security system (video surveillance, intercom). The educational process is carried out by 21 teachers, 11 have higher education, 6 teachers have the highest qualification category, 3 teachers are studying at the university. Every year the institution accepts young professionals. The teaching staff of the preschool educational institution are: educators, a music director, a physical education instructor, an educator for fine arts, 2 teachers – a speech therapist, a teacher – a psychologist. A preschool educational institution implements the BEP DO developed in accordance with the Federal State Educational Standard of DO and taking into account the innovative program of preschool education “From Birth to School” ed. NOT. Veraksa, T.S. Komarova, E.M. Dorofeeva. In the work of the teaching staff, computer technologies, the method of projects, search and research activities, elements of TRIZ – RTV are widely used. The institution has all the conditions for the personal development of pupils: a Montessori group, a biofeedback room – Health, a sports and music room, a sensory room, a gym, an art studio, a psychologist teacher’s office, a speech therapist’s office, a medical office are equipped. A spatial object-developing environment has been organized, where each child is given the opportunity to realize his need for play, movement, and the embodiment of his fantasies. Regular change of game material, its pedagogically appropriate placement, allows you to constantly maintain cognitive activity in children. The gym has soft modules, a sports complex, an obstacle course, massage tracks, and sports equipment. The interior of group and locker rooms is decorated in a different style. 2017 was a big step forward in the development of the preschool educational institution. The Child Development Center – kindergarten “Kolosok” was included in the federal project to create conditions in preschool educational organizations for children with disabilities to receive a quality education. The allocated funds were used to create a barrier-free environment both inside the building and on the territory adjacent to it: passageways were expanded, new doors, ramps, handrails, information plates, tactile signs, a call button, information signs were installed, sanitary rooms were equipped. For the optimal provision of the educational process, equipment was purchased to work with children with special needs. A sensory room has been designed in which every child has the opportunity to overcome mental stress. A sensory track and children’s exercise equipment were purchased for physiotherapy exercises. A children’s play complex “Little Country” is installed on the walking area. Various equipment was also supplied for the development of mental processes, sensory, musical and creative abilities. On the basis of the MDEI “CRR – Kindergarten “Kolosok” , a municipal consulting center was created for the interaction of preschool educational institutions and the parent community in the Ivanteevsky district. Parents of the entire district, whose children do not attend preschool, turn to preschool specialists with various questions. The preschool educational institution closely cooperates with the institutions of additional education of the district center, which allows pupils to attend the hockey and football section at the Center for Additional Education for Children, the swimming section at the FEC, the art school, and children’s associations at the House of Culture. Since 2019, the preschool institution has been implementing additional education in three areas: sports, technical, social and humanitarian. Support for the diversity of childhood, preservation of uniqueness and its inherent value – the leading idea of the activities of the MDOU “CRR – kindergarten” Kolosok “” |
There is an interactive pool with balls, a large sensory corner, special panels “Infinity”, “Star Rain”, children’s play dry shower and more. To help children with speech disorders in the kindergarten, a speech therapist’s office has been equipped, where there is a computer speech therapy complex, interactive programs, speech therapy tools, various devices, and didactic aids. 
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