Kindercare connect: Pay Tuition with KinderCare Family Connection

Working Connections Child Care | Washington State Department of Children, Youth, and Families

Working Connections Child Care (WCCC) helps eligible families pay for child care. When a family qualifies for child care subsidy benefits and chooses an eligible provider, the state pays a portion of the cost of child care. Parents may be responsible for a copayment to their provider each month.

• Copay Calculation Table – Effective beginning April 1, 2022
• Child Care Subsidy Regional Map for Licensed Family Homes and Centers

Families experiencing homelessness may be approved for up to 12 months to help resolve issues surrounding homelessness.

Basic Eligibility Requirements for Child Care Subsidy Benefits

• The child must be a U.S. citizen, legal resident, or otherwise eligible for federal benefits
• The family with whom the child resides must live in Washington state
• The family’s income must be at or below 60% of the State Median Income (SMI) at application or 65% of SMI when reapplying
• The family must have resources under $1 million
• Child Care Subsidy helps pay for child care while the parent, or parents in a two-parent household, participate in an approved activity.   Approved activities include:
  • Employment or self-employed in legal, income-generating, taxable activities
  • Education activities include:
    • High school or high school equivalency programs for parents ages 21 and younger
    • Attending community, technical, or tribal college full-time and seeking an associate or vocational degree
    • Attending community, technical, or tribal colleges part-time and seeking an associate or vocational degree AND working 20 hours per week
    • Activities approved under the parents WorkFirst or BFET plan

Income Eligibility

The maximum household income increases from 200% of the U.S. federal poverty level (FPL) to 60% of the State Median Income (SMI). The maximum monthly income limit by household size is listed below:

Use the chart above to determine if your family may be eligible for WCCC and to determine your approximate copayment. (Example: If your household consists of yourself, your spouse, and two children, your household size is four. If your income is $4,100, your copayment would be $90 per month.) 

Application Process

The parent must complete the WCCC application and verification process.

• Families can apply by contacting the Child Care Subsidy Contact Center at 1-844-626-8687 or online at www.WashingtonConnection.org.
• DCYF gathers and reviews information to determine a family’s eligibility.
• Families will need to provide DCYF with the name and phone number of the child care provider. You do not have to have a provider before applying for child care subsidy.

View the instructions on creating an online account with Washington Connection.

Child Care Subsidy Program – You May Qualify

Read the printable flyer (available in English, Spanish, and Somali)

Verification Process

DCYF will need to verify the following information, as applicable. Some verification may be obtained using existing DCYF or state systems, or DCYF may request verification from families. All statements must contain a name, address, phone number, date, and signature.

What may need to be verified? (if applicable)	What may be provided? Verification may include:
Residency or citizenship of children	DCYF uses internal systems. If information is not available within these systems, the family will need to provide a social security card, birth certificate, U.S. passport, or immigration documents.
Homelessness	DCYF compares the family’s living situation with family records. When conflicting information is presented, DCYF will obtain verification from a reliable source. The reliable source must be aware of family’s living situation and must be willing to attest under penalty of perjury.
Custody	Court order, signed statement from the parent(s), or a statement from a third party if unable to obtain verification from the parent(s).
Single parent status	Consumers may provide the declaration form (DCYF form 27-164) or a statement indicating the name and address of the other parent for each of the children OR attest under penalty of perjury that they are a single parent, the whereabouts of the other parent is unknown or that providing this information would cause fear of harm.
Household composition (everyone living in the household)	Completed landlord statement (DCYF form 16-238), current lease agreement, or signed statement from the homeowner.
Earned income	DCYF will attempt to verify using available systems. If information is not available electronically, DCYF may use wage stubs, payroll history, or an employer statement that the family lists the actual gross income and month it is received, including any tips, bonuses, or commissions.
Self-employment	Federal or state tax return, tax transcripts including all forms for the most current reporting year. If you use a state tax return and you use a state tax return and claim all business expenses, verification of expenses will be necessary. Verification would include a profit and loss with receipts or bank statements to support the amounts claimed.
Other income (social security income, supplemental security income, unemployment benefits, or any other income received by someone in your family)	DCYF will attempt to verify using available systems. If information is not available electronically, DCYF may use award letters or notifications from corresponding agencies to verify monthly amounts.
Child support	DCYF will attempt to verify using available systems. If information is not available electronically, DCYF may use a signed and dated statement from the non-custodial parent, including the amount and frequency of support, including a signature, date, and phone number where the non-custodial parent can be reached.   If support is ordered through another state, a statement verifying the amount and frequency of support, including a signature, date, and phone number if not printed from the state child support office. When court-ordered, the consumer pays child support and shows in internal systems, verification of the court-ordered will be required, including verification of the actual amounts paid.
Schooling and education	Copy of school registration and a written statement from a school employee verifying enrollment and the program.
Work-Study Participation	Statement from the college or case manager, including total hours awarded.
BFET participation	DCYF will use internal systems to verify current enrollment in an approved activity and the amount of time participating in this activity.
WorkFirst activity participants	DCYF will use internal systems to verify current enrollment in an approved activity and the amount of time participating in this activity.

Finding Child Care

There are different provider options parents may choose to fit the needs of their family. Parents may choose from:

• Licensed or certified child care centers
• Licensed or certified family child care homes
• Unlicensed care, typically referred to as family, friend, or neighbor (FFN) child care

Licensed child care providers follow minimum licensing requirements set by Washington State to ensure children are in safe, healthy, and nurturing places.

Learn more about licensed child care

If you are not sure where to find licensed child care providers, your local Child Care Aware Washington agency can help. Call 1-800-446-1114 for help.

You have a choice in finding quality early care and learning settings in Washington State.

• You Have a Choice! A Guide to Finding Quality Child Care
• For more information, go to the Find Child Care / Early Learning page
• Child Care Check is a search tool for you to get information about individual child care providers and early learning programs in Washington

Some families prefer to have a family, friend, or neighbor care for their child or provide care in the child’s home. When you choose a child care provider who is exempt from licensing, you have extra responsibilities.

The provider you must be:

• 18 years of age or older
• A citizen or a legal resident of the United States
• Pass the DCYF background check. If care is provided in the provider’s home, then anyone older than 16 who lives in the home must also pass a background check
• Physically and mentally healthy enough to meet all the needs of the child in care
• Someone other than the child’s biological parent, step-parent, adoptive parent, legal guardian, in-loco parentis, or spouse of any of these individuals
• Meet the health and safety requirements in WAC 110-16-0025, 110-16-0030, and 110-16-0035 if not related to the child

For more information go to the Family, Friends and Neighbor provider page

Note: In-home providers who are relatives and are paid child care subsidies to care for children receiving WCCC benefits, may not receive those benefits for their children during the hours in which they provide subsidized child care.

Additional Support

Parents of children with special needs may qualify for higher rates to help pay for additional supports needed. Further information is provided below.

• Special Needs Child Care Rate Request

Questions?

Families or parents with questions about their copayment may call the DCYF Child Care Contact Center at 1-844-626-8687.

Child care providers with questions about a family’s copay may contact the DCYF Provider Help Line by emailing [email protected] or calling 1-800-394-4571.

Community IS curriculum: Building the connection between SEL and academics

Theresa Maves is the Director of Education Innovation at KinderCare Education.

The last year has been a time of upheaval and uncertainty for children and families—not to mention educators. The COVID-19 pandemic forced KinderCare to temporarily close most of our 1,500+ centers in 40 states and Washington, D.C. (We kept some centers in strategic locations open to serve essential workers. ) While the majority of our buildings were closed, we took the time to consider what children were missing the most by not being able to learn and play alongside their peers. As we planned how to reopen safely, we decided to focus first on building a sense of resilience using the principles of trauma-informed care.

Through our “Rebuilding Our Learning Communities” program, we’re helping students learn to adapt to new experiences and rebound from challenging circumstances by creating a positive classroom culture through five themes:

1. Practice problem-solving;
2. Build optimism;
3. Reveal empathy;
4. Establish a growth mindset; and
5. Cultivate ingenuity.

As we have reopened additional centers serving children ages 6 weeks to 12 years old, we’re protecting our communities by having all teachers and staff go through extensive training on enhanced health and safety practices we’ve developed. We’re working closely with our expert medical advisors and following CDC guidelines on protocols for centers in communities that are slowly lifting some restrictions.

Our reopened centers look and feel different for children, families, and teachers. This is not only because of our safety precautions but because everything we’re doing—from how we support teachers to what we teach kids—begins and ends with building a strong and supportive community to provide our children the foundation they need to learn and grow.

Starting with community

During their first two weeks back with students last fall, our teachers focused on social-emotional connections and forming relationships. Rather than worrying about academics, they established and reinforced a classroom culture that was safe, positive, and supportive. This included an emphasis on anti-bias education focused on four key skills for young learners:

1. A sense of identity;
2. Empathy and respect for human diversity;
3. An understanding of fairness and justice; and
4. The ability to stand up for one’s self and others.

Each day students participated in class meetings, social-emotional learning activities, and mindfulness practice. We also made other structural changes, such as creating a pod structure so children are in small, stable groups and moving from two daily, community times to three, supplementing our usual morning and afternoon community times with a mid-day gathering. Taking that extra moment to connect gave teachers a valuable glimpse into how they could best meet children’s needs. Here are a few ways we’re fostering that connection:

Play a game in which each child is called on by name and invited to stand up, help out, or otherwise get noticed. For example, the class could play “Who am I describing?” by giving clues about a child and having children use names to guess who they’re describing.

Find something the group can all do together. For example, is there a song that everyone wants to sing, a book they want to read, or an experience they want to discuss? Our teachers pick the most popular idea that can be done in the time they have available. They ask open-ended questions during the activity, wait for children to answer, and encourage them to say more or ask other children what they think.

Talk about feelings. Our teachers ask children open-ended questions like, “How can you tell how you are feeling? How can you tell how other people might be feeling? How are you feeling right now?” They extend the conversation by asking children what they can do when they feel emotions like sadness, anger, fear, frustration, loneliness, or worry. They also ask children for ideas about how they can support each other when someone is feeling one of these emotions.

As teachers worked to establish a strong community, they put that foundation into action with a curriculum designed to help them develop language, math, and executive function skills.

More from DA

How hands-on projects combine SEL and academics

To help students feel confident and excited about learning, teachers led them in two-week focused projects related to different skills that cultivated resilience. Because project-based learning is so authentic to each student, it’s an effective way to integrate SEL with academic skills. For example, in our after-school program, our Tech Track helps kids develop collaboration skills as it teaches them the basics of coding, game design, and robotics.

One recent project used a robot called KIBO to deliver positives messages from one student to another. Understanding that kids have been isolated more than they were used to, we encouraged them to connect by sending the robot to deliver a positive message to a classmate. First, they used a little billboard we attached to the robot to write the message, which could be as simple as “I like talking with you, Annika.” Then they programmed KIBO to follow a route to Annika. When she got her message, she then wrote another message to someone else and reprogrammed the robot to find the next classmate.

Another robotics project connected with a community-focused activity of talking about feelings. KIBO has a Marker Extension Set that you can use to make the robot draw. Teachers started by asking kids how they felt and then asking how they would represent that feeling in their drawings.

Kids then programmed their robots to draw how they were feeling, whether it was short and jagged for anger or wide, sweeping motions for happiness. They could also choose colors that represented their mood. We then posted their artwork to validate every emotion. This sort of lesson not only teaches coding but underscores that we have to let out our feelings.

In our documentary project, we asked students to look beyond their own feeling and use their interviewing and directorial skills to create a brief documentary by interviewing friends, neighbors, and relatives about what makes them feel hopeful for the future. We began by asking students key questions such as, “What types of questions might you ask to understand what makes someone feel optimistic? How can you incorporate a variety of perspectives into your work when you may not be able to visit with people in person due to social distancing?” In the end, students used their tech skills and their social-emotional skills to connect with others, despite the challenges of social distancing.

In all of these projects, we followed a design model that tech and design professionals use to innovate. Kids shared ideas, offered feedback, asked questions, and gave compliments. The hands-on, real-world experience of solving problems together helped them become creative and critical thinkers as well as stellar team players.

During this tumultuous year, reality has evolved for educators across the country, and how we care for one another and our children is evolving, too. Secure in the power of human connection, we’re rebuilding our learning communities by teaching our children the skills they need today and for the future—and how to use those skills to go beyond surviving to thrive, individually and within their learning community.

Theresa Maves is the Director of Education Innovation at KinderCare Education. She previously worked as the Global K12 Manager of the Corporate Affairs Group at Intel. She began her career in the classroom, as a special education teacher and an 8^th-grade physical science teacher. She can be reached at [email protected].

Connecting with Care: How Employers Can Better Support Working Parents

This recap covers the April 15 episode of Talent Experience Live on KinderCare’s approach to helping working parents succeed. Derek Murphy-Johnson, Senior Manager, Talent Attraction, KinderCare Education, tells Kindercare’s secrets of providing support, sharing values (including diversity), and giving parents a voice.

“Executive Assistant” to their school-aged children. 
 

That’s what Derek Murphy-Johnson, Sr. Manager of Talent Attraction at KinderCare Education, dubs working parents’ side job during the Covid-19 pandemic; more than a year managing their kids’ virtual learning, meeting other family needs, and trying their best to accomplish the demands of their own career — all during the workday. 
 

It sounds like a lot to handle…because it is. And with burn out on the rise, working parents need a new level of support from their employers to succeed.  
 

Watch the full episode below for KinderCare’s strategies of supporting parents in achieving healthy work-life integration, and read on for highlights! 
 

Prioritizing People: Experiences, Resources and Communication 

KinderCare has always been a people-first company, according to Murphy-Johnson. And during Covid-19, additional efforts have been natural extensions of its culture, philosophy, and “one-size-fits-one” approach to the employee experience. 

“It’s work-life integration versus work-life balance,” he said. “We’ve created walking groups, we’ve created storytime for children, cooking with kids, and we’ve created parent groups for our employees to get together, if it’s to celebrate or just to have the opportunity to talk to another adult.” 
 

And it’s certainly making an impact.
 

KinderCare in 2021 won its fifth consecutive Gallup Exceptional Workplace Award for providing a caring, supportive work environment. Murphy-Johnson said KinderCare is one of only four companies that have won the award five times in a row. “This [award] is really based on the employees’ feedback. ‘Does my manager care about me? Do I have the opportunity for learning and development?’ This award is specifically for employees, Murphy-Johnson. 

KinderCare meets employees where they are individually to provide the right support and resource(s). One way they’re doing this is by leveraging data to monitor participation numbers, connect with employees to understand their needs, and solicit frequent feedback.  
 

The company also kept in touch with furloughed employees in 2020, at the height of the foundation with transparency and authenticity, and the help of its communications team. But the ambiguity and uncertainty of the pandemic made it difficult to send powerful messages to furloughed employees — there were no solid updates to share on a frequent basis. 
 

“We wanted to make sure that they knew that KinderCare was still there and was still behind-the-scenes supporting them, working with pediatric medical experts and the CDC to create the first safety protocols in the Early Childcare Education space,” Murphy-Johnson said. “As soon as we realized we were going to be closing, I immediately closed all of our positions, closed everything off of our career site, and we sent a message out to job seekers saying ‘be safe — we don’t know what this is going to look like. ‘”
 

Ultimately, maintaining relationships with furloughed employees would help bring them back to work when KinderCare’s centers reopened. 

RELATED: Talent Recovery Strategy Requires Culture Shifts as Benefits Take Back Seat 

New Year, New Initiatives: Hiring in 2021
 

Hiring initiatives and processes will look much different for 2021 and over the coming years. 
 

For now, as hiring has picked back up, the KinderCare team is sending out job openings and sharing employee stories with job seekers through email and text messaging, and successful hiring events, all via the Phenom platform, Murphy-Johnson said. 
 

“Hiring events that we’ve been doing across the country … the most recent one out of Maryland, we had over 130 people register,” he said. “And we made a lot of critical hires to support the Maryland market. The hiring events for us have been a game-changer because in one day we can hire 40-50 people, whereas in the recruiting process, that takes time … getting all the interviews lined up, getting the schedules aligned, the candidates aligned, and everything.” 
 

Phenom’s TXM platform allowed KinderCare to share the event and then track the candidates. As the company prepares for the big spring hiring and the back-to-school seasons, it’ll use the platform, as well as social media, to connect and engage with job seekers. 

BLOG: The Future State of HR: The Top 10 Predictions for 2021

“Meeting them where they are is important,” Murphy-Johnson said.
 

Candidates spend a lot of time on their phones, and even email has taken on a formal tone. KinderCare will use social media outreach, and work with colleges and trade schools to tell stories about the company being a great place to work.
 

The strategy is part of meeting new expectations of candidates when it comes to flexibility. They’re likely not as able to sit down at their desktops to sort through numerous emails. Candidates will look for employers who can provide opportunities that align with the current culture and values.

VIDEO: How KinderCare is Getting Employees Back to Work

Work-Life Integration: A One-Size-Fits-ONE Approach
 

KinderCare values listening to its employees. “We don’t know what the future looks like to be honest; we’re deciding what that looks like, but it’s not going to come from the top down,” Murphy-Johnson said. “We’re talking with our employees, and we want to hear from them. What’s worked during the pandemic?” 
 

He said virtual water coolers have worked well, as well as other chances for people to get together like virtual yoga.
 

“We realize we don’t have to go back to a brick-and-mortar office permanently, full-time,” Murphy-Johnson said. “One thing is certain: we’re going to continue to listen to our employees and make the right decision that meets them where they’re at.” 
 

KinderCare has hundreds of locations across 40 states, so remote work isn’t possible for these childcare centers. Nonetheless, the company has taken serious steps to ensure a healthy, safe environment for students and educators. Engaging with pediatric medical experts helped KinderCare make sure everyone is protected at each center. It took guidelines and agility, according to Murphy-Johnson. He said the Centers Operations Team and the Healthy and Safety Team worked around the clock to get pertinent information updated as needed.  
 

The Employee Experience team designed interactive tools to aid teachers in explaining health guidelines to kids and families, like why students would have to wear masks and why they shouldn’t be scared of teachers wearing protective face coverings. It was important to fully communicate with parents throughout the pandemic. 
 

“We created a health and safety champion in every single location that had to go through healthy and safety training, and have … ongoing involvement in the health and safety updates as Covid shifts,” Murphy-Johnson said. “We’re in lockstep with our medical experts and we’re continuously looking at the revised CDC guidelines just to make sure that everybody in our center is safe.”

What Else Can Companies Do to Support Working Parents? 
 

“We’re all scared, we’re all stressed, we don’t know what’s going on … things are getting better as vaccines become more readily available … and it’s an ongoing process at KinderCare,” Murphy-Johnson said.  
 

He said KinderCare uses data to learn a lot about its employees: finding out what works, what they really like, etc. 
 

“Resources for childcare are critical,” Murphy-Johnson said. “Anybody that has kids knows that childcare is expensive, so whatever the employer can do to help take away that burden from their employees is just going to give that employee confidence that their employer is there for them through whatever hurdles life throws at them.” 
 

KinderCare gives deep childcare discounts to their employees, holds listening sessions, and town halls. Peace of mind is powerful for working parents during and after then pandemic, and KinderCare is doing all it can to provide just that. 

Sign up to get notified about future episodes of Talent Experience Live! Catch us on LinkedIn, YouTube, Twitter, and Facebook every Thursday at noon ET to get the latest in recruiting, talent acquisition, talent management, and HR tech.

MEO Kindergarten – Digital Platform

Main
MEO Kindergarten

MEO Digital Garden
Educational environment

Promises to implement the Federal State Educational Standard
Preschool Education

Order a presentation

Advantages for the head of DOU

Complex

Classes with children, allowing to solve the problems of Preschool FSO comprehensively

Communicative communications

Convenient interaction tools allow you to effectively communicate with all participants in the educational process

Planning

Due to the built -in planning possibility, paper document management is reduced

Continuity in education

Mao content provides a “seamless” transition from preschool to general education

Reliability

Technical support and methodological support for 24/7

pricing

The most optimal prices on the educational services market

Safety

There are positive conclusions from the Russian Academy of Sciences, FIRO, Research Center for Hygiene of Children and Adolescents of the Ministry of Health of Russia

Personalization

Individual approach to each child

EEO Kindergarten is a safe socio-cultural space for the upbringing, formation and development of the personality of a preschooler

Why kindergartens choose EEO

in FPU

Formation of functional literacy

Education, formation and development of the personality of students

Content and tools for teaching children with disabilities, gifted and highly motivated children

Successive implementation of the requirements of the Federal State Educational Standard at all levels of education

Improving the quality of education in schools with low educational results and (or) in unfavorable social conditions

Minimizing the time spent by teachers on preparing for classes

Ensuring the achievement of indicative indicators of the quality of education

Platform components

Systematic courses: 36 topics, 180 lessons for each age group (from 3 to 7 years old)

More than 400 interactive multimedia objects in each course, including multi-level

Guidelines for educators and families in all areas of child development

Additional materials (literary and musical works, illustrations and reproductions)

Convenient communication services for all participants educational relations

Thematic planning for all age groups

3‒4 years

4‒5 years

5-6 years

6–7 years

1 – 9 Topic

10 – 18 Topic

19 – 27 Topic

28 – 36 Topic

1. My kindergarten

10. Visit Forests

19. Conshes and products

28. Security week

2. My toys

11. We get acquainted with professions

20. What do we like in winter

29. Spring-red

3. Vegetables

12 12 12

21. Animal world

30. Starry sky

4. Fruits

13. My family

22. Objects that surround me

31. What I know about myself (my body)

4

902 5. Pets Hello, Zimushka-winter

23. Feast of dads and grandfathers

32. On the reservoir

6. Wild animals

15. Friends and friendship

24. Wizard water

33. insects

7. We admire the gold autumn

16th Health Week

25. I am in the company

34. Victory Day

8. Transport

17. We meet New Year

26. Folk Culture Week

35. Blooming Spring

9. Employed with birds

18. My favorite fairy tales

27. March 8

36. Welcome summer

1 – 9 topic

10 – 18 topic

19 – 27 topic

28 – 36 topic

28 – 36 topic 900 Hello Kindergarten!

10. Home country

19. Clothing

28. Taking care of nature

2. Gifts of autumn

11. Furniture

20. Children and theater

29. Spring

3. Golden autumn has come to visit us

12. Late autumn

21. Week of experiments

30. Space

4. Children on the city streets

13. Me and my family

22. Book Week

31. Human activity in spring

5. Animals in autumn

14. Winter is on the doorstep

23. 23 February

32. Such a huge world

6. World of objects

15. Pets

24. Getting to know folk crafts

33. In the world of insects

7. Be healthy!

16. In the world of fairy tales

25. Friendship and politeness

34. Victory Day

8. World of professions

17. New Year is coming soon

26. 8 March

35. Sea

9. Toys

18. Zimushka-winter

27. In the animal world

36. Let’s meet the summer

1 – 9 topic

10 – 18 topic

19 – 27 topic

28 – 36 topic

1. Hello, kindergarten!

10. Russia is my Motherland!

19. What from what and for what

28th Ecology Week

2. Safety ABC

11. World of Art

20. Favorite toys

29. Spring is coming, spring is on the way!

3. What has autumn brought us?

12. Late autumn

21. Pets and birds

30. Space

4. Bread

13. My rights. My family

22nd Theater Week

31. Labor of people in spring

5. Who is getting ready for winter?

14. Beginning of winter

23. Defender of the Fatherland Day

32. Amazing insects

6. Why is autumn golden?

15. How rich is nature?

24. Seeing off winter

33. Magic chest

7. Reservoirs and their inhabitants

16. What a miracle these fairy tales are!

25. Traveling around the world

34. Victory Day

8. We want to be healthy!

17. New Year is knocking on the door

26. International Women’s Day – March 8

35. Forests, fields and meadows of our Motherland

9. Such different professions

18. What do we like in winter?

27th Economic Week

36. Summer is coming soon!

1 – 9 topic

10 – 18 topic

19 – 27 topic

28 – 36 topic

1. Goodbye, summer!

10. Home country – Russia

19. Research Week

28. Save the planet

2. Back to school soon!

11. My city/village/village

20. Winter fun

29. April holidays

3. Hello autumn!

12. My home, my family

21st Health Week

30. Nature in spring

4. Sea

13. Polite Week (World Hello Day)

22. Professions

31. Human activity in spring

5. Display of autumn in works of art

14. Nature in winter

23. Feats of Russian soldiers

32. Spring in works of art. Spring mood

6. Golden autumn

15. Wild animals and birds in winter. winter phenomena

24. Maslenitsa

33. Spring and Labor Day

7. Wild and domestic animals

16. Peoples of the north. Fauna and flora of the north

25. Children’s television

34. Victory Day

8. Migratory birds

17. New Year

26. March 8 holiday

35. Summer is coming soon

9. Seasonal work. Labor in the fields and gardens. Seasonal clothing

18. Creating beauty

27. Holiday of happiness – March 20

36. Seasons

MEO Kindergarten is a mandatory methodological support

Electronic methodological manuals

Webinars on topical issues of preschool education

Installation webinars

Consultation and escort of connected kindergartens

thematic webinars

Order methodological support

Tariffs for kindergartens

9000 2-4 years old 9000 3-000 3-000 3 –4 years old 9000 3 –4 years 4-5 years old

5-6 years old

6-7 years old

For children 3-4 years old

For children 4-5 years old

for children 5-6 years old

for children 6-7 years old

6 months 6 months

10 000 ₽

9

180 Lessons
36 themes

connect

12 months

17 000 ₽

180 180 180 180 Lessons
36 36 themes

connect

6 months

10 000 ₽

180 Lessons 9000 36 themes

Connect

12 months

17 000 ₽

180 classes
36 36 topics

connect

6 months

10 000 ₽

180 Lessons 9000 36 themes

connect

12 months

17 000 ₽

180 Lessons 9000 36 36 theme

6 months

10 000 ₽

180 classes
36 themes

connect

12 months

17 000 ₽

180 Lessons
36 themes 9000 36 themes0004

connect

Tariffs for educators

3-4 years

4-5 years

5–6 years

6-7 years old

for children 3-4 years

for children 4-5 years old 4-5 years old

for children 5-6 years old

for children 6-7 years old

1 month

test

990 ₽

180 Lessons

connect

6 months

9000 8 500 ₽

180 lessons
36 36 topics

connect

12 months

17 000 ₽

180 Lessons 9000 36 themes

connect

1 month

test

9949

6 months

8 500 ₽

9

180 Lessons
36 themes

connect

12 months

₽

180 classes
36 topics

connect

1 month

test

990 ₽

180 Lessons 9000 36

connect

6 months

8 500 ₽ 9000 9000. 18

12 months

17 000 ₽

9

180 Lessons 9000 36 themes

connect

1 month

test

990 ₽

180 classes
36 topics

connect

6 months

8 500 ₽

180 Lessons

connect

12 months

₽

Connect

Alexander Kondakov
Mikhailovich

Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, General Director of MEO, one of the leaders of the Russian edtech market

Created many methods, developed a huge number of programs for working with gifted children

The history of Alexander Mikhailovich

Alexander Mikhailovich Kondakov is a famous scientist, statesman and public figure. He is a laureate of the Prize of the President of the Russian Federation in the field of education (2004), the Prize of the Government of the Russian Federation in the field of education (2009). In 2008 he received the medal “For Merit to the Fatherland” II degree.
From 2001 to 2012 Alexander Mikhailovich was the general director of the state publishing house Prosveshchenie, since 2013 he has been the chairman of the board of directors of Drofa LLC.

Kondakova Marina Leonidovna

Development Director of Mobile Electronic Education LLC

Vorontsov Sergey Vladimirovich

Executive Director

Berkovich Maxim Leonidovich

First Deputy General Director

Karpushin

Deputy General Director for Regional Development

Ageeva Natalya Nikolaevna

Deputy General Director for Regional Development

Denisenko Olga Anatolyevna

editor -in -chief

Zhiganshin Ramil Shamilievich

Deputy General Director for Clients

Maximova Svetlana Petrovna

MEO DEChOUSKENT

Karabanova Olga Aleksandrovna

Deputy Head of the Center for Methodology of Modern Education

Artsishevskaya Anastasia Vitalievna

Marketing Director

Perova Galina Viktorovna

Deputy General Director for Financial and Economic Affairs

Partural Elena Yakovlevna

Head of the Center for Content and Electronic Products

Sergeev Igor Stanislavovich

Deputy General Director for Innovation Projects

Dushesh Anton Konstantinovich

Platform Development Director

Eliseeva Viktoria Aleksandrovna

Lead methodologist-editor

Zabrodskaya Natalya Yuryevna

Methodist

Expand

Frequently asked questions

Does the international educational institution comply with the Federal State Educational Standard?

General Director of the MEO company – head of the development of federal state educational standards for elementary general, basic general and secondary general education, as well as federal state requirements for preschool education. Therefore, the authors-developers of the MEO relied on the Federal State Educational Standard when creating content.

The MEO company has successfully passed the examination for compliance with the standards at the Federal Institute for the Development of Education and the Russian Academy of Sciences.

How to combine IER with SanPin requirements? It is impossible for children to sit in front of the monitor all day!

For more information about MEO and SanPin, read the expert’s comment at the link.
According to SanPin, children should not spend more than 15 minutes in front of the monitor in a row, after which a change of activity should be made.

The MEE is based on a constant change of activity: children turn to the screen only to solve interactive tasks and games. The rest of the time, the MEO is the teacher’s assistant when it comes time to turn on the music, read out the conditions of outdoor games or make a riddle to the children.

Thus, the teacher has the opportunity to organize the educational process using a digital educational environment in accordance with the requirements and norms of SanPiN.

Can MEO be used on a telephone?

In accordance with the letter of the Director of the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children’s Health of the Russian Academy of Medical Sciences Vladislav Remirovich, the minimum diagonal of a student’s personal computer must be at least 10 inches.

There are also SanPins that regulate the size of the font acceptable for educational purposes on electronic devices. In this regard, it is not recommended to use the Mobile Electronic Education system on a mobile device that does not meet these requirements.

We care about the health of our users and monitor the compliance of the International Economic Organization with health standards. We are not developing our system for devices with a screen diagonal of less than 10 inches.

MEO are video tutorials?

No, MEO is a digital platform with GEF lesson scenarios, which include outdoor games, interactive elements, educational cartoons, music for physical education sessions and much more.

Will digital replace the educator?

Of course not! In the modern educational process, the role of the teacher is only increasing, because he has more opportunities with the help of digital tools.

Video surveillance in kindergarten – Ivideon articles

Back in 2012, the Russian Federation introduced a program to modernize preschool institutions, which provides for the installation of video surveillance cameras. But only around the perimeter, as protection against intrusion. However, most of the events that parents are interested in take place in the bedroom, playroom, dining room and kitchen.

We are not always talking about abuse, dishonest performance of their duties by staff, moral or physical violence from peers. Often parents want to understand what is happening with their child, how he behaves in a team. Installing video surveillance also allows you to understand whether the claims of the kindergarten staff and parents are justified. Therefore, such a solution is becoming more and more popular.

How to install cameras in a kindergarten without breaking the law?

In terms of legislation, the situation is quite simple: you need permission to install video surveillance in a kindergarten from the outside. The director of the institution should deal with legal matters. That is, according to the collective statement, the administration must give an answer. Private preschools can finance such projects on their own, especially if all parents agree – it’s not too expensive.

It is much more difficult with state preschools: the financial part will most likely fall on the shoulders of the parents. The kindergarten can allocate money for such projects, but is unlikely to want to, especially if the parents put forward the initiative. In the model regulation on preschool educational institutions, video surveillance in kindergartens for parents is not provided. This initiative should be formalized in the form of an additional agreement between the parent and the preschool educational institution.

In case of refusal

There is no clear algorithm of actions in the legislation regarding video surveillance in kindergartens for parents. On the one hand, the administration may refer to the unwillingness of employees to perform their duties under the guns of video cameras. This qualifies as a change in working conditions, and, accordingly, employment contracts.

It will not be possible to force the administration to allocate money for the installation of video cameras through the court, because they are simply not obliged to pay for it. If you were refused even the installation of cameras at your own expense, then you can try to resolve the issue through the education department or, in extreme cases, through the courts. Remember that when applying to the court, you must have strong, proven grounds for installing video surveillance.

Do I need parental permission to install cameras in a kindergarten group?

There are a number of regulatory documents that regulate the receipt and processing of personal data, the protection of privacy and dignity. This means that it is possible to put a camera in a kindergarten only with the consent of all parents whose children are in a particular group. To install cameras in the dining room, the written consent of all kindergarten parents who visit this room and the permission of the preschool administration will be required.

If you are unable to obtain written consent from the parents of at least one pupil, it is illegal to install cameras.

Installation of cameras in a kindergarten with online access

If everyone agrees, you can proceed to the selection of equipment.

Group

It is desirable to install several cameras in a group. One or two are placed in the corners to cover the entire room. It should be understood that cameras are needed as strong as possible, because children can get into them with a ball or other toys. One of the best options would be the Nobelic NBLC-2431F-ASD. It has anti-vandal protection IK10, so it is impossible to break it during games. The IP67 waterproof housing allows you to install it outdoors – this is redundant for indoors, but you will be sure that children will not be able to damage the electronics.

The camera has microphone outputs, which is necessary for full control of the situation. The STELBERRY M-30 boom microphone can be installed anywhere in the room and connected to the camera. It will record the sound as clearly as possible, as it has automatic sensitivity adjustment. You can make out the words even with a lot of noise, and in silence, a whisper will be heard.

Another camera should preferably be placed on the teacher’s table. It is needed more for the leadership of the kindergarten, and not for parents. For example, Ivideon Cute is a great inexpensive solution to this problem. Its resolution is enough to clearly view the table, it has a microphone and a speaker – the Push-to-Talk function allows the director to communicate with subordinates online.

Assembly hall

It is possible to place a camera in the common hall so that all relatives can appreciate the performance of the child, even if they could not attend in person.

For maximum quality recording, it is better to install several cameras with minimum viewing angle and maximum resolution. Hikvision DS-2CD2643G0-IZS shoots in 2688×1520 resolution (4MP). The angle of view and zoom can be adjusted online, as the camera has a motorized varifocal lens. The second most important advantage of this camera is the ability to install an external microphone, which can be installed on stage to capture sound.

Playground, parking and driveway

It is better to install cameras with anti-vandal housing throughout the garden.

The Nobelic NBLC-2430F shoots at 2688×1520 resolution and is IK10 and IP67 vandal-resistant and waterproof, respectively. The camera can be placed outdoors and has a built-in night vision light.

With such a camera and the Ivideon service, you can set up registration of the numbers of cars that enter the territory of the kindergarten. And if you connect face recognition, the administration and / or security will receive an alert if unwanted visitors appear on the territory, for example, parents who can only see their child in the presence of witnesses. This significantly increases the safety of children in the preschool.

Kitchen

In the kitchen, it is better to place outdoor cameras with waterproof housings, as they will have to work in conditions of high temperatures and moisture. Nobelic NBLC-6231F has an IP67 moisture protection standard, the body is not vandal-proof, ordinary, but increased strength is not needed in the kitchen, only moisture protection. Viewing angle 105 degrees, recording resolution 1920×1080 (2MP).

Benefits of video surveillance solutions for a kindergarten group from Ivideon

• Connection of any number of cameras to one system with display of all added cameras in one personal account.
• Ability to store video in an encrypted cloud with online access from any device.
• Configuring scripts to receive notifications on certain events.
• Fine-tuning access for parents, staff, administration, security.
• Connecting previously installed cameras to the system.

For all questions related to the installation of cameras in kindergarten, please contact your manager at Ivideon or by mail.

Kostroma | Connection of kindergartens and schools to heat

is being completed in Kostroma

Photo: logos44.ru

Heating appeared in more than a hundred social facilities of the regional capital, became known to logos44.ru.

More than 100 social institutions in Kostroma are connected to district heating. Such data as of September 18 is reported by the city administration of housing and communal services.
Connection work did not stop even on weekends. Now with heat there are 42 kindergartens, 26 schools, 18 institutions of additional and vocational education. On Saturday and Sunday, the connection of healthcare and social security facilities was actively carried out. In addition to the regional, children’s and 1st district hospitals, heating appeared in 10 medical organizations and social protection institutions. Batteries warmed up in 3 institutions of culture and sports. The start of heat continues.
At the request of the head of the city administration Alexei Smirnov, round-the-clock monitoring is organized for the connection of heat supply in the social sphere. In case of damage to the networks during the start-up of heat, thermal power plants must immediately take measures to eliminate them.

On September 19, the heating season starts in the housing stock. Connection, according to the housing and communal services department, will be phased. Low-rise buildings will be the first to receive heat, and only then high-rise buildings. Priority is also given to residential buildings in which social institutions are located. It is planned to fully connect the heat supply throughout the city by September 26.

Photo: promklimat.ru

More news about the event:

Influenza vaccination has begun in schools and kindergartens

30 percent of children and workers have already been vaccinated.

Flu vaccination has started in kindergartens and schools in Kostroma.
14:36 ​​19.09.2022 Ko44.Ru – Kostroma

Connection of kindergartens and schools to heat is being completed in Kostroma

Heating has appeared in more than a hundred social facilities of the regional capital, it became known logos44.ru.
20:43 09/18/2022 Internet TV Logos – Kostroma

Kindergartens and schools in Kostroma are connected to heating all weekends

In Kostroma, heating continues in social institutions. According to public utilities, now there is already heating in 40 kindergartens, 24 schools and 6 institutions of additional education.
16:10 18.09.2022 SEC Rus – Kostroma

News from neighboring regions on the topic:

100% of schools and hospitals in Bryansk received heat

Photo source

Heating was turned on in all educational and healthcare institutions of the regional center, the city administration reported.
20:02 20.09.2022 Go32.Ru – Bryansk

In Smolensk, 62% of the housing stock was connected to heating.

As of 16:00, the coolant was supplied to 1,092 residential buildings (62%), of which: Zhilischnik OJSC – 854 (65%), other management companies, HOAs, ZhSK – 238 (54%).

19:16 20.09.2022 SmolDaily.Ru – Smolensk

Tver is connecting heat to social facilities and housing stock

September 19-20, Tver is connecting heat to social facilities – schools, kindergartens, hospitals, clinics, and other educational and healthcare institutions.
19:01 20.09.2022 Administration of Tver – Tver

In Rybinsk, by Friday, the connection of heating must be completed.

18:20 20.09.2022 Yaroslavl region – Yaroslavl

Tver provides heating for social institutions and residential buildings

photo: Tver administration

According to the information department of the administration of Tver, in the regional capital on September 19-20 social facilities are connected to the heat – schools, kindergartens, clinics, hospitals and others,
18:13 20. 09.2022 Tverskiye Vedomosti – Tver

In Smolensk, heating was connected to 93% of schools

As of the evening of September 19, 98% of health care institutions, 97% of kindergartens, 93% of schools in the regional center were connected to heat.
15:46 20.09.2022 SmolDaily.Ru – Smolensk

The heating season has started in Cherepanovo: connection schedule

Since September 15, all boiler houses have been launched in the city of Cherepanovo, the administration reports.
13:41 20.09.2022 Newspaper Cherepanovskiye Vesti – Cherepanovo

Vladimir Sharypov visited kindergarten No. 56

In Ivanovo, 100 percent of socially significant institutions are connected to heating.
09:41 20.09.2022 Ivanovo.RF – Ivanovo

T Plus in Saransk is gradually connecting social facilities and residential buildings to heat.

19:11 19.09.2022 Bulletin of Mordovia – Saransk

In Ivanovo, 100% of socially significant institutions are connected to heating

This became known on September 19 during a working trip of the head of the regional center Vladimir Sharypov to social infrastructure facilities in Ivanovo.
19:10 19.09.2022 City administration – Ivanovo

T Plus in Saransk gradually connects social facilities and residential buildings to heat

Mordovian branch of PJSC “T Plus” conducts a planned connection to the heat of social facilities and apartment buildings.
18:23 19.09.2022 Pg13.Ru – Saransk

Starting heat in the Tambov region

Starting September 20, 2022, the heating season will start in the Tambov region of the Tambov region at healthcare, education and social and cultural facilities.
17:47 19.09.2022 Tambov district – Tambov

Andrey Vorobyov: heat is supplied to 93% of social institutions

The heating season has started in the Moscow Region. To date, heat has come to almost all schools, kindergartens, hospitals and other social institutions.
17:25 09/19/2022 Dmitrov messenger – Dmitrov

An order was signed on the start of the heating season in Iskitim

In accordance with the order No. 514-r dated September 19, 2022 “On the beginning of the heating period 2022-2023 in the city of Iskitim, Novosibirsk Region” start-up of heat to social facilities of the city – from September 21 .
18:22 19.09.2022 Administration of Iskitim – Iskitim

Starting tomorrow, socially significant institutions in Michurinsk will gradually begin to receive heat

Heating season 2022-2023 starts in the science city from September 20 for socially significant objects.
14:56 19.09.2022 Administration of Michurinsk – Michurinsk

Andrey Vorobyov: heat is supplied to 93% of social institutions

The heating season has started in the Moscow Region. To date, heat has come to almost all schools, kindergartens, hospitals and other social institutions.
14:53 09/19/2022 Chernogolovskaya newspaper – Chernogolovka

Andrey Vorobyov: heat is supplied to 93% of social institutions

The heating season has started in the Moscow Region. To date, heat has come to almost all schools, kindergartens, hospitals and other social institutions.
13:56 19.09.2022 Newspaper Bogorodskiye vesti – Noginsk

Heating connection will be carried out from September 21

Based on the decision, from September 21, heating will be connected at consumers of MUP “KBU” in accordance with the schedule for launching heat supply systems.
16:38 19.09.2022 Administration of the city of Berdsk – Berdsk

Andrey Vorobyov: heat is supplied to 93% of social institutions

The heating season has started in the Moscow Region. To date, heat has come to almost all schools, kindergartens, hospitals and other social institutions.
13:15 09/19/2022 MosRegToday.Ru – Moscow region

In Belgorod, heat is being supplied to residential buildings

Work has begun today to connect 1,350 apartment buildings in Belgorod to the district heating system.
12:14 09/19/2022 City administration – Belgorod

Newspaper Native land

Regional Administration

GTRK Kostroma

TRK Rus

Administration of Kostroma

Kolos newspaper

Kostroma State Agricultural Academy

Administration of Kostroma

Dear students and their parents!
In the Kostroma Energy College named after F.V.
KET im. F.V. Chizhova

Newspaper Soligalichskiye Vesti

Department of Culture, Tourism, Sports and Youth Policy

Library them. M.Ya. Dieva

Ministry of Emergency Situations

The creation of a regional branch of the all-Russian movement of children and youth was discussed today at a meeting of the coordinating council under the governor of the Kostroma region.
TRK Rus

Last weekend, 11th grade students of the Bogovarovsk secondary school, together with their class teacher, supported the All-Russian autumn action “Let’s Save the Forest” and, together with the employees of the Oktyabrskoye Lesnichestvo OGKU, took part
Kolos newspaper

In October, specialists from the PFR Department of the Kostroma Region will come to school classes and student audiences to tell students about what the Russian pension system is like.
Newspaper Susaninskaya nov

Elizaveta VISHNEVSKY

Place of fire. Photo: site of the regional SU TFR.

A man died and children were injured.
Kostroma.Today

The 85-year-old pensioner was instructed by someone who introduced himself as a “senior commissioner.”
GTRK Kostroma

It is known that grandfather walks with a stick – which means he could not walk a long distance.
GTRK Kostroma

Elizaveta VISHNEVSKY

Most of the sick people are in Kostroma. Collage: Oleg Alexandrov.
Kostroma.Today

Today, the “Health Phone” operates in the regional capital.

Disorders of the musculoskeletal system, diagnosis, treatment and prevention of diseases of the joints – Irina Marusina is ready to answer these topics today.
GTRK Kostroma

In total, 100,866 cases of covid have been registered in the Kostroma region since the beginning of the pandemic.
Newspaper Kostroma Vedomosti

The project for the restoration of the Assumption Cathedral, the Holy Gates and the improvement of the territory of the temple complex was prepared by specialists from the design and scientific center of classical, traditional architecture of the Moscow Architectural Institute.
Vokhomskaya Pravda newspaper

Among world-class personalities is the name of Alexander Alexandrovich Zinoviev from the village of Pakhtino, Chukhloma district.
CBS Neisky district

In the Buisky municipal district, for the fourth year in the summer, groups of different ages have been working in the village of Shushkodom, the village of Talitsa, the village of Koryoga, the village.