Kindercare easton ma: South Easton KinderCare | Daycare, Preschool & Early Education in South Easton, MA
South Easton KinderCare | Daycare, Preschool & Early Education in South Easton, MA
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South Easton KinderCare
Welcome to South Easton KinderCare
Welcome to South Easton KinderCare, nestled next to Stonehill College in South Easton, Massachusetts. From curriculum to teachers, our approach to early education inspires a love for learning. Our classrooms are designed around your child’s unique needs, and our curriculum is built from the latest research in childhood development to help little minds grow. It’s our mission from the moment you walk into our center that you feel a part of our KinderCare family!
Meet Theresa Partridge, Our Center Director
Meet Terri Partridge! She is the Center Director at South Easton KinderCare in Massachusetts. Terri attended North Adams State College, where she earned a Bachelor’s Degree in Early Childhood Education. She has been with KinderCare since 1993 and has worked in the childcare field for even longer. Every day, Terri looks forward to helping children discover their true potential. “Children are likely to live up to what you believe of them.” Outside of work, Terri enjoys shopping, bowling, boating, and seeing movies with her family.
- South Easton KinderCare Programs
- Our Teachers
- Family Stories
- FAQs
AMERICA’S MOST ACCREDITED
We’re so proud!
Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.
SCHOOL-READY
What Learning Looks Like
Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.
South Easton KinderCare Programs
Infant Programs (6 weeks–1 year)
Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.
Toddler Programs (1–2 Years)
Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.
Preschool Programs (3–4 Years)
This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create.
Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!
Prekindergarten Programs (4–5 Years)
When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.
Kindergarten Programs (5–6 Years)
Welcome to kindergarten: the gateway to grade school and everything that
comes next! Offered in select centers, our kindergarten programs have small
class sizes and curriculums that mix learning and fun. The basic building
blocks of reading, writing, math, and science are key in kindergarten, so we
make sure they get lots of practice in all of these areas.
Before- and After-School Programs (5–12 Years)
You can count on us to provide reliable care for your school-ager while you’re
at work, with safe transportation from our center to your child’s school and
back! Whether your child wants to start a drama club, build a volcano, or
create a comic book, they will have a place to follow their dreams. Your child
will start and end the day with a whole lot of fun!
Participating Child Care Aware Center
KinderCare partners with Child Care Aware® of America to offer fee assistance for
Active Duty military families and flexible support to fit their needs when care at a Child
Development Center on the installation is not available.
Learning Adventures – Enrichment Program
Cooking Academy™ (3 – 12 Years)
In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food.
They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!
Music Explorers™ (2 – 4 Years)
KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.
Phonics Adventures® (2 – 4 Years)
Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group.
(Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)
Art Adventures
Our Teachers
We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.
Meet just a few of our amazing KinderCare teachers!
A KINDERCARE TEACHER WITH
An Artist’s Heart
“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.
We put our best-in-class teachers in a best-in-class workplace.
We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.
Family Stories
Don’t take our word for it. Hear what our families have to say about our amazing center!
-
“
The teachers here have gone above and beyond with teaching our sons and making them feel comfortable. They have taken the time to understand unique allergies and conditions that require special attention. We now ask our boys about how much fun school was and not a day goes by that we don’t hear something about their teachers.
”
The Hrenko Family – KinderCare Parent
-
“
The curriculum there in a word is OUTSTANDING! I have watched my four year old little girl learn an impressive number of sight words, word families, and can sound out just about anything.
KinderCare is a great place for child care but whether a school is adequate or phenomenal truly depends on the staff who run it. KinderCare in Easton simply ranks as phenomenal. They are a caring and spirited group of people, and the curriculum is top notch. We feel like we have given our girls a head start by sending them there and we wanted to thank you for that!”
The Weuintraub Family – KinderCare Parent
-
“
Our son’s teachers have been outstanding. He loves coming to school and we are very happy with how much he is learning. His teachers are very creative and make learning fun every day. We highly recommend KinderCare in South Easton to everyone.
”
The Michaels Family – KinderCare Parent
-
“
We were never “center” people.
We avoided them at all costs. An unforeseen change in our daycare needs forced us to look at other options for our four year old son. We had friends who loved KinderCare, but we were still hesitant. I cannot express how impressed we are with our experience at the Easton KinderCare. Our child’s teachers, Miss. Cheryl and Miss. Sue have exceeded our expectations. These two ladies have a clear passion and a remarkable skill for teaching their classroom. They go above and beyond, and put an enormous effort into making their curriculum really creative and more importantly, fun. Their classroom environment is ever changing, creating lifelong learning experiences. Miss. Cheryl and Miss. Sue put their heart and soul into each day and each child. They give parents a detailed account of the day, and they treat the class like family. We are so grateful for our KinderCare experience and for our child’s two wonderful teachers. In the short time our son has attended KinderCare, he has grown leaps and bounds, and he loves his teachers. His wonderful experience at KinderCare has provided him with a solid foundation and an excitement for learning.Our only regret is that we didn’t choose KinderCare and experience this amazing teaching staff sooner.
”
Karen and Chris – KinderCare Parent
KinderCare is a great place for child care but whether a school is adequate or phenomenal truly depends on the staff who run it. KinderCare in Easton simply ranks as phenomenal. They are a caring and spirited group of people, and the curriculum is top notch. We feel like we have given our girls a head start by sending them there and we wanted to thank you for that!
We avoided them at all costs. An unforeseen change in our daycare needs forced us to look at other options for our four year old son. We had friends who loved KinderCare, but we were still hesitant. I cannot express how impressed we are with our experience at the Easton KinderCare. Our child’s teachers, Miss. Cheryl and Miss. Sue have exceeded our expectations. These two ladies have a clear passion and a remarkable skill for teaching their classroom. They go above and beyond, and put an enormous effort into making their curriculum really creative and more importantly, fun. Their classroom environment is ever changing, creating lifelong learning experiences. Miss. Cheryl and Miss. Sue put their heart and soul into each day and each child. They give parents a detailed account of the day, and they treat the class like family. We are so grateful for our KinderCare experience and for our child’s two wonderful teachers. In the short time our son has attended KinderCare, he has grown leaps and bounds, and he loves his teachers.
His wonderful experience at KinderCare has provided him with a solid foundation and an excitement for learning.
Share Your Story
If you have a story about your experience at KinderCare,
please share your story with us
.
Who Are KinderCare Families?
They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.
Hear from just a few of our amazing KinderCare families.
A Globe-Trotting Family Finds A
Home in Houston
Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.
Frequently Asked Questions
What accreditations does KinderCare have?
We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.
Do you offer part-time schedules at South Easton KinderCare?
Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.
How does naptime work at South Easton KinderCare?
Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.
Do you support alternative diets?
We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.
Are meals included in tuition? Can I choose to send my child with lunch?
We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.
Does my child need to be potty-trained?
Every child begins toilet learning at a different age.
Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.
Daycares in South Easton, MA
KinderCare has partnered with South Easton families for more than 50 years to provide award-winning early education programs and high-quality childcare in South Easton, MA.
Whether you are looking for a preschool in South Easton, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.
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South Easton KinderCare
Phone:
(508) 238-8227533 Washington St
South Easton
MA
02375Distance from address: 0.
28 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
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Sharon KinderCare
Phone:
(781) 784-0337700 S Main St
Sharon
MA
02067Distance from address: 7.80 miles
Ages: 6 weeks to 7 years
Open:Tuition & Openings
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KinderCare Mansfield
Phone:
(508) 337-8600515 West St
Mansfield
MA
02048Distance from address: 8.
30 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
-
Canton Turnpike KinderCare
Phone:
(781) 828-8822440 Turnpike St
Canton
MA
02021Distance from address: 8.59 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Walpole KinderCare
Phone:
(508) 660-1084201 Coney St
East Walpole
MA
02032Distance from address: 9.
71 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Rockland KinderCare
Phone:
(781) 871-1141330 W Pleasant St
Rockland
MA
02370Distance from address: 11.04 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Plainville KinderCare
Phone:
(508) 643-316564 Messenger St Route 106
Plainville
MA
02762Distance from address: 11.
69 miles
Ages: 6 weeks to 7 years
Open:Tuition & Openings
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Braintree Kindercare
Phone:
(781) 356-6731467 Granite St
Braintree
MA
02184Distance from address: 11.94 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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East Weymouth KinderCare
Phone:
(781) 335-5181683 Pleasant St
East Weymouth
MA
02189Distance from address: 12.
63 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Taunton KinderCare
Phone:
(508) 880-54031361 Somerset Ave
Taunton
MA
02780Distance from address: 12.66 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Westwood Knowledge Beginnings
Phone:
(781) 329-9550200 Providence Hwy
Westwood
MA
02090Distance from address: 13.
03 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
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Norwell KinderCare
Phone:
(781) 659-6530380 Washington St
Norwell
MA
02061Distance from address: 13.77 miles
Ages: 6 weeks to 6 years
Open:Tuition & Openings
28 miles
30 miles
71 miles
69 miles
63 miles
03 miles
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Chapter 1 – Kuchma V.
R. Hygiene of children and adolescents
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Kuchma V.R. Hygiene of children and adolescents
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- Physical development of children and adolescents at the turn of the millennium (Document)
- Kardashenko V.N. (ed.) Hygiene of children and adolescents (Document)
- Tests in age-related anatomy, physiology and hygiene: hygiene of children and adolescents (Document)
- Sanyukevich L.I. Sexual education of children and adolescents (Document)
- Gabovich R.D. Hygiene (Document)
- Kovalev V.V. Semiotics and diagnosis of mental illness in children and adolescents (Document)
- Khripkova A.G. Age physiology and school hygiene (Document)
- Abstract – Hygiene and its main tasks (Abstract)
- Abramovich G. B., Kharitonov R.A. Epileptic psychosis in children and adolescents (Document)
- Abstract – Formation of a culture of interethnic communication in children and adolescents (Abstract)
- Smirnov V.M. Neurophysiology and the highest nervous activity of children and adolescents (document)
B., Kharitonov R.A. Epileptic psychosis in children and adolescents (Document) 1 2 3 4 5 6 7 8 9 … 29
Chapter 1
Hygiene hygiene
and its development
“Hygiene“ Hygiene “Hygiene children and adolescents”: what kind of academic discipline is this? How does it compare with other hygienic, clinical and theoretical subjects? nine0003
From the very name of the discipline it is clear that it deals with the hygiene problems of children and adolescents. These problems concern a huge contingent of the population of the Russian Federation. According to the Federal State Statistics Service, as of January 1, 2006, over 33 million children, adolescents and youth under the age of 19 (inclusive) live in Russia – 23% of the country’s population.
According to the Ministry of Health and Social Development of Russia for the same period, the absolute number of children and adolescents subject to periodic preventive medical examinations was 24 694 thousand people (17% of the country’s population). However, not only the size of the child population determines the great importance of those issues that are studied by the subject “hygiene of children and adolescents”.
Compared with adults, children are in unique conditions, so the hygienic principles of training and education do not coincide with the principles of professional work or social existence of adults.
Children are characterized by such biological features that sharply, not only quantitatively, but also qualitatively, distinguish them from adults and require for them a slightly different hygiene, different from “hygiene of adults.” More about this in 1898, the outstanding pediatrician N.P. spoke in his introductory lecture to students of the Military Medical Academy.
Gundobin: “Hygiene in children, due to the anatomical and physiological characteristics of the body, will be different than in adults.”
1 The main feature of children and adolescents is that, unlike adults, their body has not yet reached full maturity, but is in the process of growth and development.
The problem of growth and development does not arise before any other branch of hygiene and gives special specifics to the hygiene of children and adolescents. The incompleteness of the development of the organism of children and adolescents determines its plasticity. The body of children and adolescents in more than
degree, compared with adults, is affected by both favorable and unfavorable influences. Therefore, the influence of a very low intensity of microlosa acquires hygienic significance. which for adults can be (and often turn out to be) invisible and insignificant.
The main difference between the organism of children and adolescents and the organism of an adult is that external influences affect not only the functional state at the moment, but also affect its development and further existence.
nine0003
The health of the adult population is largely determined by the health of children, since many forms of pathology are formed in childhood.
All these problems are studied by the hygiene of children and adolescents.
1.1. THE SUBJECT AND TASKS OF HYGIENE
CHILDREN AND ADOLESCENTS
The hygiene of children and adolescents is a branch of hygienic science, and therefore its definition is based on the general concept of hygiene.
Hygiene is a science that studies the influence of environmental factors (natural and social) on the human body and develops scientifically based standards and recommendations aimed at maintaining and strengthening human health. nine0003
However, the preservation and promotion of health, despite their great importance, is not enough for children and adolescents. For them, the most important thing is a favorable development. Therefore, in the hygiene of children and adolescents, any environmental factor is evaluated by its influence on the development of the child.
Giyaina for children and adolescents – preventive medicine that studies the conditions of the environment and activities of children, and also the impact of these conditions on the health and functional state of a growing organism and develops scientific foundations and practical measures aimed at maintaining and strengthening health, g / level of features and favorably; o developed and i opi anism of children and adolescents. nine0003
The task of the hygiene of children and adolescents, as well as hygiene in general, “ultimately comes down to the regulation) of the external environment, i.e. to the establishment of norms and their subsequent implementation. The criteria for a hygienic assessment of the conditions (factors) of the environment are the nature of the body’s responses on the impact of these factors, the degree of compliance or non-compliance of these reactions with their normal course.Research in the field of age physiology “arms” the hygiene of children and adolescents with a way to determine this correspondence, i.
e. determine its “normality”, understanding the norm as an optimal response, as well as and permissible deviations from it, within which the physiological reaction remains normal.Therefore, in the hygiene of children and adolescents, physiological research methods are widely used and it is designed to assess, normalize environmental conditions that ensure the preservation and strengthening of health, the favorable development of a growing organism.0003
Since the impact of environmental factors is far from equivalent at different age stages, the subject of hygiene for children and adolescents is faced with the task of differentiated hygienic regulation of these factors, taking into account age, determining for each of them the age interval within which a specific hygienic standard retains its value.
Rationing in the hygiene of children and adolescents is a scientifically substantiated determination of those parameters (or the intensity) of factors affecting the body that have a beneficial or harmless effect.
At the same time, the hygienic norm is considered to be such intensity and duration of the influence of the factor that ensure the preservation of the health of children and adolescents, their timely and harmonious development. nine0003
For unfavorable factors, the true “norm” corresponds to zero, i.e. their absence. Favorable factors, the influence of which is subject to a parabolic dependence, have as a true “norm” the optimal value of their intensity; permissible deviations are located on both sides of the parabola: in the direction of increase – to the maximum allowable, in the direction of decrease – to the minimum required.
The basis for establishing hygienic norms and grading the permissibility of the impact of the factors under study is the functional state of the organism of children at different intensities of the impact f;| KTOROV. nine0003
The following principles of standardization are typical for the hygiene of children and adolescents.
- In connection with the peculiarities of the sensitivity of the developing organism to most environmental factors (and the need for them), children and adolescents need different norms compared to adults.
- Volatility (replacement) norm. In the process of age development, the body goes through a number of periods, or stages, each of which is characterized by a certain level of sensitivity (need) to the influence of various factors, which is inherent in it. Therefore, during growth and development, hygiene standards are not constant, they retain their significance only in a certain age interval and, at the end of it, are replaced by new ones. nine0167
- Developmental, training orientation of the norms. Hygienic regulation should create conditions that not only ensure the optimal interaction of the organism with the environment and its optimal state at the moment, but also contribute to the best development.
- Differentiation of hygienic norms taking into account the sex and health status of the growing organism.
Favorable or “normal” nature of the reaction to the environment, which in an adult organism depends mainly on the strength of the impact and the state of human health, for a growing organism, in addition, is largely determined by the achieved level of its functional capabilities, the degree of its morphophysiological readiness (maturity) to the impact of certain factors.
nine0003
At each age stage, the organism turns out to be mature, prepared only for certain parameters of these influences, and it is precisely these parameters that should be considered normal for a given age.
The main theoretical problem of the hygiene of children and adolescents is the functional maturity of the growing organism, its compliance with various influences, i.e. the specific conditions and requirements that life puts before children.
Due to heterochrony of development of individual physiological systems and functions, in the process of ontogenesis, as children grow up , the accumulation of the functional capabilities of a growing organism occurs. The heterochrony of the maturation of the central mechanisms of regulation of the physiological systems ensures the social activity of children at different stages of upbringing and education. This
feature serves as the basis for the age regulation of educational and labor loads of children and adolescents.
The problem of functional maturity comes to the attention of hygienists especially at two turning points in a child’s life. The beginning of systematic education in educational institutions is a problem of readiness for school, especially in the conditions of the modern variety of forms and methods of preparing children. The second important stage in the life of a child is the choice of a life path, i.e. professions. This is the problem of the so-called professional suitability that arises at the end of the 7th-8th grade, when the teenager is faced with the question of who to be, i.e. the question of choosing a profession. nine0003
Heterochronism of the maturation of the child’s organism is taken into account in the study of the functional readiness of 6-year-old children for schooling. In junior schoolchildren, the success of learning, resistance to fatigue, and health prognosis are closely correlated with the degree of formation of such necessary school functions as fine motor skills, speech, and the level of intellectual abilities by the beginning of training.
On the basis of a comparative analysis of 6-year-old schoolchildren’s educational capacity and the level of formation of school-required functions, criteria for the functional readiness of the child’s body for systematic learning, criteria for school maturity were developed. nine0003
Establishment of indicators of the functional readiness of the body of adolescents for the beginning of vocational training, for the first contacts with production and professional factors allows us to develop hygienic principles for organizing vocational training and determining professional suitability. Functional readiness for the beginning of mastering a profession is determined by the achieved level of biological development (correspondence of the passport age to biological), health status, the level of development of psychophysiological, including professionally significant, functions and qualities. nine0003
Morphofunctional maturity also determines the peculiarities of xenobiotic metabolism: in the body they are different in terms of growth and among individuals.
However, in essence, the problem of functional readiness arises much more often. Equally, it refers to the nature and degree of physical activity – labor and sports (criteria for admission to certain sports, determination of the minimum age for admission to independent work), as well as to the impact individual private factors that are not indifferent to health and developed a growing organism, such as air temperature, character and level noise, lighting, start of classes, work with personal computers (PC) and so on.
Correspondence of the factors affecting the organism and the degree of readiness for them of the growing organism is achieved in two main ways :0122 secondly, the formation of the body, its purposeful education and training. “Adult” hygiene, as a rule, goes only the first way. The correctness of this seems debatable, but the completeness of the maturation of the adult organism to a certain extent limits the possibilities of purposeful education.
Another thing is the organism of children and adolescents, which is in the process of development. Its plasticity allows a much wider use of various types of education, including physical, to make it stronger, adaptable, and sometimes even more resistant to various environmental factors. In such cases we are talking about “training” not to obviously harmful influences (toxic substances, vibration), unnatural for organisms, but to environmental factors, mechanisms of adaptation to which ry are established in the body and amenable to improvement. At the same time, under training and adaptation to these factors, understand not a decrease in sensitivity (increasing the threshold of excitation awakening) to them, but a faster and more economical, i.e. more perfect new, reaction to them. The cultivation of such reactions is one of the steps to physical perfection. Therefore, the hygiene of children and adolescents widely uses both of the above ways, providing balancing of the organism with the environment.
However, the significance of each of these pathways at different age stages and in relation to different factors are different.
Basic research also testifies to biochemical adaptation, in particular, to the possibility of training the antioxidant system. It has been established that heavy physical activity, climatic influences (especially cold), high mountains, exposure to walking and radiation are due to the activation of free radical processes. In increasing the resistance of the human body, improving its adaptive capabilities, circa training influence of middle mountains — normobaric hypoxia. Hygiene children and adolescents and its development
Criteria for the functional readiness of a growing organism at different age stages to the impact of various factors environment, ways to create this readiness, the optimal ratio of air action on the environment and mobilization of the body’s vital mechanisms in order to preserve and promote public health favorable development of this organism are the leading theoretical problems of children’s hygiene and adolescents as a science.
Concrete conclusions aimed at the regulation of individual living conditions in relation to various types of life constitute the practical aspect of science. At present, practical hygiene, taking into account the reactions of the child, affects the cut Hygiene of children and adolescents seeks to organize and, if necessary, transform the environment based on the age characteristics and capabilities of the child Dp this raises the need to unite children different ages, which is closely related to age periodization.
The scientific principles of age periodization are based on patterns of growth and development of children, primarily on the top- dimension (heteromorphism) of growth and development. The maturation of tjtkl is divided into several age periods. Exists w i im»» in age periodization schemes, based on bits of chihie, social and other criteria.
The principle of assigning children to one or another age period is important. The term “vasogenesis period” includes that period of time in which the process of growth and development, as well as the physiological characteristics of the organism, are identical, and the reactions to stimuli are more or less unambiguous. At the same time, the age period is this is the time, ipcfiyianri to complete a certain stage of the morphofunctional disruption – of the organism and achieve the child’s readiness for one or another doggeiaystm .
In the hygiene of children and adolescents, scientifically substantiated regulations” all aspects of a child’s life is possible only if mutual actions and connections of a growing organism with biological and external conditions are identified.
9to influence the natural course of development processes of the child’s organism, ie.yu*aprav.tsho to influence the environment and upbringing well the formation of a healthy chgshshchgp.
to improve its functionality and physical capabilities.
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The points of contact between the hygiene of children and adolescents with pedagogy, psychology, other branches of hygiene and the line of demarcation between them are clear and do not usually cause doubts.
The situation is different with such sciences as physiology and pediatrics. The relationship between the hygiene of children and adolescents and these branches of knowledge requires special consideration. nine0003
The hygiene of children and adolescents has a lot in common with pediatrics. And above all, the common task is to educate a healthy and harmoniously developed younger generation. However, there are also significant differences between childhood hygiene and pediatrics, the main and ineradicable of which is that pediatrics as a science deals with units, with individual children – pediatricians examine each individually, make an individual diagnosis and each, depending on the specific circumstances.
prescribe medical or wellness procedures. nine0003
Hygiene deals with more or less mass contingents, it investigates the state of health of a group, i.e. what is called the sanitary and epidemiological well-being of the population, and develops health-improving measures in relation not to an individual specific child, but to large groups of children united according to the main characteristics (sex, age, state of health in general terms) and conditionally recognized as equal.
However, all of the above does not mean that a pediatrician, especially working in an educational institution, does not care about the health of the team. This also does not mean that for the hygienist the team is a kind of homogeneous faceless mass, and he should not think about the individualization of hygiene rules and recommendations. But the principles of approach, methods of study and methods of influence are different for pediatricians and hygienists. For a pediatrician, a children’s team is the sum of individuals; for the hygienist, the individual is part of a team.
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Pediatrics and hygiene also differ in their attitude towards the child and his environment. Both sciences include in the sphere of attention both interacting parties – both the environment and the child. But pediatrics only takes into account the external environment, and the child is the object of its influence. Hygiene, taking into account the reactions of the child, affects the environment, seeks to organize and, if necessary, transform it, based on age characteristics and human capabilities.
However, these distinctions apply only to the field of science. In the practice of medical support for children’s institutions, both sciences are represented by one doctor (most often a pediatrician), who implements practical measures arising from the scientific achievements of both pediatrics and hygiene. In scientific research, pediatrics and hygiene of children and adolescents are adjacent and to in some way interpenetrating but not coinciding sciences.
The same is the case with physiology.
Hygiene children and adolescents cannot exist without physiology, since all hygienic questions are resolved through physiological research. Evidence of this is the very definition of hygiene.
Hygiene studies the influence of living conditions on the human body, but this cannot be done without taking into account the nature of the body’s reaction to it, i.e. without physiological studies. nine0003
The study of only the influencing factor, without taking into account the reaction to it, should be attributed to any science, but not to hygiene. So, if the microclimate is studied, then this is not hygiene, but meteorology; if illumination is studied, this is lighting engineering; if we analyze the schedule of lessons at school, this is pedagogy or school studies. Hygiene begins where they begin to study the thermal state of the body depending on the microclimate; functional state of the body, and above all the visual analyzer, to depending on illumination, fatigue of schoolchildren due to scheduling of lessons, etc.
In other words, hygiene becomes hygiene only when it studies not the environment, but the person in the environment, i.e. when physiological research methods are used.
At the very origins of scientific hygiene, M. Petenkoffer (teacher of F.F. Erisman) called hygiene “applied physiology”, and F.F. Erisman repeatedly emphasized the connection between hygiene and physiology, with the study of “the normal functions of the human body.” nine0003
However, this idea was expressed earlier in an excellent form by the teacher I.M. Sechenova A.M. Filomafitsky: “Dietetics (as hygiene was called at that time) is nothing but physiology applied to practical life” 1 .
F.F. Erisman, noting the connection between hygiene and physiology, clearly defined their differences. “For a physiologist,” he wrote, “the object of study is a person in himself, i.e. the normal functions of its organs and the laws by which they are carried out; the hygienist, on the other hand, has in mind only a person placed in certain conditions.
‘ Philomnfitsky A.M. On the manifestations of life nine0003
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Plain, Physical and Physical Assembly, Physical Assembly, Physical Assembly, Physical Assembly, Physical Academy , – said Erisman, – does not make hygiene either physiology or chemistry, since the nature of science is determined not by the methods and methods of research, but by the goal of science, its tasks.
The tasks of physiology and hygiene are different: for physiology – the establishment of the laws of the functioning of the human body, for hygiene – the definition and establishment (rationing) of environmental conditions that ensure the preservation and strengthening of health, and for the hygiene of children and adolescents – also the favorable development of a growing organism . nine0003
The criteria for hygienic assessment of environmental conditions (factors) are the nature of the body’s responses to the impact of these factors, the degree of compliance or non-compliance of these reactions with their normal course, and therefore physiology must equip hygiene with a way to determine this correspondence.
Hygiene of children and adolescents as an academic discipline consists of the following main sections:
■ health of children and adolescents;
- hygiene of the educational process and daily routine; nine0167
- physical education hygiene;
- occupational health education, training and vocational education of students;
- nutritional hygiene of children and adolescents;
“hygienic principles of design, construction, improvement and equipment of institutions for children and adolescents;
- hygiene education and upbringing. Fundamentals of the formation of a healthy lifestyle for children and adolescents; nine0167
- medical and sanitary and epidemiological support for children and adolescents.
The main method in the hygiene of children and adolescents is the method of natural hygiene experiment.
In addition to it, the method of a laboratory experiment is usually used. The method of hygienic observation is widely used. Processing and analysis of the materials obtained during the research is impossible without the use of the sanitary-statistical method. In addition to all these methods, a modern mathematical apparatus is now widely used – methods of mathematical forecasting. nine0167 Hygiene children and adolescents and its development
1.2. HISTORY OF HYGIENE OF CHILDREN AND ADOLESCENTS AS A SCIENTIFIC AND EDUCATIONAL DISCIPLINE
The issues of hygiene education were presented in folk preventive medicine and found their practical application not only in the family, but also in educational institutions from the moment schools appeared in Rus’, i.e. from the end of the 10th century And although until the middle of XVIII c. educational institutions in Russia were without medical supervision, they still carried out some activities aimed at protecting the health of children.
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The idea of preventive medicine, in particular the issues of children’s hygiene, is most clearly developed in the works of domestic pediatricians, since the pediatrician not only treated sick children, but was also called upon to give advice on the care and upbringing of the child.
By the middle of the XIX century. Russian obstetrician Stepan Fomich Khotovitsky (1796-1885) singled out pediatrics from the course of obstetrics and gynecology into an independent science. He was the first to give a systematic course in pediatrics at the Military Medical Academy of St. Petersburg. S.F. Khotovitsky laid the foundation for the development of age-related morphology and physiology. He defined the approach to childhood hygiene as a science based in his recommendations on the morphological and physiological characteristics of the child’s body. nine0003
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Follower of S.F. Khotovitsky and a prominent representative of the pro lactic direction in pediatrics was NA Tolsky (1832-1891), professor of the first clinic of childhood diseases at Moscow University .
Being under the influence of the statements of his direct teacher G.A. Zakharyin and professor of hygiene F.F. Erisman, as well as M.Ya. Mudrova and pediatrician S.F. Khotovitsky, NA Tolsky paid great attention to scientific activity in studying the hygiene of children of school age. In 1869, at the II Congress of Russian Naturalists N. A. Tol’skii made a report “On the importance of hygiene in social life and in particular in its application to our educational institutions “, in which he pointed out the enormous importance of public hygiene for the improvement of the population. In a speech by N.A. Tolsky sharply criticized doctors, as well as educators and heads of educational institutions denia, who paid little attention to the hygienic conditions of the life of students. ON. Tol’skii, in contrast to the eighteenth-century eudnclapedist scientists, who studied mainly the hygiene of the cruelles of his age, paid the main attention to the hygiene of schoolchildren.
In connection with the hygiene and health protection of children and adolescents, it is appropriate to recall the founder of Moscow University, M.V. Lomonosov, who for the first time began to attach state importance to the protection of children’s health. In a letter to Count I.I. Shuvalov in 1761 to the first place M.V. Lomonosov put forward the provision “On the reproduction and preservation of the Russian people.” So, he wrote: “… I consider the beginning of this the most important thing: the preservation and reproduction of the Russian people, which is the power and wealth of the state …”. M.V. Lomonosov proposed to carry out a number of state measures aimed at increasing the number of births and preserving those born. The great scientist considered the lack of proper medical care as one of the main causes of infant mortality. nine0003
Imperial Moscow University was organized on the initiative of M.V. Lomonosov and in accordance with the decree of the Senate of January 12, 1734, it was opened on April 26 (May 7), 1755 in the building of the former pharmacy of the military department near the Kremlin.