Part time preschool: Part-Time Preschool Programs Archives – Treasure Valley Family YMCA

Part-Time Preschool Programs Archives – Treasure Valley Family YMCA

YMCA Guided Discovery Locations & Enrollment Info

YMCA Guided Discovery Preschool programs offer part-time preschool for preschool-age children. At the Y, we believe that growth and development are critical in a child’s earliest years. YMCA Child Development programs are committed to providing an environment where children feel safe and are encouraged to explore and learn. Our programs provide opportunities, experiences, and relationships to stimulate a young child’s physical, social, cognitive, and emotional development. The YMCA collaborates with the West Ada and Caldwell School Districts to offer a collaboration preschool. This preschool model allows for a diverse group of children from all backgrounds and abilities to grow and develop in an inclusive environment.

Our Nampa and Caldwell Preschool Collaboration locations are in partnership with United Way of Treasure Valley.

The Treasure Valley Family Y believes that every child is of promise. Therefore, no one is denied Y services due to the inability to pay. For more information about our Financial Assistance program, please call 208 344 5502 ext 254.

Ages: 3–5 years

Address: 5225 S Stockenham Way, Meridian, ID 83642, USA
Phone: 208 344 5502 ext 436
Schedule:

Four-day/week classes

Child Care Facility Type:
Part-Time Preschool Programs
West Ada Preschool Collaboration
YMCA Guided Discovery

Learn More About This Location»

Address: 1710 N Illinois Ave, Caldwell, ID 83605, USA
Phone: 208 344 5502 ext 487
Schedule:

Four-day/week classes

Child Care Facility Type:
Caldwell Preschool Collaboration
Part-Time Preschool Programs

Learn More About This Location»

Address: 6195 North Long Lake Way, Meridian, Idaho, USA
Phone: 208 344 5502 ext 436
Schedule:

Four-day/week classes

Child Care Facility Type:
Part-Time Preschool Programs
West Ada Preschool Collaboration
YMCA Guided Discovery

Learn More About This Location»

Address: 400 E Linden St, Caldwell, ID, USA
Phone: 208 344 5502 ext 487
Schedule:

Four-day/week classes

Child Care Facility Type:
Caldwell Preschool Collaboration
Part-Time Preschool Programs

Learn More About This Location»

Address: 3720 S Indiana Ave, Caldwell, ID 83605, USA
Phone: 208 344 5502 ext 487
Schedule:

Four-day/week classes

Child Care Facility Type:
Part-Time Preschool Programs
YMCA Guided Discovery

Learn More About This Location»

Accessibility

About The Y

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Welcoming and Inclusion

At the Y, we welcome everyone whose behavior adheres to our core values of caring, honesty, respect, and responsibility.

We advance our cause by building a stronger and more equitable community where everyone has the opportunity to learn, grow, thrive, and reach their full potential with dignity.

The Y is a force for building bridges among all people–regardless of ability, age, birthplace, cultural background, ethnicity, faith, gender, gender identity, ideology, income, race, or sexual orientation.

The Y is for all.

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A top researcher says it’s time to rethink our entire approach to pre-K : NPR

LA Johnson/NPR

LA Johnson/NPR

Dale Farran has been studying early childhood education for half a century. Yet her most recent scientific publication has made her question everything she thought she knew.

“It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this. “

And by “this,” she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.

Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.

But after third grade, they were doing worse than the control group. And at the end of sixth grade, they were doing even worse. They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions.

“Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading,” says Farran. “In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we’re seeing it on both types of suspensions, both major and minor.”

That’s right. A statewide public pre-K program, taught by licensed teachers, housed in public schools, had a measurable and statistically significant negative effect on the children in this study.

Farran hadn’t expected it. She didn’t like it. But her study design was unusually strong, so she couldn’t easily explain it away.

“This is still the only randomized controlled trial of a statewide pre-K, and I know that people get upset about this and don’t want it to be true.”

Why it’s a bad time for bad news

It’s a bad time for early childhood advocates to get bad news about public pre-K. Federally funded universal prekindergarten for 3- and 4-year-olds has been a cornerstone of President Biden’s social agenda, and there are talks about resurrecting it from the stalled-out “Build Back Better” plan. Preschool has been expanding in recent years and is currently publicly funded to some extent in 46 states. About 7 in 10 4-year-olds now attend some kind of academic program.

LA Johnson/NPR

This enthusiasm has rested in part on research going back to the 1970s. Nobel Prize-winning economist James Heckman, among others, showed substantial long-term returns on investment for specially designed and carefully implemented programs.

To put it crudely, policymakers and experts have touted for decades now that if you give a 4-year-old who is growing up in poverty a good dose of story time and block play, they’ll be more likely to grow up to become a high-earning, productive citizen.

What went wrong in Tennessee

No study is the last word. The research on pre-K continues to be mixed. In May 2021, a working paper (not yet peer reviewed) came out that looked at Boston’s pre-K program. The study was a similar size to Farran’s, used a similar quasi-experimental design based on random assignment, and also followed up with students for years. This study found that the preschool kids had better disciplinary records and were much more likely to graduate from high school, take the SATs and go to college, though their test scores didn’t show a difference.

Farran believes that, with a citywide program, there’s more opportunity for quality control than in her statewide study. Boston’s program spent more per student, and it also was mixed-income, whereas Tennessee’s program is for low-income kids only.

So what went wrong in Tennessee? Farran has some ideas — and they challenge almost everything about how we do school. How teachers are prepared, how programs are funded and where they are located. Even something as simple as where the bathrooms are.

In short, Farran is rethinking her own preconceptions, which are an entire field’s preconceptions, about what constitutes quality pre-K.

Do kids in poverty deserve the same teaching as rich kids?

“One of the biases that I hadn’t examined in myself is the idea that poor children need a different sort of preparation from children of higher-income families. “

LA Johnson/NPR

She’s talking about drilling kids on basic skills. Worksheets for tracing letters and numbers. A teacher giving 10-minute lectures to a whole class of 25 kids who are expected to sit on their hands and listen, only five of whom may be paying any attention.

“Higher-income families are not choosing this kind of preparation,” she explains. “And why would we assume that we need to train children of lower-income families earlier?”

Farran points out that families of means tend to choose play-based preschool programs with art, movement, music and nature. Children are asked open-ended questions, and they are listened to.

This is not what Farran is seeing in classrooms full of kids in poverty, where “teachers talk a lot, but they seldom listen to children.” She thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-K-8. Very little of their training focuses on the youngest learners.

So another major bias that she’s challenging is the idea that teacher certification equals quality. “There have been three very large studies, the latest one in 2018, which are not showing any relationship between quality and licensure.”

Putting a bubble in your mouth

In 2016, Farran published a study based on her observations of publicly funded Tennessee pre-K classrooms similar to those included in this paper. She found then that the largest chunk of the day was spent in transition time. This means simply moving kids around the building.

LA Johnson/NPR

Partly this is an architectural problem. Private preschools, even home-based day cares, tend to be laid out with little bodies in mind. There are bathrooms just off the classrooms. Children eat in, or very near, the classroom, too. And there is outdoor play space nearby with equipment suitable for short people.

Putting these same programs in public schools can make the whole day more inconvenient.

“So if you’re in an older elementary school, the bathroom is going to be down the hall. You’ve got to take your children out, line them up and then they wait,” Farran says. “And then, if you have to use the cafeteria, it’s the same thing. You have to walk through the halls, you know: ‘Don’t touch your neighbor, don’t touch the wall, put a bubble in your mouth because you have to be quiet.’ ”

One of Farran’s most intriguing conjectures is that this need for control could explain the extra discipline problems seen later on in her most recent study.

“I think children are not learning internal control. And if anything, they’re learning sort of an almost allergic reaction to the amount of external control that they’re having, that they’re having to experience in school.”

In other words, regularly reprimanding kids for doing normal kid stuff at 4 years old, even suspending them, could backfire down the road as children experience school as a place of unreasonable expectations.

We know from other research that the control of children’s bodies at school can have disparate racial impact. Other studies have suggested that Black children are disciplined more often in preschool, as they are in later grades. Farran’s study, where 70% of the kids were white, found interactions between race, gender, and discipline problems, but no extra effect of attending preschool was detected.

Where to go from here

The United States has a child care crisis that COVID-19 both intensified and highlighted. Progressive policymakers and advocates have tried for years to expand public support for child care by “pushing it down” from the existing public school system, using the teachers and the buildings.

LA Johnson/NPR

Farran praises the direction that New York City, for one, has taken instead: a “mixed-delivery” program with slots for 3- and 4-year-olds. Some kids attend free public preschool in existing nonprofit day care centers, some in Head Start programs and some in traditional schools.

But the biggest lesson Farran has drawn from her research is that we’ve simply asked too much of pre-K, based on early results from what were essentially showcase pilot programs. “We tend to want a magic bullet,” she says.

“Whoever thought that you could provide a 4-year-old from an impoverished family with 5 1/2 hours a day, nine months a year of preschool, and close the achievement gap, and send them to college at a higher rate?” she asks. “I mean, why? Why do we put so much pressure on our pre-K programs?”

We might actually get better results, she says, from simply letting little children play.

Part-Day Preschool Program | Greater Philadelphia YMCA

The Y Part-Day Preschool Program is designed for kids 2 – 5 years, that encourages social interaction and listening skills at the hands of caring, experienced teachers, and aides.

Children will be introduced to the wonderful world of colors, shapes, songs, music, movement, friendship, and more. Preschool-age children will also have a focus on school-readiness with lessons to begin and grow writing and reading skills, as well as early math concepts.

Growing with Creative Curriculums

Our programs utilize The Creative Curriculum, a comprehensive research-based curriculum, which supports active learning to inspire each and every child to become a more creative, confident thinker by integrating exploration and discovery as a way of learning.

Building Parent-Teacher Relationships

Communication about your child’s day is vital to building strong parent-teacher relationships. We use a parent-friendly virtual platform that allows teachers to share photos, videos, notes, and daily reports with parents throughout the day safely and securely.

Providing High-Quality Education

Through helping children develop confidence and enjoy learning, we develop literacy skills, focus on early mathematics and scientific exploration, introduce physical well-being and motor development, and include social and emotional development – all to ensure future success as a learner.

Our Programs

The Y Part-Day Preschool Program is available at the following locations for your convenience.
Program days, hours, and pricing may vary by location. Check out your local program application packet below for more information!

 Interested in learning more about our facility, staff, and program?

Schedule a Tour

2022-23 School Year Enrollment is Open!

Save your seat for the upcoming school year. Enrollment to begin class in September 2022 must be completed by August 16th, 2022.

To qualify for the 2022-2023 School Year, children attending the 3 & 4-year-old classes must be of age by 9/1/22, and children attending the 2-year-old classes child must be of age by 9/1/22.

Start your journey below. View more details and download the 2022 application to begin.

Phoenixville

YMCA

400 E Pothouse Rd
Phoenixville, PA 19460

Spring Valley

YMCA

19 W Linfield-Trappe Rd
Royersford, PA 19468

Spring Valley

Crossroads

10 W Cherry Ln

Royersford, PA 19468

Summer Play-Based Programming

We’re ready for a summer of continued learning at the Y! We are offering 8 weeks of play-based curriculum for children 2 – 5 years old at two convenient locations. We will be encouraging social, emotional, & academic growth through some of the following activities:

• Art projects that promote fine motor skills & creativity
• Rhymes & storytime
• Music & movement
• STEM exploration

Plus, we will have themes for each week with associated activities and games! Find more details about schedules, and registration by selecting your desired location below.

Phoenixville

YMCA

400 E Pothouse Rd
Phoenixville, PA 19460

Spring Valley

Crossroads

10 W Cherry Ln

Royersford, PA 19468

Questions?

Let’s chat! Our caring and dedicated Child Care team members are here to answer any questions your family may have. 

Contact Us

Common FAQs

What are your health & safety procedures?

Safety is our top priority. We are hoping to answer some of some common parent questions below in regards to how COVID-19 will affect our Early Learning Centers and Programs this year. This information will be regularly updated as more updates develop so make sure to check back periodically.

Learn more about how we are keeping our Child Care healthy and safe.

Explore Health & Safety Information

Learn more about our Y’s commitment to child protection.

Learn More About Our Commitment

What are the age/date requirements for registrants?

To qualify for the 2022-2023 School Year, children attending must meet age-date requirements.

• Children attending the 3 & 4-year-old classes must be of age by 9/1/22.
• Children attending the 2-year-old classes child must be of age by 9/1/22.

How do I get started?

To get started, click on your desired location to download the program application. Complete and return the application via email to the contact person listed.

Interested in learning more about our facility, staff, and program before applying? We’d love to meet you!

Schedule a Tour

What happens after I apply?

Congratulations on taking the next step to enrolling in Y Child Care!

• Once we receive your application, you will be provided an enrollment packet to complete all additional paperwork.
• Completion of an application form does not guarantee enrollment. Enrollment is dependent upon availability of the desired age and day option.
• Enrollment must be completed by August 16th, 2022 to save a space for the Fall 2022 class start. 

Can I take a tour?

Absolutely! Learn more about our facility, staff, and program. Contact us below and we will reach out to schedule a tour with our program leaders.

Schedule a Tour

Can I apply and register after the cut-off date?

Yes, our programs are open enrollment. If you need care after our official registration date has passed, we will do our best to accommodate your request if space is available in our program.

Half-Day Preschool Programs | Kansas City YMCA

YMCA OF GREATER KANSAS CITY

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Imagine. Explore. Discover.

Prepare for the world of Kindergarten and beyond with active learning and engaging activities.

AGES: 3-5

DAYS: M-F
TIME: A.M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m.; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: $70/week, $100/week with before and after care
REGISTRATION: $75

Available at select sites within the Shawnee Mission School District. Morning and afternoon sessions, plus before and after preschool care, are available. Flexible options allow you to select the hours of care that you need for your schedule.

Before school care is available prior to the morning session as early as 7 a.m. After school care is available following the afternoon session from 3:15-6 p.m. 

Families enrolled in Shawnee Mission School District part-day Pre-K programs at Apache, Bluejacket Flint and Roesland are given enrollment preference for Y half-day preschool programs at those sites. Please include a copy of your Pre-K enrollment letter from the school district when enrolling.

To enroll, please download and submit a paper registration form, then download and complete the Emergency Information Packet and bring it to your site on the first day. 

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• Apache Elementary

• Bluejacket Flint

• Highlands

• Roesland Elementary

• Santa Fe Trail Elementary

Apache Elementary

PROGRAM LOCATION: 8910 Goddard Shawnee, KS 66214
DAYS: M-F
TIME: A.M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m.; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: $70/week, $100/week with before and after care

Bluejacket Flint

PROGRAM LOCATION: 11615 W 49th Terrace Shawnee, KS 66203
DAYS: M-F
TIME: A. M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m.; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: $70/week, $100/week with before and after care

Highlands

PROGRAM LOCATION: 6200 Roe Avenue, Mission, KS 66205
DAYS: M-F
TIME: Full-Day 7 a.m.-6 p.m.; Half-Day: A.M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m.; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: Full-day: $170/ week; Half-Day: $70/week, Half-Day with before and after care: $100/week

Full-Day preschool is also available at this location. Visit the site’s location page for more information.

Roesland Elementary

PROGRAM LOCATION: 4900 Parish Roeland Park, KS 66205
DAYS: M-F
TIME: A.M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m. ; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: $70/week, $100/week with before and after care

Santa Fe Trail Elementary

PROGRAM LOCATION: 7100 Lamar Avenue Overland Park, KS 66204
DAYS: M-F
TIME: Full-Day 7 a.m.-6 p.m.; Half-Day: A.M. session 8:10 a.m.-Noon; P.M. session 11 a.m.-3:15 p.m.; Before and After Care 7-8 a.m. and 3:15-6 p.m.
FEES: Full-day: $170/ week; Half-Day: $70/week, Half-Day with before and after care: $100/week

Full-Day preschool is also available at this location. Visit the site’s location page for more information.

Enrollment Information and

Registration Forms

Space is limited. To enroll in a preschool program, call the Youth Development Services office at 913.345.9622 to ensure program availability. Download and complete the registration form below. Return the completed form and a copy of your eligibility letter from the Shawnee Mission School District using one of the following methods:

You may mail completed forms to our office:

YMCA of Greater Kansas City
3100 Broadway Street, Suite 1020
Kansas City, MO 64111

Or you may fax completed forms to:
Fax: 816.931.1847

Because we are committed to protecting your privacy, email registrations and email payment information are not accepted.

Emergency Information Packet

All preschool program participants must have an Emergency Information Packet on-site. Download and complete this packet and bring it to your first day. Please keep an extra copy for your records, or in the event your child attends another Y program, such as camp, No School Days or inclement weather days.

YMCA OF GREATER KANSAS CITY
3100 Broadway Street, Suite 1020
Kansas City, MO 64111
United States

816. 360.3390

YMCA of Greater Kansas City
3100 Broadway Street, Suite 1020
Kansas City, MO 64111
816.561.9622
Contact Us

KS Tax ID KS4NTDATH8
MO Tax ID 12528820

© YMCA of Greater Kansas City 2022

Rainbow Riders Childcare Center – Programs

Full Time

Full day, Full year

Part Time

Morning and 3/4 day Preschool

School Age

Kindergarten – 5th graders

Bilingual

Full Time Preschool

Highlights

• Accommodates children from infancy through 5 years old
• Offers three locations including one Early Head Start Partnership Program
• Operates from 7:15 AM – 5:45 PM with alternate hours of 7:30 AM to 5:30 PM for SMLC location
• Morning/afternoon snacks and lunch prepared and provided on-site
• Tuition varies by age and location

Full Time Programs (Full day, Full year)

Our full time early childhood program is a full day, full year program for children from infancy through pre-kindergarten. Children can arrive as early as 7:15 AM, and stay as late as 5:45 PM. This program is a full year program. Rainbow Riders closes each year for three teacher work days that are announced at the beginning of the school year and for these other days: following holidays: New Year’s Day, Memorial Day, 1 week during July, Labor Day, 2 days at Thanksgiving, and 1 week near the end of December.

Part-Time Programs (Morning only)

We have two classrooms that are morning preschool programs and operate from 8:00 am-12:00 pm, Monday through Friday. The Violet Rooms at the CRC and KWD enroll 2-5 year-olds.

All of our part-time programs at Rainbow Riders operate on the same schedule as Montgomery County Public Schools (MCPS) and close whenever MCPS closes. This includes planned teacher workdays, holidays, weather-related closings, and summer.

There are no words to describe the impact that Rainbow Riders has had on our family.

The teachers and administration truly care about us. They tune into the individual and unique needs of our daughter, and she is flourishing in their programs.

Heather Brooks, MD

School Age Programs (Kindergarten – 5th graders)

During the school year we provide programming for children in Kindergarten through 5th Grades attending Blacksburg public elementary schools. There are several enrollment options for these children, including before school, after-school, and both before and after school care.

The before school option provides a safe environment with simple activities for children starting at 7:15 until time to transport them to their elementary schools. Children attending Margaret Beeks Elementary are accompanied to the bus stop in front of our programs and then ride the public school bus to school. All other children are transported by our staff on Rainbow Riders’ vehicles to their various schools.

The after-school option includes transportation from the Blacksburg public elementary schools. The program is designed to provide a balance between time for the children to spend time socializing with friends, completing homework, and providing a wide range of activities to keep children active, creative, and engaged. Each afternoon begins with a well-balanced snack bar and open center choices where the children can choose between a variety of active and quiet activities. Children provide input to teachers for planning activities and special projects or experiences. There is always a wide variety of activities such as: painting, crafts, puzzles and challenges, service projects, group games and team building exercises, cooking projects, dramatic play, Legos/building projects, etc.

Throughout the school year, Rainbow Riders coordinates with community organizations to offer activities such as musical instrument lessons and foreign language classes held on-site after school. We provide space for these activities to be held and the community organizations provide instructors and materials through contracts directly with the families who chose to participate. Enrollment in our school age program includes scheduled closed school days, early releases (for after-school families) and weather-related delays and closings.

During the summer months we offer a full day school-age camp. The camp is structured around weekly themes which have included topics such as Outdoor Adventure, Extreme Olympics, Happy Horsemanship, Bravo, and Lending a Hand. Each week, teachers plan mini-courses to explore a variety of activities related to the week’s theme. Some examples include learning about animals, various sports, art and crafts, and cooking activities. There is time in the daily schedule for reading each day. Field trips are scheduled each week, including locations like Dixie Caverns, Pandapas Pond, Cascades, bowling, putt putt, and more! In addition, open swim time at a local swim facility happens weekly. The children are having too much fun to even notice that they are learning, too! No matter what the theme may be, there is always a focus on FUN!

Chinese-English Bilingual Classroom (Full day, Full year)

Rainbow Riders’ full time program offers a preschool Chinese-English Bilingual classroom. The classroom meets in the Jade Room at the Knollwood site and serves children ages 3 – 5. The Chinese-English Bilingual classroom, led by a full-time English speaking and a full-time Chinese speaking teacher, provides a high-quality preschool experience with a Reggio-inspired philosophy implemented within a unique framework incorporating the Chinese language and culture in the day-to-day routines and experiences.

To enroll, indicate your interest in the Chinese-English Bilingual program by selecting it from the programs list on the Enroll tab.

Preschool | YMCA RIC

Preschool

Half-day licensed preschool program for 2 – 5 year olds.

Register

Shady Grove Family YMCA Preschool

From the beginning stages of life, the Y provides a nurturing environment for your child to lean, grow and thrive.We support your family values and work with you to expand your child’s world. Mastering new, age-appropriate skills, your child will build on accomplishments.Learning through play provides a solid foundation they can take to kindergarten and beyond.

Benefits of YMCA Programs:

• Licensed by the Commonwealth of Virginia Department of Social Services.
• PALS (Phonological Awareness Literacy Screening) assessment completed with all PreK students.
• Classrooms are peanut and tree nut free
• Financial assistance available to all that qualify
• Participates in *Virginia Quality Accreditation.

*Virginia Quality Rating and Improvement System (QRIS) awards quality level to child care and preschool programs based on four nationally recognized quality standard and best practices:the education and qualifications of the staff, the curriculum or intentional teaching approach the program uses to guide children’s learning, the learning environment, and teacher-child interactions.

Our Approach

Children learn through interaction and exploration.In other words, playing is learning.  We take every interaction we have as learning experience to develop your child’s creative, intellectual, emotional, social and physical skills.   We use Creative Curriculum with developmentally appropriate experiences to foster joyful learning, address specific needs and build skills for success.  Our creative movement classes and outdoor play initiate physical activity to help develop lifelong habits for children.

What your child learns early in life is the foundation for forming well-rounded individuals.  Our age-appropriate, comprehensive curriculum has a clear organizational structure and focuses on routines and learning experiences.  Our program fosters joyful and purposeful learning while addressing specific developmental needs.

Registration is Open!

• A $70 registration fee is required to reserve your child’s place in the program.  Monthly dues are drafted on the first of each month, September through May.
• Registration is not final until a complete Virginia Licensing Child Care Agreement along with your child’s health information and immunization records (dated with one year of beginning preschool) and birth certificate or passport have been received.
• Please read and review the 2021-2022 Preschool Parent Handbook, which contains a lot of information about the program.

Enrichment Classes

Enrichment activities are available each day from Noon to 1:30 p.m. and include art, music and movement, swim lessons, kid’s kitchen, and ballet.  Children may be registered for one or as many as five enrichment classes.  Children will be taken directly from preschool to enrichment.  Participants should bring a “nut free” lunch.  Swim lessons and ballet lessons also require the participants bring the necessary supplies.

Children do not need to be a part of the Preschool program to participate in enrichment classes.

Financial Assistance

Financial assistance is available and is based on a sliding scale according to household income.  “Open to All” forms are available online at www.ymcarichmond.org.  It is our goal to provide financial assistance to all families in need. The YMCA does not want to turn anyone away because they are unable to pay for services and programs.

Creative Curriculum

Creative Curriculum uses the latest research in the field of early childhood education.  It focuses on not only what to teach your child, but how and why particular practices are effective based on your child’s learning style.  By learning the what, how and why, our teachers are better equipped to support your child’s development, no matter how thy learn.

Creative Curriculum foundations:

• Social-emotional competence:Learning how to self-regulate emotions, control behavior and resist impulses.
• Interacting with the environment: Engaging in tasks throughout the classroom helps children develop and learn.
• Partnerships with families:Building continuity and helping families support their child’s enthusiasm for learning.

We’re committed to giving your child an enriching experience that sets them up for success for years to come.  Every moment of the day is an opportunity to learn.  Our teachers intentionally use every interaction with your child to help them build new skills.

Rooted in the Y’s core values: Caring, honesty, respect, and responsibility, we create a trusting environment that allows your child to develop skills in literacy, problem-solving, and social emotional development.

Focus Areas

Social-Emotional

Gaining self-awareness and social skills to positively navigate the world and build relationships.We have incorporated the curriculum called Al’s Pal’s which uses puppets to help children learn to understand and self-regulate their emotions and behavior.The program also helps children learn to make healthy choices.

Physical Development

Understanding healthy eating, physical and personal safety and building a lifelong enjoyment for physical activity.

Language and Literacy

Learning to speak are an essential part of successfully communicating with others.Our teachers help children learn to articulate their needs by increasing their vocabulary through stories, conversations, and environmental print.

Cognitive

Developing reasoning and problem-solving skills.

Social Studies

Understanding of people, places, environments, and the appreciation of diversity and inclusion.

Science

Providing opportunities for exploration, cause and effect, and an understanding of our physical environment.

Art

Granting the freedom to think creatively, express individuality, and develop fine motor skills through process art.

Math

Understanding numbers, concepts, and patterns through games, toys, and real life application.

Supplies

Your child will need to bring with them each day to preschool:

• “Nut free” healthy snack
• Extra set of clothing (seasonal) to include shoes
• Totebag will be provided
• Water bottle
• Pencil box with individual pack of crayons, markers, scissors, and glue sticks

Health Precautions

Changes to our usual safety precautions to correspond with recommendations from the CDC and Virginia Department of Health have been implemented.

• Daily temperature checks and verbal COVID-19 screenings will be conducted for children and staff upon arrival.
• Children will wash hands prior to joining their class at the beginning of each day.
• Handwashing and sanitizing will be enforced throughout the day for both children and staff.
• Equipment and touch points will be wiped down on a continuous basis throughout the day with janitorial maintenance each day after close of the program.
• Items that cannot be easily sanitized and disinfected will be removed from the classroom.
• Masks will be worn by all staff when indoors.Masks are recommended but not mandated by the CDC for ages 2 through 4. Masks are required for children age 5 and older.

Child Abuse Parent Education Guide

At the Y, we ask our parents and guardians to be our partners in child abuse prevention. This Parent Education Guide seeks to equip you to be informed about child abuse and to protect your child from abuse.

View the Guide

Writing a Resignation Letter from Full Time to Part Time • BUOM

By Indeed Editorial Team

April 2, 2022

You can ask your employer to adjust your working hours by writing a formal letter in a positive tone. To do this, you can write a letter outlining how you and your employer can benefit from your shift in hours. Understanding how to go from full-time to part-time can help you write a letter to your manager. In this article, we explain the benefits of reducing your working hours and how to write a resignation letter from full-time to part-time, including a template and an example that you can use as a reference.

What are the benefits of reducing working hours to part-time work?

Reducing hours to part-time has several benefits, including:

• Enjoy more free time to spend on hobbies or further education

• Earn more money if you have more than one job part-time

• You have more time to do everyday tasks like exercising or shopping.

• Reduce stress

• Spend more time with family and friends

How to write a letter of resignation from a permanent job to a part-time job part-time:

1. Open your letter of greeting to your manager

Start your letter with a greeting to your boss, to whom you usually report during the working day. It is possible that the final decision on who can grant your request to reduce your working day to part-time work can be made by a professional above your manager. Using a salutation lets the reader know that the letter is addressed to them and sets the tone for your letter with the type of salutation you use. For example, a formal greeting can show the reader that the content of the email is likely to be serious.

2. State your request

Use the first line of your letter to state your request to reduce your full time to part time work. Here you can specify the day you want this to take effect and the number of hours you want to reduce from working hours. This gives your manager immediate context for what the rest of your letter will share. You can also explain if you want this clock change to be permanent or temporary. If it’s temporary, explain when you intend to return to your full-time job.

3. Explain why you want to reduce your working hours

Employers often require justification as to why you want to switch from full-time to part-time work. After you have made your request for a reduction in hours, explain why you want to do this shift. You can use the second paragraph of your letter to explain your reasoning. Keep your reasoning short and direct. For example, you might say you want to cut back on your hours because you’re going back to school or want to spend more time with your family. If you want to maintain your privacy, you can let us know that you would like to cut back on your hours for personal matters.

4. Mention any accomplishments you have made during your time with the company.

Mention any accomplishments you have achieved while working full-time for the company. This can help your manager appreciate the work you’ve done for them, how valuable you are to their team, and how you can do meaningful work for them with shorter hours. You can do this by keeping a positive tone and briefly mentioning your accomplishments. For example, you can share how you helped build brand awareness by increasing your company’s presence on social media sites. You can also share any statistics you have that will help prove that you have increased brand awareness for the company.

5. List any benefits to the company from reducing your working hours.

If applicable to your company, you can list any benefits your company could receive from reducing your working hours. For example, if your company is having layoff problems, you can communicate that reducing your working hours will not require the company to lay off others and they can keep their jobs. If you’re having a hard time getting to work on time in the morning, cutting hours can help you and your supervisors create a more comfortable schedule for you. This can help reduce stress for both parties.

6. Express your appreciation for the opportunity to work full-time

You may find it helpful to express your appreciation for the opportunity your company has provided you with a full-time job. Express your appreciation for their support in reducing your hours. This can show that you appreciate the company and their tools for working with your schedule. Expressing appreciation can also keep the tone of the letter and a positive relationship with your company.

7. End your letter with the date of the follow-up visit

End your letter with the date after which you plan to continue the conversation. This gives your manager time to discuss with others involved in approving your shift in hours. A date is also set when you will personally talk to your manager about the reduction in working hours. You can then sign the letter with your name, job title, and contact information such as phone number and work email address.

Sample letter of resignation from a permanent part-time job

Here is a sample letter you can use when writing your letter of resignation:

[Your name]
[Your position]

[Current date you’re writing this letter ]

[Supervisor’s name]
[Supervisor’s position]
[Place of employment name]

dear [Supervisor’s name],
I am writing to you to confirm the reduction of my working hours from full-time to part-time as [title of your position] in [name of your company]. I plan to do [insert the date you want to stop working your full-time hours] my last day as a full-time employee and start working part-time [insert the date you want to begin working your part-time hours].
The decision to cut my hours is because [insert your explanation here]. During my full-time employment, I have been able to complete some tasks that I am proud of, such as: [mention your accomplishment here].
You may find that reducing my work day to part-time status can benefit the company while still doing quality work. For example, you might find this useful because [insert company’s benefit here]. I want to express my gratitude for giving me the opportunity to work full-time for the last time. [insert how long you’ve worked at your company]. I appreciate everything this company has done for me and all the skills I have gained and I am very happy to continue working on my projects and goals in my part-time status.
Thank you for considering my request and I look forward to contacting you about this at [insert date you want to have an in-person conversation about your request].

Sincerely,

[Your name]
[Your professional email address]
[Your phone number]

Sample letter of resignation from a full-time part-time job

Here is an example to refer to when you write your application about dismissal:

Alana Dyer
Preschool Teacher

April 20, 2022

John Santos
Principal
North Avenue Preschool

Dear Mr. Santos,
I am writing to confirm my reduction from full-time to part-time work as a preschool teacher at North Avenue Preschool. Ideally, I’d like to move from all-day preschool to teaching morning classes only. I plan to make Jan 3, 2023 my last day as a full-time teacher and start teaching part-time on Jan 4, 2023.
The decision to cut hours is due to the fact that I am going back to school to complete my master’s degree in education. My coursework will be heavy and the part-time job will allow me to focus on my studies while continuing to teach in the classroom. During my full-time employment, I have been able to complete some tasks that I am proud of, such as helping my children build self-esteem and confidence in taking on new tasks. It’s nice to see a kid in my class improve dramatically from the start of the year to the end.
You may find that reducing my work day to part-time status can benefit the school and children while still providing quality work. For example, you may find this helpful because I can pay more attention and focus on my class if I have fewer hours as I won’t be so overwhelmed trying to get my degree and work full time.
I want to express my gratitude for the full-time opportunity you have given me for the last five years. I appreciate everything this school has done for me so far and all the skills I have learned. I am also happy to continue working on my projects and goals in my part-time status.
Thank you for considering my request and I look forward to continuing with you on this.

Sincerely,

Alana Dayer
[email protected]
904-555555555

East and West: Kindergartens in Japan and USA

Photos from the Zhanna Pyrchina archive 9000 Zhanna Pyrchina -teacher of kindergarten in the kindergarten-teacher New Jersey, USA. Before moving to America, she worked for four years in Japan in a special school for children from 0 to 6 years old. Zhanna shared with “Letidor” her observations about the difference that exists between preschool education in these two countries. As it turned out, in Japan there is no complementary food, children are focused on teamwork, and the problem of lack of places in kindergarten is as acute as in Russia. In America, all staff must be fingerprinted and trained in first aid, and children are targeted for individual success.

Japan: discipline and family values ​​

Zhanna graduated from the International Relations Department of Tomsk State University and moved to Kyoto, one of the largest cities in Japan, in 2006:

• my knowledge turned out to be in demand in a preschool institution with a curriculum in English. In a very homogeneous Japan, where approximately 97% of the country’s population is Japanese, speaking only Japanese, knowledge of the English language is highly valued; most educational institutions hire foreign teachers to learn and introduce foreign, mainly Western culture, and teach English to children. At the school where I worked, children from six months to 6 years old study, we communicated with children only in English.

There are several types of preschools in Japan, both private and public, full-time and part-time. The problem of lack of places in kindergartens and waiting lists are one of the norms of modern reality in Japan.

The cost of public preschool services is calculated on the basis of family income and differs significantly from private kindergartens. For example, a month of a child’s stay in the first can range from 100 to 300 dollars, while in private the cost can go up to 1000 to 1500 dollars. At the same time, all field events and excursions are paid separately.

All four years I worked as the main teacher in a group of children from one to three years old. Comfortable conditions, large rooms, a balanced ratio of teachers and children (depending on the age of 3-5 children per adult), the availability of assistants and assistants, a convenient schedule and a variety of activities allow you to focus on the learning process and achieve high results in terms of discipline.

The educational program was very intense, in the form of a game we studied the world around us, colors, shapes, numbers, letters, days of the week, etc. , using the Doman card system. Also, children went in for music, sports, learned the basics of theatrical skills. Great emphasis was placed on sign language, which helps to develop motor skills of the hands and contributes to the development of speech. For example, non-verbal children of 1 year old can show that they want to eat or sleep, report pain and discomfort, show where it hurts.

Every month at the all-school meeting, the children and I organized a performance: we sang songs or danced. Once they put on a Chukchi dance to the song “I’ll take you to the tundra”, they sewed national costumes, it took a couple of months to rehearse, but almost all the dancers moved in sync.

It must be said that Japanese children are very organized and disciplined due to the collective or group organization of the whole society. As a rule, they are calm and obedient. It’s hard to imagine a kid who would throw a public tantrum, and with all this, parents do not raise their voices and do not spank their children.

In Japan, the role of the family is highly valued. The bond between mother and child is very strong, as they are in close physical and psychological interaction until the very elementary school. For example, traditionally the whole family takes a bath together and sleeps in the same room. Children love and respect their parents so much that they simply do not want to upset them with whims or bad behavior. Also, children from infancy get used to living in society and according to its laws. Mothers take their newborns with them everywhere, for example, to a restaurant where all conditions for comfort are created: at every step, the cleanest toilets, which have baby hygiene products, a changing table, a place for feeding.

The status of a teacher in Japanese society is very high. The teacher is respected by both children and adults. Parents express the highest degree of respect when addressing, never contradict and often bring some small gifts, treats or souvenirs. Also, the work of teachers is adequately paid, especially in comparison with Russia.

At the school where I worked, CCTV cameras were installed in all rooms. Parents or leaders always have the opportunity to see what the children and the teacher are doing. In recent years, in Japan, as in other countries, the problem of the distribution of illegal photo and video shooting of children has arisen, but it has not been officially voiced. Children are trying to legally protect from excessive attention. For example, in preschool institutions it is forbidden to photograph and distribute photos and videos of other people’s children without the permission of their parents.

Teachers in schools and kindergartens are not allowed to carry a mobile phone with them in order to exclude the possibility of illegal photography or video filming.

Japan is rich in beautiful traditions and holidays, which are an integral part of the educational process and social life. Numerous festivals are dedicated to nature and seasonal changes. The new year is characterized by new plans and expectations, the Japanese decorate the house with pine branches and bamboo, prepare special treats, wear festive kimonos and go to temples and parks. During the cherry (sakura) flowering period in March-April, the whole family goes to admire this spectacle, sitting under flowering trees and treating themselves to the delicacies brought, the children play around.

The Tanabata Summer Festival of Stars is based on the legend of Orihime and Hikoboshi (the Shepherd and the Weaver) in love, separated forever by the heavenly river. The stars Vega and Altair, located on both sides of the Milky Way, personify lovers and meet every year on the seventh night of the seventh month. On July 7th, the Japanese write down their wishes on pieces of colored paper and decorate bamboo branches with them. Many wear a summer kimono and participate in parades and festive events: they sing songs and dance. In autumn, the Japanese go to admire the autumn leaves, which completes the annual cycle.

Japanese children are known to be very healthy and life expectancy in Japan is one of the highest in the world. One of the factors contributing to this is lifestyle and nutrition. In Japan, there is no concept of “complementary foods” for children as such – from breastfeeding or artificial feeding, children are immediately transferred to adult food. Products are not crushed, do not wipe.

Children, like adults, eat mainly rice, fish, legumes, vegetables and fruits. Instead of the usual porridge for breakfast, children are offered a set of dishes, more like a Russian lunch. However, despite the insignificant figures, in recent years, the problem of obesity has begun to appear in Japan due to malnutrition and the spread of fast food. Overweight children began to appear among younger schoolchildren.

There is a big difference from other countries in Japan regarding the health, medicines and treatment of children. For example, children are not wrapped up, as in Russia, but dressed lightly. You can often see a picture when a mother walks in a jacket and a hat, and a child in a light blouse and shorts. At the same time, children rarely get sick, and if they have a runny nose or cough, parents are in no hurry to give them medicines, only if the disease is complicated.

Despite the fact that in Japan there is a traditionally strong connection between generations, the modern family (parents-children) mostly lives separately from grandparents, who spend some time with their grandchildren, but do not interfere in their lives, do not impose their opinion.

Since Japanese women often stop working completely when they have children and devote all their time to the family, babysitting services are not popular – unlike in the US, where babysitting services are very common.

America: individualism and a lot of flour

Pre-school education in America is very different from Japanese. First of all, it is necessary to note the homogeneity of society in Japan, where incomes in different strata of society differ slightly. In the American system, the difference between the poor and the wealthy is huge. This creates all sorts of variations in the development of preschool education. There are private and public kindergartens and childcare centers in the US.

Most children from infancy to age 3 attend private institutions, more than half of children aged three to five attend public kindergartens with a standard curriculum. For the last year, from five to six years, children have been preparing for school: they attend classes, do homework and improve their knowledge and skills in languages, mathematics, social and natural sciences.

The cost of education directly depends on the quality, determined by the level of education of teachers (the higher the degree of training of the teacher, the better), the ratio of teachers to the number of children (the fewer children in the care of one adult, the more time is devoted to each particular child), and the availability development programs and resources (the more varied and interesting the programs, the more materials, books and toys, the more useful for the mental and social development of preschoolers). Depending on the state and locality, number of hours, and quality, preschool fees can start at $100 and go up to $2,000 or more a month.

The American system encourages the education of children in kindergartens and nurseries, which are very much in demand by parents, as paid parental leave is 3 months, after which most parents go to work full time.

In the USA (New York – New Jersey region) I worked in a small private preschool institution, where the main task of a teacher or rather an educator is to look after and care for children (feeding, changing clothes, diapers, walking, sleeping hours, games, songs and Reading books). In such a metropolis as New York, it often happens that there is no own territory for walking and children visit neighboring parks and playgrounds.

The approaches to raising children in Japan and America differ significantly. In Japan, children are brought up, focusing on the team, success in the team and the preservation of accumulated knowledge. And in the USA, on the contrary, the success of a particular individual, self-confidence and striving for something new are encouraged. For example, during the celebration of Christmas and Hanukkah in an American kindergarten, children completed their tasks and dispersed, doing personal business, not listening to each other’s speeches.

In the USA, great importance is attached to the compliance of standards developed taking into account the needs of each particular state – the level of education and training of the teacher, the ratio of adults and children in the group, the absence of any discrimination and the involvement of all population groups in the educational process, that is, children with special needs ( disabled, poor, socially and emotionally underdeveloped).

Video surveillance programs are ubiquitous. In order to start activities in the kindergarten, all staff must provide fingerprints that guarantee the absence of offenses and criminal convictions. Certification in first aid and cardiopulmonary resuscitation is required, as well as health checks and compliance with sanitary and epidemiological standards.

There is a big difference between American and Japanese hygiene and health rules and regulations. In Japan, changing shoes is mandatory in any preschool, but in America it simply isn’t. The nutrition of an American preschooler differs sharply from that of his Japanese peers. Babies start with “solid food” and purees, gradually moving on to cereals, cereals, soups, dairy products and sandwiches, and continuing with all kinds of pasta and meat products. In Japan, children start drinking green tea and herbal drinks from an early age, but in America, children drink water and milk.

According to my observations, the status of an educator in the US is low, as is the remuneration of labor (relative to the overall economic picture and standard of living). Due to the high demand for private preschools and the existence of a transparent registration and standardization system for these institutions, I felt that opening a kindergarten in this country is quite promising.

_ See also:
Sit on the floor
School and after-school in French
Swiss baby boom: being a mom in Zurich
With a child in Thailand: expensive school, cheap food
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Address: Stavropol Territory, Aleksandrovsky District, Novokavkazsky Settlement, School Street, Building: 4;

Municipal preschool institution “Kindergarten No. 23 “Yolochka” vacancies

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information obtained from the human resources department of the organization.
You can apply for a free newsletter of fresh vacancies from the Municipal Preschool Institution “Kindergarten No. 23 “Yolochka” through a special form.

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To clarify questions related to work and employment, you can call the Human Resources Department.

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Preschool education

Education in Korea has received a lot of attention, because it has had a significant impact on social status and career for a long time. In the 60s, they adopted the Charter of National Education, emphasizing the need to develop creativity and instill respect for traditions. Pre-school education in Korea is also based on these principles. Kindergartens are divided into three types:

• Nursery (up to 4 years).
• Middle groups (Orinidzip, 3-5 years old).
• Senior groups (yuchiwon, 5-7 years old).

Decree lasts up to 3 months. If a woman needs to work, the child is sent to a nursery. Most often, children from 7-8 months old fall into the group. Until the age of three, they are looked after for free, but this applies to Korean citizens. Nurseries function in almost every apartment building. Children are accepted there from birth to 4 years. Then the child is transferred to a kindergarten school (yuchiwon).

Teaching kids starts early – from 2-3 years. This is the period when the child bathes in universal love – up to 5-6 years old he is allowed a lot and given complete freedom: you can examine the objects you like, touch, pick up. The little Korean almost never gets rejected.

Children are not scolded or punished. A warm attitude towards the children is also manifested in a conversation with strangers. If you ask a stern person about children or grandchildren, he will become softer. Up to 6 years old, babies are considered divine creatures, little angels.

Public and private pre-schools

Pre-school education in South Korea is not yet compulsory, but in recent years it has been given more and more attention. It is aimed at comprehensive development: the child must become physically strong, confident and emotionally stable. Develops curiosity and creativity. The educational program does not include the education of preschoolers, so the goal is not to form theoretical knowledge.

Kindergarten (orinizip) admits children from 3 to 5 years of age. Parents have a choice between different public and private kindergartens. Private institutions are more popular. True, pre-school education in Korea is not cheap and can even exceed the cost of studying at the university. Those who do not have such funds choose the state kindergarten.

Since 1997, as part of the educational reform, a free opportunity has appeared to prepare a child for school for a year, designed for low-income families. Since 2011, a law has been passed, according to which money is allocated to multicultural parents (one of them is a foreigner). The allowance should be used to pay for kindergarten.

Back in the early 1980s, kindergartens in South Korea covered 66 thousand children, and in 1987 – 397 thousand. Accordingly, the number of caregivers increased, of which 92% were women. About 30% of children attended kindergarten in 2006 (541 thousand).

How much Koreans pay for kindergarten

Kindergarten education is in Korean, but there are groups in English. Almost all caregivers (about 90%) are college graduates. In order to get a job in a public kindergarten, you need to pass an exam.

All pre-school institutions are paid, but in the state institutions half of the cost is compensated by the state. Private kindergartens in Korea may require different fees – it all depends on the set of services. Usually, three meals a day, excursions and walks, staff payment are assumed.

Sometimes the cost increases due to the payment of visiting teachers (in physical education, drawing, English). One-time charges may apply. In elite institutions (for example, with a swimming pool), payment can be twice the standard.

Peculiarities of pre-school education in South Korea

Each child receives a children’s diary to inform parents. Employees transmit the schedule of classes for each week, a detailed menu for the month. Thanks to the diary, you can find out how the child spent his day. Once every two months, teachers write a report. You can see what the baby has done during this time, and read the feedback of the teacher. The institutions have CCTV cameras.

Through the Internet on the official website of the kindergarten, you can see what is happening at the moment. Employees also maintain a page on social networks or a blog, where they add information and photos almost daily. Each institution has minibuses – they pick up the kids in the morning and bring them back in the evening.

Parents are constantly involved. The kindergarten program in Korea includes family activities and field trips. Meetings are regularly held with adults to discuss the development of children. Educators pay attention to successes and behavioral problems. They also advise on how to organize training at home on your own. Korean parents are actively involved in the development of children, trying to give them as much useful information as possible. Responding to demand, stores sell various educational games, such as puzzles in the form of a country map.

Kindergarten is not always located in a separate building. Some are located in apartments in multi-storey buildings. The set of services is the same everywhere, the difference is only in the number of groups. In kindergartens located in an apartment, there are usually 2-3 groups of 8-10 people. Sometimes children of different ages study together – the difference can be up to three years. In such a space, some activities are limited. For example, you have to do without playing the piano so as not to disturb the neighbors.

There is a queue for kindergartens in South Korea, located in a separate building. To get a place, you need to wait from 2 to 6 months. For this reason, parents enroll their children in a group in advance. Near the institution there is a playground. Inside the room are identical: toys, miniature tables, soft mats and bright decoration.

Children are accepted from 8 am to 10 am, children are picked up at 4-5 pm. It is possible to leave the child late if the parents are late, but this is rare. Educators are understanding about such situations. Kindergartens are also open on Saturday, but not full-time.

Kindergarten methodology in Korea

Public and private institutions adhere to the educational program. Children are taught to read from the age of 3. They are taught to write and count both in their native language and in English. The guys not only translate words and phrases into foreign, but also try to express their thoughts. Pre-school education in South Korea also covers other areas:

• Physical education.
• Music and dance lessons.
• Studying traditions.
• Wildlife lessons.
• Lessons in various sciences.

A lot of time is devoted to music education. By the time a child enters school, they can play at least one instrument, usually a folk one. There are regular reviews-reports with the participation of preschoolers. The songs that are taught in kindergarten have an educational focus. Each of them teaches something: how to behave, eat right, why it is important to obey adults, etc.

In wildlife lessons, we talk about the seasons, the behavior of animals and insects. There are walks in local parks. The whole group can go to a farm where they pick strawberries, or plant seedlings of plants on the territory of a kindergarten. Pay attention to different sciences, but not for the sake of knowledge.

The main goal is to develop curiosity and logic. Educators introduce kids to different concepts: space, nationalities, countries. Children are also told that everyone in this world has their own purpose and place. In kindergartens in Korea, with the help of sports exercises, they strengthen muscles and teach team playing skills. Another area is the basics of safety engineering. A Korean child can call an ambulance if necessary and knows what to do in case of a fire.

It is believed that children should consolidate their knowledge through productive activities. General and personal exhibitions of children’s works are held. Small festivals are organized once a season. Children prepare a concert program: recite poems, dance, play musical instruments. Interactive activities for family holidays are definitely thought out: entertaining and sports games, a tofu cooking master class, joint creation of various crafts.

Kindergarten school

From the age of 5, the child begins to prepare for entering school. The preparatory garden is called yuchiwon. Its peculiarity is in the bias towards learning, preparation for school. The child begins to wear a uniform, but this is not necessary. You also have to do without daytime sleep, but all classes are held before lunch. The set of lessons is not much different. An additional lesson is chosen: drawing, ballet, etc.

Almost every day, they give quite a voluminous homework, they give books to read at home. Printouts with reading, writing, English words are passed on with children regularly. For example, you need to write a phrase several times or circle words that begin with a certain letter. After reading each book, you need to fill out a special form.

First, the child is brought to the nursery, then he moves to the middle group, and after that – to the kindergarten. Not every baby goes through all these stages. Sometimes the nursery is immediately followed by the older group. Quite often, already five-year-old children are sent immediately to a kindergarten (“yuchivon”). Preschool education ends with a graduation ceremony. They are awarded a diploma and a certificate of graduation, which makes parents feel proud of their baby.

Veraksa A.N. Kindergarten in Japanese

The Japanese treat children with special love. Back at the beginning of the last century, the Russian Japanese scientist G. Vostokov noted that the Japanese bring up children “with such gentleness and love that they do not depress the soul of children. No grouchiness, no strictness, almost no corporal punishment; pressure on children is in such a mild form that it seems as if children are raising themselves and that Japan is a children’s paradise, in which there are not even forbidden fruits … ”The Japanese are trying to use similar principles in modern preschool institutions.

On the way to development

The first kindergarten in Japan was opened in 1876. Only children of wealthy parents could visit it. Pre-school education was included in the educational reform program after World War II.

In 1947, the Education Act was passed, which provided for the operation of kindergartens (designed primarily for the education of children), and the Child Welfare Act, which created child care centers (the main function of which is to care for the child ). Kindergartens are still subordinate to the Ministry of Education, Science and Culture, while child care centers are subordinate to the Ministry of Health.

“Every child is valuable in itself”

According to the Education Act of 1956, kindergarten education was divided into six main areas: health, interpersonal relations, environment, language, music/rhythm, art/handicraft. This law contained rather authoritarian formulations – “children must”, “children must be made to understand”, etc.

In connection with the development of the system of pre-school education, in the early 1980s, a process was initiated to revise the legislation and the effectiveness of kindergartens. Research conducted under the direction of the Ministry of Education, Science and Culture showed that in many kindergartens, instead of a pleasant atmosphere of play and encouraging children’s curiosity, teachers followed a goal-oriented curriculum. In addition, it turned out that in some kindergartens children were taught to write and count, which went against the main idea of ​​preschool education (accepting childhood as a valuable age period in itself). The Ministry of Education, Science and Culture issued a warning to such kindergartens about the inadmissibility of a curriculum focused on the development of specific subjects and skills. As a result, at 19In 1990 a new educational plan was created. In it, the emphasis was on the fact that every child is valuable in itself, regardless of its characteristics and abilities. Instead of six main areas, five remained – health, social relations, environment, language and expression of feelings.

In the late 1990s, new national standards for early childhood education paid special attention to the creation of a physical and psychological environment that should help children understand the importance of their connection with other people. Now in many preschool institutions in Japan there are programs aimed at attracting adults to cooperate with kindergarten. Some gardens invite dads to talk about their work; others host mothers who spend the whole day with their children. Such meetings also help kindergarteners to create the most suitable curriculum, taking into account the peculiarities of the child’s life both in the family and in this particular area of ​​the city.

Private or public?

Currently, preschool education in Japan is not compulsory. So there is more diversity and flexibility in this area than at other educational levels. Kindergartens and care centers are divided into public and private. About 80% of kindergartens and 60% of childcare centers are owned by the private sector. Compared to private institutions in public educational institutions, the salary of staff is higher, the working day is significantly shorter, and the workload is less (due to staffing). In private kindergartens, due to a shortage of staff, often in order to reduce parental fees, the number of children in a group reaches 40 people, for which there is 1 teacher.

Education for caregivers

Predominantly women work in kindergartens and care centers, many of them (about 60%) are under 30 years old. Representatives of the stronger sex in most cases occupy leadership positions – half of the directors of kindergartens are men.

Becoming a kindergarten teacher requires a two-year (or four-year) post-secondary education that focuses on practical aspects of the relationship with the child. Considerable attention in the learning process is paid to mastering the methods of drawing, theater, labor, origami, physical culture, music and other areas. The training also includes courses in child psychology, children’s physical and mental health, nutrition and social relationships.

You can only become a childcare center caregiver with a high school diploma. However, the majority of teachers at the centers have incomplete higher education, some of them graduated from programs similar to those that are mandatory for kindergarten teachers.

How to get to kindergarten

Parents who want to enroll their child in kindergarten contact the municipal office. Officials consider how the baby falls into the group of “children in need of care” (these, first of all, include children of physically ill parents, children with one parent, children from low-income families, etc.), and make a decision. If a child is taken to a kindergarten, then the amount of the monthly fee for kindergarten services will depend on the income of the family – the higher it is, the higher the fee. If the child is not taken to a state preschool institution, parents turn to private institutions. Moreover, the younger the child, the more expensive the cost of services. Some private kindergartens are more expensive than private universities. However, in general, due to the fact that private kindergartens receive subsidies from the state, in practice they are available to most parents. For example, a child care center (operating 8 hours a day, 5 days a week) will cost average parents of a four-year-old child $130-150 per month.

From child care centers to “children’s hotels”

Child care centers accept children from 3 months of age. The normal opening hours of the center are from 7 am to 8 pm. True, centers that provide their services at night, as well as “children’s hotels” that operate around the clock, have recently become popular. On average, the center hosts about 90 children, with over 25 full-time employees and over 10 part-time employees. The number of staff depends on the age of the children. For children of the first year of life, the ratio of teachers to children is 1:3, for children from one to three years old – 1:6, and for preschoolers over 3 years old – 1:20. In kindergartens, children are accepted from the age of 3, although recently the Japanese Ministry of Education, Science and Culture has been discussing the issue of allowing parents to send two-year-old children to kindergarten.

According to statistics, about 47 preschool children aged 3 to 5 attend kindergartens, 30% attend childcare centers, and the rest of the children stay at home under the care of relatives. If we compare the attendance of preschool institutions by Japanese and European children, then we can say with confidence that the former are much more involved in preschool education.

Should preschoolers go to school

Many preschool curricula emphasize that:

1. Every child must understand that he is one of many, therefore the opinions of others must be respected;

2. It is important for children to learn that there is a most acceptable way of doing things and that it is worth spending time and effort to master it.

From the European point of view, the absence of an indication of the formal side of education is immediately striking – there is not even a hint that the child should learn to count or write. It must be said that in practice in kindergartens they do not teach either writing or counting. The main goal of a preschool institution is to teach children how to learn, that is, to form abilities that in the future (when entering school) will allow them to acquire the necessary skills. Recently, however, some teachers have begun to defend the Western idea of ​​”cognitive-oriented learning”, that is, teaching specific knowledge and skills. This direction is criticized by many Japanese authors for the fact that its implementation involves ignoring the above areas of work, and in the field of cognitive development it is reduced only to counting and writing, which represent a small part of cognitive abilities.

Suzuki Violin for the Gifted

One of the areas of work in preschool education in Japan is the education of gifted children. However, giftedness is understood not as something single, unique, given by nature from above, but as something that can be cultivated in many. Suzuki’s method of learning to play the violin is widely known (both in Japan and in the USA and Europe). It can be formulated as follows – start training as early as possible and study as much as possible with good teachers. As Suzuki noted, if these rules are followed, talent will be available to all children. Dr. Suzuki himself began to teach the violin to three-year-old children, and they were successful.

“The opportunity to feel like a member of a group”

In J.Tobin’s study, adults were asked what is the main goal of education in kindergarten. More than 80% of the Japanese surveyed responded that this is an “empathy experience”, while in the US this answer was met only in 39% of cases. Also, more than 60% of adults in Japan noted “the opportunity to feel like a member of a group.” Compared to this, for example, in China and the United States, this answer was not so popular. In terms of socialization, by the end of preschool in Japan, a child is expected to:

1. behaves like a member of a group;
2. attentive to the needs of group members;
3. knows how to listen to others;
4. knows how to answer questions;
5. knows how to participate in group activities (especially in group rituals such as eating, cleaning the room and various games).

Special educational practice

“When meeting with Japanese children, their level of education, independence and self-confidence catches the eye,” J. Whitburn noted. At 19In 1995-1996, under her leadership, a comparative study was conducted aimed at assessing the achievements of Japanese and English children aged 6-7 years in the field of mathematics. In England, by the age of six, all children have already attended preschool classes for a year, and therefore English children performed better than Japanese students. However, a year later, it turned out that Japanese children significantly outstripped their English peers in terms of awareness in mathematics. It is obvious that such results are based on the special practice of preschool education. The main emphasis in preschool education in Japan is not on teaching children certain subjects, but on developing the skills of independent action as a member of a group.

For example, in a class, each student takes on the role of a leader (“toban”). Toban helps the teacher to distribute materials necessary for conducting classes, monitors discipline in the classroom, leads the discussion of various issues, is responsible for the cleanliness of the room, gathering students before classes, etc. Since everyone assumes this role, children are given the opportunity not only to control their peers (which, of course, contributes to the development of self-control later), but also to feel the consequences of the decisions made by the team.

“Please be persistent in your efforts!”

Often in kindergarten you can hear the words “Gambate kudasai!”, which means “Please be persistent in your efforts!”. By fulfilling the tasks of teachers, children learn a very important principle – mastery is achieved by effort. It is diligence that is highly valued in Japanese culture. At the same time, adults again emphasize the group affiliation of the child, which is manifested, for example, in the following rule: if the child has completed the task, then before informing the teacher about it, he must make sure that his neighbor also coped with him. This team orientation also manifests itself in non-teaching moments – for example, in Tokyo, from the first days of schooling, children get to school in groups led by one adult.

The whole practice of education in a preschool institution can be divided into three parts: activities related to the implementation of established norms, free play and activities organized by the teacher.

Complying with established standards

The presence of norms and rituals is necessary, according to the Japanese, to create a safe, predictable environment for the child. Every day is known in advance, which allows the baby to gradually gain self-confidence, quickly join in group activities. Children know what is expected of them and how to behave. For example, when kids come to kindergarten, they should hang their jacket on the hook, put their shoes in the locker, put on a change of shoes, go in and sit in a circle with the rest of the children, while the teacher plays the piano. When all the children are seated, each child (in a circle) is welcomed by the teacher: this allows the child to feel his importance and belonging to the kindergarten group. It must be said that, for example, in English kindergartens, such an organization of greetings is considered unnecessary and is more informal. One of the important rituals within the preschool institution, which also allows the child to feel group belonging, is eating. Children take out their mats and, together with the teachers, start the meal. At the same time, children are united in groups of 5-6 people.

Free play

Free play is that children do what they want – draw, build models, participate in role-playing games, etc. This allows you to establish closer contacts with peers, face conflicts and resolve them yourself. I would like to emphasize that free play in Japan is free from adult interference. If in the United States a child who has encountered aggressive behavior complains to the teacher, and she will deal with the conflict situation, then the pupil of the Japanese kindergarten will independently find a way to resolve the conflict. The main role here is assigned to the group and its pressure on the offender. At the same time, however, Japanese teachers emphasize in every possible way that aggressive behavior is not intentional, but is the result of misunderstanding. At the same time, the solution to the conflict is always a reason for the teacher to praise the child who has found a way out of the situation.

At the same time, in general, praise and punishment in the practice of preschool institutions are not as significant as in European countries and the USA. Japanese teachers are convinced that the development of independence is possible only if the child creates his own values, which is feasible only in a free environment. You can watch how in kindergarten children leave the group and walk along the corridors, go to other groups or go straight to the director – a preschooler can really go where he sees fit. Teachers do not interfere with such a movement – the function of instructing is assigned to peers, and “single travelers” always know where and when to return. Such freedom expresses the main, according to Japanese teachers and parents, the value of preschool education – the preservation of childhood in a child. Children are accepted as they are – energetic, inquisitive, and on the basis of such acceptance, the kids develop confidence and a desire to belong to the group.

Together with a teacher

The activity organized by the teacher also differs from the practice of European and American kindergartens. A large role here is given to physical activity – ball games, running, dancing, etc., which, due to the problem of excess weight among preschoolers, is also relevant in other countries. Any activity organized by the educator has a clear goal: the movement is aimed at developing coordination; music – for the development of rhythm, auditory memory and counting skills; story – to enrich vocabulary and language development. At the same time, the activities organized by the teacher are always somehow connected with the request that comes from the child. For example, S.Taylor in a kindergarten in the city of Kawasaki saw how the boys kicked the lids of cans in the corridor. Noticing this, many children began to look for covers and imitate the actions of the guys. Instead of stopping this behavior, the teacher invited the children to draw caps, discuss the differences between them, and come up with different games with caps.

On the way to independence

In the gardens there is also an obvious focus on the child’s acquisition of real experience of interaction with the world. So, for example, in one of the Tokyo kindergartens, children (starting from the age of five) regularly create outdoor structures (houses for the playground, boats, etc.) on their own.

For this purpose they are given construction tools and materials. The children are given a specific problem situation and the kids are happy to start solving it. During the construction process, they understand that to paint the roof of the house you need to stand on a chair, and one nail is not enough to properly fasten the plank. At the parents’ meeting, the director of the kindergarten warns parents that teachers will monitor the implementation of this project by the children, but most likely it will not be possible to avoid injuries; however, in his opinion, it is important for a child to learn to appreciate the danger when working with tools, otherwise he will never be able to treat them properly. It is extremely difficult to imagine this picture in an American or European kindergarten.

Learn from mistakes

One of the techniques of working with children is reflection, or introspection of behavior (“hansei”). This technique is used both at home and in preschools in Japan. In fact, “hansei” consists in the fact that an adult, together with a child, analyzes his behavior in order to change it. A similar technique can be illustrated by the situation that S. Taylor observed: “A four-year-old kid came to a kindergarten that was new to him. After a while he stood by the box and wept. It turned out that his toy was missing.

A teacher came up to him to find out what was the matter. Suspecting two guys who were standing nearby, she asked them:
– Did Kazuki (the boy’s name) ask to hide his toy?
– No.
– Would you like it if someone hid your things?
– No.
– Kazuki is a rookie. He is crying. Think about how you can make it better.
– We’ll give him the toy and let’s go play with him.

This technique is used by educators constantly and due to being woven into the life of the child, allows him to quickly reorient himself from his own egocentric interests and learn to take into account the needs and interests of other people.

Running and screaming are encouraged

But what is most surprising is the general attitude of the teacher towards the child. As L. Pick writes, the secret of the professionalism of Japanese educators lies in the fact that they skillfully use social mechanisms of interaction, patiently but persistently addressing the child, avoiding manifestations of power, rude words or physical punishment. The Japanese believe that the main thing in kindergarten is to preserve the childish nature of the child. Therefore, for example, children who, according to the results of psychological diagnostics, can be classified as hyperactive, are considered by Japanese teachers to be energetic and inquisitive, but not problematic, and treat their behavior with humor and warmth. In general, noisy, agile children in Japan are less of a problem than in other countries, as kindergarten is not expected to control their voice or behavior. On the contrary, running and screaming are encouraged by teachers, since they are, in their opinion, an expression of the strength (energy component) of the child’s character.

Fighting is allowed

The problem of physical abuse among children also finds a peculiar solution. If in Europe and America cases of fights between children are considered as antisocial behavior, then in Japan the attitude towards such incidents is different. In kindergarten, teachers actually ignore such incidents and intervene not in order to punish the instigator, but in order to establish harmonious relations between children involved in the conflict (for example, the teacher tries to convey to the children that both actors are always to blame for the conflict, and demonstrates children, how can I apologize). The act of violence itself is not considered a crime – according to Japanese educators, this is a consequence of social immaturity, the inability to express one’s feelings.

As an example, consider the description of the behavior of a four-year-old boy Satoru during classes in kindergarten, given by L. Peak: “The teacher reads the story, the children listen. Satoru pushes the two girls, then starts pushing the boy next to him. The teacher pays no attention. Satoru jumps up from his seat and starts pushing the other kids. The teacher’s assistant comes up to Satoru, puts his hand on his shoulder and smiles… Satoru waves it off, throws off the assistant’s hand, runs up to the girl, hits her, she starts crying. The teacher stops reading and says, “If you do something that your friends don’t like, they will cry.” Then he continues reading… Satoru hits the teaching assistant, starts running around the room…”

After what she saw, L. Peak turned to the teacher for clarification, and this is what he said: “Satoru grew up very spoiled. He is the eldest child in the family and parents do not pay as much attention to him as he wants … Some children can say “come to my house for tea” and so they make friends, others act more simply – they pounce like puppies and wait for what they will be chased… We tell Satoru that he needs to be more careful, otherwise no one will be friends with him. He does not know how to communicate with others, but if you separate him from them, he will never learn to get along with his peers.

Let us also cite an excerpt from the booklet, which, in our opinion, clearly presents the position of Japanese preschool workers in relation to the aggressive manifestations of children: “. .. Fighting between children is an important experience of social interaction. Through it, children learn to communicate their needs and respect the needs of other people … If parents from an early age tell the child “do not fight”, “play together with others together”, then his natural inclinations will be suppressed … In this case, children they will come running and sneaking around … and adults will have to solve all the problems for them.

Do preschoolers need a TV?

Speaking about work with children in Japanese kindergartens, one cannot fail to mention the use of modern technologies in the practice of education. In 1950, the National Japan Teachers’ Federation was established to study the use of radio and television in education, and by 1989, more than 70% of kindergartens used television programs for toddlers (from 2 years old) in their work. According to the Ministry of Education, Science and Culture, in Tokyo, children from the age of 3 watch TV on average about three hours a day. This statistic has turned into a critique of the use of television in preschools, as children “already spend so much time in front of the screen.” In addition, most educators are still at the beginning of 19The 90s noted the pollution of the language as a result of imitation of television advertising and various programs. Also, 70% of educators are convinced that the aggressive behavior of preschoolers is the result of watching the corresponding scenes of violence. Therefore, there is currently no unequivocal opinion on the use of television and computer technologies in preschool education in Japan.

Family and Hito

Japanese parents, unlike European ones, try to maintain a close relationship with the child. It manifests itself in the relationship between the baby and his mother. When it comes to dads, studies show that compared to American and German dads, Japanese dads spend the least time with their babies. Japanese mothers carry babies on their backs for a long time, sleep with them in bed. Such permissiveness from a Western point of view can be seen as a condition for the development of selfishness, while in Japan the state of happiness in a child is seen as the most significant condition for the development of such skills as cooperation, the ability to compromise, as well as honesty and frankness (all this in Japan denoted by one word – “sunao”).

It must be said that in general the word “people” (“hito”) is used only in relation to those who are not part of a given family. In Japan, it is emphasized that a child cannot behave with other people in the same way that he behaves at home. With a family, a baby can be greedy and selfish and this will not be something wrong, on the contrary, such behavior will speak of the unconditional trust of the child, because with his family he is what he wants to be. This attitude of Japanese parents can be seen in the following interview:
– What, first of all, should a child learn?
Not to cause other people trouble. Don’t do anything that would turn other people away from him.
– When you say “people”, do you mean whom?
– People outside the family, of course.

It is assumed that if at home the child can be dependent and weak-willed, then in communication with others he should be able to fight back. That is why, when coming to kindergarten, children are faced with the fact that their behavior must seriously change.

“Work hard!”

When a mother takes her child to kindergarten in the USA, she wishes him a good day, and when she picks him up, she usually asks if he liked being in kindergarten today. In Japan, when a mother sends her child to kindergarten, she says, “Work hard! You will succeed!” Of course, Japanese mothers do not expect their children to work all day, but such words cannot but affect the child’s attitude to the world. In Japanese culture, diligence and effort are valued more than individual learning outcomes.

Recognition of the important role of the family in the upbringing of the child in all Japanese kindergartens is expressed in the fact that the teacher makes daily records for each child, which relate to the sleep and nutrition of the child. These records are given to the parents, and in the morning the parents hand over their records of the child’s behavior at home. In some kindergartens, it is even mandatory for the parents to measure the temperature of the child. It should not be thought that all Japanese parents are happy to talk about the problems they face at home. Avoiding open confrontation between parents and educators is a principle followed by both parties. It is assumed that this or that problem in the child’s behavior will “pop up” at the moment when the parent brings or picks up the child, or when he visits the kindergarten on parental day. Nevertheless, in the notes of the teacher there may be an appeal to parents about what behavior of the child is desirable and what is not. In any case, it is clear that the daily need for parents to monitor their own baby makes it possible to build interaction between the preschool institution and the family, providing teachers with an additional mechanism of social control, and also makes the parents themselves be more attentive to the child.

Problems remain

In conclusion, we note that at the moment, Japanese preschool education is not without disagreements and contradictions. As the first problem, one can point to the disagreement of the majority of parents and teachers with the strengthening of the private sector in preschool education, since this leads to a decrease in the quality of educational programs. The second problem is to increase the role of children’s academic success (despite the declared social orientation of preschool education) – a number of prestigious kindergartens accept only one out of five three-year-old children on the basis of competitive selection. As a result, institutions have emerged in Japan that specialize in preparing two-year-olds for kindergarten.

Thus, we see that there are trends in pre-school education in Japan that are similar to our education. For example, both in Japanese preschool institutions and in ours, the teacher is forced to balance between the need to prepare children for school and the child’s ability to fully live preschool childhood. However, there are also certain differences. First of all, they concern the attitude of teachers to the aggressive behavior of preschoolers. The experience of teachers working with parents also deserves special attention. The general orientation of preschool education towards the development of the child’s reflectiveness, support for his initiative, organization of a stable environment allows us to talk about the difference in the content of the emphasis on the activities of preschool workers, which can act as a basis for understanding the organization of domestic preschool education.

Legal advice – Teacher’s newspaper

How long is the annual leave for a preschool teacher working with a group of children with speech defects?

employees who perform work in two positions in one institution are provided for the main position. For a librarian, its duration is 28 calendar days, if this position is not classified as an employee with irregular working hours (in connection with which they may be granted additional leave of at least 3 days (Article 119TC RF).

Vacation

In accordance with note 2 of the annex to the Decree of the Government of the Russian Federation dated October 1, 2002 No. 724 “On the duration of the annual basic extended paid leave provided to teaching staff” (as amended and supplemented) to educators, speech therapists, teachers- defectologists working full-time in preschool groups for pupils with developmental disabilities, which are part of educational institutions for children of preschool and primary school age and preschool educational institutions of general purpose, the annual basic paid leave is granted for 56 calendar days, and not 42 calendar days day, as established by the specified workers of preschool groups who do not work with such children.

In accordance with clause 33 of the Model Regulations on a preschool educational institution, approved by Decree of the Government of the Russian Federation of September 12, 08 No. 666, correction of speech disorders is carried out in groups for children with severe speech disorders, phonetic and phonemic speech disorders that can be created in children’s gardens of a compensating type or a combined type.

How long is the annual leave for the head teacher and senior teacher of a combined kindergarten?

In accordance with paragraph 4 of the annex to the Decree of the Government of the Russian Federation of October 1, 2002 No. 724 “On the duration of the annual basic paid leave provided to teaching staff” (as amended and supplemented), the duration of the annual basic paid leave of the head and senior teacher of preschool educational institutions is 42 calendar days. Any advantages in the duration of vacation for these categories of employees of a combined type kindergarten, which implements the main general educational program of preschool education in groups of general developmental, compensatory, health-improving and combined orientations in various combinations (as agreed for all pedagogical and executive employees of compensatory type kindergartens ), not available.

I work in an orphanage as a librarian and 0.5 as an educator. How long is my leave?

Leave for employees who work in two positions in one institution is granted for the main position. For a librarian, its duration is 28 calendar days, if this position is not classified as an employee with irregular working hours (in connection with which they may be granted additional leave of at least 3 days (Article 119TC RF).

If a librarian in the same institution also works part-time as an educator, whose vacation is 56 calendar days, then the calculation of vacation pay is carried out separately for each position.

Upon the expiration of leave from the position of a librarian, the employee must start working, remaining on leave as an educator, or in accordance with Article 286 of the Labor Code of the Russian Federation, a librarian, at his request, may be granted leave without pay.

Working hours

What is the working time of the school leader – 30 or 36 hours a week?

The working time, which is 30 or 36 hours of teaching work per week, is established for pedagogical workers, provided for in paragraph 1 of the annex to Decree of the Government of the Russian Federation No. 191, and the norm of hours for one wage rate, which is 18, 20, 24, 25, 30, 36 hours a week, or 720 hours a year – for teaching staff, provided for in paragraphs 2 and 3 of the annex to the said resolution.

Thus, 30 hours of working time per week is set:

for senior educators of all educational institutions, except for preschool educational institutions and educational institutions of additional education for children, and 36 hours for senior educators of preschool educational institutions and educational institutions of additional education for children;

educational psychologists;

methodologists (senior methodologists) of educational institutions;

social pedagogues;

teachers-organizers;

industrial training masters;

senior counselor;

labor instructors of educational institutions, etc.

wage rates.

Remuneration

If the class teacher is ill for a long time, then who receives the remuneration for the class teacher: him or the teacher who replaces him on the orders of the school management?

During the period of illness, the employee receives a disability benefit, the calculation of which takes into account all wage payments provided for by the wage system, including those related to the performance of the functions of a class teacher. A teacher who replaces a sick person and performs class management work by order of the administration of an educational institution should be paid remuneration for performing class management functions.

In 1967 I was awarded the badge “Excellence in Public Education”. What co-payments should be made for this award?

Currently, in accordance with the Federal Law “On the General Principles of Organizing Local Self-Government in the Russian Federation”, state authorities of the constituent entities of the Russian Federation are granted the right to independently determine the amount and terms of remuneration for employees of subordinate state institutions, and local self-government bodies – to determine the amount and terms of payment labor of employees of municipal institutions. Therefore, for an answer to your question, you should contact the local authorities at the place of your residence and work.

How is the additional payment for harmful working conditions for laboratory assistants of chemistry and physics classrooms?

Surcharge is made for the time of work in hazardous working conditions, provided for in List No. 1 of work with dangerous, harmful and difficult working conditions, for which a surcharge of up to 12% inclusive is established (approved by order of the State Education of the USSR dated 08.20.90 No. 579 (with amendments and additions

Compensation (surcharge to the basic salary) for harm caused to health is carried out according to the results of certification of workplaces in terms of working conditions. In accordance with the regulation on certification of workplaces, compensation is carried out regardless of the duration of the work shift. then compensation for work in harmful and dangerous working conditions is carried out on the same terms.0003

For information, we inform you that the amount of compensation, their frequency and other payment conditions are established by a collective agreement, a local regulatory act of the employer or an employment contract with an employee (part 1 of article 219 of the Labor Code of the Russian Federation).

Can a school principal reduce the minimum wage for technical staff if the working day is reduced by two hours?

The head of an educational institution cannot unilaterally transfer an employee to reduced working hours, as this is contrary to Art. 93 of the Labor Code of the Russian Federation, which states: “By agreement between the employee and the employer, part-time work (shift) or part-time work can be established both at the time of employment and subsequently. When working on a part-time basis, the employee is paid in proportion to the time worked by him or depending on the volume of work performed by him.

Pension

Can the position of a senior counselor be attributed to pedagogical workers, knowing that she is not entitled to a seniority pension?

In accordance with the order of the Ministry of Health and Social Development of the Russian Federation dated May 5, 2008 No. 216n “On the Approval of Professional Qualification Groups for the Positions of Educational Workers”, the position of senior counselor is assigned to the 1st qualification level of pedagogical workers.

The list of positions and institutions, work in which is counted in the length of service, giving the right to early assignment of an old-age labor pension to persons who have been teaching in state and municipal institutions for children, approved by the Decree of the Government of the Russian Federation of 29October 2002 No. 781.

The position “senior leader (senior pioneer leader)” is not included in the specified List, as well as some other positions of pedagogical workers.

At the same time, given that until October 1, 1993, the time of work as a senior counselor, under certain conditions, was included in the length of service for early assignment of a labor pension, the refusal to include this period of work in a special length of service can be challenged in court, based on Resolutions of the Constitutional Court of the Russian Federation dated 29January 2004 No. 2-P and dated June 3, 2004 No. 11-P, as well as on the Ruling of the Constitutional Court of the Russian Federation dated June 18, 2004 No. 197-O.

The basis for including periods of work as a senior leader (pioneer leader) in the length of service for the early appointment of a labor pension for the period up to October 1, 1993 is the Regulation on the procedure for calculating the length of service for the appointment of pensions for long service to workers in education and health, approved by a decree of the Council of Ministers of the USSR dated 12/17/59 No.