Penfield preschool: Penfield United Methodist Preschool

TOP 10 Preschools in Penfield, NY

Preschools in Penfield, NY

Description:

At Childtime, your child gets what he or she needs to develop their best mind, their love of learning, their personality, their bright future. Inspired by the Reggio Emilia approach, central to our educationalphilosophy is the belief that secure relationships with responsive and respectful adults provide the basis for all learning. Staff and teachers, and the relationships children develop with them, are vital for learning, for trust, and for independence. Our approach is designed to help them grow as students and people, in school, and in life beyond….

Description:

Pea Pods Child Care Center in Penfield, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear andmeasurable ways. The center provides child care for families and kids from six weeks to twelve years old. …

Description:

Penfield Village Nursery School and Kindergarten is a New York State Registered, non-profit school for children ages 2 through 5. For 50 years, Penfield Village Nursery School and Transitional Kindergarten hasbeen teaching children through play-based education. With small classes and certified teachers, we provide the best setting for problem solving, language acquisition, literacy, math and social development through play! We offer affordable classes for children 2-5 years old in a warm and nurturing environment. Schedule a tour today so that you can Come to a Place Where Learning is Fun!…

Description:

Penfield Presbyterian Church in New York seeks to provide a nurturing, high quality, safe and fun learning environment that is fit for the child’s overall growth and development. It is a Church-based Child Careprovider that can accommodate a certain number of children….

Description:

Hello families!
My name is Chelsea Goly, and I have been a daycare provider for the last 6 years in Fairport. I am CPR, first aid certified, and am formally educated in early childhood education, childnutrition, development, and the overall health and safety of children.
I am able to watch children from 6:30am til 6pm Monday through Friday, and offer mostly full time hours at this time. I also have one before/after school opening.
I offer a preschool curriculum, which involves storytime, arts and crafts, music and movement, outdoor fun and various learning activities (ABC’s, numbers, shapes, handwriting, colors, reading skills, and much more). It has taken years for me to perfect my preschool curriculum, and it has been very successful! The children look forward to “school time” each day, and it is so rewarding to watch them grow and become prepared to enter the exciting world of kindergarten!
I have two beautiful children of my own, and have six years of formal childcare experience. During the licensing process, I needed to obtain a background check of myself and my husband, along with several home inspections and reference checks that are always available for parents.
I have a swing set in my backyard for the daycare children, and offer breakfast, lunch and snacks.
I will be taking the children to the library every week along with field trips to the museums if parents give permission!
I absolutely love my job, and am looking forward to meeting you and your children.
Call or text me for pricing. Cost depends on how many children, ages and times.
I am happy to answer any questions you may have. I know it is hard being away from your children, but I can promise you that they will have a fun, educational experience in my program. I will treat them as my own. Feel free to contact me to set up a time to meet me, and visit my home. Thank you!…

Child Daycare

17 Crow Hill Dr, Fairport, NY 14450

Starting at $50/day

Description:

Note: I am not a “Nanny!” I have a small daycare at MY HOME.
I follow the School calendar, Monday-Friday 7am- 5pm. I love babies, toddlers, before and after school. Summers: I am available 3 days;Tuesday, Wednesday & Thursday; 7am-5pm. I take vacation time, 2 separate weeks, in the summer. Would love full time, but talk with me. References, if needed:)…

Description:

Woodside Nursery School has been around since 1956. We are a Co-op preschool that allows parents to be involved in the school as much or as little as they can be. We offer classes for 2-5 year olds. Contactus for a tour today!…

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out. …

Description:

Accredited Montessori school for children 18 months to 12 years of age. Offering care from 7am to 6pm.

Description:

Little Learners Preschool in Webster, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear andmeasurable ways. The center provide child care for families and preschool kids….

Creative Play

670 Cardile Drive, Webster, NY 14580

Costimate: $175/wk

Description:

I am looking for a family with 1 or 2 young children in need of a safe and happy home day care. And/or families with school age children in need or before/after school care. I’ve always had a passion for childdevelopment, caring for children and spent 20+ years in child watch and teaching at a private preschool, in addition to raising 3 very successful children of my own. My philosophy towards raising children is providing opportunities to play, explore, imagine, build and create and stimulate their growing minds. I believe that books and reading is most important. Reading to children is so rewarding to me. I raised my children that a family is a team and we all have to work together which I really feel fosters compassionate team players. I’ve found that I’ve become really good at redirecting the energy of strong willed children when need be as I raised a strong willed child of my own. And children who have a tendency to be shy feel safe with me because I also raised a child who struggled with this. I am a very compassionate and patient person who loves children! I am expecting my first grandchild this summer and am looking for a family to do a nanny share at my daughter and son-in-law’s house in Webster and I am looking forward to meeting you and your family!…

Description:

Educational child care center, preschool, before and after school care, and summer camp.

Description:

Webster Presbyterian Preschool located at 550 Webster Road, Webster, New York, offers basic childcare and learning services. The school is open from nine AM to two-forty-five PM, Mondays through Fridays. Italso offers programs for infants, toddlers, preschooler and kindergarten prep. It provides before- and after- school activities, including summer camps and winter breaks….

Description:

Park Ave. Day Care East LLC in Fairport, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear andmeasurable ways. The center provide child care for families and kids from Infant, Toddler, Preschool, and Before and After School Program….

Description:

Generations Child Care Inc. is an NECPA accredited center located in Fairport, NY. They offer programs available for infants, toddlers, preschoolers, pre-k and school-age children. The school district alsooffers a free universal pre-k program for children within the area. They offer a unique experience for each individual child that will inspire them to be creative. …

Description:

Doodle Bugs Children’s Centers in Fairport, NY offers high-quality preschool, child care, and school-age programs. This facility has state-of-the-art preschool and child care center featuring spaciousclassrooms, Watch Me Grow internet viewing, huge playground, parent’s lounge, two-story play village, full-service kitchen, and many more. Accepting children ages 6 Weeks – 12 Years of age….

Description:

Doodle Bugs in Webster, New York is a modern, state-of-the-art childcare and preschool center serving children ages 6 weeks through 12 years old. The school features a two-story play village, spaciousclassrooms, parents’ lounge, kitchen, large playground, Watch Me Grow internet viewing, and many other modern amenities designed for learning and convenience. Doodle Bugs offers an innovative program that combines theme-related, age-appropriate classroom experiences, enrichment programs and a series of center events….

Description:

Gateway Nursery School Inc in Fairport, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear andmeasurable ways. The center provide child care for families and kids of all ages….

Description:

Woodside Nursery School in Webster, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear and measurableways. The center provide child care for families and kids from two to four years old….

Description:

Faith Child Care & Nursery School is dedicated to the education of children in an environment designed to stimulate and develop the child’s love of learning. The school creates an atmosphere of creativity andexploration of creativity and exploration for them to grow and learn at their highest capacity. Established in 1986, it is located at 2576 Browncroft Blvd. Rochester, NY….

Description:

Perinton Nursery School provides caring and dedicated child care and education services in Fairport, New York, for kids from three to four years old. The center provides education, social, cultural, emotional,physical and recreational areas to provide parents the opportunity to give their child the best start possible. …

Description:

Bates-Rich Child Care is a family-owned childcare facility in Fairport, NY that provides a nurturing, safe, and healthy environment that promotes the physical and emotional well-being of children. The centeroffers programs for infants, toddlers, twos, threes, Prekindergarten, and Early Kindergarten, including School-age and Summer Camp services….

Description:

We provide a recreational program for grades K-5 for before school and afternoon.

Description:

Webster Montessori School is a non-profit, AMI-recognized early education facility that offers early learning and enrichment programs for young children. Based in Webster, New York, the company’s services areopen to kids eighteen months to twelve years of age. The company also offers summer programs with weekly themes and various outdoor activities….

Description:

I closed my in-home daycare in January 2018 after over 20 years. I have experience with children from newborn through school age. I am currently looking for a part time nanny position in your home. I haveseveral references I can provide upon request. I am comfortable in pet friendly homes….

Home Start Hope

1180 Sagebrook Way, Webster, NY 14580

Costimate: $175/wk

Description:

Home Start Hope is a non-profit organization based in Webster, NY, dedicated to providing emergency shelter and support for women and their children. The organization provides needed support to women andchildren in distress to help them get back on their feet and become self-sufficient. Home Start Hope provides social services that include education programs for children such as after-school tutoring and enhancement classes in performing arts….

Tiffany’s Kids

600 Klem Road, Webster, NY 14580

Costimate: $175/wk

Description:

I am currently pregnant with my second daughter and am due at the end of March. I am in the process of obtaining my Child Care License through New York state to care for children in my home. I am located onKlem Road in Webster New York, the school district I am associated with is Dewitt Elementary. I vow to provide a safe, hygienic, and motivating environment for your child/children. I have experience working with children as a nanny, and an assistant in a home group setting. I have worked with children from birth to 12 years of age. I also, have 5+ years experience with children with special needs. I believe children learn and develop best through play, songs, and reading. I believe in outdoor fun, creative activities, and simply stimulating the mind. I am currently in the process of accepting applications to start mid April of 2013. I look forward to meeting you, and your child!…

Description:

A Plus Child Care LLC in Webster, New York is a non-profit organization and dedicated to providing the highest quality services for children and families, and to demonstrating success in clear and measurableways. The center provide child care for families and kids from six weeks to twelve years old. …

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Preschool Articles

The right way to test out a new babysitter

September 13th, 2022 So you’ve found a sitter who looks great on paper and aced your interview questions. Now the big question: How will they interact with your children?  … Read more

FAQs for finding preschools near you in Penfield, NY

In 2023 what types of preschools can I find near me in Penfield, NY?

There are two main types of preschool programs near you in Penfield, NY. The first is a full-time program that usually works best for parents working full-time shifts, and the second is a part-time preschool where your child would attend only two to three days per week and typically choose between a morning and afternoon shift. A part-time preschool can be a great option if you want to ease the transition of this new learning experience for your child! You can also check your options in Penfield, NY for traditional preschool centers, or private home-based preschools.

What should I look for in a good preschool program near me in Penfield, NY?

When you begin looking for preschools near me in Penfield, NY, consider your priorities and ask administrators about their philosophies and approach to common child care issues or occurances. You may also want to ask about the ratio of learning time to supervised play time so you can get a good sense of whether you believe your child’s needs will be met. From there, ask about what a typical day consists of, what the safety protocols are and how discipline will be handled. Also, make sure to check directly with the preschool for information about their local licensing and credentials in Penfield, NY.

How can I find a preschool near me in Penfield, NY?

When looking for a preschool near you in Penfield, NY on Care.com, you’ll be able to review preschools by distance from you ZIP code. From there, you can compare between preschool programs by traditional facility-based preschools and private, in-home preschools. Be sure to check any reviews from other families in Penfield, NY who have previously sent their kids to any of the preschools you are interested in.

Children’s STEM Garden, LLC in Penfield, NY

“Children will learn to listen to languages in nature, through active, hands-on explorations & appreciate the beauty of our natural world.”

~ We play & learn outdoors everyday ~

Mission Statement

Our mission is to immerse children ages 3-5 in a safe, Outdoor Environment, where they can actively Explore, Imagine, Create, & Thrive through Active, Hands-on Play & Child-Led Learning.  The Natural Spaces & Small, Multi-Age group engage children in Problem-Solving & Cooperative Social Interactions, & embrace their Curiosities, Senses, & Skills.

Foundations for Literacy, STEM, & other content areas occur naturally in our

Hands-On Explorations.  Children become resilient, self-reliant,

& confident to try, make mistakes, & persevere to try again!

About Us

Children’s STEM Garden, LLC, is a multi-age Forest Preschool Program 

6 Children Max Per Group; Ages 3-5

Please contact us for a private tour & references!

​We play outdoors in all weather conditions & carefully follow NY Temperature & Windchill charts for safe exposure.   When conditions are extreme, we will come indoors for breaks until it is safe to go back outdoors.

Families are expected to follow guidance for dressing children appropriately each day.

Please contact us for more details regarding how we provide a nurturing space for your child to play & learn.

We comply with NY SSL 390 for legal informal care & CDC/DOH guidelines for health & safety.

Our facility is fully insured.

                       Hands-On, Child-Led Explorations & Projects

emerge through children’s curiosities & inquiries

about our natural, wild world.

We strive to cultivate

Independence & Social Skills

Multi-Age Relationships & Ethics

Fairness & Respect

Creative Thinking & Doing

 Wellness & Core Strength

 Developmentally Appropriate learning of:

Early Literacy, Numeracy, & Science

WHAT  WE  ARE  ABOUT​

Spaces &  Learning are based on children’s curiosities & motivation!  Our large, fenced-in outdoor PLAYSCAPE inspires Free Exploration & Sensory Experiences in our huge Sandy Pit, Muddy Kitchen, Gem Rock Box, Crate Construction, Fairy Garden.   Gross Motor activity is critical to children’s brain development, & there is plenty of space for Running & Active Play!  Gardens include vegetables, herbs, & growing sustainable grass.  We collect rain & dig through snow!

Walking Field Trips take us through adjacent community green spaces, along nature trails, to Harris Whalen Park.  We enjoy the journey, & along the way we play among the trees, run & roll down expansive hills, & explore the wild, wooded landscapes.   These journeys help us to develop body/space awareness, self regulation, & fine/gross motor skills.

Social Problem-Solving lays a foundation for our interactions & relationships, to build independence, perseverance, & mindful awareness within our multi-age group.   Children are supported & guided to develop confidence, empathy, patience, resilience, self-reliance, & problem-solving skills.  In turn, they learn to support & challenge each other through team work, as they build interpersonal skills, like communication, cooperation, & negotiation.

Cognitive Development occurs continually!  Hands-on, child-led play is our work & the most developmentally appropriate way for kids to learn!  Decades of research prove that unstructured play with open-ended materials is the most successful way to develop brain connections for lifelong learning.  This includes unlimited time for creating, building, role-playing, & experiencing outcomes & changes, to foster holistic development. 

Biography

“I am Marne Parmelee, NYS-Certified  (N-6) teacher with over 30 years experience teaching Prek, Kindergarten, & 1st Grade.  In 2018, I created Children’s STEM Garden, LLC, as a unique nature play program, in a space where children’s Brain & Body Development & Sensory Expressions can unfold.

 Children are supported & encouraged to share ideas, question, explore, symbolize, problem solve, & create in unique ways, while developing Independence & meaningful, cooperative  Social Relationships. ”

Plasticineography as an effective means of developing fine motor skills in preschoolers

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preschool children, preschool education, plasticine, sculptural-plastic form

The problem of the development of fine motor skills in preschool children does not lose its relevance. On the contrary, it is now coming to the fore due to the fact that the number of children with impaired fine motor skills is increasing year by year. The article discusses plasticineography as an effective means of developing fine motor skills in children of primary preschool age. The materials presented in the article may be useful to teachers of preschool institutions, leaders of additional education circles.

T.A. Ryauzova,
teacher of additional education,
MBU DO “Palace of children’s
(youthful) creativity”
Novomoskovsk, Tula region

Speech and fine motor skills are inextricably linked. Neurophysiologists who dealt with the problems of speech disorders found that on the map of the brain, the projection of the hand is located very close to the speech motor zone, which occupies about a third of the entire area of ​​the motor projection. Especially clearly the huge projection area of ​​the hand is represented in the so-called homunculus (little man) of Penfield. [2, p. 102]

In it, the projections of all parts of the body in the motor area are shown in a figurative form (Fig. 1). It was the magnitude of the projection of the hand and its proximity to the motor speech zone that led to the idea that the training of small movements of the fingers would have a greater impact on the development of the child’s active speech than the training of general motor skills.

Drawing 1

Fine motor skills are the ability to perform small movements with fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. The development of fine motor skills favorably affects such general skills of the child as imagination, planning, speech development, perseverance and memory.

A child’s manual motor skills develop naturally from birth. First, grasping movements appear, holding the toy in the hand, then shifting the toy from one handle to another, and by the age of two, the child is already able to hold a spoon or pencil correctly.

At a younger preschool age, the child’s fine motor skills begin to actively develop, skills become more diverse and complex.

Unfortunately, the number of children with fine motor skills is increasing year by year. Preschoolers with insufficiency of fine motor skills do not hold objects well in their hands, cannot fasten buttons, lace up shoes, do not like to design, draw, have poor handwriting. Along with disorders of the motor sphere, children often have speech problems, and therefore the problem of the development of motor insufficiency is very acute.

The development of fine motor skills in children’s hands is excellently facilitated by the use of an unconventional technique for working with plasticine – “plasticineography”, the principle of which is to create a stucco picture depicting semi-volumetric objects on a horizontal surface.

The technique is easy to perform, does not require special abilities, captivates and does not overload children either mentally or physically. And, what is especially important, those techniques that are used when working with plasticine – pinching off a small piece, rolling it between your fingers, pressing down, smearing and even working with a stack, are aimed specifically at developing fine, or as it is called in scientific circles – fine motor skills. hands

During my work, I noticed that not all children like to draw, but all children love to work with plasticine: sculpt, smear, roll something! Plasticineography successfully combines drawing and modeling, which helps to relieve muscle tension and relaxation, develops children’s imagination, artistic and spatial thinking, awakens imagination, and encourages preschoolers to be independent.

One of the undoubted advantages of classes in plasticineography with children of primary preschool age is the relationship of subject areas of knowledge. The topics of the classes are closely intertwined with the lives of children, with the activities that they carry out in other classes (to get acquainted with the outside world and nature, develop speech, etc. ).

Features of the material used

Plasticine is a soft and pliable material that can take a given shape, but at the same time it has a number of negative points:

Clay recommendation

1. Thick cardboard should be used for work so that the base does not deform when smearing, smoothing or pressing down.
2. In order for the work not to lose its attractiveness over time, the base should be covered with adhesive tape or laminated. This will help to avoid greasy spots, it is easier to work on a smooth surface and it is easier to remove excess plasticine in a stack without leaving marks.
3. The contours in this case can be made with a simple felt-tip pen, which can be easily wiped off with a damp cloth.
4. Finished work can be varnished with clear varnish. Plasticine under varnish hardens over time, the product becomes brighter, it is easier to remove dust from the varnished surface.
5. Working with plasticine develops perseverance, but the child cannot sit in one position for a long time, so a minute’s rest in the form of physical training is necessary.

The table shows the types of plasticineography that I use for my work with younger preschoolers.

At each lesson, a new task is set for the child, the consolidation and complication of which occurs in subsequent lessons.

I start working with children with a story about plasticineography, about the properties of plasticine and showing finished works. Directly drawing with plasticine itself, we begin with the simplest work (small work with 2-3 colors of plasticine). In the process of playing out the plot and performing practical actions with plasticine, a continuous conversation is conducted with the children, which stimulates their speech activity, causes speech imitation, the formation and activation of the dictionary.

During the first lessons, children learn the “pressure” technique.

It is important that children have a sample of the drawing in front of their eyes during work!

In subsequent lessons, this technique is practiced and consolidated by performing work in the mosaic technique (Fig. 2, 3).

Then the children begin to master the “smearing” technique, which is used to create
works in the technique of direct plasticineography.

The “smearing” technique is especially popular with children. This technique is the easiest
in development for children and one of the most beloved (Fig. 4, 5).

And one more technique that I use in my work with children is the flagellum technique.
It is the most difficult for children of primary preschool age and is used to create paintings using the technique of contour plasticineography.

“Flagella” reception

A small piece is plucked from plasticine and by rolling it over the board with a pen, a thin sausage is formed – “flagella”. With these flagella, a drawing is laid out along the contour, then the middle is filled (Fig. 6) or left as is (Fig. 7)

To master the “flagellum” technique, I use the training material (Fig. 8). After mastering it, you can proceed to more complex work (Fig. 9, 10).

For children of younger preschool age, these three basic techniques are quite enough. After mastering these techniques, they can and should be combined in further work to create beautiful and vivid paintings (Fig. 11, 12, 13, 14).

Children really like the creation of collective works! Creation of collective work enables the child to see how his personal creativity complements the creativity of other children, turning into an integral colorful image. Children do the same work together, learn to help each other, enjoy the success of friends.

In the presented collective work “Firebird” (Fig. 15), I used “leaf-feather” templates. A base of the same color is first applied to the template (the “smearing” technique), then the drawing. After that, the feathers are attached to the main pattern on plasticine. The main drawing is done by the teacher. The final work looks bright and colorful, brings a lot of joy to children! (Fig. 16)

A lot of joy and inspiration is caused in children by work using natural materials. In the process of work, there is a heated discussion, the work is done with great pleasure and a desire to see the final result. (Fig. 17, 18)

Working with plasticine requires concentration and perseverance. Therefore, it is necessary to carry out either finger gymnastics or a physical training minute as a necessary short-term rest, which relieves congestion caused by prolonged sitting at the table.

1. Finger gymnastics “Clouds” [1, p. 68]. Can be done sitting or standing.

2. Physical education “Pinocchio” [1 , With. 122]

Monitoring, which is carried out at the end each school year, shows that children develop manual skills: the movements of both hands become more coordinated, and the movements of the fingers are differentiated. This is facilitated by a good muscle load on the fingers. Children significantly develop tweezer grasping, i.e., grasping a small object with two fingers or a pinch, expanding sensory experience, a sense of plasticity, shape, and weight. In addition, children know how to bring their work to the end.

Thus, we can conclude that the use of plasticineography is an effective means of developing fine motor skills in preschoolers.

References:

1. Averina I.E. Physical culture moments in kindergarten. M.: Iris-press, 2008.
2. Koltsova MM The child learns to speak. M.: “Owls. Russia, 1973.

Electronic resources:

1. https://www.krasotaimedicina.ru/diseases/children/motor-skills-disorder
2. https://arkhipovaef.ru/vozrastnye-osobennosti-razvitiya-ton/

Is your child already sleeping? – Zhytstso Palessya. Mozyr

If any adult wants to quickly acquire an inferiority complex, then all that needs to be done is to compete in learning a foreign language with … a one and a half year old baby.
Glen Doman,
American physician, head of the
Human Potential Achievement Institute in Philadelphia.

Teaching foreign languages ​​from an early age is by no means a pedagogical know-how, it is worth remembering at least the German tutors who appeared in Russia in the era of Peter I, who came to a noble house and stayed there for many years to teach practically from the cradle child with secular manners, which included the knowledge of a foreign language . ..

Having registered on various Internet sites dedicated to the topic of early polyglot, to be honest, I was at a loss. On the question of at what age it is better to start language classes, not only parents, but also teachers, psychologists and psycholinguists are hotly arguing.

Russian (L.S. Vygotsky, L.V. Shcherba, S.L. Rubinstein) and foreign (B. White, D. Bruner, W. Penfield, R. Roberts, T. Eliot) researchers, for example, are unanimous that a child learns a foreign language more easily than an adult. The most favorable for learning languages ​​is the so-called sensitive period, which is defined by scientists in different ways. For example, T. Eliot believes that it lasts from 1.5 to 7 years, R. Roberts – from 4 to 9 years. “A child up to nine years old is a specialist in mastering speech. After this period, the brain mechanisms of speech become less flexible and cannot easily adapt to new conditions. After the age of 10, you have to overcome many obstacles, ”I read in the book Speech and Brain Mechanisms.

Speech therapist G. Ishpakhtina calls a child between the ages of one and two a “linguistic genius”: “A child will never be able to master language codes the way it happens at this age. At the age of one and a half, a phrase is just beginning to erupt, the child has not yet mastered phonetics, his articulation is imperfect, but he is already mastering the dictionary at an intensive speed! Some children can be given two languages ​​at once during this period.”

Respected early development theorist Masaru Ibuka, founder of SONY, director of the Early Development Association and director of Talent Education, in his paper “After Three Too Late” wrote: “What adults learn at a snail’s pace, children are given almost instantly. Adults are sometimes lazy to learn, while children are always ready to learn. For a child, it is not the result of his activity that is important, but the process itself. We, adults, want every job to be completed. And this is where we see the difference between work and entertainment. ”
And some parents are convinced that it is possible to start teaching a child foreign languages ​​before his birth. Young mothers share on the forums how even during pregnancy they turned on songs and fairy tales in English to their “tummy” … , after 10 – it is useless to hope for a positive result, which is possible only for a small part of the students, those who have communicative and linguistic features above the average level. It is best to learn a foreign language at the age of 5-8, when the system of the native language is already quite well mastered by the child, and he is conscious of the new language. It is at this age that there are still few clichés of speech behavior, it is easy to “code” one’s thoughts in a new way, there are no great difficulties when making contact in a foreign language. If the methodological system is built quite competently from a linguodidactic and psycholinguistic point of view, then success in mastering the proposed limited language material and creating the necessary prerequisites for the further assimilation of any foreign language are ensured by almost all children. (Teaching a foreign language to preschoolers / review of theoretical positions. Foreign languages ​​at school. No. 1. 1990. P. 38 – 42.)

…I have not found officially approved and recommended early language learning programs. But I got acquainted with the “author’s methods”, invented by linguistic schools and early development centers, as well as the achievements of “advanced” parents and teachers, which they are happy to share on the Internet and not only – there are hundreds of them!

What do Mozyr teachers think about the early learning of a foreign language?

__________________

Lyubov Vladimirovna Puzan, Head of the Department of Foreign Languages ​​and the Moscow State Pedagogical Institute of Philology of the Faculty of Philology of the Moscow State Pedagogical University named after I.P. Shamyakin:

– I have no experience of working with children of preschool and school age in teaching foreign languages, my audience is students who have chosen the profession of teaching a foreign language. For us, teachers, it is important with what base they come to our course. The formation of this base, as is known, depends on many factors. First of all, it seems to me, from the teaching methodology, the amount of time spent and goal setting. From my own experience, I can say that first-year students have always looked especially advantageous against the general background, who, being schoolchildren, for many years traveled to Germany for rehabilitation under the Chernobyl program. They had excellent pronunciation, grammar, adequate colloquial speech. This indicates the importance of language learning at early school or even pre-school age in a language environment, when children quickly and easily master the phonetics of a foreign language, when they accept a foreign language as a means of communication.

I think that it is possible to start teaching a foreign language at preschool age, if parents themselves speak a foreign language and can communicate in it with their child. It has been experimentally proven that early learning of a foreign language contributes to the development of the child. (At a meeting of experts of UNESCO and the International Association of Teachers of Russian Language and Literature (Moscow, 1985) it was noted that kids who learn a foreign language from an early age develop better – they remember and assimilate information (not only language) more easily), are more attentive, they have better developed imagination, abstract and figurative thinking.-Author’s note) At an early age, he masters it easily and naturally, just like his family. But this knowledge will remain at the conversational level, if subsequently the language is not studied thoroughly, consciously, so that the knowledge gained can be formed into a system.

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Natalya Vladimirovna Datsik, teacher of the highest category, English courses:

– I got my first experience of teaching English to children of primary preschool age (4-6 years old) while working at the international company “English First” in China 8 years ago.

I was somewhat surprised that parents bring such babies to a private school for the purpose of learning a foreign language, but even more surprised when I read on one of the professional pedagogical websites that in Japan there is a big demand for English teachers for newborns! It is assumed that the teacher communicates with the newborn in a foreign language on a par with how parents communicate with him in his native language, and the child simultaneously masters two languages ​​at once.

While working in China, I had an example of children (brother and sister) 4 and 5 years old who freely communicated with a Korean mother in Korean, a French father in French, with a nanny in Chinese, and in English was easy to learn in our school. So you can start learning a foreign language from the birth of a child. This can be of great benefit, if only in terms of the fact that children who learn a foreign language naturally expand their consciousness. The child sees and understands that the same object, for example, a ball, can be both a “ball” and a “ball”, i. e. he begins to see the variety of options and learns to make choices, which is very important in terms of life experience.

Based on a fairly long work with preschoolers, I came to the following conclusions. Even due to the small age, when teaching a child a foreign language, one should not be limited only to teaching vocabulary. It is necessary to immediately include any vocabulary in speech structures that are accessible to the understanding of the child. In a word, it is necessary to teach speech and proper communication. An important role is also played by the education of the culture of communication.

If only foreign words are taught, even in a thematic version, the child’s correct perception of the language as a system is violated. In addition, it violates the child’s holistic perception of the world. Neural connections are formed, devoid of a certain completeness and interdependence.

Children do not need to be taught a foreign language in the sense that we understand it. You just have to live their life with them, i.e. play in a foreign language, because the best memorization at this age is involuntary. No amount of effort can force a small child to learn something if he is not interested. W. Churchill correctly noted that “a child has such power over us that no prime minister has.” The first and most important condition for the successful education of children in this age group is that they should be interested in what they are doing.

Younger preschoolers can be taught a foreign language both individually and in a small group. Both that, and another has both the shortcomings, and advantages. But in any case, the child must “accept” the teacher, and the teacher must rise to the level of the child. Then there will be mutual understanding, desire and joy from mutual communication. When working with young children, a teacher must adhere to the medical principle “do no harm!”, including “do not discourage the desire and desire to communicate in a foreign language. ” This is worse than even starting language learning at that age. It is desirable that the experience a child gets when learning a foreign language is mostly positive.

And finally. It does not matter if the child is studying with a private teacher or in a group. I would strongly advise parents to take a keen interest in what their child lives. If this is a personal presence at a lesson with a private teacher, then this is a smile, and praise, and applause, and sometimes participation in the game, and not indifferently waiting for the end of the lesson. And further. Both in a group and in individual training, parents should not let the process take its course. Regular monthly monitoring of what their child has learned and what the money is spent on is necessary.

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Tatyana Vladimirovna Bolotina, “Center for Foreign Languages”:

– As soon as it’s time for a child to go to kindergarten, for many parents, the question becomes on the agenda: “Does a child need to learn a foreign language?” This question is dictated by time. But, if preschool time is missed, you can send the child to a tutor during the school years. Everyone who is faced with the study of foreign languages ​​asks himself the question: “What will be the use of this?” Let’s try to find answers together.

The goals of learning foreign languages ​​are different:

*Emigration and travel . If you love to travel or are planning to emigrate, knowing a foreign language will allow you to better integrate into society.

*Chat with friends . Overcoming the language barrier will help you find friends to communicate abroad, maybe even find your soul mate.

*Study abroad . Knowledge of a foreign language will allow you to study abroad at some prestigious university and, possibly, get a good job in the future.

*Exploring the culture of other countries . If you are a connoisseur of other cultures, love foreign music, films, knowledge of a foreign language will allow you to watch them in the original. True connoisseurs of culture appreciate original works.

*Development of mental potential . In order for our brain to constantly develop, we need to learn, think. Learning a foreign language is a great opportunity to make the brain work.
*Information accessibility. Everyone has long known that the owner of information owns the world. And how is it even better to get hold of information if you do not look for it in all possible sources. Knowing a foreign language makes it real.

*Personal development . People who constantly learn something develop and become interesting. Also in knowledge lies the opportunity to know the world, to know yourself and become happier.
There are a thousand and one reasons to learn foreign languages, and it is difficult to list them all. Before you refuse to study a foreign language, think carefully about what you are depriving yourself of. Foreign languages ​​open up new roads, new paths to self-realization.

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Ekaterina Aleksandrovna Movkalo, teacher-psychologist of the Mozyr District Center for Correctional Development Training and Rehabilitation (second specialty – speech therapist):

– There are certain “contraindications” for early learning of foreign languages.
First of all, the psychologist must evaluate the child’s thinking, which is known to be closely related to speech. If a five-year-old child cannot generalize or characterize objects (watermelon is round, green, sweet), confuses vegetables with fruits or birds with animals, it is better to focus all efforts on the mental development of the baby. Thinking can be assessed not only in a speaking child. For example, at the age of one and a half, a baby should understand and fulfill simple requests (“bring a ball”, “show me where the dog is in the book”).

Children prone to neurosis should also avoid language stress. Parents should pay attention to such alarming signals as fatigue or, conversely, hyperactivity, headaches, stuttering, tics, enuresis, etc.

Unfortunately, now speech therapy problems in children are not uncommon: delayed speech development, general underdevelopment of speech, impaired sound pronunciation. If a child does not pronounce sounds well and does not build sentences correctly, it is also better for him to wait a little with foreign languages.

Even if the child does not have obvious speech defects, it is important to pay attention to his vocabulary. Many parents, loading the child with various optional (including language) classes, forget about the development of their native speech. Not much normal sound. It is important that the child use all the richness of the Russian language dictionary, so that he can build a beautiful detailed phrase.

Finally, it happens that learning languages ​​is simply not on the child’s list of talents or interests. Parents note with regret that the achievements of their child in the field of a foreign language clearly do not correspond to the time, effort and money spent.