Play and learn eastpoint: Quality Before & After School Day Care in Maryland

Опубликовано: February 18, 2023 в 12:17 am

Автор: alexxlab

Категории: Miscellaneous

Play and Learn at Eastpoint

Play and Learn at Eastpoint – Care.com Baltimore, MD Child Care Center

Costimate^™

^$191

per week

Ratings

Availability

Costimate^™

^$191/week

Ratings

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

Play and Learn at Eastpoint in Baltimore, MD prioritizes the kids’ contentment and safety through appealing age-appropriate activities. They feature an experienced and professionally-trained staff that responds to various needs of the families. They develop the children intellectually, physically, socially, and emotionally through planned and self-selected programs.

Total Employees: 1

Care.com has not verified this business license.
We strongly encourage you to contact this provider directly or

Maryland’s
licensing
department

to verify their license, qualifications, and credentials.

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has many resources and tools to assist you in verifying and evaluating
potential care providers.

Monday :	6:30AM – 6:30PM
Tuesday :	6:30AM – 6:30PM
Wednesday :	6:30AM – 6:30PM
Thursday :	6:30AM – 6:30PM
Friday :	6:30AM – 6:30PM
Saturday :	Closed
Sunday :	Closed

Type

Child Care Center/Day Care Center

Preschool (or Nursery School or Pre-K)

Additional Details

Summer care / camp

Program Capacity:

Costimate^™

^$191/week

At Care. com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.

OFFERINGS

Full Time (5 days/wk)

Drop-In

Full-Day

PAYMENT OPTIONS

Credit Card

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Child Care / Preschools / Preschools in Baltimore, MD / Play and Learn at Eastpoint

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Play and Learn at Eastpoint

About the Provider

Creative Garden LC Glen Burnie – Ba…

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Creative Garden LC Glen Burnie – Baltimore MD Licensed Child Care Center

Description: Play Centers is a not-for-profit corporation providing quality care to children. The program is based on the child’s physical, emotional, social, and intellectual development and includes self-selected and planned activities, which alternate in quiet and active periods.

Program and Licensing Details

License Number:
157962
Capacity:
59
Age Range:
6 weeks through 17 months, 18 months through 23 months, 2 years, 3 years, 4 years, 5 years, 5 years to 15 years
Achievement and/or Accreditations
Maryland State Department of Education
Enrolled in Subsidized Child Care Program:
No
Schools Served:
Berkshire Elementary (Baltimore)
District Office:
Region 2 – Baltimore City
District Office Phone:
410-554-8300 (Note: This is not the facility phone number. )

Inspection/Report History

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Date	Type	Regulations	Status

2022-01-27	Mandatory Review	13A.16.06.09C	Corrected
Findings: At the time of the inspection, the preschool teachers did not have the required training from the prior year. The director will correct immediately.

2022-01-27	Mandatory Review	13A.16.06.12B(1)	Corrected
Findings: At the time of the inspection, the aides did not have the required training from the prior year. The director will correct immediately.

2021-02-09	Full
Findings: No Noncompliances Found

2020-02-25	Mandatory Review	13A.16.11.03C	Corrected
Findings: Specialist did not observe staff member in the infant room clean and sanitize the diapering pad after changing a child’s diaper. Staff member stated she had a paper under the child which she disposed of, but the pad still must be cleaned and sanitized as per the approved diapering procedure that center has posted. Center will review with all staff and submit a statement of correction to office within five working days.

2020-02-25	Mandatory Review	13A.16.11.03B	Corrected
Findings: Specialist did not observe a 9 month old child have his hands washed with soap and water after diapering. Staff member stated she wiped his hands with a wipe, but once a child has head control his or her hands need to be washed with soap and water as per regulations. Center will review the diapering and hand washing procedure with all staff and submit a statement of correction to office within five working days.

2019-02-27	Full	13A.16.03.02E	Corrected
Findings: Specialist did not observe documentation of lead screening for two children in care in the random sample of children’s files observed. Director will contact parents to provide documentation and submit copies to office for correction within 5 working days. As per regulations, a child (1 year old to 6 years old) may not be allowed to remain in care if the parent does not supply the center with documentation of lead screening within 30 days after the child’s admission to care. If a child is admitted to care prior to the child’s first birthday, parent must submit documentation at time of first and second birthdates.

2019-02-27	Full	13A.16.08.03A	Corrected
Findings: Upon arrival, specialist observed the teacher in room 1 in the main office. As specialist entered, teacher returned to her room and specialist observed the aide in the room with 5 infants. Upon inquiry, director stated that the center does have walkie talkies, as well as phones in each room, in which they can communicate if coverage is needed. Director will review staff child ratio requirements with staff and ensure that compliance is maintained.

2019-02-27	Full	13A.16.03.04C	Corrected
Findings: In the random sample of children’s emergency cards observed, specialist did not observe authorization to pick up on one child’s emergency form, physician information on another child’s emergency form and no update on another. Director will review emergency forms of all children in care and have parents correct to ensure compliance. Director will submit a letter of correction to office within 5 working days.

2019-02-27	Full	13A.16.03.02C(2)	Corrected
Findings: Specialist did not observe documentation of receipt of the Consumer Pamphlet/Parent’s Guide to Regulated Child Care in two of the random samples of children’s files observed and receipt was not documented elsewhere. Director will review all children’s files to ensure compliance and submit a letter of correction to office within 5 working days.

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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experts explain why games are more useful than educational games and lessons

Not only screams and chaos, but also a lot of good!

A common complaint about kindergartens, which is regularly found in parental circles, is: “No one works with them there, they just play all day long!”. In the world of adults, the opportunity to roll a car on a carpet all day is considered completely unacceptable (and in vain), but for children, “just playing” is many times more important than any developmental activities. We remind you of this at the beginning of the new school year and explain why.

When children have the opportunity to play with their peers or parents, their imagination is at full capacity. They constantly come up with new scenarios and ways of playing, adapt to changing conditions and develop creative thinking.

University of Maryland Mental Health Center director Sharon Hoover confirms that “gaming and mental health are linked. ” Pediatricians and other professionals agree that free play is a normal, healthy, and natural part of a child’s development.

According to Hoover, games are good because they generate “positive feelings, such as joy or excitement, that improve the child’s mood and reduce feelings of anxiety and sadness. At the same time, children who did not have enough time to play saw an increase in symptoms of depression, anxiety, and inattention.”

Remember the pleasant feeling of relief and joy when you hear the bell from class? This most exciting moment, when you can leave the classroom and have fun from the heart, run and play with your classmates, is hard to forget.

The opportunity to play freely with your peers is essential to a child’s development and helps him acquire many social skills that will be useful throughout his life.

The current generation of children is looked after much stronger and more carefully than previous generations (well, you yourself know these stories about how children from the age of five used to walk without parents in the yard, and playgrounds looked more like an army obstacle course). This gives rise to a problem: due to the overprotection of parents, not all children get the opportunity to fill their own bumps and figure out what is dangerous for them and what is not.

Free play allows children to test themselves and learn to better manage their bodies, their emotions and their decisions. The ability to self-regulate is another important stage in a child’s development, and free play is a great way to develop it.

When you give children the opportunity to play independently and freely, “they learn to cope with problems, think through their actions to the end and realize their own possibilities. This allows them to feel more confident and less helpless.”

Children are born to play. For them, this is the best way to learn, grow and master new skills. Free play stimulates brain cells, and the game tasks that the child sets for himself make his brain work hard, which contributes to his development.

In general, games (even if they look strange from the outside) are not a waste of time that is needed only in a break between useful activities, this is a useful activity, and, perhaps, one of the most useful for children. So before enrolling a child in thirty circles and sections, “so that he doesn’t get bored,” check if he has enough time just to feed the doll with sand or sculpt dinosaurs from Play-Doh? Because these classes are the most important for him now – it has been proven.

Read more on the topic

games
early development
education

What is more important: to play or to study?

Parents who do not take their child to all kinds of developmental activities and clubs and just let him play often get disapproving looks. Like, business time, fun hour. Who is right? And what is more important for a little person: study or play? What role does play play in human development, how does the mechanism of mastering new skills, understanding oneself and the world around work? And which games work for the benefit of development, and which ones do the opposite?

Why children play

It wasn’t yesterday that people thought about the meaning of the game. In 1898, the philosopher Karl Groos, in his book The Play of Animals, studied the question of why the children of all mammals play from an evolutionary point of view. He concluded that the game originated as a way to learn the skills needed to survive and reproduce. Only mammals have a period of childhood and play – the highest stage of development of the animal world. At the same time, it is longer for predators, because hunting is much more difficult than gathering. Only the most developed societies can afford to have a long childhood, in primitive communities the period of play is not so long – children are immediately included in the process of mastering everyday and labor skills. Humans play much more than other species: they have to learn a lot of things related to the culture in which they will grow up and live. The more survival depends on skill rather than instinct, the longer the period of the game.

One of the main tasks of the game is to test the measure of risk, to master the ability to control fears, to learn how to cope with dangerous situations physically and emotionally. In their article, Norwegian psychologists Leif Kennar and Ellen Sandsetter argue that modern playgrounds must be dangerous. Remember how the generation of the 70s grew up. We played robber Cossacks, climbed trees, fired slingshots, jumped rubber bands, skated down ice slides, bungee and car tires. We came home with scratches and bruises, and no one restricted us. Our parents understood that it was impossible and does not make sense to raise a child under a cap. He himself needs to learn how to measure his abilities with desires, to get burned, fall and rise. This is how a full-fledged independent personality is formed, not dependent on parental prohibitions and control.

To protect children from dangers, you need to teach them how to cope with them

At some point, adults began to dispose of children’s leisure at their own discretion: society looks askance at parents whose children are “not busy” – countless circles, sections, additional classes and preparation for the olympiads. These same adults have piled up unimaginably boring playgrounds in the yards that meet all safety standards, to which children practically do not fit. By artificially creating a “safe” environment for the game, we are raising victimized and weak people who are waiting for someone’s instructions to take the next step. “You can cover a child with cotton wool, endlessly sterilize his toys, but in the end he will grow up and face bacteria, hard ground and sharp corners,” says Leif Kennar. This, of course, is not about deliberately offering children dangerous games or, moreover, pushing them beyond their limits, as physical education teachers often do, forcing schoolchildren to climb a rope under the ceiling or hang on a Swedish wall head down without arms. . Exactly the opposite: children themselves will gradually complicate their tasks and increase the level of danger if they are allowed to study step by step their body, its sensations in space, ways of interacting with the environment. Such ideas are implemented by the physical education teacher and the author of his own method of physical development Sergey Reutsky, offering such game complexes and materials with the help of which they learn to extricate themselves from rope labyrinths or cocoons, free themselves from under mats, walk along thin ropes, climb high structural elements and etc.

“Children are interested in climbing, and not just climbing, but finding new ways and overcoming new difficulties all the time. And I have a strange suspicion and belief that children are designed in such a way that they constantly train themselves in overcoming if they are not interfered with! So, in the space of the complex, choosing a task according to their strength, children accidentally train such physical qualities as strength, agility, endurance.

Sergei Reutsky, physical education teacher and author of his own method of physical development

Not only physical but also intellectual development

From the point of view of modern neuropsychology, the posterior regions of the cerebral cortex and subcortical structures are responsible for mastering operations, cramming, practicing techniques. This is the lot of performers. On the contrary, orientation in situations and meanings, directing, programming and control is the highest function, which is regulated by the latest maturing parts of the brain: the frontal parts of the cerebral cortex. This is the path of leaders, innovators, inventors, businessmen.

“The shortcomings of the rote learning system are well known: lack of social and practical skills, lack of self-discipline and imagination, loss of curiosity and desire for education… We will realize that Chinese schools are changing for the better when grades start to drop.