Schools near me preschool: Pre-K & Child Development — Albuquerque Public Schools

Опубликовано: November 29, 2022 в 2:45 pm

Автор: alexxlab

Категории: Miscellaneous

Early Childhood — UCP Charter Schools

UCP of Central Florida’s early childhood education programs serve children from six weeks old through Pre-kindergarten (Pre-K). Each of our early education programs are accredited by Cognia, a non-profit school accreditation board formerly known as AdvancED/SACS in Florida.

Our early learning centers offer an inclusive environment that helps our students unlock their full potential both educationally and socially. Our education program is customized for each individual learner, and our early learning programs utilize purposeful play activities to help our students learn in a fun and unique way.

UCP Pre-K programs, class size, and student/teacher ratio meet or exceed all national standards for best practices (Including NAEYC). Our class sizes and staff vary based on the make-up of each classroom.

EARLY LEARNING PROGRAMS available AT THE FOLLOWING CAMPUSES

UCP Bailes Early Childhood Academy – Infants, Toddlers, Preschool, & VPK
UCP Downtown/BETA Charter School – Infants, Toddlers, Preschool, & VPK
UCP Pine Hills Charter School – Toddlers, Preschool, & VPK
UCP West Orange Charter School – Toddlers, Preschool, & VPK
UCP Osceola Charter School – Toddlers, Preschool, & VPK
UCP Seminole Charter School – Toddlers, Preschool, & VPK

ENROLL NOW!

PROGRAMS

iNFANTS & TODDLERS

Our infant and toddler programs are designed to provide a warm, comforting environment where teachers are passionate about helping them develop academically and socially! We recognize the importance of a close connection between caretaker and child, so we staff our classrooms accordingly. In our infants and toddler classes we maintain a 1 staff member : 4 students ratio to provide adequate attention and to cultivate that connection.

Our toddlers are a curious bunch and they are busy exploring the world around them. We recognize that their instinct is to discover how the great big world works, so we provide abundant opportunity for active toddlers to utilize their senses to explore their surroundings.

UCP of Central Florida’s toddler programs are led by a group of dynamic, energetic teachers who are certified to build activities around a toddler’s limitless curiosity. The utilization of both group and individual time of purposeful play allows for the student to actively engage and learn within our classroom communities.

PRESCHOOL & PRE-KINDERGARTEN (PRE-K)

UCP’s Early Childhood program that serves preschoolers and pre-kindergartners is designed to further develop what our students in our infants and toddler programs are learning. Our Lead Teachers are state certified teachers and have a minimum of a bachelor’s degree and teaching certification in both the age they teach and exceptional student education (ESE).

This program continues the use of purposeful play activities to utilize their senses to learn more about the world around them. By using real materials and trying out their ideas, children learn about sizes, shapes, colors, and they notice patterns and relationships between things. Research shows that when they can manipulate and experiment with these materials and objects they will also develop ingenuity and creativity.

These purposeful play activities, led by state-certified teachers, enables us to achieve the goals of our early childhood curriculum. The most important goal of our preschool and Pre-K program is to help children become independent, confident, and inquisitive learners. Our dynamic education staff encourages children to be active and creative explorers who are not afraid to try out their ideas. We are teaching them how to learn, not just in preschool, but all through their lives by allowing them to learn at their own pace and in the ways that are best for them.

Voluntary prekindergarten (vpk)

UCP of Central Florida’s Voluntary Pre-K program provides the school readiness skills your child needs to be ready for a successful Kindergarten experience. This program uses engaging literacy and math activities to prepare students for the material that they are going to see in Kindergarten. Beyond academics, our VPK program teaches important social and emotional skills necessary for each child to work towards unlocking their full potential.

Similar to our preschool programs, our VPK program classes have a maximum class size of 12 students with a lead teacher and a teacher assistant to keep the classroom ratio at a minimum of one instructor per six students. Our program offers 3-hour VPK days with options to meet family childcare needs; however, a registration/supply fee is required for those students that do sign up for before and/or after care.

In order to be eligible for this program, prospective students must be 4 years old that will enter Kindergarten the following school year (2022-2023).

BENEFITS OF VPK

The most important cognitive growth and development happens by the age of five.
The early years of development heavily impact a child’s ability to be attentive and follow directions. Structured early learning environments foster these abilities for success later in school and life.
Children who participate in early childhood education programs develop better language skills, perform better on school-readiness tests, and have better social skills and empathy.
VPK promotes good learning habits and instills a life-long love of learning.

EARLY LEARNING CURRICULUM

The Frog Street Curriculum is the primary program that UCP utilizes for infant, toddler, pre-school and pre-k classrooms. This research-based curriculum combines developmentally appropriate practice with specific learning targets in the areas of social/emotional, cognitive development, adaptive skills, and fine/gross motor development.

The curriculum is play based and the activities encourage active learning because, “hands-on explorations contribute not only to the understanding of abstract concepts but also to four critical thinking skills essential to learning: making distinctions, recognizing relationships, organizing systems, and taking multiple perspectives”. (Cabrera & Cotosi, 2010).

The curriculum is theme based and lessons are sequential and provide scaffolding for the next stage of development and next concept in the continuum of skills. The following components make up the Frog Street Curriculum.

COMPONENTS OF FROG STREET

GREETING CIRCLE – Each day starts with a Greeting Circle where a sense of community is built using strategies of Conscious Discipline. Because children learn social skills through modeling and practice (Sousa, 2005, Goleman, 2006), UCP believes the consistent and daily use of these strategies improve student growth in the area of social and emotional development. Because “the window of opportunity for wiring social and emotional intelligence is between birth and four (Ramey & Ramey, 1999)” it is paramount that this connection is made to the largest possible extent.
MORNING MESSAGE – The morning meeting introduces concepts of print, phonological awareness and alphabet knowledge as well as prepares the children for the day’s activities. Because phonological awareness is a good predictor of later literacy success and targeted vocabulary should be included in vocabulary development (National Early Literacy Panel, 2008), UCP aligns with the literacy component of Frog Street curriculum.
MOVING & LEARNING – Because research states that brain function is increased during physical movement (Cabrera & Cotosi, 2010, Hannaford, 2008), UCP believes the strong embedding of music and movement activities in the Frog Street curriculum encourages optimal learning in a playful way. Singing also increases oxygen flow to the brain which stimulates thinking (Deutsch, 2010, Jensen 2005) as well as reduces stress (Jensen 2005).
READ-ALOUD TIME – Dialogic Reading (re-aloud) takes place daily within our pre-k classrooms. This reading strategy increases student vocabulary (Hargrave & Sénéchal, 2000), increases concept development and teaches comprehension strategies (Wasik & Bond, 2001). Vocabulary is introduced and developed during this time. The introduction of target vocabulary is important to both English learners, typically developing students and students with disabilities because research shows that the preschool years is when vocabulary gaps are most successfully addressed ((Biemiller, 2006) (Cunningham, 1997), having targeted vocabulary introduced prior to or during reading supports vocabulary development as well as concept development.
LITERACY LESSON – The Literacy Lesson gives further opportunities to develop and practice literacy skills. A language rich environment is supported through high quality literature, vocabulary cards and picture cards as well as 34 magnetic story board stories and pieces. Each story is written at 3 different levels to provide differentiations based on children’s current level of understanding and attention level. UCP uses Dialogic Reading and Interactive Read Alouds to deliver Tier 1 reading instruction.
MATH & SCIENCE – A mathematical foundation in the areas of number and operations, geometry, measurement, data analysis and algebraic thinking are critical to later mathematical success, Frog Street uses daily hands on games in small groups to lay the foundation for these important skills. The skills are taught in a sequential order and lessons are scaffolded to ensure success. Science is integrated into each theme with the desired outcome of teaching children inquiry skills. Through a hands on Project Based Learning model, students engage in meaningful and authentic learning experiences.
CLOSING CIRCLE – During the Closing Circle, teachers review the day’s activities and events using reflective questioning. .

Frog Street provides teachers materials and lessons to implement differentiated instruction into their classrooms and meet the needs of all learners. Resources are included within multiple teacher resource guides that provide teachers the opportunity to dive deeper and support diverse learners.

INTERESTED IN ENROLLING IN ONE OF OUR EARLY LEARNING PROGRAMS? CLICK THE BUTTON BELOW!

Enroll

PRE-K FEES

For more information on School Readiness funding (for low-income, working parents): CLICK HERE

For more information on VPK funding (free for all 4 year olds): CLICK HERE

Catholic Preschool in Baltimore MD

The underlying instructional strategy in early education throughout preschool is the use of organized and free-play activities that are intended to provide opportunities for the child to interact, explore and relate successfully in his/her environment.

The preschool program uses multi-sensory hands on learning approach to teach fine motor skills, auditory and visual learning using center time, books, songs, technology, and art. Free play, story time, show and tell, music, crafts, and outdoor play fill the students’ day. Children attend prayer services, participate in community service projects and are provided many cultural arts activities.

Parents are confident in knowing their children are being educated in a comfortable and nurturing environment which provides an educational curriculum that allows children to achieve their highest potential.

Found below is a listing of the areas of study with example content and essential skills.

Religion

Mathematics

English Language Arts

Additional Subject Areas

Religion

Released in 2011, “Bringing Good News” is the Archdiocese of Baltimore Religion Curriculum for Elementary Schools. This standards-based curriculum serves as a guide, a roadmap for both teachers and students as they embark on a journey, which will provide them with the knowledge and understanding of the faith as witnessed in the teachings and the traditions of the Catholic Church. The curriculum is built on the Six Tasks of Catechesis: Promoting Knowledge of the Faith; Liturgical Education; Moral Formation; Teaching to Pray; Education for Community Life; and Missionary Initiation and is aligned with the Assessment of Catholic Religious Education (IFG:ACRE). By the completion of preschool, students will master a variety of skills including:

Identify self and my family as belonging to God’s family.

Identify the Bible as a special book about God.

Dramatize the stories about Jesus from the Bible, i.e. The Last Supper, The Christ Child in the Temple, The Good Samaritan.

Demonstrate how we show our love by using kind words and positive actions.

Participate in prayer with the family, alone, in class and at Church.

Identify the saints as God’s special friends who are part of the family of the Church in heaven.

Discover that God has made each of them special and that individual differences are gifts from God.

Understand when we help our family and friends we are showing love to others like Jesus did.

Mathematics

Revised in 2013, the curriculum for all elementary schools in the Archdiocese of Baltimore include the following units:

Counting and Cardinality

Operations and Algebraic Thinking

Measurement and Data

Numbers and Operations in Base Ten

Geometry

Numbers and Operations

Catholic educators never forget that our schools exist to bring our students to Christ. By continuing to implement new standards that are challenging, we work to fulfill the promise of quality Catholic education that educates the whole child, both mind and soul. By the completion of preschool, students will master a variety of skills including:

Count groups of objects to 10 in order to solve a problem.

Subitize: immediate recognition of the number of a group without counting.

Manipulate actual, physical objects to represent the problem when working on a solution (e.g. apples to represent apples).

Use measurement vocabulary when describing the attributes of objects.

Recognize shapes in their real-world environment.

English Language Arts

Revised in 2014, the English Language Arts Curriculum for the Archdiocese of Baltimore is designed using the Catholic, College and Career Ready clusters as its foundation. Through literature, this course of study fosters students’ Catholic identity, shaping them to be models of Christian living for others. This curriculum is fully integrated with our Catholic faith. We provide students with a curriculum that is rigorous and rich in literature, oral and written language, grammar, writing, vocabulary, informational literature, and multimedia/technology. By the completion of preschool, students will master a variety of skills including:

Exhibit curiosity and interest in learning new vocabulary (e. g. ask questions about unfamiliar vocabulary).

Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Actively engage in group reading activities with purpose and understanding.

Confirm understanding of a text read aloud or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Additional Subject Areas

While there are not defined standards in preschool for the following subject areas, Catholic schools offer exploration and introduction to the content that will be learned in future grade levels:

Science

Instructional Technology

Social Studies

Visual and Performing Arts

Physical Education/Health

World Languages

We invite you to learn more about our other programs!

ELEMENTARY SCHOOL
MIDDLE SCHOOL

NNPS Preschool

Annemarie Hanrahan

Preschool Supervisor & VPI Coordinator, (757) 283-7850 x. 10249

NNPS Preschool is designed to help young learners gain an understanding of their world through joyful, developmentally appropriate experiences. Literacy instruction follows a continuum that builds on the child’s needs to communicate through meaningful and authentic activities in oral language, reading, and writing. Mathematical concepts develop through questions, problem solving, persistence, and communication. Units of study based on science and social studies concepts provide opportunities for students to understand themselves, friends, families, communities, and the larger world in which they live through inquiry, play, and daily experiences with art, music, and physical activity.

Children are assigned to a school based on the home address of the child’s parent/guardian.

Parent/Guardian participation is expected; open communication, parent-teacher conferences, and family workshops/activities are integral as part of a positive school experience.

Transportation is provided to and from school, based on the home address of the child’s parent/legal guardian.

Breakfast and lunch are provided by NNPS.

NNPS Preschool students enter kindergarten at their zoned NNPS elementary school the following school year.

Newport News Public Schools (NNPS) Preschool is a program that provides 4-year-olds in Newport News a FREE, high-quality, early childhood experience in preparation for kindergarten readiness (and beyond!). It is a state and federally funded program, designed to give eligible children opportunities to develop social-emotional skills and build a strong foundation for learning on the journey to becoming college, career and citizen-ready! Download informational flyer.

We are no longer accepting applications for the 2022-23 NNPS Preschool program.

The application window is now closed.

Please note: NNPS Preschool is a state and federally funded program, and all applications will be reviewed based on eligibility criteria and space availability. You will receive notification after your child’s application has been reviewed.

Información Preescolar

Is my child eligible for NNPS Preschool?

To be eligible for the 2022-2023 NNPS Preschool program:

The child must live in Newport News, VA.

The child’s birthday must be between October 1, 2017 and September 30, 2018.

The child’s family must meet Virginia Preschool Initiative (VPI) or NNPS Preschool requirements for eligibility; see full list of VPI and NNPS Preschool criteria. (Criterio de Elegibilidad)

The child must have up-to-date immunizations (or have proof of a medical or religious exemption, set forth by Virginia law).

We highly encourage ALL interested families with a 4-year-old child to apply for NNPS Preschool. We may place your child on a temporary waitlist and will continue to fill preschool slots throughout the spring, summer, and 2022-23 school year based on a variety of criteria, in addition to the listed VPI criteria.

When can I apply for NNPS Preschool?

The 2022-23 application is closed. Please check back in February for information regarding the 2023-24 preschool application.

What documents do I need to apply for NNPS Preschool?

Income verification – Verification of income (W2, two weeks of pay stubs, child support documentation, 2021 tax documentation, SNAP award) is required from all parents/guardians who have primary custody or contribute to the child’s welfare to determine eligibility for NNPS Preschool. Please view NNPS Income Verification details for additional information. (Verificación de Ingresos)

Certified copy of student’s birth certificate

Proof of legal residency

Comprehensive physical examination (Preschool–Grade 5)

Immunization records

Individual Education Plan (IEP) or 504 Eligibility/Plan (if applicable, current plan)

Custodial court order (if applicable)

Foster care plan (if applicable)

While most documents can be delivered to the school upon in-person registration, proof of income must be provided before the application can be reviewed by NNPS.

Additional details can be found on the NNPS Online Pre-Registration Portal page.

How do I apply for NNPS Preschool?

Please visit the NNPS Online Pre-Registration Portal to apply (beginning in February).

When will I find out if my child has been accepted into the NNPS Preschool program?

All applications will be reviewed based on eligibility criteria and program space availability. Parents/Guardians will receive notification within 8-10 weeks after the application and appropriate documentation has been submitted. You will receive one of the following notifications:

Your child is being invited to participate in the NNPS Preschool program and you will need to visit your child’s zoned school to complete the registration process, OR

Your child has been put on our waitlist and you will be contacted if/when space becomes available at your child’s zoned preschool.

What school will my child go to for preschool?

Children are assigned to a school based on the home address of the child’s parent/guardian. Please use our Bus Stop Query and Zonefinder to find your child’s school.

NNPS Preschool Centers

Denbigh Early Childhood Center
15638 Warwick Boulevard, 23608

(757)886-7789, Fax 988-1676
Sue Waxman
, Principal

General Stanford Elementary School
929 Madison Avenue, 23604

(757)888-3200
Elizabeth Galbreath
, Principal

Marshall Early Learning Center
743 24th Street, 23607

(757)928-6832, Fax 247-0530
Vanessa Keller
, Principal

Watkins Early Childhood Center
21 Burns Drive, 23601

(757)591-4815, Fax 591-7690
TBA
, Principal

What does NNPS Preschool look like?

NNPS Preschool is a full-day program. Every preschool class is taught by a certified teacher, supported by a full-day instructional assistant, and does not exceed 20 students. The NNPS Preschool program operates under the Virginia Department of Education (VDOE) Virginia Preschool Initiative (VPI). Each NNPS Preschool classroom utilizes the Creative Curriculum and supports instruction with Smarty Ants and Ready Rosie in alignment with the VDOE Early Learning and Development Standards (ELDS). All NNPS Preschool students receive a division-issued iPad for at-home and in-school use as part of our blended learning model.

Questions?

Please call the NNPS Preschool Office: 757-283-7850 ext. 10247.

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Private schools in Nizhny Novgorod – 23 addresses

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4. 61

(87 ratings)

Montessori Center Sami with mustache

Verkhneudinskaya street, 15B
+7 (831) 4…Show phone
Mon-Fri 08:00–19:00
View on the map

Headings : Kindergartens, Robotics clubs, Children’s development centers, Private schools, Children’s chess schools

4.59

(74 ratings)

Private educational institution of a religious organization Nizhny Novgorod diocese of the Russian Orthodox Church Orthodox gymnasium in the name of Saints Cyril and Methodius, Nizhny Novgorod

Tram street, 79
+7 (831) 2…Show phone
Mon-Fri 08:00–16:00
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Headings

4. 7

(23 ratings)

My school

Kstovsky municipal district, village Opytny, Sadovaya street, 131А
+7 (920) 0…Show phone
Mon-Fri 08:30–19:00
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4.3

(102 ratings)

Private school named after M. V. Lomonosov
- Gogol street, 62
- +7 (831) 4…Show phone
- Mon-Fri 08:30–16:00
- View on the map
Headings : Private schools

4.2

(75 ratings)

Levels of education
- Uglov street, 1B
- +7 (831) 4…Show phone
- daily, 08:00–18:00
- View on the map
Filed under : Primary schools, Secondary schools, Private schools

4. 6

(15 ratings)

Hashtag Vocal
- Pechersky congress, 22
- +7 (831) 2… Show phone
  
  4.2
  
  (46 ratings)
  
  Or Avner Secondary School
  - Dolzhanskaya street, 38
  - +7 (831) 2…Show phone
  - Mon-Fri 08:00–17:00
  - View on the map
  Headings
  
  4.29
  
  (28 ratings)
  
  School Lsc
  - Trudovaya street, 8
  - +7 (831) 4…Show phone
  - Mon-Fri 09:00–20:00
  - View on the map
  Study Abroad, Private Schools
  
  4.14
  
  (7 ratings)
  
  International School of Speed Reading Vasilyeva L. L.
  
  Total addresses: 2
  
  Headings : Training centers for additional education, Children’s development centers, Private schools
  
  4
  
  (4 ratings)
  
  ~ 111.7 km.
  First School
  
  Total addresses: 2
  
  Headings : Kindergartens, Training centers for additional education, Children’s play clubs, Robotics clubs, Private schools
  
  4.25
  
  (4 ratings)
  
  ~ 111.7 km.
  Sami with Mustache
  
  Nadezhda Suslova street, 22B
  
  +7 (950) 6…Show phone
  
  View on the map
  
  4
  
  (4 ratings)
  
  ~ 111. 7 km.
  Dynasty
  
  Akademika B.A. Koroleva, 4
  
  +7 (960) 1…Show phone
  
  Mon-Fri 10:00–20:00; Sat, Sun 09:00–14:00
  
  View on the map
  
  Headings : Private schools
  
  ~ 111.7 km.
  Takeoff
  
  Nevzorovyh street, 85
  
  Mon-Fri 09:00–18:00
  
  See on the map
  
  Headings : Kindergartens, Children’s development centers, Private schools, Children’s chess schools
  
  ~ 111.7 km.
  Harmony
  
  Rodionova street, 193, bldg. 2
  
  +7 (831) 2…Show phone
  
  Mon-Fri 08:00–19:00
  
  View on the map
  
  Headings : Private schools
  
  ~ 111.7 km.
  Vasilyeva L. L. International School
  
  Kazanskoe highway, 8, bldg. 2
  
  +7 (920) 2.. .Show phone
  
  mon-sat 10:00–20:00
  
  View on the map
  
  Headings : Training centers for additional education, Children’s development centers, Private schools
  
  ~ 111.7 km.
  Nizhny Novgorod Orthodox Gymnasium. Reverend Sergius of Radonezh
  
  Universitetskiy pereulok, 3
  
  +7 (831) 4…Show phone
  
  Mon-Fri 08:00–16:00
  
  View on the map
  
  Headings: Gymnasiums , Gymnasiums
  
  ~ 111.7 km.
  Ivan Pyatkovsky Chess School
  
  Rodionova street, 187B
  
  +7 (904) 0…Show phone
  
  daily, around the clock
  
  View on the map
  
  Categories : Children’s development centers, Private schools, Children’s chess schools
  
  5
  
  (2 ratings)
  
  ~ 111. 7 km.
  Montessori Center Sami with Mustache [Closed]
  
  Rodionova street, 201, bldg. 1
  
  +7 (831) 4…Show phone
  
  Mon-Fri 08:00–19:00
  
  View on the map
  
  Headings : Kindergartens, Sports sections, sports schools, Children’s development centers, Private schools
  
  ~ 111.7 km.
  Vasilyeva LL International School [Closed]
  
  Geroya Yury Smirnov street, 2, Business Center Soyuz, fl. 1, of. 106
  
  +7 (920) 2…Show phone
  
  Mon-Sat 10:00–20:00
  
  See on the map
  
  Categories : Children’s development centers, Private schools
  
  ~ 111.7 km.
  Chodo IPK Expert [Closed]
  
  Kostina street, 2
  
  8 (800) 33…Show phone
  
  Mon-Fri 8:30–17:00
  
  View on the map
  
  ~ 111.7 km.
  CHOU Sunbeam Private School [Closed]
  
  st. Gornaya, 13
  
  +7 (905) 6…Show phone
  
  Mon-Fri 08:30-18:00
  
  View on the map
  
  Categories : Private schools
  
  Enrolling their children in private schools in Nizhny Novgorod, parents can remain calm, because their children will receive a quality education in the most favorable conditions. Most often, in private educational institutions, the main emphasis is on learning foreign languages for perfect command of them, for free communication and admission to higher schools abroad. At the same time, a lot of time is also devoted to the main educational program. In parallel with the activities of state general education schools in our country, private educational institutions are gaining momentum more and more. Their main advantage is the high quality of education, qualified teachers and the use of innovative methods of teaching certain subjects. In addition, all private schools, as a rule, are equipped with the latest technology with comfortable classrooms.
  
  Private schools in Nizhny Novgorod care about their reputation and offer their students an exceptionally high level of education. Therefore, being a student of a private school is prestigious. Here, the school years will fly by unnoticed in a friendly atmosphere, and between students and teachers, as a rule, trusting relationships are built. According to the parents’ reviews, having sent their child to a private school, no one ever regretted such a decision, and the children are only grateful for it!
  
  Free city Wi-Fi network / Projects / Moscow website
  
  Free city Wi-Fi network / Projects / Moscow website
  
  City Wi-Fi network wireless Internet located on city streets within the Garden Ring, in crowded places within the Third Ring Road, metropolitan parks, libraries, cultural centers, museums, the MosKino cinema network and university dormitories.
  
  Wi-Fi on the city map
  
  City Wi-Fi network
  
  “City Wi-Fi” operates in Moscow – these are access points to free wireless Internet located on the streets of the Garden Ring , in crowded places of citizens within the Third Ring Road, metropolitan parks, libraries, cultural centers, museums, the MosKino cinema network and university dormitories.
  
  Wi-Fi on the city map
  
  City Wi-Fi network is a backbone wireless infrastructure for the development of services within the Smart City concept, providing residents and guests of the capital with free access to the Internet.
  
  The network has the following characteristics:
  
  the total channel capacity of the network allows for simultaneous access to the Internet for up to 150,000 users;
  
  Dual band operation (2.4 GHz and 5 GHz) provides performance advantages and reduces the risk of radio interference;
  
  speed per user – at least 1 Mbps, which allows using city applications, mobile messengers with guaranteed quality, as well as exchanging photos and video messages, watching streaming video in good quality;
  
  each access point provides stable data transmission within a radius of up to 50 meters;
  
  Up to 50 devices can be connected to one access point at the same time;
  
  The duration of one session is limited to one calendar day.
  
  24 041
  
  Access point
  
  000 000 000
  
  Connects monthly
  
  Infrastructure
  
  Capital parks:
  
  9000 58 Parks
  1023 Option points 9000
  
  within TTK: 9000 9000 9000 9000 9000 9000 658 access points
  
  University dormitories:
  
  177 buildings
  14 960 access points
  
  Cinemas:
  
  11 objects
  56 access points
  
  Transport units:
  
  11 Objects
  92 Access points
  
  Library:
  
  9000 345 Objects
  2 236 Access Poles 9000
  
  Culture and Sports:
  9000
  
  Museums:
  
  25 objects
  323 access points
  
  59 access points
  
  Metropolitan parks:
  
  58 parks
  1023 Access points
  
  inside the garden and locally within TTK:
  
  3 658 access points
  
  university hostels:
  
  176 buildings
  14 960 Access points
  
  Cinemas:
  
  11 objects
  566
  
  Transport hubs:
  
  11 objects
  92 access points
  
  Libraries:
  
  345 objects
  2 236 access points
  
  Cultural and sports institutions:
  
  297 Objects
  1 634 access points
  
  Museums:
  
  25 Objects
  323 Access points
  
  VDNH:
  
  59 access points
  
  Prospects for development
  
  there will be a centralized technical support service tel. 8 800 300 69 89.
  
  The city decided to make the coverage of urban spaces and locations connected to the network completely seamless and unite on a single platform all public urban Wi-Fi networks created by other operators – this is over 24 thousand access points to free wireless internet almost throughout the city. After the launch of a single city Wi-Fi operator, Muscovites and city guests will be able to access the Internet on the streets inside the Garden Ring, locally within the Third Ring Road, in parks, libraries, cultural centers, museums, Moskino cinemas and university dormitories without re-authorization .
  
  *MaximaTelecom JSC has been designated as the sole operator of urban Wi-Fi on a competitive basis. The company ensures the integration of city Wi-Fi networks on a single digital platform, and also organizes the work of a centralized technical support service
  
  Advantages of introducing a single city Wi-Fi operator
  
  Single support phone
  8 800 300 69 89
  
  Seamless authorization in
  any point of urban wi-fi
  
  Single support phone
  8 800 300 69 89
  
  Seamless authorization
  anywhere in the city wi-fi
  
  How to connect
  
  using an account on the Portal of the Mayor and the Government of Moscow mos. ru or SMS*.
  
  Identification in the city Wi-Fi network is carried out only once every three months. In the future, to use the Internet, you just need to select the Moscow_WiFi_Free network, enter the browser and click the “connect” button.
  
  *Why is user authentication required?
  
  User identification for accessing Wi-Fi in public places is a requirement of Russian law. The telecom operator, before opening access to the Internet, is obliged to offer the user:
  
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  Stories of the most beautiful teachers in Yekaterinburg, October 4, 2022 | e1.
  
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  Just look how beautiful girls work in our schools
  
  Photo: E1.RU readers
  
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  Tomorrow, October 5, our favorite teachers will celebrate their professional holiday – Teacher’s Day. We announced a competition for the most beautiful teachers in Yekaterinburg, and dozens of letters were sent to our editorial office.
  
  Voting starts tomorrow, and the winner will receive a nice and useful gift – a certificate to a yoga studio for several classes at once. Let’s get acquainted with the stories and revelations of teachers on the eve of the holiday.
  
  Alina has been teaching at the school for a year now
  
  Photo: Alina Avanesyan
  
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  — A teacher is a gift. The teacher is a talent. A good teacher is like a candle: he dissolves himself in order to give light to others. Where, if not in the profession of a teacher, could I combine a love for children and a love for mathematics? My story began in 2016, when I was on the threshold of the eleventh grade. At that moment I was so grateful to my teachers for their work, for their knowledge!
  
  I work at the school that I graduated from myself. At the school that became the starting point of my journey. Let me have a short experience, only one year, but every day I am surprised at what the world of children is like. Their burning eyes, surprised and delighted exclamations, joyful smiles, curiosity and desire to learn something new – all this gives strength and desire to share knowledge even more.
  
  Sometimes I wonder if I could work in another field? Having a bachelor’s degree in technosphere safety and continuing my studies at the magistracy of the Ural State Fire Service of the Ministry of Emergency Situations for a civil servant, I can say with confidence: yes! These professions help save lives.
  
  Alina Avanesyan has several educations: a teacher and civil servant
  
  Photo: Alina Avanesyan
  
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  Well, school has its own special energy. And I can say with certainty that I am in the right place. As with any field, there is a downside to the coin. The teacher is so involved in the student’s life that it is a huge emotional and physical burden, which can often turn into professional burnout. To be honest, this happens, and quite often.
  
  I would like to express my deep gratitude to my fellow mentors for their help and support. Receiving feedback from students, seeing their desire for knowledge and interest, I feel how the desire to work, teach and delight increases exponentially! The teacher, in addition to theoretical knowledge obtained within the walls of a pedagogical university, needs to love children and strive to be an example for them.
  
  Colleagues! I would like to wish all of us to love our profession, the business you are doing, and the place where you work. And then the work will be given easily and bring pleasure!
  
  Ekaterina loves skydiving in her free time. Blimey!
  
  org/Person”> Photo: Ekaterina Efremova
  
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  — In 2007 I graduated from the Ural State Pedagogical University, Department of Foreign Languages and Comparative Linguistics, since 2006 I have been teaching English. She worked in the language centers of the city as a senior teacher (at Talisman and Brighton), took many advanced training courses, including CELTA. Participated in the networking project “A Pile of Speech”, won first place. Professional retraining – culturologist.
  
  Worked as a translator at Patra, at the Magnitogorsk Iron and Steel Works, and so on. I conduct city tours for foreign guests and methodological meetings for English teachers. I also write scientific articles. I organize art exhibitions. Hobbies: sports, long-distance cycling, up to 120 kilometers per day, reading and cooking. In addition, I skydive in Loginovo and head the sports section at ESAI. Previously, she worked at gymnasium No. 47.
  
  Valentina works where she once had an internship as a student
  
  org/Person”> Photo: Valentina Fadeeva
  
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  — I really love my profession and am proud of it, although I never dreamed or thought about teaching in my life. I have been in school for twelve years. When I entered the Sverdlovsk Regional Pedagogical College, there were still doubts: is it mine? And our very first practice was at the school where I have been working for several years.
  
  The fact is that after finishing my studies, I left for my hometown and got a job there, but after I had worked for eight years, my husband and I spontaneously decided to move to Yekaterinburg. And what was my surprise that one of the schools to which I was invited for an interview turned out to be the one where I realized that this profession was to my liking! And the most interesting thing is that I work in the office where I did my internship. I’m probably, as they say, a fan of my work.
  
  Even though my work is very time consuming—and I have two classes in two shifts—I find time for my hobbies. One of them is traveling around the native Urals and across Russia. I involve both my students and their parents in these trips. They say you have to have a gift to be able to motivate your students and, of course, their parents.
  
  Olga is sure that the main thing for a teacher is to find a special approach to the child and kindle in him a spark of desire to learn new things
  
  Photo: Olga Emelyanovich
  
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  — I have been teaching at school for eleven years. My work is very difficult, but extremely interesting. I’m the first teacher of a little man who comes to school for the first time. A lot depends on me: how I teach him, educate him, he will grow up like that in the future.
  
  I think that the most important meeting is with the child. You never know who is in front of you! Maybe this is a future scientist who will make an important discovery for humanity. Or maybe this is a future poet or musician. Every child is talented, but talented in their own way. I try to find the cherished key to everyone, ignite a spark, arouse genuine interest in what is happening in the first grade and keep this interest until the end of elementary school.
  
  Together with my students, I get sad when they fail and rejoice in their victories. I think that the best gift for a teacher is when the children he taught achieve success in life!
  
  Sophia didn’t get into school right away, at first she worked as a secretary. But I realized that I can’t live without lessons, changes and students
  
  Photo: Sofya Mankova
  
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  — Starting this year, I am also an adviser to the director for educational work — have you heard of such a position? Most likely not: at the federal level, this position has only been introduced since this school year, but is mandatory for all schools. Our mission is to “set up” educational work at school, to be a guide between the child and the school, to be the teacher whom children unconditionally trust.
  
  I got into education back in 2014, at a time when people did not wear masks, but then I came to work as a secretary, as a student studying in personnel management. And the school dragged me in, I liked it. I was always told: go to the pedagogical one. But I stubbornly refused, and now, being face to face with school reality, I realized that there was nowhere to run and I like this world.
  
  And if you are also a class teacher, get ready that in your life there will be 26 more children and you will love everyone, you will know something about everyone that, it would seem, you do not need. And about the divorce of parents, and about the fact that the dog ran away, because all this affects the child, his mood, academic performance, communication.
  
  After my second year at the university, I took my documents and entered the pedagogical department, and worked as a secretary for another year. And in 2016, I was transferred to the position of senior counselor. I really like this story about competitions, songs, dances, concerts, and this school life draws me in even more, the team is your family, support and support. And now, after work, you are sitting on an intellectual game, and on Saturday you go to the bathhouse.
  
  The teacher confesses that it is difficult to work at school. But you just need to catch your wave
  
  Photo: Sofya Mankova
  
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  In 2020, I received a long-awaited diploma of higher education and became a full-fledged teacher of history and social studies. The love of children, attention is priceless. Yes, it’s hard in education: in order to earn money, you need to take a lot of hours, participate in extracurricular activities, so this is the choice of strong people who are passionate about their work.
  
  And the last thing I would like to add is about free time: school fills your whole life, but you need to be able to set boundaries, so be able to switch off, switch, and then you will come to work with pleasure and understanding that you are going to your favorite work.
  
  Recently, a young teacher became a mother. Congratulations!
  
  Photo: Anna Kurenkova
  
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  — I am not just a teacher, but a teacher at an art school. This is doubly interesting and difficult! After all, in our profession we must definitely have an individual approach and understanding of the choice of the trajectory for each student – a child or an adult.
  
  Teaching practice was the first step in this profession. It so happened that, while studying at the Shadr School in the third year, I went to Revda’s art school, and the teacher who was supposed to supervise me left for the open air. I was on my own for three weeks.
  
  I believe that my students have not stopped loving to draw, create, invent and experiment, because the main task of a teacher is not to discourage the desire to learn! My students are selected to the educational foundations “Golden Section”, “Sirius”, “Artek”, “Ocean”, travel to St. Petersburg, Moscow. They enter colleges and universities in Yekaterinburg, Kazan, St. Petersburg.
  
  Perhaps when you walk around the city, sit on a manicure or eyebrows, it will be a part of me, my learning, my knowledge. In our profession, it is necessary to see and reveal, to direct each child along his own creative or pedagogical path, even if this is not in our job descriptions. It is important to support not only the child, but also the parents in time! They are also an important part of the learning process.
  
  And just recently I became a mother and now I teach the youngest artist.
  
  Sofya also has a birthday tomorrow, so the girl’s fate was a foregone conclusion
  
  Photo: Sofya Kitsenko
  
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  — I decided to become an elementary school teacher because I like working with children. Children are amazing creatures: emotional, mobile, open, ready to perceive both positive and negative. And it is in my power to direct their energy in the right direction, give them knowledge, teach them to make friends, develop their creative potential.
  
  Of course, there are also difficulties. Not everyone succeeds at once, someone has problems with behavior and interaction with others, but we need to find an approach to such students. It can be difficult to build relationships with parents: someone is well versed in their rights, forgetting about their responsibilities.
  
  And, of course, reports! A lot of time is simply killed filling out a bunch of magazines and other pieces of paper. But, despite the difficulties that arise, I am glad that I chose the profession of a teacher. I am growing and developing, learning new things together with my students.
  
  By the way, October 5 is a double holiday for me: Teacher’s Day and my birthday. It seems to me that if I was born on this day, then my fate was sealed.
  
  Nina is from the village of Malysheva, now she works in Yekaterinburg, in one of the new schools on Shirokaya Rechka
  
  org/Person”> Photo: Nina Kadyrova
  
  Asbestos. Physical education was my favorite subject at school. My teacher and mentor Sidorova Tamara Viktorovna is a teacher from God! She always prompted, directed and could talk heart to heart. Sport was in the first place, in all competitions she was in the forefront. Basketball was especially popular, always first place.
  
  In the tenth grade, I began to think about what I want to become, where to enter. My relatives advised: “Enter the Institute of Communications, why do you need physical education?” But I could not imagine myself without sports. At that time, I did not fully understand what awaits me if I connect my fate with this kind of activity. I just wanted to run, jump – be on the move. And I entered the EKPC, and after the Ural State Pedagogical University, I entered the specialization “physical culture”.
  
  Photo: Nina Kadyrova
  
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  So why did I choose the profession of a teacher? Probably because I always liked to teach and instruct. As a child, with my brother, I always played school and taught lessons, taught me to read, write, and count quickly. Now I like to discover something new and useful for children. The second reason was the awareness of the opportunity to develop.
  
  The lessons are always interesting and fun, and the whole thrill comes from the fact that you yourself run, jump and play with the children! But at the same time, working with the younger generation is a serious responsibility. Her defining quality is her love for children. It is unlikely that without this feeling one can become a good teacher. It is important to respect each child, to listen to him, to talk, to suggest!
  
  Quite recently, while working at school No. 165, I thought that I would not find a better school, but when I moved to Akademichesky district, I was lucky enough to get a job at a new school No. to keep us up to date with what’s new. The guys here are the best, who want to be on top, show themselves, learn, they run to my lessons with joy!
  
  A teacher is not a profession, but a way of life led by a person who calls himself a teacher. You can only teach what you love. If the teacher adheres to this position, the more successful he and his students will be. There will be a result!
  
  For Maria, being a teacher means being a child herself
  
  Photo: Maria Karpova
  
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  — Since childhood, I dreamed of working with children. Like many, she seated her toys and taught them. I made small notebooks for them and even called my dolls to the board! I had a box of chalk and a pointer. I set the alarm for 15 minutes and my lesson started. When asked what I would be when I grew up, I firmly answered: “Primary school teacher!” And all because I really love children.
  
  Being a primary school teacher means being a little child in your heart. I love my job because it gives me the opportunity to be different: I dance, I sing, I draw, I am a doctor, an actor, and a tour guide. I love being bombarded with hundreds of childish questions that need to be answered immediately and convincingly. I love when there are dozens of inquisitive eyes around me, in which the whole universe lurks…
  
  The work of a teacher is very hard work, but it is worth it. I am happy when I come to school, and a joyful child runs towards me and shouts that he has been waiting for me for so long, and then he takes out a paper heart from behind his back and holds out to me a paper heart (but filled with real and sincere love), inside of which is written: “You are the best!” And how nice it is when my students come to me as adults and thank me for those school years that they spent next to me, for the knowledge that I gave them, for all the good that I put into them! A child’s heart is sensitive and generous. If children are given love, they return it in double size.
  
  It was she who gave me a great experience and gave me the opportunity to grow professionally. Here I was surrounded by wonderful colleagues who were always ready to help and give wise advice. It was here that I found new friends not only in the face of colleagues, but also among parents and even my students. Now I work in a wonderful children’s center “Prioritet” and continue to fill every moment of children’s lives with kindness and love.
  
  Karina first worked as an accountant, but later realized that being a teacher was in her blood
  
  Photo: Karina Shkinder
  
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  — Why did I decide to become a teacher? My mother, aunt, grandmother, sister are teachers. And I thought: why should I? I decided to become an accountant, I graduated from college. After working a little, I realized that this profession did not suit me. I was missing something and wanted more. Immediately after college, I entered the Ural State Pedagogical University on a budget. A year or two passed – and in the third year I already went to work.
  
  I want to be in this place, among scattered notebooks and backpacks, among children running and screaming. I knew that ups and downs were waiting for me, and it would be incredibly difficult for me, but love for the profession was above all.