Topeka daycares: THE Top 10 Child Care Providers in Topeka, KS

Best Drop-In Daycares in Topeka, KS

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Sittercity

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The Sunflower Patch

Southwest Topeka

Topeka, KS

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La Petite Academy of Topeka

Southwest Topeka

Topeka, KS

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Topeka, KS (Childcare & Programs)

There are 91 Daycares in Topeka, Kansas, serving a population of 127,139 people in an area of 61 square miles. There is 1 Daycare per 1,397 people, and 1 Daycare per square mile.

In Kansas, Topeka is ranked 124th of 750 cities in Daycares per capita, and 63rd of 750 cities in Daycares per square mile.

List of Topeka Daycares

Find Topeka, Kansas daycares and preschools.

Abc Learning Center Inc

4501 Northwest Oakley Avenue

Topeka,
KS

Adventureland Child Care And Activity Center

2630 Southeast California Avenue

Topeka,
KS

All Gods Children Preschool

7620 Southwest 21st Street

Topeka,
KS

Aunt Hopes Child Empowerment Center

2514 South Kansas Avenue

Topeka,
KS

Back To Nature Day Camp

4001 Southwest 6th Avenue

Topeka,
KS

Bright Circle Montessori School Inc

401 Southwest Oakley Avenue

Topeka,
KS

Building Blocks Child Care Center

620 Southwest Lane Street

Topeka,
KS

Cair Paravel-Latin School-Age Program

618 Southwest Buchanan Street

Topeka,
KS

Calvary Lutheran Learning Center

4211 Northwest Topeka Boulevard

Topeka,
KS

Childrens Day Out Preschool And Child Care Center

1234 Southwest Fairlawn Road

Topeka,
KS

Christ The King Early Education Center

5973 Southwest 25th Street

Topeka,
KS

Community Action Head Start

2410 Southeast Highland Avenue

Topeka,
KS

Community First Inc

1112 Southeast 10th Avenue

Topeka,
KS

Community Preschool & Extended Day Program

1811 Southwest Fairlawn Road

Topeka,
KS

Countryside United Methodist Preschool & Child Care Center

3221 Southwest Burlingame Road

Topeka,
KS

Creative Learning Adventures – South

6715 Southwest Westview Road

Topeka,
KS

Creative Play Preschool At Gage Park

4210 Southwest Conservatory Drive

Topeka,
KS

Creative Play Preschool At Hillcrest Community Center

1800 Southeast 21st Street

Topeka,
KS

Creative Play Preschool At Oakland Community Center

801 Northeast Poplar Street

Topeka,
KS

Discovery School Preschool

1701 Southwest Collins Avenue

Topeka,
KS

Discovery Zone Learning Center

3110 Southwest 10th Street

Topeka,
KS

Discovery Zone Learning Center Ii

1530 Northwest Tyler Street

Topeka,
KS

Easter Seals Capper Foundation

3500 Southwest 10th Avenue

Topeka,
KS

Faith Lutheran Early Learning Center

1716 Southwest Gage Boulevard

Topeka,
KS

Family Service And Guidance Center

327 Southwest Frazier Avenue

Topeka,
KS

First Baptist Child Care Center

3033 Southwest Macvicar Avenue

Topeka,
KS

First Christian Church Child Care Center

1880 Southwest Gage Boulevard

Topeka,
KS

Forever Friends Intergenerational Center

3124 Southwest Landsdown Circle

Topeka,
KS

Grace Parent Child Learning Center

701 Southwest 8th Avenue

Topeka,
KS

Instructional Sports Camp

801 Northeast Poplar Street

Topeka,
KS

Kennedy Academy Building #1

206 Southeast Lakewood Court

Topeka,
KS

Kennedy Academy Building #2

206 Southeast Lakewood Court

Topeka,
KS

Kiddicat Day Care Center

4640 Southwest 35th Street

Topeka,
KS

Krische Child Development Center

1750 Southwest Stone Avenue

Topeka,
KS

La Petite Academy

3325 Southwest Gage Boulevard

Topeka,
KS

Lake Rec Reynolds Day Camp

3325 Southeast Tinman Circle

Topeka,
KS

Lake Shawnee Preschool

3325 Southeast Tinman Circle

Topeka,
KS

Lighthouse Day School

2036 Northwest Taylor Street

Topeka,
KS

Little Learners At Washburn Tech

5724 Southwest Huntoon Street

Topeka,
KS

Mami Around The Clock Day Care & Learning Center

3720 Southwest Mulvane Street

Topeka,
KS

Mater Dei Child Care Center

911 Southwest Clay Street

Topeka,
KS

Mater Dei School Age Program

934 Southwest Clay Street

Topeka,
KS

Mini Masters Learning Academy

3909 Southwest Burlingame Road

Topeka,
KS

Northland Christian Church School Age Program

3102 Southwest Topeka Boulevard

Topeka,
KS

Northland Christian Day Care Center

3102 Northwest Topeka Boulevard

Topeka,
KS

Precious Blessings Development Center

1921 Southeast Indiana Avenue

Topeka,
KS

Prince Of Peace Preschool & Mothers Day

3625 Southwest Wanamaker Road

Topeka,
KS

Salvation Army Child Care Center

1320 Southeast 6th Avenue

Topeka,
KS

Security Benefit Academy

1 Southwest Security Benefit Place

Topeka,
KS

Shawnee North Day Camp

300 Northeast 43rd Street

Topeka,
KS

Daycares near Topeka

• Use My Location
• Tecumseh
• Berryton
• Silver Lake
• Auburn
• Meriden
• Carbondale
• Hoyt
• Rossville
• Maple Hill
• Overbrook
• Lawrence
• Oskaloosa
• McLouth
• Osage
• Lyndon
• Holton
• Alma
• Pomona

Other Topeka Offices

• Animal Hospitals
• Animal Shelters
• Charities & Non Profits
• Child Support Offices
• Daycares
• Food Stamp Offices
• Goodwill Stores
• Housing Authorities
• Salvation Army Stores
• Social Security Offices
• Veterans Affairs Departments
• WIC Offices

Little Learners

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Our child care center operates on the belief that every child is precious. It is our privilege to work with your child, always striving to promote cognitive, social, emotional and physical development. Little Learners has been in operation for more than 25 years and staffed by child care professionals who have  nearly 60 total years of work experience in the field. What makes us different is our working relationship with Washburn Tech students, who are enrolled in our Early Childhood Professional program. Together, we are building-up children, families and future child care workers.

Who Can Be a Little Learner?

Our child care center, on Washburn Tech’s campus, primarily provides child care services for the staff and students of Washburn Tech and Washburn University. In addition, we welcome children of parents not affiliated with the Washburn famiily. Our convenient location, smaller staff/child ratios, affordable rates and educational environment make Little Learners an excellent choice when looking for child care. For more information about fees and enrollment, contact Washburn Tech by calling 785.670.3312 or send an email to [email protected].

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The center is designed with learning centers such as art, manipulatives, block play, science, language arts and dramatic play where the children are in small groups. We also have large group times when the children listen to stories, sing songs and play active games. We have an outdoor playground for large motor development and a nutrition area with a full service kitchen to teach good eating habits. Little Learners is open year-round to meet the needs of our various constituent groups:

• Students: 7:45 a.m. until 3:10 p.m., Monday through Friday
• Staff: 7:30 a.m. until 4 p.m., Monday through Friday
• Community: 7:30 a.m. until 5:30 p.m., Monday through Friday

The center is open whenever the campus buildings are open. A schedule for the year as well as monthly calendars will be provided to parents.

Take a Tour

Come inside Little Learners at Washburn Tech as the center’s director, Tammy Schrickel, gives you a guided tour. Due to the Covid-19 pandemic, we are unable to host you in-person so this quick tour provides the next, best option for parents who are looking for quality child care. For more information, complete and submit an interest form or contact Washburn Tech at 785.670.3312 or [email protected]. 

Topic “house – anti-house” in A.

Chekhov’s prose of the 1890s — Novosibirsk State University

The publication is devoted to the analysis of utopian discourse in the literature of the late 19th–21st centuries. In modern literary criticism, the development of modern literature is studied quite actively from the perspective of utopia, and there are good reasons for this: the future-oriented projects of the modern era anticipate the global communist utopia, which was replaced in the 1950s–1960s. comes the utopia of the “Bright Past”, created by traditionalists, and the technocratic utopias of “youth prose”. In this paradigm, postmodernism acts as a dystopia, which by no means excludes interest in utopian models; on the contrary, the authors actively play with motives and images inherited from previous utopian projects in their texts.
The study has its own characteristics: the book is dedicated to the memory of a great scientist and an outstanding person – Boris Fedorovich Egorov. The range of his scientific interests was very wide, but the artistic utopia, its history, and ideology occupied Boris Fedorovich especially. The monograph demonstrates a variety of approaches to the analysis of utopian models and a clear chronological framework (from the modern era to postmodernity), which made it possible to show the difference between modern utopias and classical examples.
The structure of the book includes four sections, each of which is devoted to the history of Russian utopian thought, variants of its artistic embodiment in the culture and literature of our time: “Mythology, pastoral, fantasy as tools of artistic utopia”; “Utopian Discourse in Russian Literature at the Turn of the 19th-20th Centuries”; “Dialogue between European and Russian utopia in the prose of the XX-XXI centuries”; “Utopian Discourse in Painting and Cinema of the 20th Century”. Chapter 1 Pages 15-27 Number of pages 13 ISBN (Print) 978-5-00102-430-9 Publication status Published – 2021

• 6. 02.OX LITERARY THEORY & CRITICISM

• 17.07
  • APA
  • Author
  • BIBTEX
  • Harvard
  • standard
  • RIS
  • Vancouver

  @inbook{cc0a63cc6e21487ba6b305ba968de30e,

  title = “House-anti-house topic in A. Chekhov’s prose of the 1890s”,

  abstract = “The publication is devoted to the analysis of utopian discourse in the literature of the late 19th–21st centuries. In modern literary criticism, the development of modern literature is studied in the future, utopias are quite active, and there is every reason for this: the future-oriented projects of the modern era anticipate the global communist utopia, which was replaced in the 1950s–1960s by the utopia of the “Bright Past”, created by traditionalists, and the technocratic utopias of the “youth prose”. In this paradigm, postmodernism acts as a dystopia, which by no means excludes interest in utopian models, on the contrary, the authors actively play with motives, images inherited from previous utopian projects in their texts. The study has its own characteristics: the book is dedicated to memory great scientist and outstanding man – Boris Fedorovich Egorov. The spectrum of his scientific interests was very The range is wide, but the artistic utopia, its history, and ideology occupied Boris Fedorovich especially. The monograph demonstrates a variety of approaches to the analysis of utopian models and a clear chronological framework (from the modern era to postmodernity), which made it possible to show the difference between modern utopias and classical examples. modern culture and literature: “Mythology, pastoral, fantasy as tools of artistic utopia”; “Utopian Discourse in Russian Literature at the Turn of the 19th-20th Centuries”; “Dialogue between European and Russian utopia in the prose of the XX-XXI centuries”; “Utopian discourse in painting and cinema of the twentieth century.” Addressed to philologists, historians and all lovers of Russian literature.”,

  author = “Sinyakova, {Lyudmila Nikolaevna}”,

  note = “Sinyakova, L. Topeka “house – anti-house” in A. Chekhov’s prose of the 1890s / L. Sinyakova // Utopian discourse in Russian culture at the end of the 19th century -XXI centuries: literature, painting, cinema. – Moscow: Limited Liability Company {“}FLINTA{“}, 2021. – S. 15-27. “,

  year = “2021”,

  language = “Russian “,

  isbn = “978-5-00102-430-9”,

  pages = “15–27”,

  editor = “N. Kovtun”,

  booktitle = “Utopian discourse in Russian culture of the late 19th-21st centuries: literature, painting, cinematography”,

  publisher = “Limited Liability Company {“}FLINTA{“}” ,

  }

  Sinyakova, LN 2021, Topeka “house – anti-house” in A. Chekhov’s prose of the 1890s. in N Kovtun (ed.), Utopian discourse in Russian culture of the late 19th-21st centuries: literature, painting, cinematography. Limited Liability Company “FLINTA”, Moscow, pp. 15-27.

  Topic “house – anti-house” in A. Chekhov’s prose of the 1890s. / Sinyakova, Lyudmila Nikolaevna.

  Utopian discourse in Russian culture of the late 19th-21st centuries: literature, painting, cinematography. ed. / N. Kovtun. Moscow: Limited Liability Company “FLINTA”, 2021. p. 15-27.

  Research output: Chapter in Book/Report/Conference proceeding > Chapter (peer-reviewed)0-s

  AU – Sinyakova, Lyudmila Nikolaevna

  N1 – Sinyakova, L. Topeka “house – anti-house” in A. Chekhov’s prose of the 1890s / L. Sinyakova // Utopian discourse in Russian culture of the late XIX-XXI centuries: literature, painting, cinema. – Moscow: Limited Liability Company “FLINTA”, 2021. – P. 15-27.

  PY – 2021

  Y1 – 2021

  N2 – The publication is devoted to the analysis of utopian discourse in the literature of the late 19th–21st centuries. In modern literary criticism, the development of modern literature is studied quite actively from the perspective of utopia, and there are good reasons for this: the future-oriented projects of the modern era anticipate the global communist utopia, which will be replaced in 1950s–1960s comes the utopia of the “Bright Past”, created by traditionalists, and the technocratic utopias of “youth prose”. In this paradigm, postmodernism acts as a dystopia, which by no means excludes interest in utopian models; on the contrary, the authors actively play with motives and images inherited from previous utopian projects in their texts. The study has its own characteristics: the book is dedicated to the memory of a great scientist and outstanding person – Boris Fedorovich Egorov. The range of his scientific interests was very wide, but the artistic utopia, its history, and ideology occupied Boris Fedorovich especially. The monograph demonstrates a variety of approaches to the analysis of utopian models and a clear chronological framework (from the modern era to postmodernity), which made it possible to show the difference between modern utopias and classical examples. modern culture and literature: “Mythology, pastoral, fantasy as tools of artistic utopia”; “Utopian Discourse in Russian Literature at the Turn of the 19th-20th Centuries”; “Dialogue between European and Russian utopia in the prose of the XX-XXI centuries”; “Utopian discourse in painting and cinema of the twentieth century.” Addressed to philologists, historians and all lovers of Russian literature.

  AB – The publication is devoted to the analysis of utopian discourse in the literature of the late 19th–21st centuries. In modern literary criticism, the development of modern literature is studied quite actively from the perspective of utopia, and there are good reasons for this: the future-oriented projects of the modern era anticipate the global communist utopia, which was replaced in the 1950s–1960s. comes the utopia of the “Bright Past”, created by traditionalists, and the technocratic utopias of “youth prose”. In this paradigm, postmodernism acts as a dystopia, which by no means excludes interest in utopian models; on the contrary, the authors actively play with motives and images inherited from previous utopian projects in their texts. The study has its own characteristics: the book is dedicated to the memory of a great scientist and outstanding person – Boris Fedorovich Egorov. The range of his scientific interests was very wide, but the artistic utopia, its history, and ideology occupied Boris Fedorovich especially. The monograph demonstrates a variety of approaches to the analysis of utopian models and a clear chronological framework (from the modern era to postmodernity), which made it possible to show the difference between modern utopias and classical examples. modern culture and literature: “Mythology, pastoral, fantasy as tools of artistic utopia”; “Utopian Discourse in Russian Literature at the Turn of the 19th-20th Centuries”; “Dialogue between European and Russian utopia in the prose of the XX-XXI centuries”; “Utopian discourse in painting and cinema of the twentieth century.” Addressed to philologists, historians and all lovers of Russian literature.

  UR – https://www.elibrary.ru/item.asp?id=45723193

  M3 – chapter (peer reviewed)

  SN – 978-5-00102-430-9

  SP – 15

  EP – 27

  BT – Utopian discourse in Russian culture of the late 19th-21st centuries: literature, painting, cinematography

  A2 – Kovtun, N.

  PB – Limited Liability Company “FLINTA”

  CY – Moscow

  ER –

  Sinyakova LN. Topeka “house – anti-house” in the prose of A. Chekhov 1890-s. In Kovtun N, editor, Utopian discourse in Russian culture of the late 19th-21st centuries: literature, painting, cinematography. Moscow: Limited Liability Company “FLINTA”. 2021. p. 15-27

  LLC TOPIKA, Shakhty (TIN 6155037692), details, extract from the Unified State Register of Legal Entities, address, mail, website, telephone, financial indicators

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  LLC TOPIKA, address: Rostov region, Shakhty, Builders avenue, 30 apt. 58 was registered on 11/28/2002. The organization was assigned TIN 6155037692, OGRN 1026102776402, KPP 615501001. The main activity is wholesale trade in other machinery and equipment, in total 17 types of activity are registered according to OKVED. There are no connections with other companies.
  Number of co-owners (according to the Unified State Register of Legal Entities): 1, director – Vyaltsev Mikhail Vladimirovich. The size of the authorized capital is 10,000 rubles.
  TOPIKA LLC did not participate in tenders. There are no enforcement proceedings against the company. OOO TOPIKA did not participate in arbitration cases.
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  TOPICS OF CULTURE IN THE POST-INDUSTRIAL ERA: LITERATURE AND BASIC VALUES OF RUSSIAN CULTURE

  0002 The post-industrial era has called into question many stable and seemingly unshakable truths, including the very principles of organizing the educational process that determine the entire educational paradigm.

  Knowledge has been cultivated in human society for thousands of years. From darkness to light, from ignorance to knowledge, from lies to truth, etc. – all this fit perfectly into the almost (and sometimes completely) “mystical” process of communication between the student and the Teacher. However, at the turn of the XX-XXI centuries. the acquisition of knowledge ceases to be a priority of the educational process, and the knowledge paradigm is replaced by an activity one. The main thing is the acquisition of “tools” – technologies and methods of working with information, which is becoming more and more highly specialized. Knowledge ceases to be self-valuable and is recognized as subjective, incomplete and fragmented. And yet, and perhaps due to all of the above factors – both in science, and in education, and in society, the opposite trend is gaining momentum – towards holistic knowledge, capturing the deep “currents” of all phenomena. The search for a certain “common principle” is a common property of the entire world culture, which is especially clearly manifested in the 20th–21st centuries.

  A. M. Panchenko, a prominent specialist in ancient Russian literature, who devoted many years to the study of Russian classics in the context of spiritual quests of the 19th century and the entire Russian Orthodox tradition, “updated” the concept of topics, bringing new accents to it. For A. M. Panchenko, a topic is a stable circle of texts (works of art) embodying specific features of national culture and national worldview, as well as epoch-making events in national history that determined its course for many, many centuries [5, 6].

  Today, a topic is, first of all, a memory fixed in historical accomplishments and in works of art. This is the very “core”, outside of which and without which the very existence of the people disintegrates, the dissolution into senseless atoms of that elusive whole that Russian culture is. Topeka is changing, but evolutionarily, radicalism is dangerous both for it and for the people. In moments of crisis in Russian history, the role of cultural topics in the preservation of national and cultural identity is most evident and obvious.

  In the context of the socio-political crisis, it is art, and literature above all, that is the “last frontier” in preserving the basic values ​​of the nation. In the Time of Troubles, the life of Sergius of Radonezh became such a “frontier”. With the triple appearance (vision) of Sergius of Radonezh to Kuzma Minin, the creation of the Second Home Guard, which liberated Moscow, began. It was also significant that the Trinity-Sergius Lavra withstood a long siege by interventionist troops and remained for the whole of Russia a symbol of the unity of the country, and the messages of the cellar of the monastery Avraamy Palitsyn became one of the motives for creating a militia.

  At the beginning of the 20th century, Russia faced a second, no less powerful shock than at the beginning of the 17th century, which was called the “distemper”, by analogy with the events of three hundred years ago. “Essays on Russian Troubles” called his essay-study dedicated to the bloody civil strife of 1917–1920, the Russian general, writer and publicist A. I. Denikin.

  The civil war split the country into two opposing camps, the consequences of this split were felt throughout the 20th century. Nevertheless, the country was able to emerge victorious from the Second World War. It would hardly have been possible without the unity of the people. And a significant role here was played by literature, primarily “Quiet Flows the Don” by M.A. Sholokhov, who contributed to overcoming fratricidal strife.

  Sholokhov knew firsthand about the ruthlessness of the civil war, among his close relatives there were also examples of brothers clashing with each other [7]. Nevertheless, Sholokhov did not introduce fratricide in its direct meaning into the narrative. Raising fratricide as a problem, but avoiding describing it, Sholokhov moved away from literally following the “truth of the fact” and did not make the novel heavier. Not only that, the relationship between the Melekhov brothers is a clear example of brotherly love. The relationship between Peter and Gregory is not an exceptional example of brotherly love in The Quiet Don. There are no cases of direct conflict between blood brothers in the novel. Not only that, having indicated the brewing conflict between the older and younger brother in the first and second books, the traditional clash of generations for the literature of the 1920s, inherent in the Don Stories, and in the third, the writer overcomes it. In The Quiet Don, and this is unusual for the literature of the 20s-30s, the contradictions between the brothers, and not only the Melekhovs, are removed.

  Sholokhov became a writer who artistically overcame the “non-brotherhood” complex in his work. The evolution of Sholokhov’s work is evidence of the slow deliverance of society from the pernicious discord that was once fatally imposed on it by history, and challenged by it, not without the help of the writer. It was the “Quiet Flows the Don” that contributed to the rejection of society from the primitive division of everyone into friends and foes, the establishment of basic values. The legitimacy of such an interpretation is convinced by the study of reader response letters (we refer to the studies of N. V. Kornienko [1, 4]). None of the works of Russian (Soviet) literature has caused such an avalanche of responses as Sholokhov’s epic. The leitmotif of many letters was an unexpected understanding for the reader himself that “Cossacks are also people” [4]. And this is natural, since at that time The Quiet Flows the Don was perhaps the only work in which the strife of fratricide was overcome on an artistic-figurative, and not speculative-rational level.

  One of the most important features of the development of culture lies in the stability of the topic, in its influence on literature. And the properties of the topic are most clearly revealed during upheavals. The military theme and its reception in the work and in the perception of adolescents is a unique opportunity to study the sustainability and effectiveness of cultural topics.

  The whole history of mankind is connected with conflicts. Only the forms and scales of the collisions changed. The essence remained unchanged – the development and advantage of one at the expense of the other as a result of “victory”. And each nation glorifies “their” heroes – those thanks to whom they managed to defend their land from their neighbors or vice versa – to annex certain territories. Monuments to Columbus, Magellan, Yermak, Semyon Dezhnev and many, many others – discoverers and conquerors of lands or monuments and memorials – Vercingetorig and Julius Caesar, Jagiello and Vitovt, Suvorov and Napoleon, Alexander Nevsky and Genghis Khan, Tamerlane and Dmitry Donskoy, and thousands of others national heroes spread throughout Eurasia, from the Pyrenees to the Japanese islands and Kamchatka. It often happens that way – the hero of one people was and is an anti-hero for another.

  The amazing polarity of many national myths, actively and tirelessly affirmed in educational systems, was discovered by scientists in the 20th century in connection with the increase in communication between peoples and the gradual formation of global thinking. At the same time, in the 20th century, the understanding that war could cause not only the suffering of some and the prosperity of others, but also a global catastrophe for all – the winners and the vanquished, manifested itself and became firmly established.

  At the end of the 20th century, DS Likhachev noted that already the Franco-Prussian war of 1870 revealed the exhaustion of traditional ideas about honor and valor. In the era of technology, victory in confrontation does not always belong to the “right” side. Accordingly, according to the scientist, the angle of view on the war is also changing, there is a rejection of the usual one-sided judgments.

  The two world wars of the 20th century, especially the last one, not only brought humanity to the brink between existence and extinction, but also marked the most difficult problem of overcoming war, restoring humanity in the post-war world. It is worth noting a very ancient observation that until a new war begins, as long as the previous one is remembered.

  For Russia, where the consequences of the Second World War are still felt, both at the level of individual and national memory, and through numerous wartime signs, the memory of the war, of victory in it, is one of the constants that unites all social and age strata . And there is nothing surprising in the fact that at various levels the significance of the victory in the Great Patriotic War (WWII) is emphasized, the feat of the Soviet soldier is glorified. However, to what extent do modern schoolchildren realize the tragedy and greatness of the feat of the people during the war, how familiar are they with the realities of wartime and with the literature of the front-line years?

  It should be noted that today’s schoolchildren remember well only what they have developed a personal attitude towards. Therefore, the partnership between the family and the school is of great importance for the formation of the “memory of the war”. If the school museum is open to parents and children, and there is a page for each family in the Museum’s Memory Book, then the school museum will become a family museum, and the child will definitely read not only about his grandfather, but also about others, learn about the heroes of the war, become interested in military history .

  Unfortunately, the framework of the school curriculum does not allow to pay due attention to the study of works about the war. To the question “what works about the war do you remember?” the majority of ninth graders (surveys were conducted in 2015–2017 in one of the Moscow schools) named songs based on poems by front-line poets, “Vasily Terkin” by A. T. Tvardovsky and “The Fate of a Man” by M. A. Sholokhov. To the question “why do you remember them?” most of the students answered: “there was a creative lesson”, “they sang them at a concert”, “there was a poetry contest”, “they watched a film by S. Bondarchuk”. Yes, our children remember films better than books – this is the result of visualization, a feature dictated by time. And performances in a concert or at a competition as a means of self-realization make works about the war the same “experienced” values ​​as participation in museum activities. Only with the content of extracurricular activities, constantly interacting with the educational one, a “result” is born.

  An analysis of books about the war that young men and women choose for independent reading provided interesting data. Girls among their favorite authors are mainly poets: Yu. Drunin, M. Isakovsky, A. Tvardovsky, S. Gudzenko, O. Bergholz, R. Rozhdestvensky. The most “readable” prose work was “The Dawns Here Are Quiet” by B. Vasiliev. They called both “The Tale of a Real Man” by B. Polevoy, and “Operation Happy New Year!” Y. Herman … Boys and young men read “Hot Snow” by Y. Bondarev, “It was near Rivne” by D. Medvedev, “In August forty-fourth” by V. Bogomolov, “Hot Day” by Y. Bondyrev … However, the answer to the question about the beloved Not all students were able to give the book. As for the source of their “acquaintance” with books about the war, the boys mainly named their families. This is due to the fact that the prose and lyrics of the Great Patriotic War in modern secondary school are studied in two stages: at 8-9classes, and after – in the 11th grade, moreover, military prose, with the exception of the story of M. Sholokhov, – in the senior classes. In his work, the teacher relies on the program of Russian literature. In the 5th and 6th grades, students study poems by K. Simonov, A. Tvardovsky and A. Surkov. in the 8th grade – separate chapters from the poem “Vasily Terkin”. The program takes only 4 hours to study these chapters.

  Thus, in the eighth grade, the acquaintance of students with the literature of the Great Patriotic War is only a preparation for a more serious study of literature about the war, which awaits them in the senior classes. Literature course about the Second World War at 9grade is wider than in the eighth grade, it includes both prose and poetry. The basic and profile levels in the program for literature on the Great Patriotic War do not differ in the number of hours, and in the field of prose – at the profile level, hours are given even less than at the basic one. Two hours in the ninth grade are given to the study of military poetry, three – to the “Destiny of Man”. It is necessary to pay special attention to extracurricular reading and extracurricular activities, where children will have the opportunity to expand their acquaintance with the literature about the war, which will be continued in the course of studying the 11th grade curriculum.

  Thus, modern schoolchildren realize the importance of reading books about the war and believe that it is necessary to know the history of their people, their Motherland, respect the feat of the defenders of the Fatherland, realize the need to preserve memory and their role in this important matter. However, not enough is read about the war. To help them find the way to the book is the task of the family and school, the task of the state. This is seen as one of the ways to the preservation and evolutionary multiplication of cultural topics.

  And today the memory of the victory is one of the most important constants of the national consciousness, one of the most important components of the national topic. Preserving the memory of the victory and the war is seen as one of the tasks of philologists, on the successful preservation of which the preservation of the national topic depends. The military theme, so popular at the beginning of the 21st century, reveals not only the stability of the topic, but also the possibility of its impact on the upbringing of high school students in literature classes. The use of the pedagogical potential of the topics of Russian culture is seen as one of the priority areas for the development of Russian liberal arts education.

  The coming XXI century should become the time of scientific understanding of the concept of “topic” in all the variety of its components, and the active introduction of its meaningful aspects into socio-cultural practice.

  1. Kornienko N.V. “Told in Russian…” Andrei Platonov and Mikhail Sholokhov: Encounters in Russian Literature. – M.: IMLI RAN, 2003. – 536 p.
  2. Likhachev D.S. Favorites. Thoughts about life, history, culture.